Evi Puspitasari
Universitas Muhammadiyah Yogyakarta
About
Evi Puspitasari is a teacher in English Language Education Department of Universitas Muhammadiyah Yogyakarta, Indonesia. She obtained her master’s degree in English Language Studies focusing on Education from Sanata Dharma University. Her research interests are in English Language Teaching, Creative Teaching, EFL Reading, Teacher Education, and Professional Learning. She can be contacted at email: evipuspitasari@fpb.umy.ac.idSessions
All levels Capturing EFL Students’ Engagement in Reading Self-selected Books more
Tue, Aug 8, 17:45-18:20 Asia/Tokyo
Students’ engagement in reading combines students’ motivation, effort, emotion, and ability to gain flow in reading. It is the key to help students love reading and gain their students' academic achievement. This qualitative study aims to identify the types of engagement that the students experienced in extensive reading and factors that make students engaged in reading English materials in a EFL context. This study was held in English Department at one of universities in Yogyakarta, Indonesia. As data collection techniques, reflection and interview were conducted to six students who enrolled a class that was implemented extensive reading. The students’ reflective essays were used as the main data to explore engagement that the students experienced in reading. In order to further the exploration, important statements appearing in the essay were confirmed and explained by the students through one on one interview. From the data, it was revealed that students experienced behavioural and emotional engagement when reading English books. Behavioural engagement was shown from students’ attempts to make time to read and finish their chosen books while the emotional engagement was identified from students’ positive feeling in reading that they wrote in the reflective essay. Furthermore, factors that made students more engaged in reading their books are their motivation, relevant reading materials, and influences from peers and teachers. Pedagogical implications and limitations are also discussed.
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.
