Challenges in implementing extensive reading (ER) programs: Voices from English teachers at Indonesian secondary schools
DOI:
https://doi.org/10.47750/pegegog.12.01.08Keywords:
Extensive Reading (ER), ER challenges, School Literacy Initiative, secondary English teachers, teacher voicesAbstract
This article reports on the implementation of extensive reading (ER) among English teachers of secondary schools and the challenges they face as parts of their efforts in supporting the Indonesian government program of school literacy initiative (SLI). The data were obtained from an online survey to a group of English language teachers (N = 22) from 22 different schools in one regency in East Java Province, Indonesia. They were members of English teachers’ forum in the regency. The survey was then followed by a focused group discussion (FGD) involving all the 22 teachers in the group. The results show that in general, English teachers have a relatively good knowledge of ER as one way to support the success of SLI, but not all of them implement the programs due to such challenges as lack of support from the government and school administration, the overwhelming workload, and the unavailability of ready-to-use materials and activities. Implications and suggestions are provided at the end of the paper.
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