Reading Experiences on Exploring Personal Reading Histories of English Study Program Learners of University of Riau

Abstract

Learners have different historical reading experiences which can be analyzed from any perspectives. This study aimed to explore “the reading experiences of two successful English study program learners of the Faculty of Teacher Training and Education University of Riau in Extensive Reading course based on Exploring Personal Reading Histories”. The suitable design in answering the research question of this study is a Case Study of the two successful learners in Extensive Reading course. Based on the result of the analysis of this study, it was found that reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts (the facilities provided by parents and the involvement of teachers) reflecting on the process in becoming competent in each level. As a result, their experiences develop their interest to do activities of reading without instruction. It also indicates that this study contributes to reading theory, especially extensive reading relating with the other theories as well as pedagogy in teaching and learning Extensive Reading by implementing Exploring Personal Reading Histories at the beginning of the course. This finding contributes to theory of reading, especially extensive reading and to methodology in terms of the appropriate instruments and analysis for qualitative researches.

“It’s not something I’ve really thought about ‘til now’”: The social aspects of U.S. emerging adults’ comics reading histories

“…As Delfi et al (2019) and Spiro (2014) have observed, reading histories allow the participants to share personal experiences that have helped to shape their everyday lives. In answer to the question regarding who influenced participants’ readings of comics, the findings of this research support the literature which agrees that maintaining friendships (Graff, 2009/2010; Moje et al, 2008; Moss, 1993) and the desire to be considered to be a good reader (Merga, 2017; Moss, 1993) are reasons why friends, peers and teachers may have played important roles in the participants’ comics reading.…”

“…Exploring reading histories allows researchers and participants to learn about past reading experiences in such a way that time and space allow for deeper introspection into those experiences. Delfi et al (2019: 304) described that asking their college students to explore their personal reading histories for class, “facilitates the learners to recall their reading experiences. It means that they should not think what they are going to tell but they just recall the experiences dealing with reading.…”

“When the switch happened”

“…Similarly, Delfi, et al (2019) also focused on readers' personal reading histories with their college students, but more on the participants' visceral responses to those experiences, considering that those experiences "involve them personally and holistically" (304) and thus their intuitive responses possibly provided greater depth than if they had given planned responses. As Moss (1993) identified in her seminal work with British girls, romance novel reading reflected some of the same types of educational concerns about comics addressed in this paper.…”

Manifestation of Malay Kinship Greetings in The Big Family of Kaharuddin and Zubaidah

“…They focus more on speaking skill, not other skills. Delfi (2019) This practice has again indicated that English speaking proficiency is often considered as a special language skill. The learners can evaluate their reading experiences, habits, and attitude in the first, second and the foreign language.…”