The Practice of Extensive Reading among EFL Learners in Tertiary Level

Feny Martina,Jeka Agustia Utama,Syafryadin Syafryadin

doi:10.25078/yb.v3i2.1712

Feny Martina, Jeka Agustia Utama + Show 1 more

Open Access

https://doi.org/10.25078/yb.v3i2.1712

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Abstract

Students had some problems in terms of extensive reading. The problems were (1) students forget some principles and benefits of extensive reading because they learned about principle and benefits of extensive reading in the previous semester, (2) students do not know how to implement a successful practice of extensive reading, and (3) students were still difficult to enjoy and get information in their reading of either fiction or nonfiction books. Thus, this research was aimed to know how students implement extensive reading and students’ difficulties when practice extensive reading. This research was qualitative descriptive research. The subject of this research was the fourth-semester students in the English Education Study Program of Institut Agama Islam Negeri Bengkulu. The instruments of this research were observation checklist, interview sheet, and documentation. The result of this research showed that there were students who implemented extensive reading but students implemented extensive reading in the outside classroom and the students still had difficulties when implementing extensive reading. The percentage of students’ implementation of extensive reading in the outside classroom was 62% while the percentage of students’ difficulties encounter practicing extensive reading was 91%. It concluded that students implemented extensive reading in the outside classroom without the supervision of the lecturer and students have many problems when practice extensive reading.

Highlights

The practice of extensive reading was not popular enough in Indonesia, in the curriculum does not mention anything explicitly about extensive reading
Based on the analysis conducted by the researchers above, the researchers concluded that, prose and poetry class was one of the subject in Institut Agama Islam Negeri Bengkulu that applied extensive reading in their teaching learning activities
Some students already known the basic concepts of extensive reading well; and students were able to applied extensive reading concepts in reading literary works because they had studied extensive reading even though it was only the basis for intermediate and advance reading in the previous semester, but there were few number of students was forgot about the theory of extensive reading

Summary

Introduction

The practice of extensive reading was not popular enough in Indonesia, in the curriculum does not mention anything explicitly about extensive reading. The document did not mention explicitly about the characteristics and the method of practicing extensive reading in the classroom environment. Extensive reading is a useful activity for students and teachers to improve students’ ability in reading (Salameh, 2017). The results of some research showed that extensive reading can improve students’ English skills. The first, a report by (Salameh, 2017) who investigated the impact of extensive reading by documenting it was positive effects on changes in different aspects of EFL reading attitudes, and the results reveal extensive reading can improve students’ reading speed, writing skill, and increase students motivation in learning EFL (Salameh, 2017).

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