<![CDATA[This study aimed to investigate students’ perceptions of Extensive Reading among fourth-semester students in the English Education Study Program at UIN Sjech M. Djamil Djambek Bukittinggi. Extensive Reading is recognized as an instructional approach that supports reading development and fosters positive reading habits through exposure to meaningful and engaging texts. A descriptive quantitative design was applied in this study. The participants were 74 students selected through total sampling. Data were collected using a 21-item closed-ended questionnaire distributed via Google Forms, covering cognitive, affective, and conative aspects. The data were analyzed using descriptive statistics, including frequency distribution, percentages, and mean scores. The results showed that students generally had a positive perception of Extensive Reading. Specifically, 71.6% of students were categorized as having a moderate perception, 16.2% a high perception, and 12.2% a low perception. Among the three dimensions, the cognitive aspect obtained the highest score, followed by conative and affective aspects. These findings indicate that Extensive Reading is perceived as a beneficial and engaging learning strategy that supports students’ reading comprehension development and encourages independent reading habits among English education students.]]>
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