Making Extensive Reading Even More Student Centered

Jacobs, George M.; Renandya, Willy A.

doi:10.17509/ijal.v4i2.691

Cited by 15 publications

(27 citation statements)

References 23 publications

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“…However, it demands activities and strategies that ultimately promote students' reading interest and habit. That is why, researches on reading comprehension are highly recommended because of the low proficiency in English reading as a foreign language (EFL) due to several factors, more specifically, learning strategies that are still teacher-centred and content-oriented (Jacobs & Renandya, 2015). Also, teachers are suggested to apply some various models and strategies that give language experience and enthusiasm for language learners (Alshumaimeri, 2017).…”

Section: -31mentioning

confidence: 99%

The Implementation of KWL (Know, Want to Know, and Learned) to Improve Students’ Reading Comprehension

Sholeh

Rosalina

Weganova

2020

IEE Ind. J. Eng. Edu.

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This study focused on enhancing students’ reading comprehension through the implementation of K-W-L (know, want to know, and learned) strategy at the secondary level. The purpose of K-W-L strategy is to offer construction for stimulating and building students’ schemata, to create a determination of their reading, and to conclude what they acknowledged before. This research applied Classroom Action Research based on the model suggested by Taggart and Kemmis (1998), consisting of five stages: preliminary study, planning, implementing, observing, and reflecting. The students were asked what they know about the topic, what they wanted to know about the topic and then what they learned from the text after they had read the written text. Based on the findings of the study, this K-W-L strategy trained students to be brave to present in front of the class to share their ideas with their friends, and it also assured other students to keep on listening and appreciating their friends’ comprehension of the text being studied. It is, therefore, strongly suggested that the English teachers at Junior High School use the K-W-L strategy to improve students’ reading comprehension. ABSTRAKPenelitian ini berfokus pada peningkatan pemahaman membaca siswa melalui pengimplementasian strategi KWL (know, want to know, and learned). Tujuan dari strategi KWL ini adalah untuk menstimulasi dan membangun skemata siswa, menciptakan determinasi dalam membaca, dan menggunakan informasi yang telah mereka miliki sebelumnya. Penelitian ini menggunakan penelitian tindakan kelas berdasarkan model yang disarankan oleh Taggart dan Kemmis, yang terdiri darilima tahap, yakni, studi pendahuluan, perencanaan, pengimplementasian, pengobservasian, dan refleksi. Para siswa diberi pertanyaan terkait apa yang mereka ketahui tentang topik tersebut, apa yang mereka ingin ketahui terkait topik tersebut, dan apa yang telah mereka peroleh setelah mereka membaca teks yang diberi. Berdasarkan hasil penelitian, strategi KWL ini melatih siswa untuk memiliki keberanian dalam berekspresi di depan kelas dan membagikan ide dan opini mereka kepada teman-temannya. Selain itu, strategi ini juga melatih siswa untuk mengapresiasi pemahaman yang dimiliki oleh teman yang sedang melakukan presentasi di depan kelas. Oleh karena itu, peneliti menyarankan guru Bahasa inggris di tingkat sekoah menengah pertama untuk menerapkan strategi KWL untuk meningkatkan pemahaman membaca siswa. How to Cite: Sholeh, A., Rosalina, N. E., Weganofa, R. (2020). The Implementation of KWL (Know, Want to Know, and Learned) to Improve Students’ Reading Comprehension. IJEE (Indonesian Journal of English Education), 7(1), 22-31. doi:10.15408/ijee.v7i1.15541

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Section: -31mentioning

confidence: 99%

The Implementation of KWL (Know, Want to Know, and Learned) to Improve Students’ Reading Comprehension

Sholeh

Rosalina

Weganova

2020

IEE Ind. J. Eng. Edu.

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“…Waring (2011) adds such activities as writing (or giving an oral) short report on each book, making posters, drawing a picture of a scene, talking about the characters and the plot, and writing reaction reports. Students may also form reading groups in which they can do such activities as selecting book together and discussing various aspects of the contents of the book (Jacobs & Renandya, 2015). Peer interaction, according to Jacobs & Renandya (2015, pp.…”

Section: Theory Application Setting Up An Extensive Reading Programmentioning

confidence: 99%

Untitled

2018

LLT Journal

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, 2011). Its goal is to promote fluency and enjoyment in the process of reading (Clarity, 2007) as confirmed by Day (2013, pp. 10-11) saying "They read for information and enjoyment, with the primary goal of achieving a general, overall meaning of the reading material." Moreover, Warring (2011) augments, Extensive Reading is done to promote reading speed, general comprehension and reading skill. What should happen in such an activity, he argues further, is READ, which means "Read quickly and. . .Enjoyably with. .. Adequate comprehension so they. . .Don't need a dictionary" (Waring, 2011, p. 3). Since reading gain should be without pain as Day and Bamford suggest (in Day, 2013), whenever students find reading materials which are not interesting or too difficult, they are encouraged to stop and find another. The underlying reason is that ER tasks should minimize the frequent stopping and restarting that occur whenever students consult dictionaries while working on the task (Stoller, 2015). Nonetheless, they are encouraged to make their reading comfort zone bigger overtime; that is, to extend the range of materials that they can read easily and confidently (Day, 2013). Extensive Reading may be practiced in one of these three forms depending on students' needs and institutional constraints (Bamford & Day, 1997; Day, 2015). First is supervised (or instructed) Extensive Reading. It places Extensive Reading as the main focus of a reading course which is combined with a variety of followup activities. Second is blended Extensive and Intensive Reading. It employs Extensive Reading as an addition to an ongoing reading course whereby students read books that they select for homework. Third is independent (= non-instructed) Extensive Reading. In this type, Extensive Reading serves as an extracurricular activity with the teacher guides and encourages students whose fond of reading has been developed and who meet regularly to discuss what they read. Based on Jeon and Day's (2016) study, effective ER programs take place when Extensive Reading is incorporated as part of the curriculum compared to other types of Extensive Reading and when it is held in EFL settings. Moreover, they unveil that

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“…One of EL's most important characteristics is the material for it should be within the students' level of proficiency; therefore, materials must be selected appropriately. When principles of ER are considered applicable for EL, some consideration should be taken into account in the implementation of EL (Renandya & Jacobs, 2016;Renandya, Hu, & Xiang, 2015;Jacobs & Renandya, 2015). They are (1) the listening materials are easy for the students; (2) the listening materials and the topics should be varied; (3) the students are free to choose listening material that they like; (4) the students need to listen to a large number of spoken texts; (5) listening activity should be done for pleasure, and the aim is for obtaining information and general understanding; (6) listening activity is a personal process; (7) listening fluency is achieved by staying within the students' linguistics ability; (8) students do the listening activity autonomously, and it is done based on the students' preferences; (9) teachers are only responsible for making sure that the students are on the right track in doing EL; (10) teachers should set an example for their students.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Google Classroom Assisted Extensive Listening on Listening Comprehension Accross Learning Autonomy

Melani

2020

Lingua Cultura

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The research aimed at identifying the effect of Google Classroom Assisted Extensive Listening (EL) on English as a Foreign Language (EFL) Students’ Listening Comprehension across Learning Autonomy (i.e., high learning autonomy, and low learning autonomy). The research involved 78 students from two classes, which were divided into the experiment and control group. The experiment class was treated by practicing EL with the support of Google Classroom, on the other hand, the control group was treated by practicing EL by using the traditional platform (written listening journal). The students in each group were further grouped based on their autonomy level (high and low). The result of the research reveals that the mean score of the experiment group is much higher than the control class. It means that students who practiced EL with the support of Google Classroom have better listening comprehension as compared to the students who practiced EL by using the traditional platform. However, the research indicates no interaction from each learning autonomy level with the listening comprehension of both groups.

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Making Extensive Reading Even More Student Centered

Cited by 15 publications

References 23 publications

The Implementation of KWL (Know, Want to Know, and Learned) to Improve Students’ Reading Comprehension

The Implementation of KWL (Know, Want to Know, and Learned) to Improve Students’ Reading Comprehension

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The Effect of Google Classroom Assisted Extensive Listening on Listening Comprehension Accross Learning Autonomy

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