Qualitative Research into Reading in English as a Foreign Language in Indonesia – Quo Vadis?

2021 ◽  
Vol 3 (2) ◽  
pp. 76-87
Author(s):  
Harits Masduqi ◽  
Fatimah Fatimah ◽  
Arif Subiyanto
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Science And Technology ◽  
Current Development ◽  
Academic Institutions ◽  
Extensive Reading ◽  
Intellectual Activity ◽  
Quo Vadis ◽  
Intensive Reading ◽  
Global World

Reading is a multidimensional, intellectual activity, which requires specific skills and strategies. Indonesian researchers have conducted research addressing various issues in reading in the domain of English as a Foreign Language/EFL. This article reviews the current development of theories and models of EFL reading and qualitative research into EFL reading in Indonesia. Through discussion of theoretical and practical perspectives, it appears that EFL reading researchers and teachers in Indonesia are interested in promoting and conducting studies not only on the effectiveness of intensive reading, but also of extensive reading in their academic institutions. In this way, their students will have sufficient opportunities to gain competence in both types of reading, and will develop the capability of using their knowledge of English to capitalise on the advancement of science and technology in the global world.

scholarly journals DE LA LECTURA INTENSIVA A LA EXTENSIVA EN LA CLASE DE ILE. FUNDAMENTOS DIDÁCTICOS

2017 ◽  
Author(s):  
Raúl Ruíz Cecilia
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Second Language Reading ◽  
Extensive Reading ◽  
Teaching Of Reading ◽  
Aesthetic Enjoyment ◽  
Intensive Reading

Resumen:El presente artículo aborda la enseñanza de la lectura en el aula de Inglés como Lengua Extranjera (ILE). Numerosos investigadores han resaltado los beneficios que la lectura proyecta en el lector y cómo texto y sujeto interactúan para ampliar los límites impuestos por el formato físico. Ahora bien, pocos son los que han abogado por un desarrollo del goce estético en la lectura que se lleva cabo en el aula de ILE. Se han priorizado enfoques reduccionistas centrados en los aspectos formales del lenguaje dejando de lado aproximaciones más globales y relacionadas directamente con el sujeto que lee. En este trabajo se hace una revisión de los principios que rigen la lectura intensiva y extensiva y cómo se podrían utilizar para enseñar inglés a no nativos.Palabras clave: Lectura intensiva, lectura extensiva, inglés como lengua extranjera, enseñanzaTitle in English: From Intensive to Extensive Reading within the EFL Class. Teaching implicationsAbstract. This article tackles the teaching of reading within the area of English as a Foreign Language (EFL). Several researchers have pointed out the benefits that reading projects on the reader and how texts and readers interact in order to go beyond format constraints. However, not many have advocated for a second language reading approach where aesthetic enjoyment occupies a central role. Reductionist ideas focused on formal aspects of language have been prioritized over other global approaches centered on the reader. This paper reviews the bases of intensive and extensive reading and how they could be used to teach English to non-native speakers.Keywords: Intensive reading, extensive reading, English as a Foreign Language, teaching

Teaching reading: Research into practice

2014 ◽  
Vol 47 (3) ◽  
pp. 387-397 ◽  
Author(s):  
John Macalister
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
Classroom Practice ◽  
Meaning Making ◽  
Teaching Reading ◽  
Extensive Reading ◽  
Language Teacher Education ◽  
L2 Reading ◽  
Teaching Of Reading ◽  
Intensive Reading

In pre-service and in-service language teacher education, and in curriculum-related projects in second and foreign language settings, a recurrent issue is the failure to relate the teaching of reading to reading as a meaning-making activity. In this paper, I will consider what current research on second language (L2) reading has actually succeeded in bringing to the classroom. In doing this, I will examine the three obvious candidates for inclusion in a reading programme: extensive reading, reading fluency development, and intensive reading. For each of these I will give my perspective on what's getting through to teachers, and what isn’t, and my best guess as to why it isn’t. This leads to suggestions about areas for further research and other actions that need to be taken to improve classroom practice.

EXTENSIVE AND INTENSIVE READING: GOALS OF TEACHING, DIFFICULTIES OF STUDYING, PERSPECTIVES OF DEVELOPING

2020 ◽  
pp. 132-140
Author(s):  
Svetlana Zh. Umarkanova ◽  
Keyword(s):  
Foreign Language ◽  
Extensive Reading ◽  
Academic Reading ◽  
Speech Activity ◽  
Aesthetic Pleasure ◽  
The Subject ◽  
Linguistic Level ◽  
Language Environment ◽  
Intensive Reading ◽  
Selection Of

This article is devoted to reading, one of the most common types of speech activity in a non-linguistic university. The subject of the research is two types of academic reading i.e. intensive and extensive that are widely used in the process of teaching a foreign language. Each of the presented types of reading has its own inherent features and benefits. Extensive reading is able to create a kind of language environment for students in which they plunge in the process of working at the text, experiencing intellectual and aesthetic pleasure from the full-scale comprehension of what they read. Intensive reading, in contrast to extensive reading, is aimed at understanding the lexical, grammatical and contextual meanings to comprehend the plot details and implicit meanings. In conclusion, the author puts forward a hypothesis according to which extensive and intensive types of reading contribute to faster and more successful (than all other types of speech activity) acquisition of a foreign language despite the limited number of class hours devoted to its study in a non-linguistic university. However, it is necessary to think of methodology applied and to pay attention to the thorough selection of texts (for teaching these types of reading), the criterion of which is their entertaining plot and correspondence to the intellectual and linguistic level of students.

scholarly journals Effects of Extensive Reading on Learners: How It Develops Certain Points in Vocabulary and Sentence Structure

2017 ◽  
Vol 8 (2) ◽  
pp. 73
Author(s):  
Bunyamin Celik
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Intermediate Level ◽  
Sentence Structure ◽  
Extensive Reading ◽  
Related Literature ◽  
Before And After ◽  
Intensive Reading

This study will handle extensive reading and its impacts on foreign language learning. There is much research on it and how it differs from intensive reading. This study reviewed the related literature and looked into adult learners of English in elementary and pre-intermediate level. Certain types of vocabulary was picked from a story and the participants’ knowledge was tested before and after reading in order to check and note down the changes that extensive reading provided. Moreover, their knowledge about sentence structure was also examined and the change of attitude was inserted in the study. Although extensive reading has nothing or very little with pronunciation, some important points were illuminated in the study.

scholarly journals Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labbafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Made Frida Yulia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Efl Learners ◽  
Current Trends ◽  
Foreign Language Reading ◽  
L2 Learners ◽  
L2 Learning ◽  
Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration. 

scholarly journals VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Listyani Listyani ◽  
Onie Pradina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Extensive Reading ◽  
English Language Education ◽  
Qualitative Research Design ◽  
Central Java ◽  
Social Strategy ◽  
The Social

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.

scholarly journals Distinctive Features Analysis of Foreign Language Borrowing Words in Javanese Language Found in Panjebar Semangat Magazine

2019 ◽  
Vol 4 (2) ◽  
pp. 109
Author(s):  
Linda Aprillianti
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Foreign Language ◽  
Participant Observation ◽  
Sound Change ◽  
Distinctive Features ◽  
Phonological Rule ◽  
Sound Changes ◽  
Phonological Rules ◽  
Phonological System

The Javanese language belongs to language which has unique phonological system. There are so many foreign language has influenced the development of Javanese. This study is intended to examine the sound change of borrowing word of foreign language in Javanese which is found in Panjebar Semangat magazine. The data is taken from Panjebar and checked using old Javanese dictionary. This study belongs to descriptive qualitative research and used Simak method and Non Participant Observation in collecting the data. The data analysis is done by using Padan method. The result of the study reveals three sound changes of vowels sound and four phonological rules. Then, there are four types of sound change and four phonological rule of consonant sound. The result showed that the sound change of borrowing word in Javanese is influenced by the differences of phonological system between Javanese and the foreign language.

scholarly journals A Reflection About Self-plagiarism

2018 ◽  
pp. 164-184
Author(s):  
Sergio Alonso Lopera Medina
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Research Method ◽  
The Other ◽  
Research Project ◽  
Qualitative Research Method ◽  
Exploratory Case Study ◽  
Present Information ◽  
Similar Information

This paper explores self-plagiarism in three different articles that reported results of the same research project on reading in a foreign language. This article follows the qualitative research method and an exploratory case study was used. Results support that both inadequate paraphrasing and adequate paraphrasing were given. Regarding inadequate paraphrasing some similar words and ideas were found. On the other hand, using different authors in a specific idea, having different numbers of words in a common issue, and being versatile to present information might lead to adequate paraphrasing. Conclusions suggest that a dialog between editors and authors must be given in order to clear self-plagiarism up. Finally, conclusions also suggest that editors should consider the inclusion of some similar information in articles written by the same author or the same research members

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