Learning Development Extensive Online Based Reading in English Students UNTIRTA FKIP

  • Yudi Juniardi
  • John Pahamzah
  • Pupun Sampurna
Palabras clave: reading comprehension, Extensive Reading online, ICT


The use of information technology in teaching English as a foreign language is essential and useful as a medium of teaching and learning. Yunus, et.al (2013) states that there are several benefits to using ICT; attracting students ‘ atten- tion, facilitating student learning, helping to improve students ‘ vocabulary knowledge and promoting meaningful learning. Related to it will be conduct- ed research development of an extensive reading learning online/web based in the English Department of Sultan Ageng Tirtayasa University. This develop- ment study was conducted to see the effectiveness of online-based learning in learning extensive reading (ER) to collect data, researchers use literature re- view, reading comprehension tests, observations and interviews. Learning Ex- tensive-based Reading online is implemented in learning Extensive reading. Researchers develop online learning by using WordPress as a program used to create learning websites Extensive reading. In the web it is filled with learning content, learning materials, discussion forums, and evaluation. Students are given some text via on line and they are asked to answer a test reading under- standing online. The results of this study show the following: (1) Learning to read by using WordPress as a learning medium can be one of the alternative and effective media; (2) WordPress is an online-based application that can be create for learning activities by designing it as a web of learning; (3) Word Press can be used as one of the alternative media in learning Extensive Read- ing Online (ERO); (4) ERO is effectively used in the extensive of Reading; and lastly (5) ERO motivates students in extensive reading learning.

Biografía del autor/a

Yudi Juniardi
Universitas Sultan Ageng Tirtayasa, Indonesia
John Pahamzah
Universitas Sultan Ageng Tirtayasa, Indonesia
Pupun Sampurna
Universitas Sultan Ageng Tirtayasa, Indonesia


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. Campbell, A. P. (2004). Using live journal for authentic communication in EFL classes. The Internet TESL Journal, 10(9). Retrieved November 18, 2004, from http://iteslj.org/Techniques/Campbell-LiveJournal.

Cohen, D. (1968). The Effect of Literature on Vocabulary and Reading Achievement. Elementary English, 45(2), 209-217.

Davis ,C . (1995). Extensive reading: an expensive extravagance? ELT Journal, 49, 329-335.

Day, R. R, & Bamford, J. (1998). Extensive reading in the second lan- guage classroom: Cambridge University Press.

Day, R. R., & Bamford, J. (1997). Extensive reading: what is it? Why both- er. retrieved from University of Hawaii, Document URL: http://langue. hyper.chubu.ac.jp/jalt/pub/tlt/97/may/extensive.htmlR

De Jong, M., & Bus, A. (2003). How well suited are electronic books to supporting literacy? Journal of Early Childhood Literacy, 3(2), 147-164. Dempsey, J., et al. (2003). A survey of online learning activities at a south- ern US university. Proceedings of the 2nd International Conference on Multimedia and Information and Communication Technologies in Educa- tion, Badajoz, Spain, 30-34.

Dieu, B. (2004). Blogs for language learning. Essential Teacher, 1(4), 26- 30.

Dungworth, N., Grimshaw, S., McKnight, C. & Morris, A. (2004). Read- ing for pleasure?: A summary of the findings from a survey of the reading habits of year 5 pupils. New Review of Children’s Literature and Librari- anship, 10, 169-188.

Dunn, R., & Griggs, S. A. (1995). Multiculturalism and learning style: teaching and Counseling adolescents. Westport, CT: Praeger.

Elley, W. B. (2000). The potential of book floods for raising literacy lev- els. International Review of Education/Internationale Zeitschrift fur Erzie- hungswissenschaft/Revue internationale l’education, 46(3), 233-255. Elley, W. B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19(1), 53-67.

Garan, E. M. & DeVoogd, G. (2008). The Benefits of Sustained Silent Reading: Scientific Research and Common Sense Converge. The Reading Teacher, 62(4), 336–344. DOI:10.1598/RT.62.4.6

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.

Grabe, W. (2010). Fluency in reading--Thirty-five years later. Reading in a Foreign Language, 22(1), 71-83.

Green, C. (2005). Integrating extensive reading in the task-based curricu- lum. ELT Journal, 59(4),

Hitosugi, C. I., & Day, R. R. (2004). Extensive reading in Japanese. Read- ing in a foreign language, 16(1), 20-39.306-311. https://www.dewaweb.com/blog/cara-membuat-website-dengan-word- press/

Juniardi, yudi. 2018. Analysis students’ strategies and difficulties in criti- cal reading. A paper presented in beltic conference. Bandung

Juniardi, yudi. Irmawanty. 2012. Esl students’critical thinking and their academic writing skill. Kolita 14. Atmajaya. Jakarta

Kelley, M., Clausen-Grace, N. (2006). R5: The Sustained Silent Reading makeover that transformed readers. The Reader Teacher, 60(2), 148-156. DOI:10.1598/RT.60.2.5

Kirin, W., Poolsap, P., & Plongthong, J. (2012). Promoting Extensive Reading among Chinese Students Learning Thai as a Foreign Language. Procedia Engineering, 32, 1178-1182.

Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. The Reading Teacher, 58(5), 446-454.

Lems, K. (2005). A study of adult ESL oral reading fluency and silent reading comprehension. In B. Maloch, et al., (Ed.), 54th Yearbook of the National Reading Conference (pp. 240–256). Chicago, IL: National Read- ing Conference.

Mason, B., & Krashen, S. (1997). Extensive reading in English as a for- eign language. System, 25(1), 91-102.

McFall, R. (2005). Electronic textbooks that transform how textbooks are used. The Electronic Library, 23(1), 72-81.

Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge.

Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2008). Reconsidering silent sustained reading: An exploratory

Spiro, R. J. (2004). Principled pluralism for adaptive flexibility in teaching and learning. In R. B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (fifth ed., pp. 654–659). Newark, DE: International Reading Association.

Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. (2004). Cog- nitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In R. B. Ruddell (Ed.), Theoretical models and processes of reading (fifth ed., pp. 602-616).Newark, DE: International Reading Association.

Wikipedia. (2009). Blog. Retrieved February 1, 2009, from http://en.wiki- pedia.org/wiki/Blog.

Williams, J. & Jacobs, J. J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232-247.

Wordpress. (2009). Blog. Retrieved February 1, 2009, from http://word- press.com.

WU, W. S. (2005). Using blogs in an EFL writing class. Paper presented at the 2005 International Conference on TEFL and Applied Linguistics, Department of Applied English, Ming Chaun University, Taipei, 426-432.

Cómo citar
Juniardi, Y., Pahamzah, J., & Sampurna, P. (2019). Learning Development Extensive Online Based Reading in English Students UNTIRTA FKIP. Opción, 35, 1076-1091. Recuperado a partir de https://produccioncientificaluz.org/index.php/opcion/article/view/32122