Extensive Reading Strategy and Reading Comprehension: Individual vs Group Instruction
Keywords:
extensive reading, reading comprehension, individual and group readingAbstract
Reading in a foreign language (English) has been a problem for primary school kids in remote places in Indonesia. The purpose of this study is to determine if there is a significant difference in the effect of extensive reading (ER) between individual and group teaching. Students were divided into two categories, one class read individually, and the other class read in groups. This is a quantitative study. The pre-test and post-test research design was employed in this study. A comprehension test was given to the participants before and after the reading activities. The results of this study demonstrate that participants in both groups have improved their reading comprehension scores. Additionally, there is a noticeable difference between students who received ER instruction individually and those who received ER instruction in a group; both groups improved in their reading scores, as can be clearly seen from the post-test score as well as from the computed gain score of the ER group, which attained a higher score. The post test of the ER-individual is 51.39, and the normalized gain is 0.31, while the post test of the ER-group is 70.30, and its normalized gain is 0.38. Therefore, there was a significant difference between individual and group teaching. This study also revealed that the approach used to enhance pupils' reading comprehension received favorable feedback. Therefore, it is recommended to use ER groups for reading comprehension, especially for primary pupils.
Downloads
References
Abdellah, A. (2013). Training Saudi English majors in extensive reading to develop their standard-based reading skills. Journal of King Saud University – Language
and Translation, 25(1), 13-20.
Aliponga, J. (2013). Reading journal: Its benefits for extensive reading. International
Journal of Humanities and Social Science, 3(12).
Brown, H. D. (2000). Principles of language learning and teaching. 4th ed. New York:
Pearson Education.
Calvo, M. G. (2005). The relative contribution of vocabulary knowledge and working memory
span to elaborative inferences in reading. Learning and Individual Differences.
Caldwell, S. (2008). Reading assessment: A primer for teachers and coaches. 2nd ed. New
York: The Guildford Press.
Carney, N. (2016). Gauging extensive reading’s relationship with TOEIC reading score
growth. Journal of Extensive Reading, 4(4), 69-83.
Cho, K. & Krashen, S. (1994). Acquisition of vocabulary from the Sweet Valley Kids
series: Adult ESL acquisition. The Journal of Reading, 37(7), 662.
Chun, E., et al. (2012). The effect of extensive reading and paired-associated learning on
long-term vocabulary retention: An event-related potential study. Neuroscience
Letters, 521(2), 125-129.
Early reading assessment: A guiding tool for instruction.. (2011, November 11). WETA
Public Broadcasting. http://www.readingrockets.org/article/early-reading- assessment-guiding-tool-instruction
Ghasemi, A. & Zahediasl, S. (2012). Normality tests for statistical analysis: A guide for
non-statisticians. International Journal of Endocrinology and Metabolism, 10(2),
-489.
Grabe, W & Stoller, F. (2002). Teaching and researching reading. UK: Pearson
Education.
Guide to extensive reading. (n.d.). Extensive Reading Foundation.
http://erfoundation.org/wordpress/
Group work vs. individual work. (2018). Shmoop University.
https://www.shmoop.com/teachers/curriculum/lesson-planning/group-vs- individual-work.html
Haider, Z. (2012). Extensive reading in EFL classroom at secondary schools in
bangladesh: current practices and future possibilities. International Education
Studies, 5(3).
Hardy, J. E. (2016). The effects of a short-term extensive reading course in Spanish.
Journal of Extensive Reading, 4(.l).
Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC
Journal, 30(2), 114-132.
Hayati, U. (2017). Teknik penilaian reading skill dalam meningkatkan keterampilan siswa
di kelas. Makassar. University Muhammadiyah of Makassar.
Hobri. (2009). Model-model pembelajaran inovatif. Jember: Center of Society Studies
Jember.
Ikaningrum, R. (2013). Principles in assessing reading, Universitas Tidar Magelang,
(2), 70-79.
Indrawati, N. P. (2014). The Implementation of Intensive Reading to Improve Reading
Comprehension of The Seventh Grade Students of SMPN 4 Denpasar in the
Academic year 2013/2014. Denpasar. Mahasaraswati Denpasar University.
Kano, M.& Robb, T. (2013). Effective extensive reading outside the classroom: A large-
scale experiment. Reading in a Foreign Language, 25(2), 234 - 247.
Klingner, J. K.; Sharon and Boardman, A. (2007). Teaching reading comprehension to
students with learning difficulties. New York: The Guilford Press.
Lee, J., et al. (2015). Effects of extensive reading and translation activities on grammar
knowledge and attitudes for EFL adolescents. System, 52, 38-50.
Lems, et al. (2010). Teaching Reading to English Language Learners Insights from
Linguistics. New York: The Division of Guiford Publications, Inc.
Meng, F. (2009). Developing students’ reading ability through extensive reading.
English Language Teaching, 2(2).
Miller, K. (2013). Intensive reading, extensive reading and the English reader marathon
at Tsurumi University. Bulletin of Tsurumi University Part 2, Foreign Language
and Foreign literature (50th ed.), 69-84.
Nation, I. S. P. (2005). Teaching reading and writing: Student notes distribution center.
Victoria University of Wellington: School of Linguistics and Applied Language
Studies.
Nhapulo, M. A., et al. (2017). Enhancing academic Reading skills through extensive
Reading. Southern African Linguistics and Applied Language Studies, 351), 17-40.
Pang, E. S., et, all. (2003). Educational practices series -12: Teaching reading. Geneva:
International Bureau Educational.
Patel & Jain. (2008). English language teaching: Methods, tools, and technique. New
York: Sunrise Publisher and Distribution.
Purnamasari, R. (2017). A comparison between word tree branch and interactive word
wall methods to improve students’ vocabulary. Bandung. Universitas Advent
Indonesia.
Reading comprehension. (2018, January 8). Wikipedia.
https://en.wikipedia.org/wiki/Reading_comprehension
Rhodes, L. K. & Shanklin, N. L. (1993). Windows into literacy: Assessing learners K-8.
Greenwood Publishing Group, Inc.
Ro, E. (2016). Exploring teachers’ practices and students’ perceptions of the extensive
reading approach in EAP reading classes. Journal of English for Academic
Purposes, 22, 32-41.
Safeia, L. A. & Bulca, M. (2013). Extensive reading and creative practices. Procedia-
Social and Behavioral Science, 70, 592-597.
Sandom, M. T. (2016). What types of texts and reading aids are good for Japanese
graded readers?. Journal of Extensive Reading, 4(9), 21-46.
Santoso, A. (2007, September 16). Uji asumsi 1: Uji normalitas dalam SPSS. Blogspot.
http://psikologistatistik.blogspot.co.id/2007/09/uji-asumsi-1-uji-normalitas- dalam-spss.html
Sugita, M. (2016). The effect of English learner’s first language (L1) background
content knowledge on guessing unknown words. Journal of Extensive Reading, 4(1), 1-20.
Thomas Edison State College. (2014, December 11). Studying alone vs. group study:
Which is betterhttp://getcollegecredit.com/blog/article/studying_alone_vs._group_study_which_is
_better
Tiryakil. Z. Tütüniş. B. (2012). The role of extensive reading on vocabulary
development. International Association of Research in Foreign Language
Education and Applied Linguistics, 1(4), 209-215.
Westwood, P. S. (2008). What teachers need to know about Reading and writing
difficulties. Camberwell: Victoria ACER Press.
Zuhra. (2015). Senior high school students’ difficulties in reading comprehension.
English Education Journal (EEJ), 6(3), 424-441.
