Teacher’s and Students’ Perspectives Regarding the Reading Materials in the Extensive Reading and Writing Class

Eunike Listyoyanti Suseno, Henny Putri Saking Wijaya


This qualitative study aimed to know the teacher’s and the students’ perspectives regarding the reading materials in the Extensive Reading and Writing (ERW) class. The study used the theory of Extensive Reading Principles by Day and Bamford (2002). The study also tried to draw the similarities and differences between their perspectives. The subjects of the research were 10 students and 1 teacher from ERW class in the English Department of Petra Christian University, Surabaya. Semi structured interviews were used to explore their perspectives toward the reading materials of ER. The findings showed that the teacher and the students had various perspectives regarding the reading materials in ERW class. In conclusion, the provision of reading material was not really in line with the ER principles because of the unique nature of ERW class. For the future research, the writers suggested doing quantitative research with a variety of subjects for more generalizable result.


Keywords: extensive reading, implementation, perspectives, students, teachers

Full Text:



Anandari, C. L., & Iswandari, Y. A. (2019). Extensive reading in Indonesian schools: a successful story. TEFLIN Journal, 30(2), 137-152.

Arifuddin, A. (2018). Students’ perception in the impact of Extensive Reading course (Undergraduate Thesis, Islamic University of Indonesia). Retrieved from https://dspace.uii.ac.id/handle/123456789/7559

Barnes, B. D., & Lock, G. (2013). Student Perceptions of Effective Foreign Language Teachers: A Quantitative Investigation from a Korean University. Australian Journal of Teacher Education, 38(2).


Day, R., & Bamford, J. (2002). Top ten principles for teaching Extensive Reading. Reading in a Foreign Language, 14(2), 136–141.

Day, R. R., & Bamford, J. (2010). The benefits of extensive reading (ER). Available: http://www.oupe./es/es/ELT/Readers/bookworms/Recursos%20Destacados/the%20benefits%20of%20extensive%20reading.pdf Accessed Jul 2020.

Day, R. R., Bamford, J., Renandya, W. A., Jacobs, G. M., & Yu, V. W.-S. (1998). Extensive Reading in the Second Language Classroom. RELC Journal, 29(2), 187–191. https://doi.org/10.1177/003368829802900211

Imamura, K. (2020). Semi-structured Interviews on Extensive Reading for Japanese University Students. Extensive Reading World Congress Proceedings, 5,127-136.Semi-structured Interviews on Extensive Reading for Japanese University StudentsKazuhiro IMAMURA Mukogawa University

DOI: https://doi.org/10.9744/katakita.9.1.53-62


  • There are currently no refbacks.

Supported by


Indexed by

Statistic Installed since 17 December 2018
View My Stats