Extensive Reading Activities Research Articles

Students’ Perceptions of Using Reciprocal Teaching Groups Strategy in Extensive Reading Activities

Reading plays a pivotal role in language learning, particularly in acquiring proficiency in English. However, Indonesian secondary students often struggle with comprehending reading materials due to their difficulty level exceeding their proficiency and a less conducive learning environment that contributes to disengagement. This gap in reading comprehension prompted the initiation of this research, which aimed to investigate how reciprocal teaching groups could enhance extensive reading activities for students. This research conducted qualitative methods within a microethnography framework, the study engaged six junior high school students as participants. Data collection involved observations, interviews, and students' reflective journals to gather comprehensive insights. The results highlighted that implementing reciprocal teaching group strategies positively impacted students' motivation and comprehension levels during reading activities. Moreover, these strategies fostered a more interactive and independent learning atmosphere, addressing the monotony often associated with traditional reading sessions. By actively involving students in reciprocal teaching groups, they were able to deepen their understanding of the study materials more effectively. Thus, the findings suggest that integrating reciprocal teaching group strategies is a beneficial approach to enhancing students' learning outcomes in extensive reading. This research underscores the potential of collaborative learning methods in improving reading proficiency among secondary school students, offering insights into how educators can innovate teaching practices to better support students' language learning needs.

Reading Motivation and Achievement in Online Extensive Reading of English Text: A Systematic Review

The effect that online extensive reading (ER) of English texts has on learners' reading comprehension and motivation to read is not well understood. The purpose of this systematic review was to examine the efficacy of online ER by examining quantitative and mixed-methods studies that examined the effect of online ER on learners' reading achievement, motivation to read, and other perceptual and emotional aspects of English language proficiency. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria were followed in this study. Online ER-related articles were selected based on the predefined eligibility criteria. Then, the 31 English-language online ER studies published between 2010 and 2021 were screened and extracted from electronic databases. The screened studies were those that involved students above 15 years of age. The findings indicated that online ER activities could be used in two ways. First, teachers could incorporate online reading strategies and technological tools for online ER to help students improve their reading achievement. Second, if they wanted to increase their students' motivation to read, they could emphasize the use of online reading management systems and reading resources for ER. Additionally, the study discovered that the size of the vocabulary and the volume of reading were predictors of online ER's success. Additionally, the article discusses the review's implications.

Exploring the relationship between extensive graded book reading and writing performance among third-grade students: a correlation analysis

This study examines the impact of long-term extensive book reading activities on students’ writing skills in a distinct context lacking prior research. Employing technology to monitor students’ reading, the research focuses on first language long-term reading activities, a domain unexplored in Taiwan’s education system. Tracking book reading over three years, the study unveils the gradual fulfillment of reading goals and explores the connection between extensive book reading and writing performance. The investigation also found that graded reading and Bridge Books’ roles in enhancing students’ reading and writing outcomes. Employing rigorous data analysis, the study offers a comprehensive understanding of the intricate relationship between extensive book reading and writing performances. Findings reveal Picture Books and Basic Books as popular reading categories, influencing writing quality and word count during the revision process. However, there are potential trade-offs between quantity and quality of the writing performances, specifically observed in Bridge Books’ impact on initial draft and revision quality. The complex interplay between different grades of the book and writing performance emerges, suggesting implications for educational interventions and further research in enhancing writing performances through extensive reading.

Perceptions and Challenges of Undergraduate EFL Students’ towards Audiobooks and Textbooks on the Xreading Website

Based on PISA literacy test in 2022, Indonesia gains rank 70 which 5 points higher than previous period in 2018. However, it still needs more efforts to maximize the level of students’ literacy in Indonesia. The use of X-reading as the web-based book technology becomes the alternative tools to improve EFL undergraduate students’ literacy level. This research aims to explore the undergraduate students’ perception and challenge in using audiobook and textbook, that are provided by Xreading website during extensive reading activity. This research is conducted to EFL undergraduate students through qualitative method and purposive sampling technique. Three undergraduate students in Surabaya are involved by using descriptive qualitative method. The use of audiobook and textbook in Xreading website have some positive and negative impacts for students in developing their literacy competence. Audiobook is able to improve the students’ listening skill and understand the unfamiliar vocabularies. However, it has some weaknesses such as it needs strong internet data and connection and cannot control the audio speed. The textbook gives the students experience as reading the physical book and the grammatical understanding. Nevertheless, textbook is more time consuming especially for students who have the lower reading skill. Hopefully, this research will be developed into the low level of education not only in undergraduate level, but also in the secondary school and this website expanded into the intensive reading.

Unveiling students’ learning strategies and barriers to extensive reading: a case study in an Indonesian university

The present study aims to investigate students’ learning strategies and barriers encountered in extensive reading activities. This research was designed with a qualitative case study method. The study recruited six Indonesian university EFL students majoring in English language education to participate and a lecturer in the study program. Data were garnered through semi-structured interviews as a data collection method. The data were analyzed thematically to find emerging themes. The research findings demonstrate that the EFL students employed three extensive reading comprehension strategies. The three strategies included predicting by inferring the meaning of unfamiliar words by making guesses based on the context, guessing from context by utilizing previous knowledge about the topics in the text, and paraphrasing by creating sentences from the obtained information. Another finding also uncovers the university students’ barriers in extensive reading, including the students’ language background and lack of interest in reading. This study concludes with practical implications for how EFL students engage in extensive reading with various learning strategies and how university teachers boost their students’ interests in more diverse extensive reading activities.

Impact of Extensive Reading Programs and Video Reports on English Speaking Skills

This study investigates the impact of extensive reading(ER) classes on students' speaking skills, focusing on fluency and accuracy. Results reveal a notable improvement in both aspects following students' participation in ER activities, including writing book reports and recording video reflections on their reading. The quantity of books read emerges as a key determinant of speaking fluency enhancement, and a positive association with speaking accuracy is observed as well, both exhibiting statistical robustness. Furthermore, an increase in the number of video report submissions correlates positively with improvements in overall speaking proficiency, such as accuracy, showing statistical significance; however, statistical significance is not achieved for fluency. Several pedagogical implications are presented and the limitations of the present study are addressed.

Embracing technology in EFL pre-university classrooms: A qualitative study on EFL learners' perceptions of intensive and extensive reading approaches

This study attempts to explore the perceptions of Pakistani pre-university EFL learners about the intensive reading (IR) and extensive reading (ER) approaches and the use of technology in these two approaches. This is a qualitative study using a purposive sampling technique. The participants were 10 pre-university undergraduate students enrolled in the foundation program of a public sector university in Pakistan. Researchers used semi-structured interviews and reflective diaries as data collection tools. Thematic analysis and personal interpretation techniques were used to analyze the results. The results showed that after participating in the reading classes, the students had positive perceptions of the IR and ER approaches and found them useful and interesting. The results also showed that the learners felt that their language skills improved significantly after participating in the IR and ER-related activities. Students also found these reading approaches to be complementary to each other. The results also indicated that teachers' use of intensive reading and extensive reading approaches could make learners skilled and autonomous readers. Ultimately, their reading problems could be solved with these approaches. Moreover, the learners also perceived the use of technology in these two reading approaches as of great benefit to them. The researchers recommend incorporating IR and ER activities into the EFL classroom using digital resources to maximize EFL learners' reading abilities and other language skills.

A Study on The Students’ Perception of Using M-Reader

This study aims to explore the perception of Indonesian EFL learners of using M-Reader and what suggestions they give to improve the utilization of M-Reader. This study used descriptive research to describe the nature of the existing conditions. The data were derived from two sources: questionnaires with close-ended and open-ended questions and interviews. The students’ reading report was also attached to supplement the data. Of ninety students enrolled in the extensive reading program, only seventy-six participated in this study. This study concluded that the students perceived M-Reader positively and were satisfied with using M-Reader in their extensive reading activity. This study also concluded three main suggestions regarding the website, the book collection, and the promotion of the program to improve the utilization of M-Reader in the extensive reading activity.Keywords: Perception, Extensive Reading, M-Reader

The digital-mediated extensive reading on English Language learning of agriculture students

Reading is a skill that is initially taught in schools. Students are introduced to the alphabet and later learn to read texts. Reading Foreign languages is also introduced when students learn a foreign language. The student requires reading activities that include vocabulary learning. Extensive reading is one of the practical activities of reading. Nowadays, extensive reading activities include reading printed and digital text in e-books, journals, and internet and social media articles. In addition, digital extensive reading research on university students of agriculture is still rare. Thus, research on digital-mediated extensive reading in agricultural students’ needs to be conducted to investigate whether it improves their reading comprehension. This study involved 84 agricultural students majoring Agroecotechnology study program. The participants take an English course. The data for this study was taken from the pre-test and post-test scores and questionnaire. The data will be analyzed using descriptive and inferential statistics. The results of the study shows that the digital-mediated extensive reading effectively enhances the student's reading comprehension in English as academic purposes (EAP) setting, and the students express that the digital-mediated extensive reading provides flexibility, technology utilization, and reading.

BENEFITS AND ATTITUDES OF INDONESIAN UNIVERSITY STUDENTS TOWARDS EXTENSIVE READING ACTIVITIES IN LEARNING ENGLISH GRAMMAR

In learning a second or foreign language, students commonly read for pleasure, which is called extensive reading (ER). Extensive reading is commonly related to increasing vocabulary knowledge and reading skills; however, extensive reading can also expand learners’ grammatical knowledge Based on the study of Khansir and Dehghani (2015), it was found that ER has improved their Iranian participants’ English grammar (as stated in Ng, Renandya, Chong, 2019, p. 180-181). Referring to the positive outcome of their study, this study aims to investigate Indonesian university students’ perceptions of the benefits of ER activities on their English grammar knowledge and also their attitudes after experiencing ER activities in Grammar class. The research participants were 30 Indonesian university students who attended Grammar classes at a private university in West Java. The instruments used were an online questionnaire which was distributed at the end of the semester and the students’ weekly ER log. The questionnaire result was counted manually before they were classified into certain categories, whereas content analysis was used to select and analyze the data from the learning log. The findings show both positive and negative outcomes regarding the students’ grammar knowledge and attitudes.

Students’ Perception on the Implementation of Extensive Reading at Elementary School

This research aims to determine students' perceptions of implementing extensive reading. The focus of this research is on the benefits and obstacles in implementing extensive reading activities. Twenty elementary school students in one of the schools in Sidoarjo were the subjects of this research. The method used in this research is a qualitative method and data collection using interview techniques. The results showed that extensive reading affects students' interest in reading because it makes students feel happy, can imagine, and increases students' knowledge and English language skills. Besides that, other findings regarding students' perceptions of obstacles in carrying out extensive reading were also revealed in this research. Some of them are students' reading motivation which is classified as low which is caused by language skills and students' lack of perseverance, as well as about the style of language used in reading texts.

The Implementation of 15-Minute Extensive Reading Approach As School Literacy Movement Activity: Students' Perceptions

The low rate of Indonesian students’ literacy skills need to be deliberated more. Responding to this issue, the government created the school literacy movement program to improve Indonesian students’ literacy. The aim of this study is to investigate the implementation as well as the students' perceptions towards 15-minute extensive reading as school literacy movement (GLS) activity in the classroom. This study employed a qualitative method which applied descriptive case study design. The research was conducted at SMP Brawijaya Smart School Malang. The instruments were observation notes and interview guidelines. The interview involved two students who have been undergoing extensive reading activity at school. The collected data were analysed by using interactive analysis model which was carried out in four stages, namely collecting data, data reduction, data display, and conclusion drawing. The findings showed that the implementation of 15-minute extensive reading approach as school literacy movement in SMP Brawijaya Smart School Malang was held quite well by involving and reflecting 9 of the 10 principle of extensive reading as well as two stages of the school literacy program (GLS) namely habituation and development. The findings also revealed that the implementation of 15-minute extensive reading approach as school literacy movement activity is categorically helpful for SMP Brawijaya Smart School Malang students’ literacy and second language acquisition.

PROMOTING EFL STUDENTS ENTREPRENEURSHIP ENTHUSIASM: USING PROJECT-BASED LEARNING IN EXTENSIVE READING ACTIVITIES

This article discusses how Extensive Reading (ER) activities promote English as a Foreign Language (EFL) college students’ entrepreneurship enthusiasm by giving the chance to the individual student to select the topic to be read based on the most interesting one in his/her life. As ER is defined as pleasure reading, most of the previous research reports promoting ER activities for EFL students deal mostly with reading literary texts. For EFL college students, however, ER should not focus on reading literary texts, but also on the academic and popular ones. They need to be able to read a wide range of academic and popular texts for school task demands and for their prospective work purpose. They should be encouraged to read other types of texts other than literary one—which can improve their entrepreneurship enthusiasm. The method used in this study is classroom action research by implementing Project Based Learning (PBL) in two cycles. The results of this study showed that in the first cycle the students were able to read everything about the most interesting thing in their life guided by the mind map usage, made papers of reading reports based on both printed and digital resources, made the slides of oral report contained project plan of entrepreneurship products or services. In the second cycle the students were able to complete the project in form of portfolio contained the complete plan of entrepreneurship products and/or services. It is concluded that the implementing of PBL can promote EFL students’ entrepreneurship enthusiasm.

The Effects of Movie-Enriched Extensive Reading on TOEFL IBT Vocabulary Expansion and TOEFL IBT Speaking Section Score

A wealth of research has been conducted to compare extensive and intensive reading thanks to their increasing popularity in educational settings globally. However, only a limited number of studies have been conducted to measure the effects of movie-enriched extensive reading activities. To this aim, the present study was undertaken to investigate the effects of movie enriched extensive reading on freshman students` TOEFL IBT vocabulary expansion and TOEFL IBT speaking section scores. In this regard, 40 students studying at an international private university in Erbil, Iraq was divided into two groups using a stratified random sampling method. Control group students (N=20) read and analyzed six graded readers by employing intensive reading, whereas experimental group students (N=20) actively participated in reading prominent novels and watching movie versions of them. A mixed methods design was employed to gather qualitative and quantitative data, respectively, so they were utilized to make better interpretations. Quantitative data were collected through 2 vocabulary and speaking exams related to TOEFL IBT as pre-test and post-test. Additionally, qualitative data were collected through interviews. Results of the independent samples t-test revealed that experimental group students` speaking and vocabulary scores increased significantly, whereas they were not significant enough in the control group. Moreover, students` attitudes towards reading novels and watching movies changed positively based on the interview transcripts. In light of the findings, this study may have some implications for researchers, educators, and authorities seeking opportunities to integrate extensive reading into the curriculum.

Digital Extensive Reading in Indonesia: A Critical Review

<em>Several previous studies have revealed that extensive reading is essential for supporting the success of EFL students’ language learning. Due to the advancement of technology that has entered the language classroom, the implementation of extensive reading programs in Indonesia has shifted to digital extensive reading, where both EFL students and teachers utilize digital materials or tools through various applications or online platforms. Hence, this paper aims to critically review digital extensive reading in Indonesia to provide an overview or information regarding the implementation of digital extensive reading in Indonesia.</em> <em>Following George’s (2008) Literature Reviews model, twelve articles related to digital extensive reading in Indonesia that were published from 2019 to 2022 in reputable national journals were critically reviewed. It was revealed that the digital extensive reading in Indonesia was implemented variously through several digital or online platforms for extensive reading, such as Let’s Read! application, Blogging, Mobile-Assisted, Xreading, Wattpad, Webtoon, and other various online platforms, such as WhatsApp, Zoom, and Google Classroom.</em> <em>Last but not least, it can be concluded that the implementation of digital extensive reading through those various digital or online platforms has been proven to be useful in supporting the success of EFL students’ digital extensive reading activities as well as the success of EFL students’ language learning.</em>

EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERS

Extensive reading with graded readers has been proved to be an approach that helps learners improve their reading ability. However, only a few studies have explored the effects of additive extensive reading with other types of reading materials on struggling EFL learners. This study investigated the effects of Science and Research Association Reading Laboratory (SRA) and Reading Reflective Journals (RRJ) as additive extensive reading activities on struggling EFL tertiary students’ English reading ability and performance. This study was a comparative mixed-methods approach conducted at a Thai university over 15 weeks. The students were two intact groups enrolled in a reading course taught by the researcher. One group was assigned to SRA, and the other to RRJ. Data were collected by means of English reading pre- and post-tests, students’ reflective journals, and an open-ended questionnaire. Both quantitative and qualitative results indicate that SRA and RRJ positively impact students’ reading ability, their attitudes towards English reading, and their knowledge. Since SRA and RRJ are based on different theories, each has its limitations. The combined activity of SRA and RRJ features is suggested. The factors affecting the use of additive ER should also be considered when implementing any type of ER.

Exploring Students Learning Strategies in Extensive Reading Activity through Narrative Inquiry

This study focused on students' learning strategies and extensive reading experience, as well as the varied tactics and disparities between them. In this study, the narrative inquiry method was applied. We polled ten active university students from a variety of disciplines and faculties. While conducting the intensive reading tasks, the researchers asked the respondents a few questions and asked them to discuss their experiences. The students were also interviewed over the phone by the researchers. The researchers chose the responders at random, without considering their major, knowledge, or other factors. Based on the findings, we can deduce that each student has similar challenges and employs a similar learning technique. The majority of them use online dictionaries to look up the definitions of new words.

다독 후 북 리포트 쓰기 활동이 중학생 영어 학습자의 영어 쓰기 능력에 미치는 영향과 학습자 인식

The purpose of this study was to examine the effects of book reports writing on middle school students’ English writing ability and their attitude toward writing. The participants were forty students who wrote at least 10 book reports on the books they chose to read. The first and the last reports were compared to examine whether their writing ability improved while they participated in the extensive reading and book report writing project. The results of paired samples t-tests showed that there were statistically significant differences in their vocabulary, language use, and organization areas. However, there was no significant difference in the content area. These findings suggest that book report writing activities had positive impacts on the students’ writing ability. The analyses of the students responses in the questionnaire showed that the participants enjoyed writing activities. However, their English writing motivation and confidence did not increase as much. The analyses of the students’ reponses to open ended questions showed that they recognized the educational value of the extensive reading activity and the book report writing activity. However, they also responded that they experienced difficulties selecting appropriate books within their reading ability and writing their ideas in the book report.

IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH THE SSS (START WITH SIMPLE STORIES) METHOD IN EXTENSIVE READING ACTIVITTY

This paper presents the idea of applying the SSS Method extensive reading to enhance comprehension of the lower achieving students in the school. The subjects of the research were the first-year students of senior high school in Probolinggo. Two classes of them were assigned as the control and the experimental groups. The control group was taught reading comprehension using the conventional way, while the experimental group was taught reading utilizing the SSS Method extensive reading. After the treatment both groups were given post test. The result of the study showed that there was a1significant1difference1in1the students’ reading comprehension achievement. The students in the experimental group significantly obtained higher scores than the ones in the control group. the conclusion of the research findings is that the low achieving students of the first year at SMAI NURUS SALAFIYAH Probolinggo Senior High School taught using the SSS METHOD extensive reading perform better in reading comprehension than those taught reading using the conventional way. In general, exposing students to the SSS METHOD extensive reading activity could effectively raise their reading comprehension achievement.

Extensive Reading on Postgraduate Students' Perceptions and Its Effects on Reading Comprehension

Several studies have shown the effectiveness of extensive reading (ER) in English as a second language (ESL) and English as a foreign language (EFL) classrooms. This study aimed to explore students' perceptions of ER and its benefits on reading comprehension. Extensive reading is considered to be a useful reading technique to arouse students' reading abilities. Data were collected from 36 participants who are master's candidates at a university in Southern Vietnam through a 3-Likert scale questionnaire and a semi-interview on study issues. The findings of the study claim that students applied ER to their reading processes through free reading, free topics, and non-pressure on reading tasks. Students believe that ER activities help to improve reading competence and unconsciously build up a reading habit for readers. From the results of the study, ER proves its advantages by what students gained, such as the ability to comprehend reading passages and to make inferences or predictions. The researcher suggests further studies should focus on factors that affect ER processes and conduct experimental research to evaluate ER advantages.