STUDENTS’ MOTIVATION TOWARD

EXTENSIVE READING ACTIVITY

AND MREADER.ORG

Presented by
Fajar Aminullah

Pontianak, 20 October 2018

 Chapter 1
Introduction

• Students’ Motivation
Research Topic • Extensive reading activity
• Mreader.org
Research
Topic

Motivation • The reason underlying

behavior
 Research
Topic
• reading of large quantities of
material
aterial or long-texts;
Extensive Reading • for global or general
Activity understanding;
• with the intention of obtaining
pleasure from the text.
 Research
Topic
• a free programme for tracking
extensive reading activity,
• with a comprehensive online database
Mreader.org of over 4500 quizzes on graded reader
and
• ‘youth reader’ texts from a spectrum o
publishing houses
 Research Extensive reading activity is implemented by English
Background lecturers to several non-English
non Department classes in
Universitas Tanjungpura as a supplementary activity
during the semester.

Extensive reading activity has not been included in the

curriculum of English Subject in non-English
non Department
accordingly it is applied as an individual assignment.

The students are set to achieve the reading target of

15.000 words in 3 months. They read graded readers
which are available in both softcopy and hardcopy from
level 0 to 9. Hardcopy 109 books, softcopy 261 books.

Mreader.org is utilized as a tool for the students to track

their reading.
• All of the students are aware that they need to read 15000 words
to accomplish the assignment. If not, they will fail the class.
However, for some students, reading 15.000 words is just not
enough. These particular students keep reading to more than
30.000 words and counting.
• This study aims to contribute to this growing area of research by
exploring why these students read as much as they did and what
impact did Mreader have on their motivation.
• Therefore, This study provides an exciting opportunity to
promote extensive reading activity and the use of Mreader.org
 • Salikin
Salikin, H., Bin-Tahir, S. Z., Kusumaningputri, R., &
Previous Yuliandari D. P. (2017). The Indonesian EFL Learners'
Yuliandari,
Motivation in Reading. English Language
Study Teaching 10(5), 81-90.
Teaching,
• The study concludes that Both intrinsic and extrinsic
motivation played the roles in motivating the learners
to read in English. Considering intrinsic motivation, th
topics of English text should be those that were still
interesting, because it can trigger the desire of the
learners to read in English.
• For further research, it is recommended to find the
English reading motivation of the EFL learners by usin
different instruments.
 • Chang, A. C., & Renandya, W. A. (2017). Current
Previous Practice of Extensive Reading in Asia: Teachers’
Perceptions. The Reading Matrix: An International
Study Online Journal,
Journal 17(1), 40-58.
• The study suggests that ER can be implemented more
efficiently through incorporating ER in the curriculum,
monitoring whether students actually read, and
starting an ER program with class readers.
 • McBride, P., & Milliner, B. (2017). Introduction to M-
M
Previous reader: An online extensive reading aid for schools. Th
English Teacher,
Teacher (2), 10.
Study • The study suggests that M-reader has allowed the
teachers in this ELF program to manage graded
reading activity effectively in terms of both logistics
and pedagogical principles.
• The authors hope that further refining of the use of th
M-reader
reader system in the ELF curriculum will encourage
students to read more, and that ‘good things’ will
continue to happen.
 Research This study aimed to address the
Questions following research questions:
1. What motivates these particular
students to keep reading?
2. To what extent has the use of
mreader.org been successful to
motivate these students to read?
Terminology Extensive
xtensive reading : ER is an approach to
teaching reading that focusses on students
reading large amounts of relatively easy texts,
usually for pleasure, in order to improve their
ability to read fluently.
fluently
Graded
raded Readers:
Readers "easy reading" books used to
support the extensive reading approach to
teaching English as a second or foreign language
Mreader.org
reader.org: M-reader is a free Internet site
which helps educational institutions to manage
extensive reading (ER).
Chapter 2
Literature
Review
• Students’ Motivation
• Extensive reading activity
• Mreader.org
 Student’s Woolfolk (2013)
Motivation • an internal condition that arouses, directs and
maintains behaviour

F. Guay,
Guay J. Chanal, C.F. Ratelle, H.W. Marsh, S.
Larose, and M. Boivin (2010)
• the reason underlying behaviour

Brophy (2004)
• a theoretical concept that is used to explain the
beginning, direction, force and insistence of goal-
oriented behaviour.
Extensive Day & Bamford (2002) suggest 10 principles of
extensive reading for students.
Reading 1. The reading material is easy.
2. A variety of reading material on a wide range of
Activity topics is available.
3. Learners choose what they want to read.
4. Learners read as much as possible.
5. The purpose of reading is usually related to pleasure
information and general understanding.
6. Reading is its own reward.
7. Reading speed is usually faster rather than slower.
8. Reading is individual and silent.
9. Teachers orient and guide their students.
10. The teacher is the role model of a reader.
(P.137-141)
141)
Extensive
Reading A lot of studies have shown the benefits of Extensive
Reading activities
Activity For example
• ER increases students’ motivation to read in the secon
language (Hayashi,
( 1999; Hedge, 1985; Constantino,
1994; Day & Bamford, 1998)
• ER improves students’ reading comprehension and
reading
reading-rate (Elley, 2000; Robb & Stusser, 1989; Tanak
& Stapleton, 2007)
2007
• ER develops good reading habits, vocabulary, and
learner autonomy (Donaghy, 2016; Son, 2017)
Mreader.org
M-reader
reader (available at https://mreader.org):
Is a browser-based
browser version of the Moodle Reader that wa
developed in Japan. It is supported by various graded
reader publishers and is intended to be easy for
administrators, teachers, and students to use.

Milliner (2014)
M-reader
reader has allowed the teachers in this ELF program to
manage graded reading activity effectively in terms of
both logistics and pedagogical principles.
 Chapter 3
Methodology
This study is qualitative in nature which offers an
effective way to develop explanations of a social
phenomenon.
Research Design Semi-structured
structured interviews are conducted gain
insight into their opinions about their motivation to
keep reading and the use of Mreader.org.
Participants • The participants will be the students of
Pharmacy Study Program Academic Year
2018/2019 who have read more than 30.000
words (Purposive sampling)

Instruments • Interview Guideline

• Documents

Data • The data will be analyzed using content analysi

Analysis