Abstract
Extensive reading and writing fluency in language learning get connected to each other. The benefits include gains in reading and writing competence and skills. However, how far they get connected in EFL learning has not been discussed so far. This study examined the connection of extensive reading and writing fluency of the thirty-two students of the English Education Department at a university in Palangka Raya Kalimantan Tengah Indonesia. The correlational design was applied in this study. The online Extensive Reading Test (ERT) developed by Extensive Reading Foundation was used to get the students' extensive reading scores. To gain the students' writing fluency scores, a Writing Fluency Test (WFT) was applied. For the data analysis, it used Pearson product-moment correlation. Results show that there is a moderate positive correlation between the students' extensive reading and writing fluency. It is indicated with rxy = 0.408 > rtable = 0.340 at 5%. In short, the extensive reading activities have a positive connection to the writing fluency of the students in language learning. Therefore, extensive reading activities should always be integrated with writing activities in the context of Indonesian EFL learning.
Highlights
In Indonesia, English considered as a foreign language, is taught at every level of education begening from the primary to higher level of education
Reading and writing are assumed as the skills that got connected each other in Indonesian english as a foreign language (EFL) learning context
State a clear conclus ion relate to the topic and make a strong stateme nt to propide the main argime nt
Summary
In Indonesia, English considered as a foreign language, is taught at every level of education begening from the primary to higher level of education. P a g e | 45 teaching english as a foreign language (EFL), the four skills to be taught are listening, speaking, reading, and writing. In EFL learning, reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning and the goal of reading is comprehension (Ahmed, 2016; Nunan, 2003). It means that reading activities becomes very simple in collecting information from a text combined with background knowledge to achieve an understanding. Learners should be exposed to lengthy texts that they are able to comprehend
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