Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024 e-ISSN 2621-010X MIDWIFERY STUDENTSAo PERCEPTIONS TOWARDS THE IMPLEMENTATION OF EXTENSIVE READING AS SUPPLEMENTARY ENGLISH TEACHING MATERIAL Zahro Mufidah Tanjungpura University fidazahromufidah@gmail.
ABSTRACT
Politeknik AoAisyiyah Pontianak always organized activities for students to encourage them to improve their language skills.
One of the things that have been carried out to assist the students in their studies to enhance their English abilities was extensive reading.
Extensive reading is interesting for students to challenge them in reading.
The extensive reading program had switched to an online-based extensive reading program.
This study used qualitative since it seeks to learn how students perform online-based extensive reading and intended to know the studentsAo perception toward the implementation of extensive reading and its usefulness in assisting students in improving their English skills.
68 students of Midwifery students participated in the The information was gathered using a questionnaire and an interview.
The questionnaire was distributed to the students followed by the interview and aimed to get some complete explanation.
The findings revealed that intensive reading programs were implemented at home, using quizziz.
com and that students gave good feedback on the platform, as well as improvements in several aspects of English ability.
There are suggestions for additional classroom activities that would be best carried out as a continuation of what the students did at home, as well as the supervisor's routine monitoring.
Keywords: Extensive Reading.
StudentsAo perception.
Supplementary INTRODUCTION In reading, it is more difficult to read in a foreign language than it is to read in one's native tongue (Nation, 2009:.
Even if the students have to read in another language with a variety of text genres, it will be a difficult In addition, the reader should be able to recognize the words and sentences, as well as comprehend the text genre and the To encourage them to improve their language skills especially in English language.
One of the things that have been carried out to assist the students in their studies to enhance their English abilities was extensive reading.
Extensive reading is interesting for students to challenge them in reading.
Through reading the students able to explore more.
According to Nuttal .
, students typically encounter five issues when reading in a language other than their native tongue, particularly when attempting to comprehend the material.
The code or alphabet sign, vocabulary and sentence structure, cohesive devices and discourse markers, and the challenge beyond basic sense and concepts are all examples of these issues.
Mauli, et al .
in her research about StudentsAo Difficulties In Finding Main Ideas, found that there were 6 problems faced by low interesting to reading, poor knowledge on vocabulary, long sentences, poor reading strategy, grammatical confusion, and poor knowledge on paragraph.
Nowadays.
University promotes Extensive Reading to boost students' interest in reading and to improve students' reading skills.
Given these challenges, the current research aims to explore midwifery students' Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024 e-ISSN 2621-010X perceptions of the implementation of extensive reading as supplementary English teaching By understanding their experiences and attitudes towards this approach, the study seeks to determine the effectiveness of extensive reading in improving their reading skills and overall English proficiency.
The findings of this research could provide valuable insights for educators and curriculum developers in designing more effective English language programs that cater to the specific needs of midwifery students.
According to Poulson and Wallace .
, reading is interpreted as reacting to a written text as a component of communication.
critical reader can differentiate fact from opinion, recognize intent, attitude, and tone, and make inferences by having an open mind and a conditioned desire to be convinced.
the context of Midwifery students, the integration of Extensive Reading as a supplementary English teaching material can have significant implications for their academic and professional development.
According to Krashen's Input Hypothesis .
, exposure to a large quantity of comprehensible input is crucial for language acquisition, and Extensive Reading provides a rich source of such input.
For Midwifery students, whose future professional roles demand not only practical skills but also the ability to understand and engage with complex medical literature, the II.
ability to read extensively in English becomes particularly important.
Extensive Reading, as defined by Day and Bamford .
, encourages students to read a variety of texts at their own pace, promoting a sense of autonomy in learning.
This autonomy is essential for Midwifery students, who need to develop the ability to continue learning independently throughout their careers.
Moreover, the repetitive exposure to language structures and vocabulary within meaningful contexts, as highlighted by Nation .
, can lead to better retention and understanding of medical terminology and concepts that are frequently encountered in their field.
Furthermore.
Extensive Reading can help bridge the gap between students' current language proficiency and the demands of academic texts in English.
Grabe and Stoller .
argue that reading extensively can improve reading fluency and comprehension skills, which are critical for Midwifery students as they engage with research articles, case studies, and clinical guidelines in English.
engaging in Extensive Reading, students are also likely to develop a more positive attitude towards reading in a foreign language, as they experience success in understanding texts that are of interest to them, thereby increasing their motivation to read more.
In summary, the implementation of Extensive Reading as a supplementary English teaching material in a Midwifery program is not only beneficial for improving students' language skills but also for equipping them with the critical reading abilities necessary for their professional growth.
Through Extensive Reading, students can enhance their vocabulary, comprehension, and fluency in English, which are essential skills for knowledge in their future careers.
II.
METHODOLOGY
The main goal of this study is to investigate into the perceptions of language learners on the use of extensive reading as supplementary.
The descriptive qualitative method was utilized in this study to obtain a rich and in-depth investigation of respondents' perceptions.
Questionnaires were utilized to gather feedback on the implementation of online learning.
The instrument for the data collection was well prepared.
Related to the research problems, the researchers used a questionnaire test as an instrument.
The test used must be Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024 e-ISSN 2621-010X appropriate in terms of the object, the online learning platform is used.
The dependable in the evidence provides, and questionnaire has been translated into applicable to the particular situation.
The Indonesian.
questionnaire consists of close ended Close-ended questions are i.
RESULT
presented in 5 points Likert scale, ranging from The main research objective of this study strongly disagree to strongly agree.
The was about Students' perception of using online researcher distributes the questionnaire then learning at the second semester of Midwifery asks the participants to open a google form and study program in Politeknik AoAisyiah fill in the questionnaire that has been provided.
Pontianak.
Then the researcher formulated one There are 11 questions consists of 6 questions researcher question the students' perception of about students' perceptions on the use of using online learning in finding students' extensive reading and 5 questions of what the perceptions and studentsAo challenge.
studentsAo challenges are.
In the questionnaire.
In the closed questionnaire, some students there are several additional questions related to express their perception of participating in participant background information such as online learning as seen in Table 1 name, class/semester, and gender, also, what Table 1.
Analysis of studentsAo perception This is my fisrt time using extensive reading Extensive reading is interesting IAom getting new vocabularies Extensive reading can improve my reading skill Extensive reading can improve critical thinking Extensive reading can improve reading speed Strongly disagree Disagree Netral Agree Strongly agree Strongly disagree Disagree Netral Agree Strongly agree Strongly disagree Disagree Netral Agree Strongly agree Strongly disagree Disagree Netral Agree Strongly agree Strongly disagree Disagree Netral Agree Strongly agree Strongly disagree Disagree Netral Agree Strongly agree 6,7% 36,7% 16,7% 6,7% 13,3% 33,3% 33,3% 13,3% 6,7% 13,3% 3,3% 26,7% 3,3% 43,3% 3,3% 3,3% 6,7% 6,7% 43,3% Jurnal Serunai Bahasa Inggris Vol 16.
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Oktober 2024 e-ISSN 2621-010X In the closed-ended questionnaire, some students express their perception about StudentsAo Challenges in extensive reading as seen in Table 2 Table 2.
Analysis of studentsAochallenges lack access to computers or any mobile devices at home.
I need more than 30 minutes to read the book I feel happy and relax to I have motivation to read a I get frustrated by using online learnling platform Mobile, because of the slow-speed internet on my mobile when I answer the reading quiz Strongly disagree Disagree Netral Agree Strongly Agree Strongly disagree Disagree Netral Agree Strongly Agree Strongly disagree Disagree Netral Agree Strongly Agree Strongly disagree Disagree Netral Agree Strongly Agree Strongly disagree Disagree Netral Agree Strongly Agree Discussion StudentsAo perception The first is about students' perceptions related to the first time using extensive reading, the data obtained in the questionnaire showed the highest frequency with a percentage of 7% netral with the question.
The Second is about students' perceptions related to the Extensive reading is interesting , the data obtained in the questionnaire showed the highest frequency with a percentage of 33.
43,3%
13,3%
3,3%
3,3%
2,6%
46,7%
3,3%
3,3%
16,7%
23,3%
16,7%
6,7%
6,7%
33,3%
23,3%
netral and agree with the question.
The third is about students' perceptions related to their knowledge getting new vocabularies, the data obtained in the questionnaire showed the highest frequency with a percentage of 30% strongly agree and agree with the question.
The fourth is about students' perceptions related to Extensive reading can improve reading skill, the data obtained in the questionnaire showed the highest frequency with a percentage of 30% strongly agree and agree with the question.
The Jurnal Serunai Bahasa Inggris Vol 16.
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Oktober 2024 e-ISSN 2621-010X fifth is about students' perceptions related to the Extensive reading can improve critical thinking, the data obtained in the questionnaire showed the highest frequency with a percentage of 40% agree with the question.
The sixth is about students' perceptions related to the Extensive reading can improve reading speed, the data obtained in the questionnaire showed the highest frequency with a percentage of 43,3% agree with the question.
The result of the study showed that there is a positive perspective in the use of Extensive Reading.
StudentsAo Challenges in extensive In the closed questionnaire, some students express their perception about StudentsAo Challenges in extensive reading.
The first is about studentsAo perceptions related to the accommodation of a learning device .
smartphone or compute.
The data obtained from the questionnaire showed that the highest frequency with a percentage of 40% disagree with the question.
The second is about studentsAo perceptions related to time to read the book more than 30 minutes.
The data obtained from the questionnaire showed that the highest frequency with a percentage of 47% agree that reading book took a plenty of time to finish The third is about studentsAo perceptions related to feeling when the students read.
The data obtained from the questionnaire showed that the highest frequency with a percentage of 50% agree with the question.
The fourth is about studentsAo motivation to read.
The data obtained from the questionnaire showed that the highest frequency with a percentage of 30% agree with the question.
The fifth is about studentsAo perspective of the internet The data obtained from the questionnaire showed that the highest frequency with a percentage of 33,3% remains netral with the question.
Furthermore, the students feel motivated and happy with the extensive reading as a supplementary material for learning English .
IV.
CONCLUSION
After having an Extensive Reading session, almost the students said that they get much information related to the texts which have they read.
In the class, the students also feel happy because they can read the material Besides that, some of the students are motivated to spend their spare time to read extensively to understand the whole book.
the other hand, several students share their perceptions that Extensive Reading does not have an impact on their understanding of the content of the text, also Extensive Reading is consumed much time, and they have to spare their time to read extensively.
Considering the result above, it is suggested that Extensive Reading should be applied in Universities to increase students' motivation in reading and to improve students' reading skills.
Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024
e-ISSN 2621-010X
REFERENCES