Book Club Discussion: An Extensive Reading Program in Writing Class
DOI:
https://doi.org/10.51278/aj.v3i2.238Keywords:
Exstensive Rading Program, Book Club Discussion, Writing ClassAbstract
Extensive reading was an approach when the readers read extensively. They read a lot of materials then get enjoyment in the process of reading. The purpose of this research was to describe the process of implementing extensive reading program by using book club discussion in writing class. This research was done on first semester of academic writing students. It was about 20 students. The result showed that the implementation of book club discussion did not only give positive trend to students’ reading ability but also their writing ability. Extensive reading program build students’ vocabulary and grammar. Furthermore, during the implementation of this program they learnt a lot about process of writing particularly in making a summary. Finally, extensive reading program made gain for students’ vocabulary, grammar, and writing.
Keywords: Exstensive Rading Program, Book Club Discussion, Writing Class
References
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Raphael, T. E., McMahon, S.I., Goafley, V.J., Bentley, J.L., Boyd, F.B., Pardo, L.S., & Woodman, D.A. (1992). Research Direction: Literature and Discussion in the Reading Program. Language Arts, 69, 55-61. https://www.jstor.org/stable/41411560?seq=1
Richard, J.C., Platt, J., & Platt, H. (1992).Longman Dictionary of Language Teaching and Applied Linguistics. London: Longman. Google Scholar
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Tarigan, Y., P. &Sianipar, Y., A.Improving Students’ Achievement in Writing Descriptive Paragraph Through Simultaneous Roundtable Strategy. Transform: Journal of English Language Teaching and Learning of FBS UNIMED. Vol 3, No 2 (2014). Google Scholar
Ary, D., et al. (2010).Introduction to Research in Education. Canada: Cengage Learning. Google Scholar
Day, R., R., &Bamford, J., (1998). Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press. https://doi.org/10.1177%2F003368829802900211
Aida, S. N., & Widiyati, E. (2020). Extensive reading to improve students’ writing of explanation text. EduLite: Journal of English Education, Literature and Culture, 5(1), 109–117. http://dx.doi.org/10.30659/e.5.1.109-117
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning. Google Scholar
Delfi, S., & Yamat, H. (2017). Extensive reading in developing language Competency for Indonesian EFL Learners Majoring in English. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 1(2), 153–164. http://dx.doi.org/10.21093/ijeltal.v1i2.20
Hadiyanto, A. K. (2019). Students’collaborative story writing project in an extensive reading program. TEFLIN Journal, 30(2), 197–211. http://dx.doi.org/10.15639/teflinjournal.v30i2/197-211
Kirin, W. (2010). Effects of extensive reading on students’ writing ability in an EFL class. Journal of Asia TEFL, 7(1). Google Scholar
Linuwih, E. R. (2021). The Effectiveness of Extensive Reading in Improving EFL Academic Writing. Journal of English Language Teaching and Linguistics, 6(1), 167–177. https://dx.doi.org/10.21462/jeltl.v6i1.514
Mermelstein, A. D. (2015). Improving EFL Learners’ Writing through Enhanced Extensive Reading. Reading in a Foreign Language, 27(2), 182–198. https://eric.ed.gov/?id=EJ1078420
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. SAGE. Google Scholar
Puspita, N., & Hasyim, U. A. A. (2019). Implementing Blended Learning to Promote Sustainable Teaching and Learning Process in Writing Class. English Education: Jurnal Tadris Bahasa Inggris, 12(1), 120–128. https://doi.org/10.24042/ee-jtbi.v12i1.4427
Raphael, T. E., & McMahon, S. I. (1994). Book Club: An Alternative Framework for Reading Instruction. The Reading Teacher, 48(2), 102–116. https://doi.org/10.1598/RT.48.2.1
Sakurai, N. (2017). The relationship between the amount of extensive reading and the writing performance. The Reading Matrix: An International Online Journal, 17(2), 142–164. Google Scholar
Salehi, H., Asgari, M., & Amini, M. (2015). Impacts of the extensive reading texts on the writing performance of Iranian EFL pre-university students. Asian Journal of Education and E-Learning, 3(4). Google Scholar
Suhono, S., Zuniati, M., Pratiwi, W., & Hasyim, U. A. A. (2020). Clarifying Google Translate Problems Of Indonesia-English Translation Of Abstract Scientific Writing. Google Scholar
Umar Al Faruq, A. H., Sari, Y. A., & Puspita, N. (2020). Applying of Cooperative Integrated Reading and Composition (CIRC) Strategy on Students’ Reading Comprehension. Anglophile Journal, 1(1), 41–47. https://dx.doi.org/10.51278/anglophile.v1i1.80
Y?lmaz, M., Atay, D., & Er, M. (2020). The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept. http://hdl.handle.net/20.500.12627/502
Nation, I.S.P., &Waring, R., (2019).Teaching Extensive Reading In Another Language.New York: Taylor & Francis. Google Scholar
Raphael, T. E., McMahon, S.I., Goafley, V.J., Bentley, J.L., Boyd, F.B., Pardo, L.S., & Woodman, D.A. (1992). Research Direction: Literature and Discussion in the Reading Program. Language Arts, 69, 55-61. https://www.jstor.org/stable/41411560?seq=1
Richard, J.C., Platt, J., & Platt, H. (1992).Longman Dictionary of Language Teaching and Applied Linguistics. London: Longman. Google Scholar
Spratt, M., Pulverness, A., & Melanie, W. (2011).The TKT Course: Module 1, 2, and 3. Cambridge: Cambridge University Press.
Tarigan, Y., P. &Sianipar, Y., A.Improving Students’ Achievement in Writing Descriptive Paragraph Through Simultaneous Roundtable Strategy. Transform: Journal of English Language Teaching and Learning of FBS UNIMED. Vol 3, No 2 (2014). Google Scholar
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Published
2021-06-11
How to Cite
Puspita, N., Hasyim, U. A. A., Suhono, S., & Syafira, H. (2021). Book Club Discussion: An Extensive Reading Program in Writing Class. Attractive : Innovative Education Journal, 3(2), 113–123. https://doi.org/10.51278/aj.v3i2.238
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