Rusiana

Universitas Muria Kudus

About

Rusiana is a faculty member in English Education Department of Universitas Muria Kudus, Indonesia. Currently, she is teaching Vocabulary Building, Teaching English to Young Learners, and Extensive Reading subjects. Her research interests are mainly on those three but not limited to.

Sessions

College and University Integrative-Post Reading Activities: A Reflective Study in Extensive Reading Class more

Tue, Aug 8, 14:30-15:05 Asia/Tokyo

Extensive Reading has been a compulsory subject in the English Education Department of a private university, Indonesia. Following pleasure reading activities, integrative-post reading activities, recreating a new script from graded readers adaptation and performing mini drama, were implemented. The present study aims to portray the practices from the teachers and students’ point of view. Ninety six of first-year students participated in this study. The instruments were teacher’s field note and questionnaire. The collected data were then analyzed thematically. This study reveals that most students perceived positively towards the integrative-post reading activities. It facilitated them to collaborate in groups and enhanced their integrated skills, which are writing and speaking, as well. Similarly, the teacher noted that it was challenging but at the same time boosting their confidence and competence. The implication of this study is for providing a sustained integrative post reading activities in ER class for a comprehensive ER practice.

Rusiana Nuraeningsih Nuraeningsih

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.

Anesti Budi Ermerawati Rusiana Made Hery Santosa Susilowaty

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.

Fenty Lidya Siregar Evi Puspitasari Anik Wulyani Rusiana Pratiwi Retnaningdyah

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.

Anik Wulyani Pratiwi Retnaningdyah Rusiana Fenty Lidya Siregar