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All Journal e-Journal of ELTS (English Language Teaching Society)
Siffa Annisa Fitri Ramadhani
Universitas Tangerang Raya
Education Languange, Linguistic, Communication & Media

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EXTENSIVE READING IN HIGHER EDUCATION: WHY AREN’T ESP TEACHERS DOING IT? Canda Putri Anggini; Hamka Munir; Denny Hendra Cipta; Ismail Ramli; Halman; Al Amin; Lusy Rahmawati; Siffa Annisa Fitri Ramadhani
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

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Abstract

Extensive Reading is rarely used by the teachers in teaching and learning process in Indonesia. Extensive reading is proved to have many benefits in teaching learning process especially for students. However, many ESP teachers are reluctant to apply the program in the class. This study aims at finding ESP teacher’s attitude towards extensive reading. The subjects of this study are 24 ESP teachers. This study is a qualitative research. The data were collected by using guided interview to the subjects. Then, the data were analyzed by using content analysis. The results of the study indicated that ESP teachers have positive cognitive and conative attitude but negative affective attitude towards extensive reading. Teachers are suggested to raise their awareness on extensive reading and apply it in the class. Other researchers are also suggested to do research in similar topic with wider scope and in different education level.
ACCENT VARIATION AND LISTENING LEARNING STRATEGIES: STUDENTS’ EXPERIENCES IN UNDERSTANDING ACCENTED ENGLISH Siffa Annisa Fitri Ramadhani; Yuanita Susanti; Tita Kinasih Intani; Vicky Hidantikarnillah
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6367

Abstract

English as a global lingua franca exposes EFL learners to various English accents that often create difficulties in listening comprehension. However, limited studies have explored how learners use strategies to cope with accent variation. This study investigated students’ learning strategies and experiences in understanding accented English in an Advanced Listening class. Using a mixed-methods sequential explanatory design, the study involved 30 university students in Tangerang. Data were collected through listening tasks, questionnaires, and semi-structured interviews. The findings showed that students frequently used cognitive and metacognitive strategies, such as focusing on key words, predicting meaning, monitoring comprehension, and using subtitles to support understanding. Memory, affective, and social strategies were also applied, although less intensively. Students experienced difficulties related to speech rate, pronunciation differences, and unfamiliar accents, especially non-native varieties. Despite these challenges, students demonstrated positive attitudes and strong self-efficacy toward improving their listening ability through practice and exposure. The study concludes that listening to accented English is a multidimensional process requiring strategic competence, emotional regulation, and broader exposure to diverse English varieties. These findings imply the need for strategy-based listening instruction and increased integration of accent diversity in EFL classrooms.
Co-Authors Al Amin Canda Putri Anggini Denny Hendra Cipta Halman Hamka Munir Ismail Ramli Lusy Rahmawati Tita Kinasih Intani Vicky Hidantikarnillah Yuanita Susanti