A Study on The Students’ Perception of Using M-Reader

Fajar Aminullah, Clarry Sada, Sudarsono Sudarsono

Abstract


This study aims to explore the perception of Indonesian EFL learners of using M-Reader and what suggestions they give to improve the utilization of M-Reader. This study used descriptive research to describe the nature of the existing conditions. The data were derived from two sources: questionnaires with close-ended and open-ended questions and interviews. The students’ reading report was also attached to supplement the data. Of ninety students enrolled in the extensive reading program, only seventy-six participated in this study. This study concluded that the students perceived M-Reader positively and were satisfied with using M-Reader in their extensive reading activity. This study also concluded three main suggestions regarding the website, the book collection, and the promotion of the program to improve the utilization of M-Reader in the extensive reading activity.

Keywords: Perception, Extensive Reading, M-Reader


Full Text:

PDF

References


Al Damen, T. M. (2018). The Effectiveness of M-reader in Promoting Extensive Reading among Arab EFL Learners. Proceedings of 1st MEC TESOL Conference 2018 (pp. 3-23). Arab World English Journal (AWEJ). doi:10.24093/awej/ MEC1.1

Best, J. W., & Kahn, J. V. (2006). Research in Education (10th ed.). Boston: Pearson Education Inc.

Cheetham, C., Harper, A., Elliott, M., & Ito, M. (2016). Assessing Student Attitudes Toward Graded Readers, MReader and the MReader Challenge.The Reading Matrix: An International Online Journal, 16(2), 1-19.

Retrieved from http://mail.readingmatrix.com/files/15-in55a2nj.pdf

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London: Routledge Falmer.

Cresswell, J. W., & Cresswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth ed.). Los Angeles:SAGE Publications.

Creswell, J. W., & Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Los Angeles: SAGE Publication.

Day, R., & Bamford, J. (2002). Top Ten Principles for Teaching Extensive Reading. Reading in a Foreign Language, 14(2), 136-141.

doi:http://hdl.handle.net/10125/66761

Day, R., Bassett, J., Bowler, B., Parminter, S., Bullard, N., Furr, M., . . . Robb, T. (2016). Extensive reading, Revised edition-Into the classroom. Oxford: Oxford University Press.

Hulse, R. (2020). Student Perceptions of using MReader to meet an Advanced Reading goal in a Japanese University. The Centre for the Study of English Language Teaching journal, 8, 35-60. doi:http://hdl.handle.net/11470/845

Kipling, L. (2017). Using MReader to track and motivate Extensive. Chiba: The language and Media Learning Research Center.

doi:http://id.nii.ac.jp/1092/00001459/

Maharsi, I., Ghali, M. I., & Maulani, S. (2019). High School Students’ Reading Habit and Perception on Reading for Pleasure. International Journal of Indonesian Education and Teaching, 3(1), 80-89.

doi:10.24071/ijiet.2019.030108

McBride, P., & Milliner, B. (2014). Managing Extensive Reading: introduction to M-reader. The Journal of Saitama City Educators, 4(5), 20-30. Retrieved from https://www.researchgate.net/profile/BrettMilliner/publication/283333179_Introduction_to_Mreader_An_online_extensive_reading_aid_for_schools/links/56342ca908ae88cf81ba537a/Introduction-to-M-reader-An-online-extensive-readingaid-for-schools.pdf

McKenna, M. C., & Miller, J. W. (2016). World Literacy: How Countries Rank and Why It Matters. New York: Routledge.

doi:https://doi.org/10.4324/9781315693934

Mohd-Asraf, R., & Ahmad, I. (2003). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language, 15(2), 83-102. Retrieved from http://hdl.handle.net/10125/66772

Neuman, W. L. (2014). Social research methods: qualitative and quantitative approaches (7th ed.). London: Pearson Education Limited.

Nugrahanto, S., & Zuchdi, D. (2019). Indonesia PISA Result and Impact on The Reading Learning Program in Indonesia. Advances in Social Science, Education and Humanities Research, 297, 373-377.

doi:https://dx.doi.org/10.2991/icille-18.2019.77

Quinn, K. (2018). Using Evaluation to Motivate Students in an Extensive. Journal of ELT Research, 3(2), 136-141. doi:10.22236/JER_Vol3 Issue2

Rajabpour, A. (2020). Students Perceptions of M-Reader. TEFLIN Journal, 31(2), 277-301. doi:10.15639/teflinjournal.v31i2/277-301

Renandya, W. A. (2007). The power of extensive reading. RELC Journal, 38(2), 133-149. doi:10.1177/0033688207079578

Ryan, G., & Bernard, H. (2003). Techniques to Identify Themes. Field methods, 15(1), 85-109. doi:10.1177/1525822X02239569

Schleicher, A. (2019). PISA 2018: Insights and Interpretations. Paris: OECD Publishing.

Uden, J. (2013). The Extensive Reading Foundation’s Guide To Extensive Reading. ELT Journal, 67(2), 270-272.

doi:https://doi.org/10.1093/elt/cct010

Waring, R. (2011). Extensive reading in English teaching. In H. P. Widodo, & A. Cirocki, Innovation and Creativity in ELT methodology (pp. 69-80). New York: Nova Science Publisher. Retrieved from

http://www.robwaring.org/papers/various/waring_Nova_2011.pdf

Yang, A. (2007). Cultivating a Reading Habit: Silent Reading at School. The Asian EFL Journal, 9(2), 115-129. Retrieved from https://asian-fljournal.com/June_2007_EBook_editions.pdf#page=11




DOI: https://doi.org/10.26418/jefle.v3i2.60900

Refbacks

  • There are currently no refbacks.




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