Fenty Lidya Siregar
Universitas Kristen Maranatha (Maranatha Christian University)
About
Fenty is a senior English teacher at Maranatha Christian University. Currently she is the chair of Indonesian Extensive Reading Indonesia.Sessions
College and University An exploration of Indonesian EFL students’ flow and extensive reading more
Tue, Aug 8, 15:15-15:50 Asia/Tokyo
This research project investigated the students’ flow experience (FE) when reading extensively and conditions that enabled their FE. The participants were 36 Indonesian university students who studied at an English department and enrolled in two reading classes. They read extensively and individually chose books which were available in X-Reading. The data of this study were collected by distributing surveys and observing students’ ER. The findings showed that when reading extensively, the students did experience flow and it happened mostly due to their interest in their reading material. In general, the students read more in the second semester than in the first semester. Although students read more words in the second semester, the correlation between FE and the sum of words that the students read was weak. The goal condition of FE was also found as the lowest variable in both semesters. The findings indicated the importance of guiding students to set their weekly goal and motivate their ER practice to facilitate opportunities for FE and increase the quality of their language learning.
All levels Negotiating beliefs and practices: Dilemmas promoting ER to secondary teachers more
Thu, Aug 10, 14:25-15:00 Asia/Tokyo
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.
College and University Introducing the concept of ER to English and non English teachers more
Wed, Aug 9, 12:15-12:50 Asia/Tokyo
Many studies have found the benefits of extensive reading (ER). However, many teachers still need to learn what ER is and its benefits. In this presentation, we will share our experience introducing ER to English and non English teachers through a workshop sponsored by the Indonesian Ministry of Education and Culture. The workshop was held for three days and was attended by more than 2000 teachers from all over Indonesia. From the workshop, we learned that most participants were interested in implementing ER principles. They shared their plans on how to integrate ER into their subjects. However, they admitted that their biggest challenges are the limited time and lack of sources. This shows that implementing ER synergically at schools needs long-term commitment from teachers and school policymakers.
All levels Teachers’ reflections on extensive reading and intensive reading more
Wed, Aug 9, 15:30-16:05 Asia/Tokyo
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 Indonesian teachers' attitudes towards extensive and intensive reading more
Tue, Aug 8, 15:15-15:50 Asia/Tokyo
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.
