Perceptions and Challenges of Undergraduate EFL Students’ towards Audiobooks and Textbooks on the Xreading Website
DOI:
https://doi.org/10.21009/ijlecr.v10i1.45174Kata Kunci:
Xreading Website, Audiobook, Textbook, Perception, EFL Undergraduate Students’ ChallengeAbstrak
Based on PISA literacy test in 2022, Indonesia gains rank 70 which 5 points higher than previous period in 2018. However, it still needs more efforts to maximize the level of students’ literacy in Indonesia. The use of X-reading as the web-based book technology becomes the alternative tools to improve EFL undergraduate students’ literacy level. This research aims to explore the undergraduate students’ perception and challenge in using audiobook and textbook, that are provided by Xreading website during extensive reading activity. This research is conducted to EFL undergraduate students through qualitative method and purposive sampling technique. Three undergraduate students in Surabaya are involved by using descriptive qualitative method. The use of audiobook and textbook in Xreading website have some positive and negative impacts for students in developing their literacy competence. Audiobook is able to improve the students’ listening skill and understand the unfamiliar vocabularies. However, it has some weaknesses such as it needs strong internet data and connection and cannot control the audio speed. The textbook gives the students experience as reading the physical book and the grammatical understanding. Nevertheless, textbook is more time consuming especially for students who have the lower reading skill. Hopefully, this research will be developed into the low level of education not only in undergraduate level, but also in the secondary school and this website expanded into the intensive reading.
Referensi
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Assiddiqhi, M. A., & Rosa, R. N. (2020). Journal of English Language Teaching UNP JOURNAL Audiobooks Implementation in an EFL Listening Classroom. https://doi.org/10.24036/jelt.v10i1.111477
Ateek, M. (2021). Extensive reading in an EFL classroom: Impact and learners’ perceptions. Eurasian Journal of Applied Linguistics, 7(1), 109–131. https://doi.org/10.32601/ejal.911195
Bachtiar, B., & Puspitasari, M. (2024). Broken textbooks, booming tech: A systematic look at blended learning’s impact on Indonesian English language teaching. International Journal of Innovative Research in Multidisciplinary Education, 03(03). https://doi.org/10.58806/ijirme.2024.v3i3n18
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, 2(7), 48–68. www.sserr.ro
Chanthap, N., & Wasanasomsithi, P. (2019). The effect of integration of a blended learning and extensive reading instructional model on thai EFL undergraduate students’ learner autonomy. Journal: Language Education and Acquisition Research Network Journal, 12(2). https://so04.tci-thaijo.org/index.php/LEARN/article/view/205072
Chowdhury, A., & Shil, N. C. (2021). Thinking ‘qualitative’ through a case study: Homework for a researcher. American Journal of Qualitative Research, 5(2 (In Progress)), 190–210. https://doi.org/10.29333/ajqr/11280
Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23-38.
Elviana, R., Inderawati, R., & Mirizon, S. (2020). Developing interactive multimedia for teaching descriptive texts based on Palembang local culture. Indonesian EFL Journal, 6(1), 19. https://doi.org/10.25134/ieflj.v6i1.2634
Genova, T. (2022). Introducing audio books to students of English as a foreign language at ulsit. Издател, 24(2), 56-64.
Ghafar, Z. (2024). The impact of electronic books on learning English language in the digital era: An overview. Journal of Digital Learning and Distance Education, 2(7), 635–644. https://doi.org/10.56778/jdlde.v2i7.184
Har, A. L. C., Abidin, M. J. Z., & Saibon, J. S. (2019). The benefits and drawbacks of using tablet-based digital storytelling in vocabulary learning among Malaysian young english as a second language (ESL) learners. Asia Pacific Journal of Educators and Education, 34, 17–47. https://doi.org/10.21315/apjee2019.34.2
Harimurti, K. F., Suryati, N., & Astuti, U. P. (2021). Students’ perspectives in using xreading as an extensive reading platform for higher education students. JoLLA: Journal of Language, Literature, and Arts, 1(12), 1627–1643. https://doi.org/10.17977/um064v1i122021p1627-1643
Hermanudin, Suhartono, Suryadi, & Noermanzah. (2019). Improvement of reading comprehension ability by using core models of class vii students of SMP Negeri 10 Bengkulu Tengah. International Journal of Scientific and Technology Research, 8(12), 647.
Aprilia, A., Ardiansah, & Halimah, Lien. (2023). Analisis pemanfaatan website x-reading di SMA Alfa Centauri. In Jurnal IPI (Ikatan Pustakawan Indonesia, 8(2).
Kim, N. Y. (2021). E-book, audio-book, or e-audio-book: The effects of multiple modalities on efl comprehension. English Teaching (South Korea), 76(4), 33–52. https://doi.org/10.15858/engtea.76.4.202112.33
Kusmaryati, S. E. (2020). Teachers’ perspectives of teaching english to young learners (A descriptive study at primary schools in kudus). ELT Worldwide: Journal of English Language Teaching, 7(2), 94. https://doi.org/10.26858/eltww.v7i2.9723
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Manalu, B. H. (2019). Students’ perception of digital texts reading: A case study at the english education department of Universitas Kristen Indonesia. JET (Journal of English Teaching), 5(3), 191. https://doi.org/10.33541/jet.v5i3.1312
Martina, F., & Agustia Utama, J. (2020). The practice of extensive reading among EFL learners in tertiary level, 3(2).
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Milal, A. D., Jannah, R., Sa’adah, S. I., & Fitria, A. A. (2021). Reading preferences across genders of undergraduate efl students in Indonesia. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 6(1), 141. https://doi.org/10.21093/ijeltal.v6i1.918
Milliner, B., Cote, T., Ivone, F. M., Renandya, W. A., Ridwan, I., Onoda, S., Stephens, M., Kodir Al-Baekani, A., Ridwan, I., Stephens, M., Wong, C. S. P., Hasan, A., Gushendra, R., Yonantha, F., Borg, S., Ramonda, K., English, G., Howarth, M., Bollen, D., … Cote, T. (2019). Why extensive reading and listening to audio books may not be enough. Journal of Chemical Information and Modeling, 5(1), 1–15. http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=136759314&site=ehost-live&scope=site%0Ahttp://dx.doi.org/10.1016/j.neuropsychologia.2016.03.027%0Ahttp://dx.doi.org/10.1016/j.mri.2013.04.010%0Ahttp://dx
Nur Asima Sidabutar, M., Theruvil Sayed, B., Ismail, S. M., Teves Quispe, J., Yangali Vicente, J. S., Suardi Wekke, I., Jassaim Shanan, A., & Nourabadi, S. (2022). Reading digital texts vs. reading printed texts: Which one is more effective in Iranian EFL context? Education Research International, 2022. https://doi.org/10.1155/2022/7188266
Nurhayati, S. (2023). The efficiency of extensive reading using reading a-z on vocabulary enrichment. Conference on English Language Teaching, https://proceedings.uinsaizu.ac.id/index.php/celti/article/view/543
Park, J., & Lee, J. (2021). Effects of E-Books and Printed Books on EFL Learners’ Reading Comprehension and Grammatical Knowledge. English Teaching (South Korea), 76(3), 35–61. https://doi.org/10.15858/engtea.76.3.202109.35
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
Rizal, D., Masruroh, S., Rahman Syah, R. F., Fathina, I. F., Amrullah, M. F., & Zakariyah, S. (2022). Audiobooks as media to increase listening and speaking skills: A qualitative systematic review. ETERNAL (English, Teaching, Learning, and Research Journal), 8(1), 200–216. https://doi.org/10.24252/eternal.v81.2022.a14
Joseph, R. M. (2023). Upper elementary school teachers’ perceptions of using upper elementary school teachers’ perceptions of using audiobooks for reluctant readers audiobooks for reluctant readers. https://scholarworks.waldenu.edu/dissertations
Savitri, W. E., & Munir, A. (2022). The use of xreading books & audios for extensive reading program. Innovation on Education and Social Sciences (pp. 42-48). London: Routledge.
Stoller, F. L., & Nguyen, L. T. H. (2020). Reading habits of Vietnamese University English majors. Journal of English for Academic Purposes, 48. https://doi.org/10.1016/j.jeap.2020.100906
Susani, R. G. (2018). The implementation of authentic assesment in extensive reading. International Journal of Education, 11(1), 87–92. https://ejournal.upi.edu/index.php/ije/article/view/9113
Tusmagambet, B. (2020). Effects of audiobooks on EFL learners’ reading development: Focus on fluency and motivation. English Teaching (South Korea), 75(2), 41–67. https://doi.org/10.15858/engtea.75.2.202006.41
Whittingham, J., Huffman, S., Christensen, R., & McAllister, T. (2013). Use of audiobooks in a school library and positive effects of struggling readers’ participation in a library-sponsored audiobook club. School Library Research, 16. https://www.ala.org/sites/default/files/aasl/content/aaslpubsandjournals/slr/vol16/SLR_Use_of_AudiobooksV16.pdf
Ali, Z., Palpanadan, S. T., Asad, M. M., Rassem, H. H., & Muthmainnah, M. (2024). Embracing technology in EFL pre-university classrooms: A qualitative study on EFL learners’ perceptions of intensive and extensive reading approaches. Forum for Linguistic Studies, 6(1). https://doi.org/10.59400/fls.v6i1.1894
Anindita, C. (n.d.). EFL Students’ Perception towards extensive reading practices in higher education level. Retain: Journal of Research in English Language Teaching, 8(4), https://ejournal.unesa.ac.id/index.php/retain/article/view/34501
Assiddiqhi, M. A., & Rosa, R. N. (2020). Journal of English Language Teaching UNP JOURNAL Audiobooks Implementation in an EFL Listening Classroom. https://doi.org/10.24036/jelt.v10i1.111477
Ateek, M. (2021). Extensive reading in an EFL classroom: Impact and learners’ perceptions. Eurasian Journal of Applied Linguistics, 7(1), 109–131. https://doi.org/10.32601/ejal.911195
Bachtiar, B., & Puspitasari, M. (2024). Broken textbooks, booming tech: A systematic look at blended learning’s impact on Indonesian English language teaching. International Journal of Innovative Research in Multidisciplinary Education, 03(03). https://doi.org/10.58806/ijirme.2024.v3i3n18
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, 2(7), 48–68. www.sserr.ro
Chanthap, N., & Wasanasomsithi, P. (2019). The effect of integration of a blended learning and extensive reading instructional model on thai EFL undergraduate students’ learner autonomy. Journal: Language Education and Acquisition Research Network Journal, 12(2). https://so04.tci-thaijo.org/index.php/LEARN/article/view/205072
Chowdhury, A., & Shil, N. C. (2021). Thinking ‘qualitative’ through a case study: Homework for a researcher. American Journal of Qualitative Research, 5(2 (In Progress)), 190–210. https://doi.org/10.29333/ajqr/11280
Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23-38.
Elviana, R., Inderawati, R., & Mirizon, S. (2020). Developing interactive multimedia for teaching descriptive texts based on Palembang local culture. Indonesian EFL Journal, 6(1), 19. https://doi.org/10.25134/ieflj.v6i1.2634
Genova, T. (2022). Introducing audio books to students of English as a foreign language at ulsit. Издател, 24(2), 56-64.
Ghafar, Z. (2024). The impact of electronic books on learning English language in the digital era: An overview. Journal of Digital Learning and Distance Education, 2(7), 635–644. https://doi.org/10.56778/jdlde.v2i7.184
Har, A. L. C., Abidin, M. J. Z., & Saibon, J. S. (2019). The benefits and drawbacks of using tablet-based digital storytelling in vocabulary learning among Malaysian young english as a second language (ESL) learners. Asia Pacific Journal of Educators and Education, 34, 17–47. https://doi.org/10.21315/apjee2019.34.2
Harimurti, K. F., Suryati, N., & Astuti, U. P. (2021). Students’ perspectives in using xreading as an extensive reading platform for higher education students. JoLLA: Journal of Language, Literature, and Arts, 1(12), 1627–1643. https://doi.org/10.17977/um064v1i122021p1627-1643
Hermanudin, Suhartono, Suryadi, & Noermanzah. (2019). Improvement of reading comprehension ability by using core models of class vii students of SMP Negeri 10 Bengkulu Tengah. International Journal of Scientific and Technology Research, 8(12), 647.
Aprilia, A., Ardiansah, & Halimah, Lien. (2023). Analisis pemanfaatan website x-reading di SMA Alfa Centauri. In Jurnal IPI (Ikatan Pustakawan Indonesia, 8(2).
Kim, N. Y. (2021). E-book, audio-book, or e-audio-book: The effects of multiple modalities on efl comprehension. English Teaching (South Korea), 76(4), 33–52. https://doi.org/10.15858/engtea.76.4.202112.33
Kusmaryati, S. E. (2020). Teachers’ perspectives of teaching english to young learners (A descriptive study at primary schools in kudus). ELT Worldwide: Journal of English Language Teaching, 7(2), 94. https://doi.org/10.26858/eltww.v7i2.9723
Li, X. (2021). Textbook digitization: A case study of English textbooks in China. English Language Teaching, 14(4), 34. https://doi.org/10.5539/elt.v14n4p34
Manalu, B. H. (2019). Students’ perception of digital texts reading: A case study at the english education department of Universitas Kristen Indonesia. JET (Journal of English Teaching), 5(3), 191. https://doi.org/10.33541/jet.v5i3.1312
Martina, F., & Agustia Utama, J. (2020). The practice of extensive reading among EFL learners in tertiary level, 3(2).
McGovern, G. (2020). World wide waste: How digital is killing our planetâ and what we can do about it. Lulu. com.
Milal, A. D., Jannah, R., Sa’adah, S. I., & Fitria, A. A. (2021). Reading preferences across genders of undergraduate efl students in Indonesia. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 6(1), 141. https://doi.org/10.21093/ijeltal.v6i1.918
Milliner, B., Cote, T., Ivone, F. M., Renandya, W. A., Ridwan, I., Onoda, S., Stephens, M., Kodir Al-Baekani, A., Ridwan, I., Stephens, M., Wong, C. S. P., Hasan, A., Gushendra, R., Yonantha, F., Borg, S., Ramonda, K., English, G., Howarth, M., Bollen, D., … Cote, T. (2019). Why extensive reading and listening to audio books may not be enough. Journal of Chemical Information and Modeling, 5(1), 1–15. http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=136759314&site=ehost-live&scope=site%0Ahttp://dx.doi.org/10.1016/j.neuropsychologia.2016.03.027%0Ahttp://dx.doi.org/10.1016/j.mri.2013.04.010%0Ahttp://dx
Nur Asima Sidabutar, M., Theruvil Sayed, B., Ismail, S. M., Teves Quispe, J., Yangali Vicente, J. S., Suardi Wekke, I., Jassaim Shanan, A., & Nourabadi, S. (2022). Reading digital texts vs. reading printed texts: Which one is more effective in Iranian EFL context? Education Research International, 2022. https://doi.org/10.1155/2022/7188266
Nurhayati, S. (2023). The efficiency of extensive reading using reading a-z on vocabulary enrichment. Conference on English Language Teaching, https://proceedings.uinsaizu.ac.id/index.php/celti/article/view/543
Park, J., & Lee, J. (2021). Effects of E-Books and Printed Books on EFL Learners’ Reading Comprehension and Grammatical Knowledge. English Teaching (South Korea), 76(3), 35–61. https://doi.org/10.15858/engtea.76.3.202109.35
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
Rizal, D., Masruroh, S., Rahman Syah, R. F., Fathina, I. F., Amrullah, M. F., & Zakariyah, S. (2022). Audiobooks as media to increase listening and speaking skills: A qualitative systematic review. ETERNAL (English, Teaching, Learning, and Research Journal), 8(1), 200–216. https://doi.org/10.24252/eternal.v81.2022.a14
Joseph, R. M. (2023). Upper elementary school teachers’ perceptions of using upper elementary school teachers’ perceptions of using audiobooks for reluctant readers audiobooks for reluctant readers. https://scholarworks.waldenu.edu/dissertations
Savitri, W. E., & Munir, A. (2022). The use of xreading books & audios for extensive reading program. Innovation on Education and Social Sciences (pp. 42-48). London: Routledge.
Stoller, F. L., & Nguyen, L. T. H. (2020). Reading habits of Vietnamese University English majors. Journal of English for Academic Purposes, 48. https://doi.org/10.1016/j.jeap.2020.100906
Susani, R. G. (2018). The implementation of authentic assesment in extensive reading. International Journal of Education, 11(1), 87–92. https://ejournal.upi.edu/index.php/ije/article/view/9113
Tusmagambet, B. (2020). Effects of audiobooks on EFL learners’ reading development: Focus on fluency and motivation. English Teaching (South Korea), 75(2), 41–67. https://doi.org/10.15858/engtea.75.2.202006.41
Whittingham, J., Huffman, S., Christensen, R., & McAllister, T. (2013). Use of audiobooks in a school library and positive effects of struggling readers’ participation in a library-sponsored audiobook club. School Library Research, 16. https://www.ala.org/sites/default/files/aasl/content/aaslpubsandjournals/slr/vol16/SLR_Use_of_AudiobooksV16.pdf
Unduhan
Diterbitkan
2024-06-20
Cara Mengutip
Widodo, J. W., & Nugroho, H. A. (2024). Perceptions and Challenges of Undergraduate EFL Students’ towards Audiobooks and Textbooks on the Xreading Website. IJLECR (International Journal of Language Education and Cultural Review), 10(1), 45–56. https://doi.org/10.21009/ijlecr.v10i1.45174
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