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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris BASIS (BAHASA DAN SASTRA INGGRIS) Journal of English Language Teaching and Linguistics TEKNOSASTIK Jurnal Pengabdian Kepada Masyarakat MEMBANGUN NEGERI PROJECT (Professional Journal of English Education) IALLTEACH (Issues In Applied Linguistics & Language Teaching) IJOLTL (Indonesian Journal of Language Teaching and Linguistics) International Journal of English and Applied Linguistics (IJEAL) New Language Dimensions Indonesian Journal of EFL and Linguistics Edulitics (Education, Literature, and Linguistics) Journal e-LinguaTera Seminar Nasional Ilmu Terapan Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Journal of English Language and Pedagogy (JELPA) Metathesis: Journal of English Language, Literature, and Teaching ELite Journal: International Journal of Education, Language and Literature Langua: Journal of Linguistics, Literature, and Language Education Lingua : Journal of Linguistics and Language e-Journal of Linguistics
Linuwih, Endar Rachmawaty
Universitas Widya Kartika, Surabaya
Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of English Language Teaching and Linguistics

 1 
The Effectiveness of Extensive Reading in Improving EFL Academic Writing Linuwih, Endar Rachmawaty
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(1), April 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i1.514

Abstract

This study attempts to answer the question of to what extend extensive reading (ER) could enhance the English of Foreign language (EFL) learners' academic writing. This quasi-experimental study compared two English classes in terms of academic writing improvement after six weeks. This sample of the study was 64 students in a private university in the academic years of 2020-2021. In a traditional English class, the students primarily focused on grammar instruction and writing practice. On the other hand, the students in an ER class engaged in an ER program in and out of class involving the reading-related writing practice. The pretest and posttest were administered to measure students’ writing improvement. The results indicate that students in ER group with more exposure to comprehensible input show statistically significant progress on their posttest, whereas students in a traditional class show a moderate increase.
Co-Authors Aileen Gracesela Sanjaya Aileen Gracesela Sanjaya Bernadetta, Monica Pricillia Bulain, Medlin Buntoro, Ruth Shieren Celine Christina Luhulima Chandra, Jenifer Darmawan, Tjiong Natanael Hanny Diharjo, Marciella Liauwren Dimara, Willem Novaldi Gabriel Djuan, Devgandi Duncan Reinhart Hutagaol Eka Fadilah Eka Fadilah Eka Fadilah Eka Fadilah Esterlita Sharon Fadilah, Eka Faradillah, Nurul Frianly, Alvin Gabriella Kristina Handayani Gabriella Kristina Handayani Gabriella Kristina Handayani Harijanto, Shelvie Hutagaol , Duncan Reinhart Jenifer Chandra Kurniawan, Yohanes Kurniawan, Yulius Lee, Nicholas LIN JIN Luhulima, Celine Christina Mac Aditiawarman Medlin Bulain Medlin Bulain Mistika, Lusia Kurniati Nathaniela Anita Kiroyan Ningrum, Mabella Lola Kris Mulyo Nofiyanti Nofiyanti Nofiyanti Nofiyanti Nofiyanti, Nofiyanti Oktapianto, Belly Putra, Yosua Ade Renfei, Xiao Sam Hermansyah Trihastutie, Nopita Wibowo, Samitha Ayuriescha Winardi, Yohanes Kurniawan Yelnim Yulius Kurniawan