Best Practices in Promoting Students’ Reading Habit in Extensive Reading Class

Vivit Rosmayanti; Muhammad Yahrif

doi:10.35445/alishlah.v15i3.3432

Best Practices in Promoting Students’ Reading Habit in Extensive Reading Class

Vivit Rosmayanti, Muhammad Yahrif

Abstract

A literate culture must be created for this world, and reading habits are crucial. It moulds a person's personality and aids in their ability to think clearly and come up with original ideas. This study aimed to highlight best practices in promoting students’ reading habits in extensive reading classes. This study employed a qualitative grounded research design. The participants of the study were students of the English department at one of private university in Makassar. The data were collected by conducting semi-structured interviews and classroom observation. The interview transcript and the field notes from the observation were analyzed using a grounded research approach. There are three steps of codification of the grounded research approach: open coding, axial coding, and selective coding. The result of this study revealed seven successful activities applied in supervised (instructed) Extensive Reading classes; some are everyday reading activities, some are modified reading activities, and the lecturer creates others to promote students' reading habits. They were: 1) Jigsaw reading, 2) Jumbled reading, 3) Paraphrasing reading quiz, 4) Reconstructing reading story, and 5) Vocabulary reading challenge. 6) Book response form presentation, and 7). Survey reading. It can be concluded that the student's responses are very positive since they encourage them to read at home or anywhere, not only in class. It is recommended for the teachers should work in collaboration to develop interest of students in reading materials through digital media.

Keywords

Extensive Reading; EFL class; Reading Activities; Reading habits

Full Text:

PDF

References

Atmowardoyo, H. (2018). Research Methods in TEFL Studies : Descriptive. Journal of Language Teaching and Research, 9(1), 197–204. https://doi.org/DOI: http://dx.doi.org/10.17507/jltr.0901.25

Barros, A. C., & Carvalho, A. A. A. (2007). From a WebQuest to a ReadingQuest: learners’ reactions in an EFL extensive reading class. Interactive Educational Multimedia, 15, 37–51.

Clark, C., & Rumbold, K. (2006). Reading for pleasure: A research overview. National Literacy Trust.

Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.

Delfi, S., & Yamat, H. (2017). Extensive Reading in Developing English Competency for Indonesian EFL Learners Majoring in English. Indonesian Journal of English Language Teaching and Applied Linguistics, 1(2), 12.

Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational Research: Competencies for Analysis n& Application (Tentsh Edi). Pearson.

Gee, R. W. (1999). Encouraging ESL Students to Read. TESOL Journal, 8(1), 3–7.

Hedgcock, J., & R. Ferris, D. (2011). Teaching Readers of English: Students, Texts, and Contexts. John S. Hedgcock. https://doi.org/10.4324/9780203880265

Jumariati, J. (2012). The Implementation of Extensive Reading Program To Improve Reading Skills of The English Department Students of Akademic Year of 2010/2011. Jurnal Bahasa Dan Sastra, Vol 2, No 2 (2012), 221–230. http://lmu-efgp.unlam.ac.id/index.php/jbs/article/view/30/24

Kweon, S.-O., & Kim, Kh.-R. (2008). Beyond raw frequency: Incidental vocabulary acquisition in extensive reading . Reading in a Foreign Language, 20(2), 191–215.

Laufer, B. (1989). What percentage of text-lexis is essential for comprehension? In C. Lauren & M. Nordman (Eds.), Special language: From humans to thinking machines (pp. 316–323). Multilingual Matters.

Li, J., Li, H., Majumdar, R., Yang, Y., & Ogata, H. (2022). Self-directed Extensive Reading Supported with GOAL System: Mining Sequential Patterns of Learning Behavior and Predicting Academic Performance. LAK22: 12th International Learning Analytics and Knowledge Conference, 472–477.

Mermelstein, D. A. (2014). Improving EFL Learners’ Reading Levels through Extensive Reading. . The Reading Matrix, 14(3).

Mikeladze, T. (2014). Extensive Reading. Tbilisi.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Nurbianta, N., & Dahlia, H. (2018). The Effectiveness of Jigsaw Method in Improving Students Reading Comprehension (Vol. 9). https://doi.org/10.26877/eternal.v9i1.2416

Peterson, J. (2022). Japanese Extensive Reading: Reading Goals and Learner Perceptions. The Reading Matrix: An International Online Journal, 22(1).

Rati, J., Rosmayanti, V., & Hasnani, H. (2020). Improving Students’ Reading Comprehension in Narrative Text Through Picture Story at SMA N 12 Makassar. Brilliance Journal, 4(01).

Ribahan. (2018). Students’ Perceptions of the Characteristics of Effective English Teachers at Mataram State Institute of Islamic Studies, Lombok. Asian EFL Journal, 20(11), 16–28.

Romo, S. (2010). Using Quizzes to Measure Teaching Effectiveness: How Do You Measure Up? Education World. https://www.educationworld.com/a_curr/profdev/profdev180.shtml

Sembiring, L. T. A. B., Rukmini, D., Mujiyanto, J., & Yuliasri, I. (2018). The Impact of Comprehension Instruction on Students’ Reading Comprehension with Different Ability Grouping And Self-Efficacy. TESOL International Journal, 13(4).

Serquina, E. A., & Batang, B. L. (2018). Demographic, Psychological Factors and English Proficiency of ESL Students. TESOL International Journal, 13(4).

Shea, D. (2016). Extensive reading in a university EFL classroom: issue of fluency, vocabulary, and proximity. Journal of Foreign Language and Education, 13, 20.

Straus, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc.

Susser, B., & Robb, T. N. (1990). EFL extensive reading instruction: Research and procedure. JALT Journal, 12(2), 161–185. https://www.cc.kyoto-su.ac.jp/~trobb/sussrobb.html

Talenta, P. I., Dimitri, M., & Pavita, A. (2022). Using Writing Tasks as an Assessment in Extensive Reading in a University-Level EFL Course. English Language and Literature International Conference (ELLiC) Proceedings, 5, 516–522.

Tamrackitkunt, K. (2010). Extensive Reading: An Empirical Study of Its Effects on EFL Thai Students’ Reading Comprehension, Reading Fluency, and Attitudes [University of Salford]. In School of Language. https://usir.salford.ac.uk/id/eprint/11924

Tropman, E. (2014). In Defense of Reading Quizzes. International Journal of Teaching and Learning in Higher Education, 26(1), 140–146.

Wilhelm 39 (1): 30-41., J. D. (2016) . (2016). Recognising the power of pleasure: What engaged adolescent readers get from their free-choice reading, and how teachers can leverage for this all. Australian Journal of Language and Literacy, 39(1), 30–41.

Wolfson, E. (2017). Reading, Writing and Winnicott: Reconstructing the Story of “I” in the “Good-Enaugh” Space. Other/Wise, 10(1), 1–8.

Yamashita, J. (2008). Extensive reading and development of different aspects of L2 proficiency. System, 36(4), 661–672. http://www.elsevier.com/locate/system

Yang, L. (2014). The Influence of Extensive Reading upon Vocabulary Acquisition. In School of Business and Trade. Huanghe Science and Technology College Zhengzhou.

Yulia, M. F. (2018). Extensive Reading for Indonesian University Students: An Alternative Framework for Implementation. LLT Journal: A Journal on Language Teaching, 21(2).

DOI: https://doi.org/10.35445/alishlah.v15i3.3432