Article Sidebar

Submitted
June 7, 2023
Accepted
September 25, 2023
Published
September 26, 2023
Download
PDF
Statistic
Read Counter : 324 Download : 306

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study aims at exploring the strengths of extensive reading and intensive reading (EXIT) integration by involving the use of digital-platform base worksheet in optimizing the students’ reading skill. The foci include revealing the students’ perspectives towards such a hybrid implementation as well as theoretical justifications to the significances of EXIT integration and digital-platform base worksheet in reading activities. This descriptive qualitative study took place in a state university in North Sumatera ad involved 30 students of English education taking Writing class. Questionnaire, interview, and documentation were used to collect the data.  The qualitative data were then analyzed to meet triangulation data validity. It was found that the students perceive the significances of EXIT integration and roles of digital-platform base worksheet are oriented to optimize their reading comprehension. Documentation also showed the students’ interests and motivation in EXIT using digital-platform base improved. Exploration to teachers’ perspectives towards the same treatment is suggested to see the significances of each reading technique and reading tool from different point of view.

Keywords

Extensive reading Intensive reading Digital worksheet

Article Details

License

Copyright (c) 2023 Fahri Haswani, Yeni Erlita, Rika

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish in this journal agree with the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  4. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
Haswani, F., Erlita, Y., & Rika. (2023). Integrating extensive and intensive reading worksheets on digital platforms. JOALL (Journal of Applied Linguistics and Literature), 8(2), 415–432. https://doi.org/10.33369/joall.v8i2.28043
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Bamford, Julian., & Day, R. R. (2004). Extensive reading activities for teaching language. Cambridge University Press.
  2. Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed.). Pearson Education.
  3. Bui, T. N., & Macalister, J. (2021). Online Extensive Reading in an EFL Context: Investigating Reading Fluency and Perceptions. 33(1). http://nflrc.hawaii.edu/rfl
  4. Carrell, P. L., & Carson, J. G. (1997). Extensive and Intensive Reading in an EAP Setting IntroductionmThe Meaning of Literacy in EAP Settings. In English for Specific Purposes (Vol. 16, Issue 1).
  5. Duff, P. A. (2014). Case Study Research on Language Learning and Use. Cambridge University Press.
  6. Erguvan, D. (2016). Students’ Attitudes towards Extensive and Intensive Reading and Instructors’ Motivational Strategies. Arab World English Journal, 7(2), 136–150. https://doi.org/10.24093/awej/vol7no2.9
  7. Horst, M. (2005). Learning L2 Vocabulary through Extensive Reading: A Measurement Study. The Canadian Modern Language Review / La Revue Canadienne Des Langues Vivantes, 61(3), 355–382. https://doi.org/10.1353/cml.2005.0018
  8. Kok, J., & Loh, K. (2009). Teacher modeling: Its impact on an extensive reading program. Reading in a Foreign Language, 21(2), 93–118. http://nflrc.hawaii.edu/rfl
  9. Meghana, B. (2022). Meghana. 113, 71–75.
  10. Muchtar, N., Negeri, P., & Pandang, U. (2019). Intensive and Extensive Reading in Improving Teaching Reading Comprehension Naely Muchtar 1 LINGUA PEDAGOGIA. In Journal of English Teaching Studies) (Vol. 1, Issue 2).
  11. Nation, I. S. P. (2012). Learning Vocabulary in Another Language. Victoria University of Wellington.
  12. Nunn, M. (2020). Useful and Effective Worksheets to Enhance Communicative and Useful and Effective Worksheets to Enhance Communicative and Reading Skills for Japanese Language Learners Reading Skills for Japanese Language Learners. Q2S Enhancing Pedagogy, 1–36. https://doi.org/10.1080/00094056.2013.792707?journalCode=uced20
  13. Park, A. Y. (2020). A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners. Studies in Second Language Learning and Teaching, 10(2), 337–358. https://doi.org/10.14746/ssllt.2020.10.2.6
  14. Park, A. Y., Isaacs, T., & Woodfield, H. (2018). A comparison of the effects of extensive and intensive reading approaches on the vocabulary development of Korean secondary EFL learners. Applied Linguistics Review, 9(1), 113–134. https://doi.org/10.1515/applirev-2017-0025
  15. Ramírez Castro, K. (2017). MOODLE-BASED WORKSHEETS TO ENHANCE READING COMPREHENSION The Impact of Moodle-based Worksheets to Enhance Students" Reading Comprehension.
  16. Rashidi, N., & Piran, M. (2011). The Effect of Extensive and Intensive Reading on Iranian EFL Learners’ Vocabulary Size and Depth. Journal of Language Teaching and Research, 2(2).
  17. Renandya, W. A., & Jacobs, G. M. (2016). Extensive Reading and Listening in the L2 Classroom.
  18. Schmitt, N. (2006). Vocabulary Acquisition from Extensive Reading: A Case Study. http://nflrc.hawaii.edu/rfl
  19. Suleiman Alyousef, H. (2006). Teaching Reading Comprehension to ESL/EFL Learners. In Journal of Language and Learning (Vol. 5).
  20. Suteja, H. (2018). Extensive and intensive reading in the EAP class. https://www.victoria.ac.nz/lals/about/staff/paul-
  21. Tabata-sandom, M. M. J., & Macalister, J. (2009). That_eureka_feeling_A_case_study_of_exte. New Zealand Studies in Applied Linguistics, 15(2), 41–60.
  22. Tien, C. Y. (2015). A large-scale study on extensive reading program for non- english majors: Factors and attitudes. International Journal of Applied Linguistics and English Literature, 4(4), 46–54. https://doi.org/10.7575/aiac.ijalel.v.4n.4p.46
  23. Tuğrul Mart, C. (2015). Combining Extensive and Intensive Reading to Reinforce Language Learning COPYRIGHT © JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD 85 COMBINING EXTENSIVE AND INTENSIVE READING TO REINFORCE LANGUAGE LEARNING. https://www.researchgate.net/publication/329268348
  24. Yunus, N., Basri, M., & Jabu, B. (2022). The Implementation of E-Mind Mapping in Teaching Reading at Senior High School Penerapan E-Mind Mapping Dalam Pengajaran Membaca Di Sekolah Menengah Atas. Pinisi, Journal of Arts, Humanity, and Social Studies, 2(3), 74–81.