Harimurti, Keke Febrian (2024) Exploring extensive reading implementation in higher education: a tpack-based comparative analysis / Keke Febrian Harimurti</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Extensive Reading (ER) has received a great deal of attention in the domain of English as a Foreign Language (EFL) as one of mandatory course to be implemented in various educational setting. It is aligned with the idea from Ng Renandya and Chong ( 2019) who highlight that in the realm of EFL instruction ER enhances various aspects of language proficiency for foreign-language learners leading to its increased adoption in educational institutions worldwide. Building on this the present study explores ER practices within the Indonesian university context examined through the lens of the Technology Pedagogy and Content Knowledge (TPACK) framework to provide a comprehensive understanding of how ER can be implemented and supported by technology in contemporary educational environments. This study used a comparative case study (CCS) design to explore the implementation of extensive reading at two universities. Bartlett and Vavrus (2017) note that CCS allows for an in-depth analysis of interconnected information within the context of extensive reading. Specifically this study investigated the integration of the Technology Pedagogy and Content Knowledge (TPACK) framework in two universities in Indonesia a state university in East Java and a private university in Central Java and they were selected purposely to understand the key phenomenon (Creswell 2012). Data collection involved structured observations semi-structured interviews and document analysis. Observations were conducted four times for each lecturer utilized predetermined questions and were recorded through field notes and videos. Semi-structured interviews were conducted once for each lecturer and relevant documents were copied for analysis covering all stages from course preparation to implementation. Data were analyzed using thematic analysis (Braun amp Clarke 2006) extract the detailed and nuanced information from the data. To ensure trustworthiness data triangulation was employed to enhance validity through the convergence of observations interviews and document analysis (Carter et al. 2014). The findings of this study revealed that extensive reading courses were implemented in two Indonesian universities adhering to the ER principles proposed by Day and Bamford (2002) and Hedgcock and Ferris (2009). Both lecturers implemented supervised extensive reading which adhered to almost all of the principles and appropriately utilized the TPACK framework to enhance the overal ER practices. In this case technology mainly serves as a resource management system and content delivery tools facilitating smoother ER practices. Moreover the strategic combination of materials and teaching methods also supported ER as well as the supplementary activities enabling students to follow instructions and meet course objectives efficiently. The findings underscore the importance of implementing ER practices that were guided by ER principles and supported by the TPACK framework. This compatibility highlights the potential of TPACK in modernizing ER practices as it enables lecturers to integrate technology pedagogy and content knowledge to meet course objectives and educational standards. Future research should broaden its focus to compare ER implementation across a larger range of universities in Indonesia enabling a comparative analysis to identify best practices for effective ER implementation as this research merely used a small subject size.
| Item Type: | Thesis (Masters) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 23 Dec 2024 04:29 |
| Last Modified: | 09 Sep 2024 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/365609 |
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