INVESTIGATING ENGLISH EDUCATION MASTER STUDENTS' PERCEPTIONS ON EXTENSIVE READING STRATEGY

Abstract

Abstract Nowadays it is not sufficient enough for ELT educationalists to introduce their learners to L2 reading enterprises through one-way rigid trajectory; comprehension-based reading activities. Meanwhile, EFL learners critically demand more interactive, enjoyable, and comprehensive L2 reading learning enterprises. One of the exact representations of this coveted reading approach is manifested in the form of an extensive reading strategy. It is plausibly repudiated that extensive reading strategy can significantly foster EFL learners’ overall reading skills, vocabulary knowledge, and reading volition. This present small-scale qualitative study was enacted as one of the proactive attempts to profoundly investigate English Education Master Students’ perceptions on extensive reading strategy. To fulfill this main research objectivity, 15 English Education Master Students enrolling in Sanata Dharma University, Yogyakarta were invited to fill out the 10 items of the online Likert-scale questionnaire. 3 random interviewees were also selected from similar samplings to record their responses in correspondence with the 5 online open-ended written narrative inquiry questions. The research results unveiled that the majority of English Education Master Students have transformed into more competent L2 readers since they vigorously engaged in extensive reading activities and efficiently take better management over their extensive reading enterprises.   Keywords: extensive reading strategy, English Education Master Students, Perceptions