Keywords
Love of Reading
How to Cite
Abstract
People agree that reading is essential skill to get any knowledge in order to get the success of life either academically or socially. Reading needs to be embedded and nurtured because it is not a born skill. Still, the fact shows that EFL students in Indonesian context have not established good habits in reading English, as also experienced by EFL students in IAIN Tulungagung who are also categorized as reluctant readers due to their lack of vocabulary knowledge and number. Many studies on Extensive Reading (ER) indicate its positive impact on nurturing good habits of EFL reading in English. Accordingly implementing Extensive Reading Program to help them build love of reading is necessary. This article is then intended to dig up their responses on the implementation of ER program to the establishment of their love of reading. This research objective was achieved by distributing Reading Log during implementing Guided Extensive Reading Program (GERPro), distributing Questionnaire, and conducting interview to those involved in this ER program. The result of this research reveals that the EFL students joining this ER program claim that for those who do not establish good habits in reading English, ER proved to be able to embed their awareness of love of reading in English, and for those who already built reading love in their mother tongue-Indonesian language, their reading love in both Indonesian language and English gets increased. In addition, this GERPro contributes to the establishment of EFL students’ love of online reading. In short, this research result can be pedagogically implemented by EFL teachers who would like to help their students nurturing good reading habits in English. However, for those who are moody, this GERPro does not work well. Consequently, the next researcher needs to conduct a research on how to work with moody EFL students so that their reading habits can be well established.
References
Al-Nafisah, K.I. (2015). The Effectiveness of an Extensive Reading Program in Developing Saudi EFL University Students’ Reading Comprehension. Arab World English Journal (AWEJ) .6(2):98 – 109
Bamberger, R. (1975). Promoting The Reading Habit. Paris:The Unesco Press Chang, A.C-S and Renandya, W.A. 2017. Current Practice of Extensive Reading in Asia: Teachers’ Perceptions. The Reading Matrix: An International Online Journal. 17(1): 40-58
Chou, T. M. (2011). The effects of vocabulary knowledge and background knowledge 159 The English Teacher Vol. XL on reading comprehension of Taiwanese EFL students. Electronic Journal of Foreign Language Teaching, 8(1), 108–115.
Day, R.R. and Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.
Eur, D. S. (2013). Extensive Reading (ER) As a Remedial Program for Problems in EFL Reading: Benefits of ER, New Insights, and Justifications for the Use of ER in Korea.
Healy, C. (2002). Reading: What the Experts Say. The Lowdown on the National
Reading Panel. PEATC. Virginia. Pp 1-3
Iftanti, E. (2012). A Survey Of The English Reading Habits Of Efl Students In Indonesia. TEFLIN Journal. 23(2):149-164
Iftanti, E. (2015). What Makes EFL Students Establish Good Reading Habits in English. International Journal of Education and Research, 3(5), 365-374.
Media Indonesia. 2016. Minat Baca Indonesia, Peringkat 60 dari 61 Negara. (Online) Media Indonesia.com/news/read/64231/minat-baca-indonesia-peringkat-60-dari-61-negara/2016-08-30
Khansir, A.A and Bafandeh, L.(2014). The Study Of Effect Of Extensive Reading On Enhancing Reading Comprehension And Word Recognition Of Iranian Learners. International Journal of English Language and Literature Studies, 3(3): 266-281
Lee, H. N., and Mallinder, M. (2017). Role of extensive reading in EFL vocabulary development: Review and recommendation. The English Teacher, 19.
Palani, K. K. (2012). Promoting reading habits and creating literate society. Researchers World, 3(2), 90.
Rodrigo, V,Greenberg, D, and Segal. (2014). Changes in reading habits by low literate adults through extensive reading. Reading in a Foreign Language. (26)1:73–91
Sabet, M.K. and Rostamian, N. (2016).The Impact of Extensive Reading as a Supplementary Material on Upper-Intermediate EFL Learners’ L2 Reading Comprehension. Journal of Applied Linguistics and Language Research. 3(5): 230-246
Sheu, S.P-H. (2003). Extensive Reading with EFL Learners at Beginning Level. TESL Reporter, 36(2): 8-26
Suk, N. (2016).The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition. Reading Research Quarterly Reading Research Quarterly, 52(1): pp. 73–89
Tien, C-Y. (2015) A large-Scale Study on Extensive Reading Program for Non- English Majors: Factors and Attitudes. International Journal of Applied Linguistics & English Literature. 4(4): 46-54
Yamashita, J. 2013. Effects Of Extensive Reading On Reading Attitudes In A Foreign Language. Reading in a Foreign Language, 25 (2): 248–263
Before going to review process, all manuscripts will be checked that they are free from plagiarism practice using "Turnitin" software. If there is an indication of plagiarism, the manuscript will instantly be rejected.