EXTENSIVE READING IN PROMOTING READING PERFORMANCE AND CONFIDENCE OF NON-ENGLISH MAJOR EFL LEARNERS AT HASANUDDIN UNIVERSITY

Collection Location Perpustakaan FIB UNHAS, Makassar
Edition
Call Number S2-ELS-2020 MUH e
ISBN/ISSN
Author(s) Muhammad Afdal
Subject(s)
Classification S2-ELS-2020 MUH e
Series Title
GMD Text
Language English
Publisher PPS FAKULTAS ILMU BUDAYA UNHAS
Publishing Year 2020
Publishing Place Makassar
Collation 114 hlm.; 20 x 29 cm.
Abstract/Notes A number of studies had ventured into the potential of Extensive Reading (ER) to promote reading performance, but relatively few of these studies focused on the effect of ER on Non-English Major students with multi-level reading proficiency and the analytical comparison between their reading performance and their confidence. The aim of this study is to investigate the effect of ER in promoting reading performance and confidence of Non-English Department EFL Students and to investigate the relationship pattern between their reading performance and their confidence. As many as 90 students from Law, Psychology and Agribusiness department enrolled in MKU Class during the period of January 2019 to December 2019 participated in this study. They were exposed to ER treatment (reading authentic materials with 24.000 target words) for 16 weeks. This study employed a quantitative and descriptive statistics method. A Pre-Test, Post-Test, Modified Sanders & Sanders ABC Questionnaire were administered to the learners. The results indicated that intermediate, advanced and expert learners experienced significant improvement in their reading performance. However, the beginner students did not show any significant improvement in their reading performance due to the authentic material use, insufficient target words, and minimum teacher facilitation. The majority of the beginner learners seemed to reflect overoptimism while the majority of intermediate learners and all advanced learners reflected linear optimism, but the advanced learner developed the most optimal confidence trend compared to other groups of reading proficiency. Linear optimism was also observed from the expert learners. However, one unique expert learner indicated a trend of defensive pessimism because of overestimating the difficulties in either the tasks of ER or the TOEFL Reading Test. The majority of the learners confirmed their performance accomplishment as the first major confidence driving factor followed by psychological state, social comparison and persuasive information respectively.
Keywords: Extensive Reading, Reading Performance, Reading Confidence. Authentic Materials
Specific Detail Info
  Back To Previous