Fostering Reading Habits in Secondary Students through English Literature Supplementary Texts

Vyrna Hendarto(1*), Dodi Mulyadi(2)


(1) Universitas Muhammadiyah Semarang
(2) Universitas Muhammadiyah Semarang
(*) Corresponding Author

Abstract


This applied research examines the impact of using English literature supplementary texts to nurture reading habits in Year 8 students. The intervention aimed to increase students' independent reading hours by incorporating engaging literature into the English curriculum. The quantitative data were collected through pre- and post-intervention surveys, revealing a significant 56% increase in independent reading hours after the intervention. This growth indicates that supplementary texts can effectively enhance students' interest in reading outside the classroom. The qualitative data from student interviews and focus groups supported these findings. Students reported greater enjoyment and interest in reading, attributing it to the engaging nature of the supplementary texts. Many also noted improvements in their comprehension and analytical skills. In conclusion, incorporating English literature supplementary texts has successfully nurtured reading habits among Year 8 students. The significant increase in independent reading hours and positive feedback highlight the potential of this approach to foster a lifelong love for reading and improve literacy skills. Future recommendations include continued use of diverse supplementary texts and regular assessments to monitor long-term impacts.

Keywords


supplementary texts, independent reading, reading engagement.

Full Text:

PDF

References


Allington, R., and McGill-Franzen, A. (September 2003). The impact of summer setback on the reading achievement gap. In Phi Delta Kappan 85(1). Retrieved from DOI:10.1177/003172170308500119

Alomari, M. A., Khabour, O. F., Alzoubi, K. H., Aburub, A. (2023). The impact of COVID-19 confinement on reading behavior. In Clinical Practice and Epidemiology in Mental Health, Volume 19. Retrieved from https://clinical-practice-and-epidemiology-in-mental-health.com/VOLUME/19/ELOCATOR/e174501792304260/FULLTEXT/

Amer, A. (2012). Using literature in reading English as Second/Foreign Language. ERIC. https://www.researchgate.net/publication/275154728_Using_Literature_in_Reading_English_as_SecondForeign_Language

Astriani, A. S., Ginanjar, A. A., and Aisyiyah, M. N. (2022). Reading interest of High School Students during the Pandemic COVID-19. In Journal Sinestesia, 12(2). Retrieved from https://www.sinestesia.pustaka.my.id/journal/article/download/198/82

Behrman, E. H. (March 2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. In Journal of Adolescent and Adult Literacy, 49(6). Retrieved from https://www.jstor/stable/40017606

Belmont Report. (n.d.). https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html

Choo, S. S. (May 2016). Fostering the hospitable imagination through cosmopolitan pedagogies: Reenvisioning literature education in Singapore. In Research in the Teaching of English, 50(4). Retrieved from https://www.jstor.org/stable/24889942

Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. In Sage Journals, 49(2). Retrieved from https://doi.org/10.3102/00346543049002222

Delina, S. (2023). Student’s reading habit in pandemic era: Lesson from COVID-19. Faculty of Educational Sciences, Syarif Hidayatullah State University of Jakarta. Retrieved from https://repository.uinjkt.ac.id/dspace/bitstream/123456789/73809/1/11180140000062_DELINA%20SEPDIANTI.pdf

Dev, P.C. (2019). Intrinsic motivation and academic achievement: What does their relationship imply for the classroom teacher? Remedial and Special Education 18(1), 12-19.

Dupuy, B. (2021). Raising the curtain on OER/OEP: Opening pathways from awareness to engagement in a graduate course on foreign language program direction. In Carl S. Blyth and Joshua J. Thoms (Eds.), Open Education and Second Language Learning and Teaching (pp.130-157). Multilingual Matters/Channel View Publications. https://www.jstor.org/stable/jj.1231862.10

Education statistics. (2022, September 6). UNICEF DATA. https://data.unicef.org/topic/education/overview/

Evans, M., Montemurro, D., Gambhir, M., & Broad, K. (Eds.). (2014). Inquiry into practice: Learning and teaching global matters in local classrooms. Ontario Institute for Studies in Education of the University of Toronto (OISE). http://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching English Language Learners in the mainstream classroom. Heinemann.

Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(1). Retrieved from https://doi.org/10.1080/10573560308203

Hiebert, E. H. (November 2017). The texts of literacy instruction: Obstacles to or opportunities for educational equity? Literacy Research Theory Method and Practice 66(1). Retrieved from DOI:10.1177/2381336917718521

Improving adolescent literacy: Effective classroom and intervention practices. (2008). Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_082608.pdf.

Krashen, S.D. (1985). The Input Hypothesis: Issues and Implications. New York: Longman.

Kuhn, D. (2008). Formal operations from a Twenty-First Century Perspective. In Human Development, 51(1), 50th Anniversary Special Issue: Celebrating a Legacy of Theory with New Directions for Research on Human Development. Retrieved from https://www.jstor.org/stable/10.2307/26763967

Mardiani and Baharuddin, A. F. (October 2023). Literature-based EFL instruction: Benefits for language skills development, learning motivation, and cultural understanding. LLT Journal: A Journal on Language and Language Learning 26(2). Retrieved from http://e-journal.usd.ac.id/index.php/LLT

Ounissi, A., Romly, R., and Tajuddin, A. J. A. (July 2023). Impact of incidental exposure to e-learning platforms on students’ interest in online extensive reading during COVID-19 pandemic. MEXTESOL Journal (47)2. Retrieved from https://penamiller.com/mextesol/journal/index.php?page=journal&id_article=46421

Sulieman, S., and Sa’eed, S. (2021). Impact of teaching English literature on the improvement of EFL learner’s performance in English language. Open Journal of Modern Linguistics, 11. Retrieved from https://www.scirp.org/pdf/ojml_2021081914141347.pdf


Article Metrics

Abstract view : 222 times
PDF - 21 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 English Language and Literature International Conference (ELLiC) Proceedings

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

Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549

Published by

FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: [email protected]