Extensive Reading Strategy Efforts to Improve English Proficiency
Keywords:
Extensive Reading Strategy (ER), Number of posts, Metacognition, Metamemory, ApprehensionsAbstract
This study investigates the implementation of Extensive Reading (ER) activities in Intermediate-level Business English classes to promote autonomous learning and enhance English proficiency. Employing both qualitative and quantitative approaches with descriptive analysis, the research involved students from the Accounting Study Program as participants, comprising 18 females and 6 males aged between 21 and 23 years. The participants were divided into control and experimental groups, both of which were administered identical reading materials for the pre-test and post-test. Five instruments were employed: (1) Informed Strategy for Learning (ISL), (2) number of student writings, (3) metacognition (knowledge and regulation of cognition), (4) metamemory, and (5) apprehension. The results revealed no significant difference between the two groups at the pre-test stage; however, a significant improvement was observed in the experimental group at the post-test stage. Multiple regression analysis indicated that: (1) higher ISL scores were associated with lower International TOEIC scores; (2) a greater number of student writings correlated with higher TOEIC scores; (3) increased metacognition was linked to lower TOEIC scores; (4) higher metamemory levels were associated with higher TOEIC scores; and (5) increased apprehension corresponded with lower TOEIC scores. These findings suggest that Extensive Reading activities can effectively enhance writing productivity, which in turn contributes to improved English proficiency as reflected in higher TOEIC performance.
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