Pratiwi Retnaningdyah
Universitas Negeri Surabaya
About
Pratiwi Retnaningdyah is a lecturer at the English Literature Study Program, Faculty of Languages and Arts, Universitas Negeri Surabaya, Indonesia. Her research interests are postcolonial literature, popular culture studies, new literacy studies, and the teaching of literature.Sessions
All levels Indonesian teachers' attitudes towards extensive and intensive reading more
Tue, Aug 8, 14:15-14:50 Asia/Makassar
It is no doubt that extensive reading (ER) and intensive reading (IR) are powerful teaching approaches that can help students develop a love of reading and overall language skills. This presentation aims to investigate teachers’ attitudes towards ER and IR through a nation-wide survey that involved 2,111 junior high school teachers of language and non-language subjects. The survey was conducted online and taken prior to a series of three-day workshops on ER and IR sponsored by the Indonesian Ministry of Education, Culture, Research, and Technology. Each workshop was attended by approximately 120 teachers from different regions across Indonesia. In general, the survey results revealed that teachers demonstrated positive attitudes towards ER and IR. Moreover, a remarkably high percentage of teachers (86.8 %) believed that teaching reading was not only the responsibility of language teachers. On the other hand, only a small percentage of the respondents (1.9 %) admitted that they were knowledgeable about reading comprehension strategies, let alone teaching them to students due to inadequate training and resources. In addition, most participants (68.8%) expressed a need for professional development on how to teach reading and writing related to their subjects. The study implied that continuous training on integrating ER and IR across curriculum should be carried out.
College and University Developing Indonesian university student intercultural awareness through ER more
Tue, Aug 8, 10:30-11:05 Asia/Makassar
It is understood that extensive reading can be an effective way to expose students to texts that reflect cultural practices and perspectives. This presentation reports an experience using Xreading materials to teach western society and culture that integrated some components of extensive reading. Fifty-five sophomore students from the English Literature program at Universitas Negeri Surabaya were assigned to read a selection of fifteen graded readers that address various topics on Early American history and multiculturalism in America. The students were given the freedom to select the texts to read and were asked to comment on the readability of the texts based on vocabulary and familiarity with the topic. They were also encouraged to make connections with the texts through online forums. Student responses revealed that the selected texts were relatively at their reading level. The simple language and new vocabulary provided a challenge that did not hinder understanding and helped maintain students’ interest. Students’ familiarity with the topic was also addressed in that they could see the connection between the texts on American history. In addition, familiarity with British history also made it possible for students to build a connection to the texts on Early American history. The personal connection was also built through online forums where students responded to each other’s comments.
All levels Teachers’ reflections on extensive reading and intensive reading more
Wed, Aug 9, 14:30-15:05 Asia/Makassar
The presentation aims at investigating teachers’ reflections through their narratives. Approximately 2000 teachers of language and non-language subjects participated in a nationwide workshop on Extensive Reading and Intensive Reading sponsored by the Ministry of Education, Culture, Research, and Technology. At the end of the workshop, the workshop participants were invited to write reflective notes on their experience attending the workshop. One hundred twenty narratives submitted by the participants were coded for common themes. The analysis revealed that the participants held positive responses to the workshop. Theoretical contents delivered in the workshop convinced teachers of their best teaching practice, enabling them to theorize their practice. Moreover, practical exercises on ER and IR were considered to boost teachers’ confidence to implement ER and reading strategies in the classroom. Participants could also foresee themselves becoming role models of readers for their students. In addition, the participants expected continuing professional development to be provided by the government to help them keep up-to-date with trends in the implementation of ER and IR.
All levels Negotiating beliefs and practices: Dilemmas promoting ER to secondary teachers more
Thu, Aug 10, 13:25-14:00 Asia/Makassar
The study presents facilitators’ reflections of preparing and conducting a 3-day national workshop sponsored by The Indonesian Ministry of Education and Culture. The topic was how to implement Extensive and Intensive Reading and targeted to both language and non-language teachers at Junior High School level. The workshop was conducted in a hybrid mode. The participants were EFL university lecturers who are members of an ER association in Indonesia and served as facilitators in the workshop. The data was collected from the participants’ reflection using CARL (context, action, result, and lessons) framework. The findings revealed a gap between facilitators’ beliefs of ideal practices of ER and the workshop implementation. Some emerging themes in the findings included lowering expectations, negotiating values, and anticipating changes when preparing and delivering the workshop. The findings also implied that a short-term workshop is not sufficient in increasing teachers' awareness of and competence in conducting ER. Continuing professional development in the area of ER and maintaining sustainable commitment of policy makers and facilitators are necessary to ensure ER implementation. The results of the study were expected to enlighten policy makers, teachers, and ER practitioners of ER practices and promotions.
