The Positive Impact of Extensive Reading Through Wattpad for Students in Learning English as A Foreign Language (EFL)

Authors

  • Dewi Suriyani Djamdjuri Universitas Ibn Khaldun Bogor
  • Librilianti Kurnia Yuki Universitas Putra Indonesia
  • Dedi Supriadi Universitas Ibn Khaldun Bogor
  • Nanik Retnowati Universitas Ibn Khaldun Bogor
  • Sitinur Afifah Aulia Universitas Ibn Khaldun Bogor
  • Arin Khairunnisa Universitas Ibn Khaldun Bogor

DOI:

https://doi.org/10.37680/qalamuna.v14i2.3308

Keywords:

Extensive Reading, EFL Students' Experience, Wattpad Platforms

Abstract

This study aims to determine students' experiences with comprehensive reading strategies using Wattpad. This study uses a qualitative descriptive research method. Data are collected using interviews, observation, documentation, and questionnaires. The analysis of this research uses a triangulation technique which consists of steps; data reduction, data display, and ultimately conclusion to analyze the data. The results of this study indicate that extensive reading through Wattpad can be used for pleasure, extensive reading through the Wattpad platform can reduce stress, extensive reading through Wattpad can increase motivation, and extensive reading through Wattpad can increase vocabulary. All of these activities can have a positive impact on students. Plus, Wattpad's platform is great for in-depth reading. Therefore, one of the best ways to learn English is to read extensively on the Wattpad platform. Teachers should realize that because Wattpad is a practical reading tool that can be accessed anywhere and at any time, all the stories students read must be age-appropriate.

Downloads

Download data is not yet available.

References

Agustin, R. W., & Ayu, M. (2021). The impact of using Instagram for increasing vocabulary and listening skills. Journal of English Language Teaching and Learning, 2(1), 1–7.
Ali, Z., Palpanadan, S. T., Asad, M. M., Churi, P., & Namaziandost, E. (2022). Reading approaches practiced in EFL classrooms: a narrative review and research agenda. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 1–25.
Altena, E., Baglioni, C., Espie, C. A., Ellis, J., Gavriloff, D., Holzinger, B., Schlarb, A., Frase, L., Jernelöv, S., & Riemann, D. (2020). Dealing with sleep problems during home confinement due to the COVID‐19 outbreak: Practical recommendations from a European CBT-I Academy task force. Journal of Sleep Research, 29(4), e13052.
Chen, I. C. (2018). Incorporating task-based learning in an extensive reading program. ELT Journal. https://doi.org/10.1093/elt/ccy008
Fatimah, A. S. (2019). Portraying Learner’s Autonomy in Extensive Reading Classroom. OKARA: Jurnal Bahasa Dan Sastra. https://doi.org/10.19105/ojbs.v13i1.2228
Fekete, E. M., & Deichert, N. T. (2022). A brief gratitude writing intervention decreased stress and negative affect during the COVID-19 pandemic. Journal of Happiness Studies, 23(6), 2427–2448.
Hibatullah, O. F. (2019). The challenges of international EFL students to learn English in a non-English speaking country. Journal of Foreign Language Teaching & Learning, 4(2), 88–105.
Karami, A. (2019). Implementing Audio-Visual Materials (Videos), as an Incidental Vocabulary Learning Strategy, in Second/Foreign Language Learners’ Vocabulary Development: A Current Review of the Most Recent Research. Journal on English Language Teaching, 9(2), 60–70.
Kourkouta, L., Iliadis, C., Frantzana, A., & Vakalopoulou, V. (2018). Reading and Health Benefits. Journal of Healthcare Communications. https://doi.org/10.4172/2472-1654.100149
Li, H., Majumdar, R., Chen, M.-R. A., & Ogata, H. (2021). Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading. Computers & Education, 171, 104239.
Maharsi, I., Ghali, M. I., & Maulani, S. (2019). High school students' reading habit and perception of reading for pleasure. International Journal of Indonesian Education and Teaching, 3(1), 80–89.
Mawitjere, W. R. (2023). The Policy Formulation of Law and Regulations Concerning Law Enforcement Violators of Health Protocols in Preventing the Spread of Coronavirus Disease 2019 (Covid-19) in the South Minahasa Regency. Unima International Conference on Social Sciences and Humanities (UNICSSH 2022), 1945–1952.
Mufidah, Z., & Roifah, M. (2020). Vlogs are a learning media to train English fluency and public speaking skill. Prosodi, 14(1), 45–56.
Mustafa, G., Nawaz, A., & Rubab, M. (2017). The Impact of Political Instability on Economic Growth in Pakistan: Application of ARCH Model. Pakistan Social Sciences Review. https://doi.org/10.35484/pssr.2017(1-ii)02
Nariswari, Y. (2020). Infectious Disease Outbreaks Act and Its Implication for Handling Corona Virus Spreading in Indonesia. The Indonesian Journal of International Clinical Legal Education, 2(3), 257–270.
Permatasari, I., & Nafisatul, M. (2019). Exploring the Effect of Utilizing Wattpad Platform on the Students' Extensive Reading Motivation.
Permatasari, I., Wijayanto, A., & Kristina, D. (2020). Extensive reading on Wattpad and its benefits to students' English skills: students' perceptions.
Riwayatiningsih, R., & Sulistyani, S. (2020). Implementing synchronous and asynchronous e-language learning in EFL setting: A case study. Jurnal Basis, 7(2), 309–318.
Sanchez, X. C., & Gavilanez, L. P. (2015). Learners’ attitudes toward extensive reading in EFL (English as a Foreign Language) contexts. In Revista Publicando.
Shoesmith, E., Shahab, L., Kale, D., Mills, D. S., Reeve, C., Toner, P., Santos de Assis, L., & Ratschen, E. (2021). The influence of human–animal interactions on mental and physical health during the first COVID-19 lockdown phase in the UK: A qualitative exploration. International Journal of Environmental Research and Public Health, 18(3), 976.
Tai, T.-Y., Chen, H. H.-J., & Todd, G. (2022). The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning, 35(4), 892–917.
Tang, S., Asrifan, A., Chen, Y., Haedar, H., & Agussalim, M. (2019). The humor story in teaching reading comprehension. Journal of Advanced English Studies, 2(2), 77–87.
Wade, I. E. (2019). After Web 2.0: The Social Web-lit Platform of Wattpad and the Democratization of Web. MA Thesis in Literary Studies: Literature, Culture and Society Graduate, June, 0–69.

Downloads

Published

2022-12-28

How to Cite

Djamdjuri, D. S., Yuki, L. K., Supriadi, D., Retnowati, N., Aulia, S. A., & Khairunnisa, A. (2022). The Positive Impact of Extensive Reading Through Wattpad for Students in Learning English as A Foreign Language (EFL). QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 14(2), 423–432. https://doi.org/10.37680/qalamuna.v14i2.3308