Kesulitan dan Strategi Mahasiswa Pendidikan Bahasa Inggris Dalam Extensive Reading
DOI:
https://doi.org/10.24269/dpp.v9i2.4032Abstract Penelitian ini bertujuan untuk mengidentifikasi kesulitan-kesulitan dan strategi mengatasinya dalam extensive reading mahasiswa program studi pendidikan bahasa Inggris universitas Muhammadiyah ponororgo. Extensive reading merupakan pendekatan dalam pembelajaran ketrampilan membaca yang dibedakan dengan intensive reading. Dalam extensive reading mahasiswa diberi kebebasan dalam memilih materi bacaan sesuai dengan ketertarikan dan kemampuan baca mereka. Namun demikian dalam implementasinya tidak semua mahasiswa dapat melakukannya dengan lancar. Bagi mahasiswa dengan tipe “strong reader†biasanya berusaha keras untuk mengatasi kesulitan-kesulitan yang dihadapi. Hasil investigasi menunjukkan bahwa mereka menghadapi kesulitan yang berasal dari teks bacaan dan juga kesulitan di luar teks bacaan dan mereka mengatasinya dengan berbagai macam strategi
References
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Mami, Yoshida.2018. Are Individual Attention and Modeling More Effective than Whipping?:Longitudinal Case Study of EngagementPatterns and Motivating Factors forUniversity Students’ Extensive Reading Proceedings of the Fourth World Congress on Extensive Reading ISSN: 2165-4239
Meng, Fanshao. 2009. Developing Students’ Reading Ability through Extensive Reading Vol. 2, No. 2 English Language Teaching June, 2009 www.ccsenet.org/journal.html
Nurhadi,Kardi and Larasaty, Gina. 2018. The Low Motivated Factors In Extensive Reading Achievement. Indonesia Research and Innovation in Language Learning Vol. 1(3) September 2018 pp. 141-152 P- ISSN: 2614-5960 e-ISSN: 2615-4137 http://jurnal.unswagati.ac.id/index.php/RILL
Creswell, John.W. 2014. Research Design: Quantative, Qualitative, and Mixed Method Approaches. Singapore: Sage Publication Inc.
Day, R. and Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2).
Day, R., Prentice, N. et al. （2016）. Extensive Reading, revised edition – Into the Classroom. Oxford University Press
Bell,Timothy. 1998. Extensive Reading: Why? and How? The Internet TESL Journal, Vol. IV, No. 12, December 1998
Brown, H. Douglas. 2004. Principles of Language Learning and Teaching. USA: Prentice-Hall Inc.
Indriastuti, Niken Reti. 2017. Investigasi Reading Strategi Mahasiswa Prodi Bahasa Inggris UMPO. Prosiding Seminar Nasional FE UMPO.
…………………………2019. Internet Sebagai Sumber Belajar Reading Mahasiswa Bahasa Inggris UMPO. Prosiding Seminar Nasional Pendidikan UMPO 2019.
Javed, Muhammed. The Journal of Asia TEFL Vol.13, No.3, Fall 2016, 204-220. Identifying Reading Strategies to Teach Literal, Reorganisation and Inferential Comprehension Questions to ESL Students
Mami, Yoshida.2018. Are Individual Attention and Modeling More Effective than Whipping?:Longitudinal Case Study of EngagementPatterns and Motivating Factors forUniversity Students’ Extensive Reading Proceedings of the Fourth World Congress on Extensive Reading ISSN: 2165-4239
Meng, Fanshao. 2009. Developing Students’ Reading Ability through Extensive Reading Vol. 2, No. 2 English Language Teaching June, 2009 www.ccsenet.org/journal.html
Nurhadi,Kardi and Larasaty, Gina. 2018. The Low Motivated Factors In Extensive Reading Achievement. Indonesia Research and Innovation in Language Learning Vol. 1(3) September 2018 pp. 141-152 P- ISSN: 2614-5960 e-ISSN: 2615-4137 http://jurnal.unswagati.ac.id/index.php/RILL
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2021-11-29
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