4.1 Result and Discussion regarding Patterns of ER
4.1.2 Comparison of the four ER patterns
As can be seen in Table 5, there is a similarity in the starting books read (2 books) and the average number of book read (2 books per week) between pattern 1 and 3. In average, most of learners in pattern 1 and 3 read more than one book per week. Besides, pattern 2 and 4 own similar characters of the starting books read (1 book per week), the
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average number of book read (1 books per week) and some pause (0 book per week) during the nine weeks experiment. Particularly, all of 10 learners in pattern 1 started at one book in the first week. The number of books then were increasing to 2 books a week in the following weeks. In sum, they read approximately 15 books in 9 weeks or 2 books per week, on average. In pattern 3, the 10 participants started highest at 2 books in the first weeks and the number was rising to 3 books from week 3 to week 9. In fact, pattern 3 was the only one had 3 book read a week and it was an incredible number. Averagely, each student read 2 books per week and 21 books in 9 weeks. Significantly, this one has the most significant jumping in the number of books read by the participants among the four patterns. Obviously, pattern 3 (21 books in 9 weeks) and pattern 1 (15 books in 9 weeks) have the most significant reading amount compare to the others ones, in respectively. 5 leaners in pattern 2 began with 1 book in the first week and the reading amount increased to 2 books during week 3, 4, 5. The number of books read per week then reached a low (0 book) in the two last weeks (week 8 and 9) of the ER program.
In sum, the learners in pattern 4 read 9 books in 9 weeks or 1 book per week, on average and it is the smallest number of books read among the four patterns. All of learners in pattern 4 start low from 1 books in week 1 and the number of books was stable and reached to 2 books in the following weeks. Each participant read 1 book per week on average and overall 11 books in 9 weeks.
No. of books read in
Pattern 1 Pattern 2 Pattern 3 Pattern 4
Week 1 1 1 2 1
Week 2 2 1 2 1
Week 3 2 2 2 1
Week 4 2 2 2 1
Week 5 2 2 3 2
Week 6 2 1 3 1
Week 7 2 1 3 1
Week 8 2 0 3 1
Week 9 2 0 3 1
AVERAGE 2 1 2 1
Table 5: The average number of books read per week of learners in four patterns
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The differences among the four patterns were mainly on the books read in the first week and the fluctuation of reading amount during the nine weeks of ER practice (Chart 5). As can be seen in Chart 5, pattern 3 started at 2 books in week 1 and reach to 3 books in week 5 and maintain the number until the last week. They started highest and never pause reading because they were serious in studying the language, interested in and desirous of reading. They hoped the ER program this time would bring them new experience in studying English and open their knowledge of the world. However, interesting and easy reading texts in graded readers inspired them to read more than ever. However, the researcher found that no one reached 4 books per week. The learners in this pattern revealed that more than 3 books will make the exhausted and they need time for different activities. For pattern 1, their negative feeling from old experience in reading in English hindered them from enjoying reading. In the other words, these learners started at one book to probe if ER and graded readers were interesting and worthwhile to read. After the two first weeks these readers found that graded readers were not as boring as they think and even easy to understand. The learners then had the proud feeling when they realized that they can read and understand long texts in another language. The interesting and easy graded readers and the positive feeling play an important role in rising and maintaining the reading amount of learners in pattern 1.
However, the numbers of books read stayed stable at 2 books per week and did not increase anymore. It was because their reading speed was still slow and they also set time for the others hobbies and school activities, housework, travelling and studying at school. Different form pattern 1 and 3 where learners read at least two books a week, learners in pattern 2 started low, at 1 book in the first and second week and the number of books read increased to 2 books in week 3rd, 4th and 5th. As they revealed in the reading diary, simple words used and interesting topic are factors motivate them to read more. Unfortunately, the reading amount decreased to 1 book in week 6th and 7th and reach a low in the two last weeks. The learners seemed to be exhausted in the two last weeks and they needed time to refresh and will back to reading even though the program is ended. Pattern 4 has some similarity with pattern 1 that the learners started reading at one book and maintain at one book per week from week 1st to week 5th. The reason for maintaining one book a week was identified the fun and curiosity about the stories. The
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reading amount then reached to 2 books in week 6th but was back to one book from week 7th to the last week. These learners seemed to consider ER is kind of homework and need to finished. It looks like they are still influenced by the passive learning style and still practice to be familiar with reading extensively outside classroom. However, there were some pause during their ER practice for travelling, practice sport and studying another subjects. As can be seen in these learners’ reading diary, their mental state was also a decisive factor to read or not. In general, the learners in pattern 4 read whenever they like and did not set time for ER like learners in the others patterns.
Although nine weeks exposure in ER is short but it is still worthwhile in drawing these EFL learners’ attention to an approach which is proved effective and useful for language studying and teaching by a number of researchers in the world.
The patterns drawn out from this current research reveal that the EFL learners do have interest in reading. All of learners in four patterns did experienced ER at the very beginning, read more in the following weeks and manage to maintain the reading habit until the last week except the 5 over 37 learners in pattern 2 because they felt exhausted due to their part-time job, studying and need time for resting. However, this can be sympathetic in that case. Another evidence is that they were volunteered to join in the ER program and read as much as they can and also record sufficiently how their reading proceed. This shows their considerable effort in studying the language. It is also important and necessary to figure out the ER patterns to see how the learners proceed their reading, the fluctuation of reading amount every week and factors impact on learners’ reading amount as well as why there is some pause during the ER period. All of the benefits from knowing the ER patterns clearly will give teachers who employ ER in their teaching an overall view about how their learners will proceed ER outside classroom. Teachers also know the factors impact on the reading amount and therefore create good conditions to foster reading. The following will discuss more about the factors impact the fluctuation of reading amount in nine weeks experiment and explained why there is the pause in the ER period.
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