Analysis of the Implementation of Extensive Reading Class in English Course II for Agriculture Students at University
Abstract
In the context of Agriculture 4.0, agricultural students need English reading skills to access international literature, research articles, and technical information. Extensive Reading (ER) offers an approach that encourages autonomous reading, builds positive reading habits, and supports vocabulary development through exposure to self-selected materials. This study aimed to examine the implementation of an ER class in developing students’ reading interest, identify challenges encountered during independent reading, and explore its contribution to English vocabulary development. A qualitative descriptive design was employed with 26 second-semester students of the Agrotechnology Study Program, Faculty of Agriculture, Universitas Islam Kuantan Singingi. Data were collected through classroom observations, in-depth interviews, student response questionnaires, and documentation of reading portfolios. The findings indicated positive student responses toward the ER implementation, with a cumulative mean score of 4.00 and an eligibility percentage of 80.00%, categorized as good. Students particularly appreciated the freedom to select reading materials according to their interests, while lecturers were perceived as effective facilitators who provided guidance and motivation. The most notable perceived improvements concerned English reading speed (80.77%) and vocabulary development (80.00%). Students also reported increased confidence and greater engagement in reading English outside the classroom. Overall, ER provided a flexible and low-stress learning environment that supported students’ reading engagement and vocabulary development.
Keywords
References
Beatrice S., M., & Jeffries, L. (2007). Advanced Reading Power: Extensive Reading, Vocabulary Building, Comprehension Skills, Reading Faster. Longman.
Day, R. R. (2002). Top Ten Principles for Teaching Extensive Reading. Reading in a Foreign Language, 14(2).
Hedge, T. (2003). Teaching and Learning in the Language Classroom. Oxford University Press.
Kasahara, A. (2021). The Power of Book Talks and Speed-Reading in Extensive Reading. Journal of Asia TEFL.
Kuo, Y. H. (2020). Promoting Extensive Reading in the English for Specific Purposes (ESP) Curriculum. The Journal of Asia TEFL, 17(1), 268.
Liu, J., & Zhang, J. (2018). The Effects of Extensive Reading on English Vocabulary Learning: A Meta-Analysis. English Language Teaching, 11(6), 1–15. https://doi.org/10.5539/elt.v11n6p1
McLean, S., & Rouault, G. (2017). The Effectiveness of an Extensive Reading Program for Low-Level L2 Learners. Reading in a Foreign Language, 29(1), 92–111.
Mulyono. (2012). Karya Tulis Fiksi dan Non Fiksi. Pustaka Belajar.
Nakanishi, T. (2015). A Meta-Analysis of Extensive Reading Research. TESOL Quarterly, 49(1), 6–37.
Nasional, P. B. D. P. (2006). Kamus Besar Bahasa Indonesia. Balai Pustaka.
Nation, P. (2015). Principles Guiding Vocabulary Learning through Extensive Reading. Reading in a Foreign Language, 27(1), 136–145.
Permatasari, A. N., & Wienanda, W. K. (2023). Extensive Reading in Improving Reading Motivation: A Students’ Perspective. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 7(2). https://doi.org/10.26858/eralingua.v7i2.45638
Puspita, A. S. (2021). Implementation of Extensive Reading to Improve Students’ Reading Motivation in Higher Education. Journal of English Language Teaching and Learning (JETLE), 2(2).
Putra, A. S. (2020). The Implementation of Extensive Reading to Improve Students’ Reading Comprehension in ESP Context. Journal of English Teaching and Learning, 9(2), 115–128.
Renandya, W. A., & Jacobs, G. M. (2016). Extensive Reading and Listening in the L2 Classroom. In English Language Teaching Today (pp. 97–110). Springer.
Suk, N. (2017). The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition. Reading Research Quarterly, 52(1), 73–89. https://doi.org/10.1002/rrq.152
Sukardi, S. (2021). Tantangan dan Peluang Implementasi Extensive Reading di Perguruan Tinggi Indonesia. Jurnal Pendidikan Dan Kebudayaan, 6(1), 45–58.
Tartono, S. S. (2005). Menulis di Media Massa Gampang! Yayasan Pustaka Nusatama.
DOI: https://doi.org/10.31004/jele.v11i5.3178
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Guspa Ria, Puspa Gundary
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
