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All Journal TEFLIN Journal: A publication on the teaching and learning of English Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Arwijati Wahjudi
Universitas Negeri Malang
Education Languange, Linguistic, Communication & Media

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Come to an Enjoyable Class: EFL Extensive Reading Arwijati Wahjudi
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract: This paper argues that an Extensive Reading Class is not a place for reading only, where students read and, therefore, may become better readers. In fact, lots of interaction among students, between student(s) and teacher, can happen, and this happens in an EFL natural situation. The students have something to talk about and are ready to share with the teacher and the other students what they have read. Questions asked are real questions, not comprehension or leading questions. Higher level questions, asking for opinions and feelings, are asked without the students being told to ask these kinds of questions. Students opinions and feelings are expressed simply because they are necessary. Because of its potential as a place where students can exercise somewhat real language with little burden, if any, the writer suggests that Extensive Reading courses be offered at all levels in the English Department, starting from the first year.
INTERACTIVE POST-READING ACTIVITIES THAT WORK Arwijati Wahjudi
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 38, No 1 (2010)
Publisher : Fakultas Sastra Universitas Negeri Malang

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The post-reading stage of a reading lesson is often confused with the clos- ing of a lesson. However, having new information from the whilst-reading  stage should bring about a change such as the students would know more, or think or feel differently from before. Teachers should help students connect the new information they are now familiar with and their lives.  This article re-introduces the importance of the post-reading stage and some workable, meaningful activities. Interactive ac- tivities are chosen so that students not only process their knowledge obtained from the text but also communicate this new knowledge to peers
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