The Implementation of Extensive Reading Principles in an Extensive Reading Class: Students’ Perceptions

Ragawanti, Debora Tri

doi:10.26877/eternal.v13i1.10971

Cited by 4 publications

(5 citation statements)

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“…The influence of RI on the student's basis has previously become research evidence (for example, Judge, 2011). In line with a study from Puspa & Ragawanti (2022), they conducted research by implementing ER principles in an extensive reading class and revealed that the appropriate level of graded readers could lead them to a relaxing atmosphere and promote motivation to read the upper stories of books. The same findings can be found in Gopal et al (2022), who examined the utilization of ER from the perspective of ESL students ' reader responses.…”

Section: Discussionmentioning

confidence: 97%

“…The finding also supports previous studies confirming sustainable vocabulary acquisition development resulting from intensified reading activities. Several studies have strengthened the evidence of extensive reading engagement to contribute to several aspects of second language learning, such as reading comprehension and reading rates (Belgar & Hun, 2014), and vocabulary and spelling (Pigada & Schmit 2006;Liu & Zhang, 2018;Sun, 2020;Ateek, 2021;Puspa & Ragawanti, 2022). Other experts, such as (Renandya, 2016), have exaggerated extensive reading to have attracted increasing attention from second language and foreign language researchers and educators over recent decades.…”

Section: Discussionmentioning

confidence: 99%

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University Students’ Perceptions of Extensive Reading Intervention: Evidence from Universitas Hasanuddin Non-English Freshmen

Pammu

Dewintha²,

Nursafira³

2023

Utamax

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This paper reports the findings drawn from a six-month survey on first-year students’ perception of Extensive Reading intervention in a basic general English course program at Hasanuddin University. This survey study aimed to reveal the extent to which the samples agreed on some aspects of language learning’s positive impacts from attending a reading intervention semester. Other aspects were also examined to the degree of improvement, such as students’ beliefs about eclecticism, self-confidence, and social identity. Data were obtained from questionnaire surveys consisting of 7 close-ended statements and four rating scales from 120 fresh undergraduates. The scaling of “strongly agreement” was tallied from the total samples to obtain the trend. The greater the percentage of the agreement rate, the stronger the perceptions, so as the higher the tendency of the positive impact of extensive reading. The findings came up with encouraging results where a greater proportion of the samples reported significant improvement in aspects contributing to language learning. These include improved vocabulary, writing skills, reading rate, comprehension, confidence, and motivation. The study also revealed the perceived gaining of social identity and reduced degree of eclecticism in dealing with English texts. The findings support the previous research that confirms assurance of reading improvement through extensive reading. The survey warrants pedagogical implications for teachers to constantly embark high intensity of reading activities for students to inculcate reading habits so as to improve personal study skills and encourage autonomous learning.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

University Students’ Perceptions of Extensive Reading Intervention: Evidence from Universitas Hasanuddin Non-English Freshmen

Pammu

Dewintha²,

Nursafira³

2023

Utamax

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“…In addition, rigorous reading activities contributed to the improvement of knowledge and English abilities, including writing, speaking, listening, reading, vocabulary, and grammar. It is added Sartika (2020) that students provided positive feedback regarding the ER platform, and their English proficiency improved in some areas.…”

Section: A Benefits Of Extensive Reading (Er)mentioning

confidence: 99%

Teaching Extensive Reading to EFL and Non-EFL Students: Benefits and Problems

Nur Fitria

2023

ENJEL

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This research describes the benefits and problems during the teaching of Extensive Reading (ER). This research is library research. The analysis shows that extensive reading has several benefits in the teaching and learning process, especially in learning English as a foreign language, such as adding vocabulary, helping to understand grammar, building reading speed, and reading fluency, reading for getting pleasure, building confidence and motivation, increasing motivating to read English more. Several difficulties of ER are also identified throughout the long reading exercise in extensive reading, including poor/lack of vocabulary and grammatical skills, inconsistent reading, difficulty comprehending the meaning of words, and loud classroom environment influence concentration on text analysis. Other problems are the level of reading material or difficulty in analyzing material related to literary works, different academic grades, learners paying less attention to the program, and the ER material selection. In selecting materials for extensive reading (ER), appropriate reading materials constitute an essential foundation of ER program. Students need a large quantity of engaging, approachable, readily available materials if they are to read extensively. Teachers should choose student-centered activities so students have opportunities to appreciate themselves with interactive reading experiences. The extensive reading (ER) program in schools/institutions also can be developed students' passion for reading in English. It is not only a skill or a translation, but also a personal, social, and academic activity. To be successful in ER program implementation, several aspects must be considered which involve all parties including schools/institutions, students, teachers, and even parents.

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“…The extensive reading strategy, which contains ten principles from Day and Bamford, is very suitable to be implemented to help with motivational problems in reading (Ng et al, 2019). In addition, the ten principles of extensive reading from Day & Bamford are also able to improve students' abilities, especially in the field of language; this increase is not only in the linguistics aspect but also non-linguistics (Puspa & Ragawanti, 2022).…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Students’ Perception of Using Extensive Reading Strategy in Vocabulary Mastery

Octavianti,

Retnaningdyah,

Munir

2023

IJORER Int. J. Recent Educ. Res.

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Objective: Reading is one of the most essential skills in learning, especially in English learning. Technological sophistication that is developing rapidly in the 21st century requires students to be literate in order to be able to compete in critical thinking and receive the latest information. The program suitable for the conditions of students in this century is extensive reading, which offers reading for pleasure according to the level of students' abilities. Method: The type of approach used in this research is qualitative. Only fifteen undergraduate students have received an extensive reading course in the fifth semester to obtain optimal results. In collecting data using two instruments, namely questionnaires and interviews. Results: The results shown in this research are that most undergraduate students have positive perceptions after receiving extensive reading course program activities, one of which is the addition of vocabulary that affects their reading motivation. Novelty: The results of this research encourage future researchers to dig up information about the effectiveness of using extensive reading in increasing vocabulary acquisition.

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The Implementation of Extensive Reading Principles in an Extensive Reading Class: Students’ Perceptions

Cited by 4 publications

References 0 publications

University Students’ Perceptions of Extensive Reading Intervention: Evidence from Universitas Hasanuddin Non-English Freshmen

University Students’ Perceptions of Extensive Reading Intervention: Evidence from Universitas Hasanuddin Non-English Freshmen

Teaching Extensive Reading to EFL and Non-EFL Students: Benefits and Problems

Undergraduate Students’ Perception of Using Extensive Reading Strategy in Vocabulary Mastery

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