The Stories of the Student Teacher Extensive Reading Activity as Their Experiential Learning: a Narrative Inquiry

Dheannisa Septiani, Nur Arifah Drajati, Ellisa Indriyani PH

Abstract

This research aims to explore the stories of student-teacher extensive reading activity as their experiential learning. The participants of this research are two student teacher in their 4th and 8th semester in a University in Surakarta Central Java. The participants consist of 2 female students with range age 20 to 22 years old. Both of the participants were chosen under some consideration of their reading activity. This research is a narrative inquiry-based research. The data of this research was collected through interview sessions with the participants. The finding reveals that, firstly, both of the participants did doing the ten principles of the extensive reading by Day & Bamford. However, under some conditions, the participants also not following the ten principles. Second, the experiential learning goes through time, the four stages of the experiential learning cycle which are concrete experience, reflective observation, abstract conceptualization, and active experimentation, did not happen once at a time but also repeatedly happen at the time when the process of learning occurs.

Keywords

Extensive Reading;Experiential Learning;Narrative Inquiry

Full Text:

PDF

References

Alexander, J. E., & Filler, R. C. (1976). Attitudes and reading. Newark, DE: International Reading Association.

Bamford, J., & Day, R. R. (2004). Extensive reading activities for teaching language, Cambridge University Press.

Barkhuizen, G., Benson, P., Chik, A. (2014). Narrative Inquiry in Language Teaching and Learning Research. Second Language Acquisition Research Series. Routledge, Ney York.

Bonggu, A. T., Sundarsih, J. (2019). An Experiential Learning Approach to Fostering Learner Autonomy Among Omani Students. Journal of language teaching and research, 204-205.

Chen, C.N., Chen S.C., Chen, G.h., Wey, S.C. (2013). The Effects of Extensive Reading Via E-Books On Tertiary Level EFL Students’ Reading Attitude, Reading Comprehension And Vocabulary. TOJET: The Turkish Online Journal of Educational Technology, 12 (2).

Clandinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass.

Connelly, F.M., & Clandinin, D.J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2-14.

Creswell, J. W. (1998). Qualitative Inquiry and Research Design: Choosing Among Five Traditions. London: SAGE Publications.

Day, R. R., & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.

Day, R. R., & Bamford, J. (2002). Top Ten Principles For Teaching Extensive Reading.

Devine, & D. E. Eskey.(1996). Interactive Approaches to Second Language Reading. Cambridge University Press, USA.

Dewey, J. (1938). Experience and Education. New York, NY: Macmillan.

Eskey, D. E. (1996). Holding in the Bottom: An Interactive Approach to the Language Problems of Second Language Readers.

Grabe, W., & Stoller, F. L. (1997). Reading and Vocabulary Development in A Second Language: A Case Study. In J. Coady, & T. Huckin. (Eds.), Second language vocabulary acquisition: A rationale for pedagogy. (pp. 98–122). Cambridge: Cambridge University Press.

Kolb, A.Y., and D.A. Kolb. 2005. Learning Studies and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning and Education, 4 (2).

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development (2).

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press, New York.

Krashen, S. (1993). The Power of Reading. Englewood, Col.: Libraries Unlimited, Inc.

Lei, S. A., & Rhinehart, P. J., & Howard, H. A., & Cho, J. K. (2010). Strategies for Improving Reading Comprehension among College Students. Reading Improvement, 47(1), 30-42.

Masgoret, A-M., Bernaus, M., & Gardner, R. C. (2001). Examining the role of attitudes and motivation outside of the formal classroom: A test of the mini ATMB for children. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report #23, 281-295). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.

Nunan, D. (1999). Second language teaching & learning. Boston: Heinle & Heinle Publishers.

Nuttall, C. (1996). Teaching Reading Skills in A Foreign Language: Heinemann Pr.

Powell, S. (2005). Extensive Reading and Its Role in Japanese High Schools. The Reading Matrix, (5).

Yamashita, J. (2013). The Effects Of Extensive Reading On Reading Attitudes In A Foreign Language. Reading in Foreign Language, 249-250.

DOI: https://doi.org/10.20961/eed.v7i2.35822

Refbacks

  • There are currently no refbacks.