Sorotan Literatur Bersistematik: Kesan Kaedah Mengajar Bacaan Ekstensif Terhadap Tabiat Membaca

  • Azizah Arsad Fakulti Bahasa dan Komunikasi, Universiti Pendidikan Sultan Idris (UPSI), 35900, Tanjong Malim, Perak, Malaysia.
  • Dahlia Janan Fakulti Bahasa dan Komunikasi, Universiti Pendidikan Sultan Idris (UPSI), 35900, Tanjong Malim, Perak, Malaysia.
Keywords: Kaedah mengajar, Bacaan ekstensif, Minat, Tabiat (amalan), Tinjauan literature

Abstract

Membaca merupakan kemahiran asas dalam proses pembelajaran. Penguasaan kemahiran membaca membantu seseorang meningkatkan pengetahuan dalam pelbagai bidang. Cabang kepada kemahiran membaca ialah membaca secara ekstensif. Tujuan kajian ini dijalankan adalah untuk meninjau kaedah yang digunakan oleh penyelidik dalam mengaplikasikan bacaan ekstensif. Tiga persoalan kajian ialah apakah kaedah atau teknik yang digunakan untuk aktiviti bacaan ekstensif, adakah kaedah mengajar yang digunakan dapat mempengaruhi tabiat membaca dan apakah kesan positif daripada tabiat membaca melalui aktiviti bacaan ekstensif. Dua enjin carian digunakan iaitu Scopus dan Education Resources Information Centre (ERIC). Sejumlah 2292 artikel telah dikenal pasti dan saringan telah dilakukan mengikut kriteria kajian dengan mengambil kira tempoh masa dari tahun 2010 hingga 2021. 10 artikel berkaitan kaedah mengajar bacaan ekstensif telah dipilih melalui proses saringan menggunakan Model PRISMA 2020. Dapatan kajian menunjukkan penyelidik lebih berminat untuk melaksanakan kajian menggunakan kaedah campuran iaitu gabungan kualitatif dan kuantitatif. Kaedah eksperimen merupakan kaedah paling popular digunakan untuk menilai keberkesanan program bacaan ekstensif yang dijalankan. Kaedah membaca berbantukan komputer dan alatan teknologi juga menjadi pilihan penyelidik kerana mempunyai tahap keberkesanan yang tinggi. Selain itu, dapatan kajian juga mendapati kebanyakan kajian mengenai bacaan ekstensif yang dijalankan dalam tempoh 11 tahun ini dilaksanakan di Benua Asia. Ini menunjukkan tahap kesedaran yang tinggi terhadap kepentingan penguasaan bahasa kedua iaitu bahasa Inggeris. Hasil kajian juga menunjukkan kaedah bacaan ekstensif menimbulkan banyak kesan positif. Oleh itu, dapatan kajian ini boleh dijadikan panduan dalam melaksanakan program bacaan ekstensif di semua peringkat pelaksanaan.

Downloads

Download data is not yet available.

References

Adenan Ayob. (2017). Interaktif Berasaskan Laman Web Terhadap Kefahaman Membaca Kanak-kanak. Jurnal Pendidikan Awal Kanak-Kanak, 2017, 1–17.

Aliyah Baharuddin Marji, Rafik-Galea, S., & Mei Yuit, C. (2015). Evaluating the Effects of Extensive Reading Circles on Esl Learners’ Oral Communicative Competence. Malaysian Journal of Languages and Linguistics (MJLL), 4(1), 75. https://doi.org/10.24200/mjll.vol4iss1pp75-92

Anindita, C. (2020). EFL Students’ Perception Towards Entensive Reading Practices In Higher Education Level. 8(4), 89–98.

Anis Farhana Mohd Kassim. (2019). Motivasi Membaca, Persekitaran Membaca di Rumah dan Sikap Membaca dalam kalangan Pelajar di Universiti Putra Malaysia. Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(6), 92–100.

Bell, T. (2001). Extensive Reading: Speed and Comprenhension. The Reading Matrix, 1(1).

Boakye, N. A. (2017). Extensive reading in a tertiary reading programme: Students’ accounts of affective and cognitive benefits. Reading & Writing, 8(1), 1–9. https://doi.org/10.4102/rw.v8i1.153

Braun, V., & Clarke, V. (2006). Qualitative Research in Psychology Using thematic analysis in psychology Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. In Research Methods in Education (6th ed.). Routledge Taylor & Francis Group. https://doi.org/10.4324/9781315456539

Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (Fourth). PEARSON.

Day, R. (2015). Extending Extensive Reading. Reading in a Foreign Language, 27(2), 294–301.

Dickinson, P., & Nakayama, A. (2013). Exploring the Effects of Extensive Reading on L2 Reading Attitudes and Motivation. Meijo University, Japan, 2007, 10–13.

Gilmanshina, S. I., Gilmanshin, I. R., & Bendjukevich, K. G. (2019). Digital learning technologies in the University education system. IOP Conference Series: Materials Science and Engineering, 570(1). https://doi.org/10.1088/1757-899X/570/1/012027

Grabe, W., & Stoller, F. L. (2013). Teaching and Researching Reading. In Teaching and Researching Reading, Second Edition (2nd ed.). Routledge Taylor & Francis Group. https://doi.org/10.4324/9781315833743

Hafiz, F. M., & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 43(1), 4–13. https://doi.org/10.1093/elt/43.1.4

Haider, M. Z., & Akhter, E. (2012). Extensive reading in EFL classroom at secondary schools in Bangladesh: Current practices and future possibilities. International Education Studies, 5(3), 126–133. https://doi.org/10.5539/ies.v5n3p126

Hayrol Azril Mohamed Shaffril, Samsul Farid Samsuddin, & Asnarulkhadi Abu Samah. (2020). The ABC of systematic literature review: the basic methodological guidance for beginners. Quality and Quantity, 1319–1346. https://doi.org/10.1007/s11135-020-01059-6

Higgins, J. P. T., Altman, D. G., Gøtzsche, P. C., Jüni, P., Moher, D., Oxman, A. D., Savović, J., Schulz, K. F., Weeks, L., & Sterne, J. A. C. (2011). The Cochrane Collaboration’s tool for assessing risk of bias in randomised trials. BMJ (Online), 343(7829), 1–9. https://doi.org/10.1136/bmj.d5928

Hill, D. R. (1992). Guide to Organizing Programs of Extensive Reading. In EPER Guide to Organising Programmes of Extensive Reading (c) 1992 IALS. University of Edinburgh.

Hortiales, E. S., Ramos Nieto, A., Elena, M., & Hurtado, Z. (2017). Educational Innovation: Reading Meaning and Sense. Universal Journal of Educational Research, 5(10), 1772–1776. https://doi.org/10.13189/ujer.2017.051015

Iqbal, S. A., & Komal, S. A. (2017). Analyzing the Effectiveness of Vocabulary Knowledge Scale on Learning and Enhancing Vocabulary through Extensive Reading. English Language Teaching, 10(9), 36. https://doi.org/10.5539/elt.v10n9p36

Irwin, J. W. (1991). Teaching Reading Comprehension Processes (2nd ed.). Pearson.

Jeon, E.-Y., & Day, R. (2016). The Effectiveness of ER on Reading Proficiency: A Meta-Analysis. Reading in a Foreign Language, 28(2), 246–265.

Jeon, E.-Y., & Day, R. R. (2015). The effectiveness of core ER principles. Reading in a Foreign Language, 27(2).

Khairul Asyraf, M. N., Mohd Sukki, O., Nik Farhan, M., & Wan Muhammad, W. S. (2019). Penggunaan Perisian ATLAS.Ti 8 dan Maktabah Syamilah dalam Kajian Kualitatif Bahasa Arab. Tinta Artikulasi Membina Ummah, 5(January), 56–67.

Khan, K. S., Kunz, R., Kleijnen, J., & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the Royal Society of Medicine, 96(3), 118–121. https://doi.org/10.1258/jrsm.96.3.118

Kitchenham. (2007). Guidlines for performing Systematic Literature Reviews in Software Engineering. University of Durham. https://doi.org/10.1145/1134285.1134500

Krahnke, K. J. (1983). Principles and Practice in Second Language Acquisition. Teachers of English to Speakers of Other Languages, Inc. (TESOL), 17(2), 300–305.

Krashen, S. D. (2002). Is thera a Deciline in the Reading Romance? Knowledge Quest, 29(3).

Krashen, S. D. (2004). Free Voluntary reading: New Research, Applications and Controversies. Jurnal Online Internasional & Nasional, 53(9)

Krashen, S. D. (2009). Principles and Practice in Second Language Acquisition. In TESOL Quarterly (Internet E). JSTOR.

Krashen, S. D. (2017). The Case for Comprehensible Input. Language Magazine. www.sdkrashen.com,

Krashen, S., & Terrell, T. (1998). The Natural Approach Language Acquisition in the Classroom. Prentice Hall Europe.

Lee, J., Schallert, D. L., & Kim, E. (2015). Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents. System, 52, 38–50. https://doi.org/10.1016/j.system.2015.04.016

Mangen, A., & Weel, A. (2016). Literacy The evolution of reading in the age of digitisation : an integrative framework for. Literacy, 116–124.

Martín-Martín, A., Orduna-Malea, E., Thelwall, M., & López-Cózar, E. D. (2018). Google scholar, web of science, and scopus: A systematic comparison of citations in 252 subject categories. ArXiv, 12(4), 1160–1177.

Mason, B. (2007). The efficiency of self-selected reading and hearing stories on adult second language acquisition. Selected Papers from the Sixteenth International Symposium on English Teaching, English Teachers’ Association–Republic of China. Taipei: Crane Publishing Company, 1–5.

McQuillan, J. (2019). Where Do We Get Our Academic Vocabulary? Comparing the Efficiency of Direct Instruction and Free Voluntary Reading. Reading Matrix: An International Online Journal, 19(1), 129–138.

Mermelstein, A. D. (2014). Improving EFL Learners’ Reading Levels through Extensive Reading. Reading Matrix: An International Online Journal, 14(2), 227–242.

Mikami, Y. (2013). Goal Setting and Learners’ Motivation for Extensive Reading: Forming a Virtous Cycle. Journal of Chemical Information and Modeling, 53(9), 1689–1699.

Na, N., Choi, K., & Suk, H. J. (2015). Adaptive luminance difference between text and background for comfortable reading on a smartphone. International Journal of Industrial Ergonomics, 51, 68–72. https://doi.org/10.1016/j.ergon.2015.09.004

Netwong, T. (2018). Promotion Reading Project Based Learning toEnhance Reading Habit and LearningCulture for Inclusion. International Journal of Social Science and Humanity, 8(1), 14–19. https://doi.org/10.18178/ijssh.2018.v8.926

Ng, Q. R., Renandya, W. A., & Chong, M. Y. C. (2019). Extensive reading: Theory, research and implementation. Teflin Journal, 30(2), 171–186. https://doi.org/10.15639/teflinjournal.v30i2/171-186

Noraien Mansor. (2017). Exploring Perceptions on ESL Student’s Reading Habits. Journal of Business and Social Development, 5(2), 19–24.

Okoli, C., & Schabram, K. (2012). A Guide to Conducting a Systematic Literature Review of Information Systems Research. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.1954824

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. The BMJ, 372. https://doi.org/10.1136/bmj.n71

Rajabpour, A. (2020). Students’ Perceptions Of M-Reader. TEFLIN Journal, 31(2), 277–301.

Ramonda, K. (2020). Extensive reading and class readers: The case for no choice. ELT Journal, 74(3), 277–286. https://doi.org/10.1093/elt/ccaa017

Renandya, W. A., & Day, R. (2020). The primacy of extensive reading and listening: Putting theory into practice. Willy’s ELT Corner. https://willyrenandya.com/the-primacy-of-extensive-reading-and-listening/#:~:text=Research shows clearly that students,positive attitudes towards language learning.

Renandya, W. A., & Jacobs, G. M. (2016). Extensive Reading and Listening in the L2 Classroom. In English Language Teaching Today; Linking Theory and Practice (pp. 97–110). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-38834-2_8

Richey, R. C., & Klein, J. D. (2010). Design and Development Research. Routledge Taylor & Francis Group.

Rodrigo, V., Greenberg, D., & Segal, D. (2014). Changes in reading habits by low literate adults through extensive reading. Reading in a Foreign Language, 26(1), 73–91.

Rosli, N. A., Razali, N. F., Zamil, Z. U. A., Noor, S. N. F. M., & Baharuddin, M. F. (2018). The Determination of Reading Habits among Students: A Concept. International Journal of Academic Research in Business and Social Sciences, 7(12), 791–798. https://doi.org/10.6007/ijarbss/v7-i12/3710

Schmidt, J. (2007). Blogging practices: An analytical framework. Journal of Computer-Mediated Communication, 12(4), 1409–1427. https://doi.org/10.1111/j.1083-6101.2007.00379.x

Sofiana, N., & Mubarok, H. (2020). The impact of englishgame-based mobile application on students’ reading achievement and learning motivation. International Journal of Instruction, 13(3), 247–258. https://doi.org/10.29333/iji.2020.13317a

Sun, Z., Yang, X. M., & He, K. K. (2016). An extensive reading strategy to promote online writing for elementary students in the 1:1 digital classroom. Computer Assisted Language Learning, 29(2), 398–412. https://doi.org/10.1080/09588221.2014.974860

Tien, C. Y. (2015). A large-scale study on extensive reading program for non- english majors: Factors and attitudes. International Journal of Applied Linguistics and English Literature, 4(4), 46–54. https://doi.org/10.7575/aiac.ijalel.v.4n.4p.46

UNESCO. (2019). International Literacy Day 2019: Revisiting Literacy and multilingualism.

Wan Zah Wan Ali, Fatimah Hashim, Ismail Sheikh Ahmad, Tamby Subhan Mohd Meerah, Siti Zaliha Mustapha, Fattawi Mokhtar, & Mohd Sohaimi Hashim. (2005). Kesan Program NILAM Terhadap Tabiat Membaca Menurut Pandangan Murid dan Guru. Jurnal Pendidikan, 39–55.

Webb, S., & Chang, A. C. S. (2015). Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? Language Teaching Research, 19(6), 667–686. https://doi.org/10.1177/1362168814559800

Yen, T. T. N. (2018). View of The Benefits of Extensive Reading for EFL Vietnamese Learners. Extencive Reading Foundation. http://jalt-publications.org/content/index.php/jer/article/view/70/26

Zuridah Hanim Md. Akhir, Mohd. Hasani Dali, & Khaliza Saidin. (2017). Amalan Terbaik Pengetua Cemerlang Dalam Meningkatkan Minat Membaca Pelajar. Jurnal Kepimpinan Pendidikan, 13–34.

Published
2022-08-29
How to Cite
Arsad, A. and Janan, D. (2022) “Sorotan Literatur Bersistematik: Kesan Kaedah Mengajar Bacaan Ekstensif Terhadap Tabiat Membaca”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(8), p. e001665. doi: 10.47405/mjssh.v7i8.1665.
Section
Articles