E-Link Journal, Vol. 11 No 02,
December, 2024
P-ISSN:2085-1383; E-ISSN: 2621-4156
English Education Department, Universitas Islam Lamongan

Students' Perceptions of Using Extending Concepts Through Language
Activities to Improve Students' Reading Comprehension Skill
Rafika Sinta Nurrona1, Rizky Lutviana2*, Maria Purnawati3, Novi Sriwulandari4
Universitas PGRI Kanjuruhan Malang, Malang, Indonesia1,2,3
Universitas Gresik, Gresik, Indonesia4
rafikasintan@gmail.com1, lutviana.rizky@unikama.ac.id2, maria.p@unikama.ac.id3,
noviwulandari@unigres.ac.id4
Abstract
This study aimed to understand students' perceptions about the potential and
benefits of improving the Extending Concept Through Language Activities (ECOLA)
method as a tool for improving students' reading comprehension skills. This study
used a descriptive qualitative with the subjects of 19 students in the 10th grade of
Vocational High School of SMK Islam Gondanglegi. Data collection was carried out
through a questionnaire based on a Likert scale and interview. In collecting data,
questionnaires were made to collect information on respondents’ perceptions of
the ECOLA method and its impact on their reading comprehension skills. In
contrast, interviews were made to obtain further information regarding students'
perceptions of using the ECOLA method. Based on the analysis of the results, the
researcher concluded that the ECOLA method generally has positive acceptance for
improving reading comprehension skills. This is evident from the questionnaire
results, which show the participants' high motivation and enthusiasm. 65% of
Submitted: respondents agreed that this method had improved their reading comprehension
Aug 3rd, 2024 skills. Additionally, 80% of respondents agreed that ECOLA helped them
Accepted: understand reading material better. Likewise, in interviews, participants
Sept 2nd. 2024
expressed appreciation and satisfaction with ECOLA's approach, which includes
Revised:
th
Nov 24 , 2024 interactive discussions and enhanced learning experiences.
Published: Keywords: Students' Perceptions; Extending Concept Through Language Activities (ECOLA);
Dec 31st, 2024 Reading Comprehension

INTRODUCTION
There has been an increased focus on improving students' reading comprehension skills in
recent years due to recognizing its importance in academic and professional settings. This has led to a
growing interest in developing and implementing effective teaching methods for reading
comprehension (Muslaini, 2017). Teachers and educators worldwide are constantly searching for ways
to improve their students' skills in this area. They are exploring a variety of approaches, such as the use
of language activities, to achieve this goal.
Reading comprehension is a vital aspect of education as it enables students to utilize their
various cognitive abilities to understand the texts they read. Understanding the content of the text is
just as significant as the act of reading itself. The ultimate objective of reading is to comprehend the
material, which allows students to retain and internalize the information they have read. The learned
content is readily stored in the students' memory by helping them comprehend the material,
facilitating a deeper understanding of the subject matter (Agistiasari, 2015). Moreover, there are 3
levels of reading comprehension which are literal, inferential, and critical. It is important to understand
each level individually to further explain the different reading comprehension levels. Literal
comprehension involves understanding the text at a surface level, including the introductory
information presented. This includes identifying the main characters, setting, and plot. Inferential

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December, 2024
P-ISSN:2085-1383; E-ISSN: 2621-4156
English Education Department, Universitas Islam Lamongan

comprehension goes beyond the surface level and requires the reader to connect between the
information presented and their own experiences or prior knowledge. This level of comprehension
involves drawing conclusions, making predictions, and interpreting the text. Finally, critical
comprehension involves analyzing the text and evaluating the author's message, arguments, and use
of language. It requires the reader to think deeply about the text and consider alternative perspectives
(de-la-Peña & Rojas, 2021).
Despite the importance of reading comprehension in students' academic success, numerous
studies have revealed that many students struggle with this fundamental skill. Through personal
experience and observation, it has been noted that students often struggle with identifying the main
idea and supporting details, making inferences, and evaluating the author's message and argument.
Several factors contribute to these challenges, including limited vocabulary, inadequate background
knowledge, lack of motivation, and insufficient instruction in effective reading strategies. The inability
to comprehend the text can lead to difficulties in keeping up with the course material, which can hurt
academic performance. As such, students must overcome these challenges and improve their reading
comprehension skills. Students can improve their academic performance and succeed in their studies
by identifying and addressing the factors contributing to reading comprehension difficulties (Satriani,
2018).
Various methods and approaches have been employed in teaching reading comprehension to
overcome these challenges. For example, teacher-led instruction, independent reading, graphic
organizers, and metacognitive strategies are some approaches to improving reading comprehension
skills (Ambarwati, 2020). However, despite these efforts, many students still face challenges developing
their reading comprehension skills, highlighting the need for more effective approaches.
This is where the Extending Concept Through Language Activities (ECOLA) approach may play
an important role. ECOLA is an innovative teaching approach that emphasizes integrating language
activities into teaching reading comprehension. This approach is based on the idea that language
activities, such as discussion, debate, and storytelling, can extend students' knowledge and
understanding of the texts they read, thereby improving their reading comprehension skills (Astuti,
2008). According to Nurhidayati and Pardimin (2021), ECOLA has gained popularity among teachers
and educators as one of the most effective teaching methods for reading comprehension.
ECOLA is an attempt to integrate 4 language skills, which are reading, writing, speaking, and
listening, to develop reading skills. ECOLA aims to develop reading skills through language activities
promoting active text engagement. Group discussions are one of these activities, where students
discuss the text and exchange ideas to enhance their understanding. Through group discussions,
students can develop critical thinking skills and broaden their perspectives on the text. Another
language activity used by ECOLA is creative writing exercises, which enable students to express their
understanding of the text in their own words. This activity allows students to develop their writing skills
and encourages them to interpret the text creatively. By writing about the text, students can engage
more deeply with its content and meaning. Together, group discussions and creative writing exercises
are practical language activities that can help improve students' reading comprehension skills. By
integrating these activities with reading, writing, speaking, and listening skills, ECOLA provides a
comprehensive approach to developing students' language abilities (Haerazi & Irawan, 2020).
By engaging with the text in such ways (group discussion and creative writing), students can
better understand the material and make connections between the text and their own experiences. In
addition, ECOLA emphasizes the importance of supporting students as they develop their reading skills.
This support may include breaking down complex texts into smaller, more manageable parts or
providing students with tools like graphic organizers to help them understand the structure and content
of the text. This approach helps students interpret and monitor their understanding of the text. The
ECOLA Technique involves students using all four language skills, reading, writing, speaking, and

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December, 2024
P-ISSN:2085-1383; E-ISSN: 2621-4156
English Education Department, Universitas Islam Lamongan

listening, in discussion activities to exchange ideas (Nurhidayati & Pardimin, 2021). According to
Tierney in Simamora (2018), this approach is based on the belief that students can improve their
comprehension skills by actively engaging with the text (using creative writing exercises and group
discussion) rather than passively reading it. ECOLA involves various language activities, such as group
discussion and creative writing exercises, which require students to reflect on the text and think
critically about its meaning (Haerazi & Irawan, 2020).
Based on the background of the study above, there are some previous related studies regarding
the use of ECOLA to teach reading comprehension. One of them was written by Haerazi and Irawan
(2020). This previous research aimed to determine the effectiveness of using the ECOLA technique
compared to the brainstorming technique in teaching reading comprehension. A quasi-experimental
research design was used, and the data were collected using a reading test and questionnaires. The
findings revealed that the ECOLA technique was more effective in improving reading comprehension,
and there was a significant difference in reading achievement of students who used ECOLA compared
to those who used brainstorming. However, the interaction between the technique, motivation, and
self-efficacy was insignificant. The main similarity between this research and the previous research is
that both studies focus on the effectiveness of using the ECOLA technique to improve students' reading
comprehension skills.
There is also research written by Susanto (2014) that investigated the effectiveness of the
ECOLA method in improving students' biographical reading comprehension skills. The study used a
quasi-experimental method and found that the students' biographical reading comprehension skills
improved significantly after using the ECOLA method. The study also found a significant difference in
the student's comprehension skills before and after using the ECOLA method. This result suggests that
the ECOLA method is suitable for improving class XI students' ability to read and understand
biographies. The similarity between the previous research and this research is that both studies
investigate the effectiveness of the ECOLA method in improving students' reading comprehension skills.
However, the previous study focused explicitly on biographical reading comprehension, while this
research has a broader focus on extending concepts through language activities, especially on students'
perception.
Another study regarding ECOLA was conducted by Putri (2015). This previous research
investigated the effectiveness of using the ECOLA technique in teaching reading skills in the German
language to 10th-grade students. The study used a quasi-experimental design with a pretest-posttest
control group and found that the ECOLA technique was more effective than the conventional technique
in improving students' academic achievement in German reading skills. The study concluded that the
ECOLA technique is a practical approach for teaching German reading skills to high school students.
The similarity between this research and the previous research is that both studies investigate the
ECOLA teaching method to improve students' reading comprehension skills. However, while this
research focused on investigating students' perceptions, previous research focused on examining the
effectiveness of the ECOLA technique in improving students' academic achievement in reading German
texts.
The following previous study is written by Supriyana et al. (2019). This previous research
investigated the effectiveness of the ECOLA method on the ability of students to edit scientific articles.
The study used an experimental method that exposed the experimental group to the ECOLA learning
method, while the control group was taught using conventional methods. The study used a pretestposttest control group design to determine the possibility of a causal relationship between the ECOLA
method and the ability of students to edit scientific articles. The similarity between the previous
research and this research is that both studies investigated using the ECOLA technique to improve
students' reading comprehension ability. However, while this research focuses on the student's

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December, 2024
P-ISSN:2085-1383; E-ISSN: 2621-4156
English Education Department, Universitas Islam Lamongan

perspective, the previous research investigated the effectiveness of the ECOLA method on students'
ability to edit scientific articles.
Tumpu and Jumriati (2018) also investigate the effectiveness of ECOLA. This previous research
aims to investigate the effectiveness of the Extending Concept Through Language Activities (ECOLA)
method in improving the reading comprehension skills of Class X students in SMAN 1 Enrekang. The
study used a quantitative, experimental, and quasi-experimental design approach. The independent
variable was the ECOLA method, while the dependent variable was the students' reading
comprehension skills. The study results showed that the ECOLA method effectively improved the
students' reading comprehension skills. The similarity between the previous research and this research
is that both studies investigate the effectiveness of a teaching method (ECOLA) on students' learning
outcomes. The difference is that this research focuses on the experiences of individuals related to a
particular phenomenon, namely students' perceptions. In contrast, this research focuses on the
effectiveness of ECOLA in improving reading comprehension skills.
Based on the previous research in the paragraphs above, there is a gap in understanding
students' perceptions of using the Extending Concept through Language Activities (ECOLA) method to
improve their reading comprehension skills. Although previous studies have focused on the
effectiveness of ECOLA in improving academic achievement, including reading comprehension skills,
no research has investigated students' perceptions of this teaching method. Therefore, this research
aims to fill this gap by exploring students' perceptions of using ECOLA to improve their reading
comprehension skills. Furthermore, this study will be limited to understanding ECOLA at the reading
level.
METHOD
This study used a descriptive qualitative research design to investigate students' perceptions
of using Extending Concept Through Language Activities (ECOLA) to improve their reading
comprehension skills. Descriptive research, according to Sugiyono (2011:11), is "research conducted to
determine the value of independent variables, either one or more (free) variables, without making
comparisons or connecting one variable to another, which is described in words based on opinions." A
descriptive qualitative research design was chosen because it allowed for an in-depth exploration and
description of participants' experiences, opinions, and attitudes toward the ECOLA program.
The study subjects are 22 students in the 10th grade at Vocational High School of SMK Islam
Gondanglegi. After conducting research, only 19 students filled in the questionnaire. The researcher
chose this subject based on the suggestion of the English teacher at the school because the material
used was based on the research objectives. The participants in this study were selected through
purposive sampling; a non-probability sampling method also referred to as selective or subjective
sampling.
The researcher created the research instrument in the form of a questionnaire. In the present
study, the researcher intentionally crafted the questionnaire to suit the specific objectives and context
of the research, incorporating both questionnaire and interview questions using open-ended formats.
In this way, the questionnaire can be considered an adapted instrument designed to collect
information on respondents' perceptions of the ECOLA method and its impact on reading
comprehension skills. The questionnaire was utilized to gather information from respondents about
the students' perception of using the ECOLA method to improve reading comprehension skills. The
questionnaire was administered after a 90-minute lesson using the ECOLA method.
A semi-structured interview approach was employed. This entailed a question-and-answer
process that was conducted in a free-flowing manner while remaining within the parameters
established by the researcher about the research topic. The participants in this study were drawn from

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December, 2024
P-ISSN:2085-1383; E-ISSN: 2621-4156
English Education Department, Universitas Islam Lamongan

10 students in the 10th grade at Vocational High School of SMK Islam Gondanglegi and taken from 10
students who participated in the study from beginning to end.
The researcher undertook the following steps to collect the data:
1. The researcher asked permission from English teachers who teach in the 10th grade to
conduct research by conducting teaching practice in class using the ECOLA technique.
2. After the teaching practice using the ECOLA technique, the researcher gave the
questionnaire to the 10th-grade Vocational High School of SMK Islam Gondanglegi, who
participated in the teaching practice class about their perceptions regarding the ECOLA
technique.
3. The researcher analyses the respondents' answers to determine their perceptions of the
ECOLA technique.
4. The researcher will interview 10 students who participated in the teaching practice class
about their perceptions regarding the ECOLA technique.
5. The researcher interprets the data based on respondents' answers about their
perceptions regarding the ECOLA technique.
6. The researcher draws a conclusion based on the research findings.
RESULT
Students' Perceptions of the Extending Concept Through Language Activities (ECOLA)

No
1
2
3
4
5
6

7
8
9

10
11

Table 1 Tabulation Data of Questionnaire
Questionnaire
1
2
I am motivated to use the ECOLA method to 6
13
improve my reading comprehension skills
I will use the ECOLA method in the future to 1
18
improve my reading comprehension skills
The ECOLA method makes me more 7
12
enthusiastic about improving my reading skills
So far, the ECOLA method has improved my 6
13
reading comprehension skills
ECOLA method helps me understand reading 8
11
material better
I find it easier to understand complex 1
18
concepts or ideas when using the ECOLA
method
The ECOLA method has clear advantages in
18
improving my reading comprehension skills.
The ECOLA method excelled in helping me 3
16
improve my reading comprehension
The ECOLA method provided practical 3
16
strategies
to
improve
my
reading
comprehension skills
I feel challenged or have difficulty adapting to 10
the ECOLA method.
The ECOLA method has less influence on my 1
10
reading comprehension

135

3
-

4
-

-

-

-

-

-

-

-

-

-

-

1

-

-

-

-

-

6

3

4

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E-Link Journal, Vol. 11 No 02,
December, 2024
P-ISSN:2085-1383; E-ISSN: 2621-4156
English Education Department, Universitas Islam Lamongan

12
13

14

15

I am not sure that the ECOLA method will
improve my reading comprehension skills
I rate my overall experience with the ECOLA
method
for
improving
reading
comprehension as good
I would recommend the ECOLA method to
others who want to improve their reading
comprehension skills
I believe the ECOLA method is a valuable tool
for improving reading comprehension

1

7

9

2

5

14

-

-

5

14

-

-

1

18

-

-

Note: 1: Strongly agree, 2: Agree, 3: Disagree, 4: Strongly Disagree
Total Responden : 19 Responden
From Table 1, it can be seen that a significant portion of participants demonstrated an
inclination towards the ECOLA method. Their agreement or strong agreement with statements
revealed a high motivation to use this method to improve reading comprehension skills. It was shown
in questionnaire number 1, "I am motivated to use the ECOLA method to improve my reading
comprehension skills," that there were 6 participants who answered strongly agree and 13 answered
agree. This positive attitude is crucial, as motivation is often considered a key factor in the
effectiveness of learning interventions.
Based on the answers to the questionnaire, 90% of respondents agreed that the ECOLA
method makes them more enthusiastic about improving their reading skills. This high enthusiasm
indicates that students find the activities associated with ECOLA engaging and stimulating. Participants
also expressed enthusiasm, as shown in questionnaire number 3, which stated, "The ECOLA method
makes me more enthusiastic about improving my reading skills," indicating that the ECOLA method
motivated them and sparked a genuine interest in enhancing their reading skills. The positive impact
on enthusiasm suggests that the method addresses the academic aspect of reading comprehension
and contributes to a positive and motivating learning experience. This enthusiasm bodes well for the
sustained engagement of students with the method. Moreover, the perceived improvement in reading
comprehension skills was a recurring theme among positive responses. Participants felt that the ECOLA
method contributed positively to their understanding of reading material and made it easier to grasp
complex concepts or ideas. This can be seen from the prevalence of the 'Agree' answers in
questionnaire 6: "I find it easier to understand complex concepts or ideas when using the ECOLA
method."
A noteworthy 100% of respondents agreed to use the ECOLA method to enhance their reading
comprehension skills further. This unanimous agreement is shown in questionnaire number 2: "I will
use the ECOLA method in the future to improve my reading comprehension skills." It suggests a high
level of confidence among the students in the long-term effectiveness of the ECOLA method. The
strong commitment to utilizing ECOLA in the future implies that students perceive it as a valuable and
sustainable tool for continuous improvement in their reading abilities.
When evaluating the perceived impact of the ECOLA method on reading comprehension skills,
65% of respondents agreed that the method has improved their reading comprehension skills. This
can be seen in questionnaire number 4. Additionally, questionnaire number 5 states that the ECOLA
method helps them understand reading material better. This was agreed by 80% of respondents. These
findings suggest that, while a majority acknowledges positive changes in their comprehension, there
is room for further enhancement. The dual acknowledgment of improvement and increased
understanding indicates that the ECOLA method positively contributes to students' reading abilities.

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P-ISSN:2085-1383; E-ISSN: 2621-4156
English Education Department, Universitas Islam Lamongan

Furthermore, when asked about the specific aspects of the ECOLA method that they found
most beneficial, participants consistently highlighted the interactive nature of the language activities.
Incorporating diverse language exercises, such as group discussions, role-playing, and multimedia
presentations, was cited as particularly effective in capturing their attention and fostering a deeper
understanding of the reading material. The interactive components of ECOLA make the learning
process enjoyable and provide a platform for students to actively participate and collaborate with their
peers.

Figure 1 Summary based on grid questionnaire
recomendation
and advocacy
15%

motivation
15%
motivation

challenges and
limitation
11%

benefits
challenges and limitation
recomendation and
advocacy

benefits
59%

The figure above shows the questionnaire results according to the question grid in Appendix 1,
which shows that the benefits obtained by students are more significant, namely, 59% in learning using
the ECOLA method. The exact value is also seen, namely 15% in motivation and recommendation
advocacy, which states that students are motivated by learning using the ECOLA method, so students
also want to recommend the learning method. The challenges and limitations point is 11%, which
means that there are still some students who feel challenged or feel they have not adapted to the
ECOLA method.
The qualitative data obtained from interviews further supported the survey findings, shedding
light on the emotional impact of the ECOLA method. Students expressed a sense of accomplishment
and increased self-confidence in comprehending complex texts. Many attributed this boost in
confidence to the supportive and inclusive learning environment created by the ECOLA activities.
Interestingly, the use of terms such as "menyenangkan" (fun), "seru" (exciting), and "nyaman"
(comfortable) emerged consistently in the interviews, mirroring the sentiments revealed in the survey
responses.
Following are the statements given "menyenangkan" (fun) by the respondents:
"It fun ma'am, because we discuss together." (Respondent 1)
"I think its fun." (Respondent 5)
"Fun and can better understand what we learn with this method." (Respondent 10)
Following are the statements given "seru" (exciting) by the respondents:
"Exciting, ma'am." (Respondent 7)
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December, 2024
P-ISSN:2085-1383; E-ISSN: 2621-4156
English Education Department, Universitas Islam Lamongan

"Very understanding and very exciting." (Respondent 8)
Following are the statements given "nyaman" (comfortable) by the respondents:
"Comfortable and fun, ma'am." (Respondent 2)
Participants described their experiences with ECOLA as educational, enjoyable, and
emotionally fulfilling. This emotional engagement is critical in sustaining long-term interest and
commitment to the learning process, as seen in some of the interview answers below.
One student enthusiastically shared, "Seneng banget karena enjoy," which translates to "I am
thrilled because it is enjoyable." This sentiment captures the essence of students' positive emotional
connection towards the ECOLA method. The use of terms like "sending" (happy) and "enjoy" indicates
that the method goes beyond being a mere academic exercise; it has successfully integrated elements
of enjoyment and satisfaction into the learning experience. Another participant expressed, "saya
senang sekali bisa mengenal metode ECOLA ini," translating to " I am thrilled to be able to get to know
the ECOLA method." This highlights the profound impact of ECOLA on academic progress and the
student's personal growth and overall well-being.
In summary, the findings reveal a strong positive perception of the Extending Concept Through
Language Activities (ECOLA) method among students. Most participants expressed agreement and
enthusiasm regarding the method's effectiveness in improving reading comprehension. The
interactive nature of ECOLA, coupled with diverse language activities, was highlighted as a key factor
in capturing students' attention and fostering a deeper understanding of the reading material.
Additionally, the emotional impact of the method, as reflected in terms like "seneng" (happy) and
"enjoy," underscores the importance of creating a positive and enjoyable learning environment.
Benefits and Limitations of Using the ECOLA Method to Improve Students' Reading Comprehension
Skills
The positive responses related to motivation and enthusiasm suggest that students recognize
the potential benefits of the ECOLA method and are open to incorporating it into their learning
routines. The agreement from questionnaire number 9, "The ECOLA method provided practical
strategies to improve my reading comprehension skills," indicates that students appreciate the
method conceptually and practical utility in improving their reading comprehension skills.
The benefits of the ECOLA method are seen in its ability to facilitate learning through
collaborative discussions. Students appreciate the opportunity to share ideas with classmates, making
the learning experience more interactive and participatory. This can be seen from the statement given
by the respondent to the question, "In your opinion, what are the benefits of ECOLA methods?". The
following are the statements given by the respondents:
"In my opinion, the advantages can understand and make it easier to understand reading
because it can be discussed with friends too." (Respondent 5)
"In my opinion, the advantage is that we can more easily understand the reading because we
discuss with friends." (Respondent 6)
"The advantage is to relieve us, ma'am. If the ECOLA method can discuss with my friends, so
not all themselves." (Respondent 9)
Based on these responses, it is evident that students find the collaborative nature of the ECOLA
method to be a significant advantage. Discussions with peers enhance their understanding of the
material and provide support and camaraderie. This social aspect of learning is crucial, as it fosters a
positive and encouraging environment for students to thrive. Furthermore, respondents highlighted
the practicality of the ECOLA method in easing the comprehension process. As respondents 5, 6, and
9 mentioned, exchanging ideas during discussions contributes to a deeper understanding of the

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P-ISSN:2085-1383; E-ISSN: 2621-4156
English Education Department, Universitas Islam Lamongan

reading materials. This aspect of the method goes beyond individual comprehension, emphasizing the
group's collective effort to enhance overall learning outcomes. Notably, several respondents
emphasized the relief and ease brought about by the collaborative nature of the ECOLA method. The
idea that students do not feel isolated in their learning process and can rely on the support of their
peers is a testament to the positive social dynamics fostered by this method.
However, despite the positive feedback, it is crucial to acknowledge the limitations of the
ECOLA method, as some students have reported. One student expressed, "Sebenarnya enak bisa
berdiskusi dengan teman, tetapi di sisi lain juga ada yang tidak aktif menyuarakan pendapatnya"
(Actually, it's nice to be able to discuss with friends, but on the other hand, there are also those who
are not active in expressing their opinions). This observation raises concerns about the potential for
uneven participation within the group. While some students may benefit from collaborative
discussions, others struggle to contribute actively, hindering everyone involved's effectiveness.
Another student remarked, "Jadi ada perbedaan pendapat dengan teman" (There are
differences of opinion with friends). This highlights a challenge in managing diverse perspectives within
a group. While diversity of thought can be enriching, it may also lead to disagreements that could
disrupt the learning process. Balancing the benefits of collaborative discussions with the potential for
conflicting opinions is essential for educators implementing the ECOLA method. Additionally, a
student mentioned, "Susah memahami bacaannya banyak" (It is difficult to understand the readings
because there are many). This points to a possible limitation in the volume or complexity of the reading
materials used in conjunction with the ECOLA method. If the texts are too challenging or extensive,
some students may find it overwhelming, potentially impeding their ability to engage in meaningful
discussions actively. Striking a balance between challenging content and ensuring accessibility for all
students is crucial for the success of the ECOLA method.
Furthermore, it is noteworthy that when asked about the limitations and challenges of the
ECOLA method, many students tended to respond with phrases like "none" or "tidak ada" (there are
none). This could be attributed to the positive atmosphere created by the method's collaborative
nature, where students may focus on the benefits rather than dwell on potential drawbacks.
In conclusion, while the ECOLA method offers notable benefits in enhancing students' reading
comprehension skills through collaborative discussions, it is essential to address the identified
limitations. Educators should carefully consider and address unnecessary participation, potential
conflicts of opinion, and challenges related to the complexity of readings when implementing the
ECOLA method in the classroom. Understanding these limitations can inform adjustments and
improvements to ensure a more inclusive and practical learning experience for all students.
DISCUSSION
4.1 Students' Perceptions of the Extending Concept Through Language Activities (ECOLA)
The study's positive reception of ECOLA is consistent with the theoretical underpinnings
highlighting the integration of various language skills, including reading, writing, speaking, and
listening. The study corroborates the idea that ECOLA's emphasis on group discussions and creative
writing exercises contributes to active engagement with the text, aligning with the theoretical
framework that posits these activities as effective in enhancing comprehension and critical thinking
skills (Haerazi & Irawan, 2020).
The integration of the Extending Concept Through Language Activities (ECOLA) method, as
advocated by researchers such as Astuti (2008), Nurhidayati and Pardimin (2021), and Haerazi &
Irawan (2020), not only aligns with theoretical frameworks emphasizing language activity integration
in reading comprehension but also addresses the vital role of motivation in successful learning
experiences, as discussed by Smith-Burke (1982). The study's exploration of students' perceptions
sheds light on the positive impact of ECOLA on reading comprehension development, in line with

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P-ISSN:2085-1383; E-ISSN: 2621-4156
English Education Department, Universitas Islam Lamongan

theoretical underpinnings, and underscores the method's ability to sustain motivation and foster
active engagement as essential components for effective educational interventions.
Motivation is crucial for successful learning, encouraging students to participate actively in
their education. This is in line with what was stated by Smith-Burke (1982), which states that most
students will feel bored and lose motivation if they perceive learning using the ECOLA method as too
complex and mundane. In this study, ECOLA was successfully implemented for students effectively and
without causing boredom, thus allowing reading comprehension learning to proceed very well.
Motivation, widely acknowledged as a framework for successful learning interventions, is a
potent driving force that propels students toward active engagement with educational content. In this
context, the positive attitudes observed among the participants signify a willingness to embrace the
ECOLA method and suggest a keen awareness of its potential benefits (Smith-Burke, 1982).
Building upon the investigation into students' perceptions of the Extending Concept Through
Language Activities (ECOLA) method and its alignment with theoretical frameworks, the study
uncovers a pivotal dimension—the perceived relevance of ECOLA activities in bridging the gap
between theoretical concepts and practical application. This revelation resonates strongly with the
theoretical underpinning articulated by Nurhidayati and Pardimin (2021), emphasizing the
transformative impact of connecting academic content to students' personal experiences for a more
meaningful learning experience. The study highlights that ECOLA is a potent bridge, effectively linking
theoretical concepts from texts to their practical application in students' lives. This alignment
substantiates the theoretical premise that learning is heightened when grounded in real-world
experiences and underscores ECOLA's role in fostering a more profound understanding. Beyond mere
absorption of information, the study suggests that ECOLA encourages active integration of knowledge
into students' existing frameworks, demonstrating a transfer of skills from the academic realm to
practical utility. In emphasizing the practical implications of ECOLA's perceived relevance, the study
emphasizes the importance of contextualizing learning experiences, urging teachers to design
instructional approaches that resonate with students' everyday lives.
The students' perceptions of the Extending Concept Through Language Activities (ECOLA)
method reveal a spectrum of responses that underscore its positive impact on reading comprehension.
Aligned with theoretical frameworks, the findings emphasize ECOLA's effectiveness in fostering
motivation, active engagement, and bridging theoretical concepts with practical application.
4.2 Benefits and Limitations of Using the ECOLA Method to Improve Students' Reading
Comprehension Skills
The study's findings reveal the benefits and limitations of using the Extending Concept through
Language Activities (ECOLA) method to improve students' reading comprehension skills. The positive
inclination towards the ECOLA method is evident among many participants. Their agreement and
strong agreement with statements indicate a high level of motivation, which is crucial for the
effectiveness of learning interventions. The enthusiasm expressed by participants suggests motivation
and a genuine interest in enhancing reading skills. The perceived improvement in reading
comprehension skills is a recurring theme among positive responses, indicating the method's positive
impact on understanding complex concepts.
Moreover, the agreement on practical utility, as indicated by questionnaire number 9,
highlights that students appreciate the ECOLA method not only conceptually but also for its practical
strategies to improve reading comprehension skills. The study's findings align with Supriyana et al.'s
(2019) research, supporting the ECOLA technique's overall effectiveness in improving students' reading
comprehension skills.
Additionally, there are some negative responses, albeit less prevalent. The negative responses
center around challenges and adaptability, with some students reporting feeling challenged or having

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English Education Department, Universitas Islam Lamongan

difficulty adapting to the ECOLA method. Questions about the method's influence on reading
comprehension also raised concerns among some participants. This aligns with what Smith-Burke
(1982) said: that ECOLA has several disadvantages, including being time-consuming, limited, and
lacking student motivation. Despite these challenges and concerns, it is crucial to acknowledge that
the negative responses represent a minority of participants.
The interview component of the study provides deeper insights into students' perceptions of the
ECOLA method. Positive sentiments are expressed, with students finding the method enjoyable,
engaging, and impactful in understanding reading materials. The collaborative nature of the ECOLA
method, fostering discussions and sharing among peers, emerges as a prominent benefit. Terms such
as "fun," "exciting," and "comfortable" frequently characterize students' encounters with the method,
indicating emotional engagement and satisfaction, which emphasizes the importance of positive
emotions in the learning process. According to Pratama et al. (2022), when students experience
enjoyment and excitement in their learning activities, it can enhance their motivation and cognitive
engagement, leading to more effective learning outcomes.
In addition to the positive emotional and collaborative aspects, students note the impact of the
ECOLA method on their understanding of reading materials. Many express that the method has helped
them delve deeper into the content, grasp complex concepts, and develop critical thinking skills. This
finding resonates with the study by Simamore et al. (2018), which demonstrated that collaborative
learning environments contribute to improved comprehension and higher-order thinking skills among
students.
Despite overwhelmingly positive feedback, a few challenges are mentioned, such as uneven
participation in a group, differences of opinions, and the complexity of reading materials. However,
these challenges are not perceived as significant drawbacks, and many students respond with "none"
when prompted to identify drawbacks, suggesting an overall positive perception of the ECOLA method.
This aligns with Tumpu and Jumriati (2018), who found that the ECOLA method effectively improved
the student's reading comprehension skills. Furthermore, the study also revealed a notable increase in
students' engagement and enthusiasm for learning, affirming the ECOLA method's impact beyond mere
academic improvements. As educators continue to refine and adapt this innovative approach, its
promising outcomes highlight its potential to transform language skills and the overall educational
experience for students.
While comparisons with other teaching methods are limited, the ECOLA method emerges as a
preferred and effective teaching strategy among the interviewed students. The study emphasizes the
importance of addressing specific concerns highlighted by neutral and negative responses to refine the
method and ensure its success in improving reading comprehension skills.
CONCLUSION
The research findings highlight a generally positive reception of the Extending Concept through
Language Activities (ECOLA) method among tenth-grade accounting students for improving reading
comprehension skills. The questionnaire results reveal a high level of motivation and enthusiasm
among participants, indicating a genuine interest in enhancing their reading abilities. Positive
responses underscore the practical utility of the ECOLA method in improving comprehension, with
students acknowledging its value in providing practical strategies. However, neutral and negative
responses emphasize the need for a nuanced approach to implementing the method, addressing some
students' concerns and challenges. The interview component provides deeper insights, showcasing
students' enjoyment and satisfaction with the ECOLA method and emphasizing its positive impact on
understanding and collaborative learning. While a few challenges were mentioned, the overall
sentiment suggests that the benefits, such as interactive discussions and enhanced learning
experiences, outweigh any perceived drawbacks. The uniformity in positive responses indicates a

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P-ISSN:2085-1383; E-ISSN: 2621-4156
English Education Department, Universitas Islam Lamongan

consistent and favorable perception of the ECOLA method, positioning it as a preferred and effective
teaching strategy among the interviewed students.
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