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Despite the numerous empirically proven advantages of extensive reading for student's vocabulary and English language development in general, EFL reading education in Indonesia has primarily been focused in intensive reading only. This study aims to investigate the challenge of implementing extensive reading in Indonesian schools especially Java and Sumatra. The design of this study is qualitative descriptive with the 10 participants coming from different level of schools: primary school, secondary school, and tertiary education teachers. The data were collected through in-depth interviews and online questionnaires. The results were then analyzed thematically. This study reveals four major factors of resistance to ER in Indonesia: (1) the teachers, particularly primary and secondary school teachers are unaware of the significance of ER, (2) the lack of reading resources and environment that suit the students, (3) the demand of the mainstream curriculum, (4) the misconception of ER and its principles among teachers. These findings resound those of earlier studies in the field thus imply that little has been done to promote ER. Future study should look into possible and doable design of ER in EFL setting.

Extensive reading, ER principle, intensive reading