<![CDATA[In the context of Agriculture 4.0, agricultural students need English reading skills to access international literature, research articles, and technical information. Extensive Reading (ER) offers an approach that encourages autonomous reading, builds positive reading habits, and supports vocabulary development through exposure to self-selected materials. This study aimed to examine the implementation of an ER class in developing students’ reading interest, identify challenges encountered during independent reading, and explore its contribution to English vocabulary development. A qualitative descriptive design was employed with 26 second-semester students of the Agrotechnology Study Program, Faculty of Agriculture, Universitas Islam Kuantan Singingi. Data were collected through classroom observations, in-depth interviews, student response questionnaires, and documentation of reading portfolios. The findings indicated positive student responses toward the ER implementation, with a cumulative mean score of 4.00 and an eligibility percentage of 80.00%, categorized as good. Students particularly appreciated the freedom to select reading materials according to their interests, while lecturers were perceived as effective facilitators who provided guidance and motivation. The most notable perceived improvements concerned English reading speed (80.77%) and vocabulary development (80.00%). Students also reported increased confidence and greater engagement in reading English outside the classroom. Overall, ER provided a flexible and low-stress learning environment that supported students’ reading engagement and vocabulary development.]]>
