Extensive Reading (ER) Practices and the Development of Language Fluency

Januarty, Resky

doi:10.21512/lc.v12i3.4063

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…The frequency distribution and percentage after the teaching and learning process of test 1 and test 2 can be seen in Table 5. (Januarty, 2018). Furthermore, the researcher interviews the participants personally.…”

Section: Resultsmentioning

confidence: 99%

The Use of Audiobooks in Developing Seventh-Grade Students' Reading Skills (A Case Study for EFL Students)

2020

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The research was conducted to develop students’ reading skills by using an English story with Audiobooks. It seemed that the teachers could overcome if they were proficient in utilizing the internet and computer applications in the students’ learning process because the students enjoyed the gedgets. In a sense, teachers should integrate supportive technology, problem-based approaches, and higher-order thinking skills. Based on these problems, the researcher was interested in developing students’ reading skills by using Audiobooks apps. Moreover, the research investigated that students could significantly develop their reading skills by reading English stories with Audiobooks apps. It aimed to investigate the students’ reading skills could significantly be developing by reading English stories with the Audiobooks app. The research applied a case study as the qualitative research method. The participants were three students from seventh-grade students. The researchers collected and analyzed the data from observations, tests, and interviews. Based on the finding and discussion, it can be concluded that the participants have achieved and exceeded in Standard Minimum Score (KKM). Besides, the students are enthusiastic and comfortable reading English stories with Audiobooks application in the learning process.

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Section: Resultsmentioning

confidence: 99%

The Use of Audiobooks in Developing Seventh-Grade Students' Reading Skills (A Case Study for EFL Students)

2020

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“…Sadoski (2015), as cited in Aprilia, states The aim of teaching reading is to encourage students or learners to discover knowledge from the word combination in the text and to do so in a consecutive manner at a fair pace without actually expressing what is being read. Teaching reading is controlled by teachers and students and systems or content (Haris et al, 2019;Januarty, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Teaching Reading by Using Jumbled Pics Stories

Saputri¹,

Hadi²

2021

JOLLT

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The aim of the research was to find out if there was any significant improvement on student’s reading after being taught through Jumbled Pics Stories at 9th grade of students at SMP Al-Fitroh Tangerang. The method used in this research was the quantitative method of pre-experimental design by implementing pre-test and post-test design. In this study, the researcher used 15 students as a sample. The data were corrected by pre-test and post-test as instruments. The result of the study was calculated using t-test. The findings showed that student’s post-test scores mean (64.33) were higher than pre-test scores mean (71.86). By using t-test, the result of t-table with degrees of freedom (df) 14 reached 7.92. The finding revealed that Jumbled Pics Stories is effective media to improve student’s reading.

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“…In addition, studies by Mikami (2016) and Januarty (2018) revealed that students who have experienced extensive reading strongly believed in its importance and benefits toward improving their language proficiency. However, the student's motivation for the continuous process of reading could have been more stable.…”

Section: Related Research Reportsmentioning

confidence: 99%

English teachers’ perspectives on the implementation of extensive reading

Maharani

2023

lililacs

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There needs to be more literature regarding English teachers' perspectives on the actual practice of extensive reading in the classroom in Indonesia. Therefore, a study aimed to investigate the implementation of extensive reading based on the teachers' perspectives. This study employed a qualitative research method as the research design. The participants were two senior high school English teachers and two junior high school English teachers. Interviews were conducted as the data collection and transcribed for the data analysis. The results showed that all English teachers had acknowledged and were well-informed of the benefits of extensive reading. However, half of them projected their positive beliefs through implementing extensive reading in their teaching practice, but the other half did not. The obstacles found in applying extensive reading were the students' need for more interest in reading, their lack of vocabulary mastery, and opposing views toward reading. Therefore, this insight into the study's results has enriched the literature, and the stakeholder of the curriculum should provide support regarding the teachers' concern about implementing extensive reading. Keywords: perspective, implementation, extensive reading

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Extensive Reading (ER) Practices and the Development of Language Fluency

Cited by 6 publications

References 13 publications

The Use of Audiobooks in Developing Seventh-Grade Students' Reading Skills (A Case Study for EFL Students)

The Use of Audiobooks in Developing Seventh-Grade Students' Reading Skills (A Case Study for EFL Students)

The Effectiveness of Teaching Reading by Using Jumbled Pics Stories

English teachers’ perspectives on the implementation of extensive reading

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