ISSN: 2226-6348
Open access
The aim of this study is to analyze the L2 learners reading ability with low language proficiency in rural parts of Sarawak, Malaysia. The study was conducted by introducing a few extensive reading program to enable learners to gradually start reading a text with interest and not pressured or stressed to read due to exam. The researcher embarked on this research to find out what is lacking in the learners because they are not interested in reading an English text. The learners are only interested in reading materials that are related to their examination. The research was carried out on Year 3 students in a rural area in Kuching, Sarawak. The learners were not exposed to materials pertaining to English unless they are in school. The respondents were familiar with the Bahasa Melayu and other local dialects or their first language only. The lack of interest was due to the influence of first language and the environment which is only filled with one race that are fluent in the Malay language. A total of 32 students were chosen to take part in this study. Students’ feedback on the effectives of Extensive Reading programme were obtained via questionnaire and interview with teachers and school principals. The findings of the study revealed that the unanimous agreement among respondents on the significance of English reading and the positive impact of the program aligns harmoniously with the existing literature. These findings underscore the value of such initiatives in cultivating a genuine interest in reading, particularly in contexts where access to educational resources may be limited. The findings of this research will be able to bring a paradigm shift in the reading habit among young learners in rural area in Sarawak.
Atinuke, O. M. (2018). INFLUENCE OF EXTENSIVE READING STRATEGY ON STUDENTS’ INTEREST IN READING COMPREHENSION. AU EJournal of Interdisciplinary Research, 3(2). Retrieved from
http://www.assumptionjournal.au.edu/index.php/eJIR/article/view/4149
Borneo Post. (2020). Dr. M launches National Reading Decade, boost reading habit. Retrieved from https://www.theborneopost.com/2020/02/14/dr-m-launches-national-reading-decade-boost-reading-habit/
Chan, V. (2020). To read or not to read: A critical evaluation of the effectiveness of extensive reading in ESL/EFL contexts. Social Sciences and Education Research Review, 7(2), 48-68. Retrieved from www.sserr.ro. ISSN–L 2392–9863.
Chiang, J. K. S., Malini Ganapathy, & Tan, D. A. L. (2020). Aesthetic Responses of Language Learners to Stylistic Devices. Pertanika Journal of Social Sciences & Humanities, Special Issue. [SCOPUS/WOS/ESCI]
Chiu, H. (2015). Supporting ER in a university where English is used as a second language and a medium of instruction. Reading Matrix: An International Online Journal, 15(1), 234-251.
Lin, C. C. (2014). Learning English Reading in a Mobile-Assisted Extensive Reading Program: A Review. Computer and Education, 78, 48-59.
Mariano, E. M. (2020). Using extensive reading in improving reading speed and level of reading comprehension of students. Journal of Critical Reviews, 7(15), 1127. ISSN- 2394-5125.
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6-37. Teachers of English to Speakers of Other Languages, Inc. (TESOL).
Ningrum, Citra Hadiyati. (2018). The Use of Reader-Response Theory to Teach Reading Narrative Text for Tenth Graders of Senior High School. (Unpublished doctoral thesis). English Language Teaching, State University of Surabaya.
Rimi, R. N. (2016). Extensive Reading: Using Diaspora Literature to Develop Learners’ Reading Comprehension Skills. Journal of Education and Social Sciences, 3(Feb.), ISSN 2289-9855.
Syamsuddin, M. R. (2021). The role of extensive reading in improving general English proficiency. Parahikma Journal of Education and Integrated Sciences, 1(1), 25-32.
(Ramiah & Maniam, 2024)
Ramiah, V. D. G., & Maniam, M. (2024). The Effectiveness of Extensive Reading Programme to Enhance Reading among Primary School Students in Rural Sarawak. International Journal of Academic Research in Progressive Education and Development, 13(1), 632–647.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode