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Extensive Reading: A Strategy to Promote Reading Competency of Pre-Service Teachers
Last modified: 2020-10-22
Abstract
This action research was conducted to introduce pre-service teachers with extensive reading as a strategy to promote their reading competency. The participants were 23 first-year pre-service teachers majoring in English Language Education at a private university in Jakarta. The extensive reading activity was embedded with Teaching English as a Foreign Language (TEFL) course and held for five weeks. During the implementation, they were asked to create a response log and a digital story telling or a comic strip to check their understanding about the texts they read. At the end of the activity, the pre-service teachers were asked to fill in the online survey to find out their response about the extensive reading. Based on the survey, the participants stated that extensive reading activity could gain their vocabulary knowledge by guessing unfamiliar words from context and improve their reading comprehension skills. In addition, some participants who did not use to read a lot, revealed that they develop confidence on reading. On the other hand, auditory and visual participants found this activity quite challenging since they prefer to watch a video rather than reading a text.
Keywords
extensive reading, reading competency, pre-service teachers, literacy
References
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2. Murphy O.D. (2017). Teaching What We Know: The Influence of Pre-service EFL Teachers’ Background on L2 Reading Attitudes. Language Research, 53.1, 163-190.
3. Murphy O.D. (2017). Pre-service English Teachers’ Extensive Reading and Its Effect on L2 Reading Self-efficacy. Language Education Institute, Seoul National University. Available from: http://creative-commons.org/licenses/by-nc/4.0.
4. Ntereke, B.B & Ramoroka, B.T (2017) Reading competency of first-year undergraduate students at University of Botswana: A case study. Reading & Writing - Journal of the Reading Association of South Africa.
5. Rong Ng, Q. et.al. (2019). Extensive Reading: Theory, Research, and Implementation. Teflinjournal, Vol.30i2/171-186
6. Stein, K. & Keegan, P. (2015). Extensive Reading Theory and Practice. Research Gate
7. Watkins, P. (2018). Extensive reading in ELT: Why and how? Part of the Cambridge Papers in ELT series. Cambridge: Cambridge University Press.
8. Jakarta Post (Dec, 2019). Listen up, students: Nadiem wants to do away with national exam. Retrieved from https://www.thejakartapost.com/news/2019/12/12/listen-up-students-nadiem-wants-to-do-away-with-national-exam.html
2. Murphy O.D. (2017). Teaching What We Know: The Influence of Pre-service EFL Teachers’ Background on L2 Reading Attitudes. Language Research, 53.1, 163-190.
3. Murphy O.D. (2017). Pre-service English Teachers’ Extensive Reading and Its Effect on L2 Reading Self-efficacy. Language Education Institute, Seoul National University. Available from: http://creative-commons.org/licenses/by-nc/4.0.
4. Ntereke, B.B & Ramoroka, B.T (2017) Reading competency of first-year undergraduate students at University of Botswana: A case study. Reading & Writing - Journal of the Reading Association of South Africa.
5. Rong Ng, Q. et.al. (2019). Extensive Reading: Theory, Research, and Implementation. Teflinjournal, Vol.30i2/171-186
6. Stein, K. & Keegan, P. (2015). Extensive Reading Theory and Practice. Research Gate
7. Watkins, P. (2018). Extensive reading in ELT: Why and how? Part of the Cambridge Papers in ELT series. Cambridge: Cambridge University Press.
8. Jakarta Post (Dec, 2019). Listen up, students: Nadiem wants to do away with national exam. Retrieved from https://www.thejakartapost.com/news/2019/12/12/listen-up-students-nadiem-wants-to-do-away-with-national-exam.html