Extensive Reading in Action: Voices from the Grounds

Abstract

This study is aimed at investigating how extensive reading affects students' reading attitude and comprehension. Based on two participants' pretest and posttest results and analyzing the results of interviews, the study reveals that extensive reading tends to promote participants' reading comprehension as indicated by the improvement of their scores in posttest and participants' reading attitude as indicated by their responses to interviews. Their positive attitude develops particularly because of the autonomy given to them to select any materials in their interest as when finding interesting reading texts beyond their current linguistic competence, which is not recommended to read in extensive reading, they struggle to understand them regardless of their reading proficiency. Their positive attitude is also shown by their increasing reading amount week after week and their dreams to have a private library and be lifelong readers. Moreover, exposure to a large number of different texts, a large array of words, and different topics enables them to build background knowledge which helps them understand texts better which subsequently affects their reading ability positively.

Reading Strategies in Enhancing Students’ Reading Comprehension: Are They Still Relevant?

“…One of the problems is in the linguistic aspect. According to Dzulfikri and Saukah (2017), vocabulary and syntactical knowledge are some aspects that include in the linguistic realm. Lack of vocabulary becomes an obstacle and a reason why students are not interested in reading the text.…”

“…On the flip side, things to consider in the non-linguistic aspect include anything not found in the linguistic aspect. It includes attitude, motivation, background knowledge, and reading strategies (Dzulfikri & Saukah, 2017). Students cannot gain all of those aspects in a short time without painstaking effort.…”

Exploring EFL Students’ Preferences in Extensive Reading

“…The teacher needs to find interesting materials and suitable to student's comprehension levels. The reading material in extensive reading should be easy which contains familiar vocabulary and grammar suitable to students' linguistic competence (Day and Bamford, 1998;Dzulfikri & Saukah, 2017). 3) Students choose what they want to read.…”