The Online English Extensive Reading Activities Using Google Classroom in Pandemic Covid-19

Euis Meinawati(1*), Prapti Wigati Purwaningrum(2), Herlin Widasiwi Setianingrum(3), Sufi Alawiyah(4), Chodidjah Chodidjah(5),

(1) Universitas Bina Sarana Informatika Jakarta
(2) Universitas Bina Sarana Informatika Jakarta
(3) Universitas Bina Sarana Informatika Jakarta
(4) Universitas Bina Sarana Informatika Jakarta
(5) Universitas Bina Sarana Informatika Jakarta
(*) Corresponding Author




DOI: https://doi.org/10.26858/eralingua.v5i2.18360

Abstract


Abstract. The study purpose was to increase English extensive reading activities using google classroom in online learning process, especially in pandemic Covid-19 situation. This research is action research which used exploratory mixed method using Elliot model. Process of collecting data used observation, interview, diary note, and test. The technique of analysis data was reduction, presentation, and taking conclusion. The research finding show that google classroom has given significant impact on English extensive reading in the classroom. Some students think that it is easy to delivery assignment and correction of the task. They can do it out of class. It can be seen from the average score from reading test in pretest is 53 and posttest is 87. Therefore, integrating digital literacy with the reading learning is a big challenge for the learning and teaching process.

 

Keywords: Extensive Reading, Google Classroom, Online Class, Covid-19

Full Text:

PDF

References


Abanomey, A. A. (2013). Do EFL Saudi learners perform differently with online reading? An exploratory study. Journal of King Saud University - Languages and Translation, 25(1), 1–11. https://doi.org/10.1016/j.jksult.2012.12.001

Ahmad, J. (2012). English Language Teaching (ELT) and Integration of Media Technology. Procedia - Social and Behavioral Sciences, 47, 924–929. https://doi.org/10.1016/J.SBSPRO.2012.06.758

Anaktototy, K., & Huwae, M. (2020a). Asessing Teacher’s Perception in the Use of Pre-Reading Activities in EFL Classroom. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 4(2), 236. https://doi.org/10.26858/eralingua.v4i2.12532

Anaktototy, K., & Huwae, M. (2020b). Asessing Teacher’s Perception in the Use of Pre-Reading Activities in EFL Classroom. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 4(2), 236. https://doi.org/10.26858/eralingua.v4i2.12532

Brassell, D., & Rasinski, & T. (2008). Comprehension That Works Taking Students Beyond Ordinary Understanding to Deep Comprehension. CA: Shell Education.

Chang, A. C.-S., & Millett, S. (2015). Improving reading rates and comprehension through audio-assisted extensive reading for beginner learners. System, 52, 91–102. https://doi.org/10.1016/J.SYSTEM.2015.05.003

Chang, M.-M., & Lin, M.-C. (2014). The effect of reflective learning e-journals on reading comprehension and communication in language learning. Computers & Education, 71, 124–132. https://doi.org/10.1016/J.COMPEDU.2013.09.023

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. London & New York: Pearson Education.

Gheytasi, M., Azizifar, A., & Gowhary, H. (2015). The Effect of Smartphone on the Reading Comprehension Proficiency of Iranian EFL Learners. Procedia - Social and Behavioral Sciences, 199, 225–230. https://doi.org/10.1016/J.SBSPRO.2015.07.510

Hariati, H. (2018). Peningkatan Kemampuan Siswa Dalam Memahami Bacaan Bahasa Inggris Melalui “Deducing Meaning From Context.” Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 2(1). https://doi.org/10.26858/eralingua.v2i1.5633

İlter, B. G. (2015). How does Technology Affect Language Learning Process at an Early Age? Procedia - Social and Behavioral Sciences, 199, 311–316. https://doi.org/10.1016/J.SBSPRO.2015.07.552

Khonamri, F., & Roostaee, S. (2014). The Impact of Task-based Extensive Reading on Lexical Collocation Knowledge of Intermediate EFL Learners. Procedia - Social and Behavioral Sciences, 136, 265–270. https://doi.org/10.1016/J.SBSPRO.2014.05.326

Lai, J. W. M., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27–42. https://doi.org/10.1016/J.COMPEDU.2019.01.010

Lin, C. C. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers and Education, 78, 48–59. https://doi.org/10.1016/j.compedu.2014.05.004

Liu, A. (2012). An Exploratory Study on Application of Multimedia Technology in College English Teaching and Learning. Physics Procedia, 24, 2334–2338. https://doi.org/10.1016/J.PHPRO.2012.02.346

Marzban, A. (2011). Improvement of reading comprehension through computer-assisted language learning in Iranian intermediate EFL students. Procedia Computer Science, 3, 3–10. https://doi.org/10.1016/J.PROCS.2010.12.003

Miller, B., McCardle, P., & Long, R. (2014). Teaching Reading and Writing Improving Instruction and Student Achievement. Baltimore: Paulh Brokes Publishing.

Mohammadian, Amir|Saed, Amin|Shahi, Y. (2018). The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners. Advances in Language and Literary Studies, 9(2), 17–23. Retrieved from https://eric.ed.gov/?id=EJ1178257

Mohammadian, A., Saed, A., & Shahi, Y. (2018). The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners. Advances in Language and Literary Studies, 9(2), 17–23.

Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design. New York dan London: Routledge Taylor & Francis Group,.

Park, H.-R., & Kim, D. (2017). English language learners’ strategies for reading online texts: Influential factors and patterns of use at home and in school. International Journal of Educational Research, 82, 63–74. https://doi.org/10.1016/J.IJER.2017.01.002

Prastya, R. L., & Ashadi, A. (2020). Teacher’s Strategies in Improving Student’s Reading Interest. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 4(2), 224. https://doi.org/10.26858/eralingua.v4i2.13195

Puspitasari, E. (2020). When the books and reading friends are up to us: Students’ Responses about an Extensive Reading Program. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 4(2), 162. https://doi.org/10.26858/eralingua.v4i2.12376

Rianto, A. (2021). Indonesian EFL university students’ metacognitive online reading strategies before and during the Covid-19 pandemic. Studies in English Language and Education, 8(1), 16–33. https://doi.org/10.24815/siele.v8i1.18110

Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Tamrin, A. F., & Basri, B. (2020). Edmodo-Based Learning and the Students’ Perception. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 4(1), 64. https://doi.org/10.26858/eralingua.v4i1.11001

Xu, J., & Zhong, B. (2018). Review on portable EEG technology in educational research. Computers in Human Behavior, 81, 340–349. https://doi.org/10.1016/j.chb.2017.12.037


Article Metrics

Abstract view : 819 times | PDF view : 2 times

Refbacks

  • There are currently no refbacks.


Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 

Flag Counter

 

Eralingua has been indexed by: