Made Hery Santosa
Universitas Pendidikan Ganesha
About
Made Hery Santosa teaches in Universitas Pendidikan Ganesha, Bali, Indonesia. He has published in numerous journals and served as an article editor of SAGE Open and a reviewer of TESOL Journal, Frontiers Psychology, Springer Nature, TESL-EJ, and Kasetsart Journal. His research interests include EFL, AI, CALL, ER, and innovative pedagogies.Sessions
School Literature circle: a strategy in learning extensive reading more
Wed, Aug 9, 11:30-12:05 Asia/Tokyo
Reading is one of vital skills that most students lack attention and interest and in teaching this skill teachers face challenges. However, due to the demand of curriculum this skill should be taught in all school levels. In EFL class, reading is not only taught intensively but also extensively. In extensive reading, teachers can employ certain strategies, e.g. literature circles. A literature circle is a group of reading comprising 4 to 5 students who have small group discussion and the members have to focus on their jobs or roles while reading. The use of literature circle can provide a unique value in engaging students in extensive reading. This writing aims to describe how students responded to the literature circles employed in extensive reading activites. From the reflection, the results showed that 80% of students responded positively to the literature circles activities, while the other 20% claimed they had some confusions. Keywords: Extensive reading, EFL, literature circles, students’ responses
School Student perceptions of an after-school extensive reading program more
Thu, Aug 10, 17:15-17:50 Asia/Tokyo
Extensive reading (ER) plays an important role in Indonesian high schools as it supports the National School Literacy Movement and improves students' English skills. However, ER-based activities during school hours mostly rely on the 15-minute silent reading at the beginning of the day. This study describes a piece of research carried out in seven high schools in Java and Bali into students’ perceptions of after-school ER programs. Arranged by ER enthusiasts in the Indonesian Extensive Reading Association (IERA), this program explores fifty-eight students’ perceptions of the reading materials and the follow-up activities through an online questionnaire. The findings of the survey found that composing acrostic poems based on the book they read was the most interesting among other ER-based follow-up activities. Another finding revealed that the students expressed a more positive attitude towards ER which is enjoyable, inspiring, and entertaining. Pedagogical implications will also be discussed.
