Last modified: 2021-11-24
Abstract
An investigation of the issues if Extensive Reading (ER) might upshot EYL (English Young Learners)' vocabulary knowledge in online learning was accomplished. It was followed by uncovering the students’ attitude. Thirty two fifth graders of a private school were to join an activity of reading outside classes. The participants undertaken a treatment dealing with one of two online Graded Readers from their own choice for a period of a month. The scores of the online pre-test and post-test regarding the students’ vocabulary cognition were then compared and explored. Even though the difference between the score averages was from the one below the school passing grade standard for English subject to that above it, the result of SPSS analysis displayed that ER was not effective to enhance the subjects’ vocabulary development. Despite of the fact, the PSL students’ responses to the questionnaire concerning their experiences during the ER program revealed that they enjoyed the activity and gained benefits of it.
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