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Students were split into two categories: one class read individually and the other read in groups, with comprehension testing conducted via pre-test and post-test. Both groups improved, but ER-group instruction produced higher post-test and normalized gain scores. The findings support using ER groups and report favorable feedback on the approach.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/extensive-reading-strategy-and-reading-comprehension-individual-vs-group-instruction/589264/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/extensive-reading-strategy-and-reading-comprehension-individual-vs-group-instruction/589264.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To determine whether there is a significant difference in the effect of extensive reading (ER) between individual and group teaching on reading comprehension.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students assigned to learning conditions?",{"text":117,"@type":113},"Students were divided into two categories: one class read individually and the other read in groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key results for individual versus group ER instruction?",{"text":121,"@type":113},"Both groups improved, but the ER-group showed higher performance, including a higher post-test score and normalized gain than the ER-individual group.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589264,1792191190,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Extensive Reading Strategy and Reading Comprehension: Individual vs Group Instruction  \nCaroline Victorine Katemba1  \nUniversitas Advent Indonesia, Bandung  \n[ctobing@unai.edu](ctobing@unai.edu)  \nSarah Vannessa Tomatala2  \nHighscope Indonesia , Jakarta  \nDOI: 10.35974/acuity.v9i1.3245  \nAbstract  \nReading in a foreign language (English) has been a problem for primary school kids in remote places in Indonesia. The purpose of this study is to determine if there is a significant difference in the effect of extensive reading (ER) between individual and group teaching. Students were divided into two categories, one class read individually, and the other class read in groups. This is a quantitative study. The pre-test and post-test research design was employed in this study. A comprehension test was given to the participants before and after the reading activities. The results of this study demonstrate that participants in both groups have improved their reading comprehension scores. Additionally, there is a noticeable difference between students who received ER instruction individually and those who received ER instruction in a group; both groups improved in their reading scores, as can be clearly seen from the post-test score as well as from the computed gain score ofthe ER group, which attained a higher score. The post test ofthe ER-individual is 51.39, and the normalized gain is 0.31, while the post test ofthe ER-group is 70.30, and its normalized gain is 0.38. Therefore, there was a significant difference between individual and group teaching. This study also revealed that the approach used to enhance pupils' reading comprehension received favorable feedback. Therefore, it is recommended to use ER groups for reading comprehension, especially for primary pupils.  \nKeywords: extensive reading, reading comprehension, individual and group reading  \nBackground of the Study  \nThere are four skills that people have to master when learning English: skill of listening, speaking, reading, and writing. Fact has shown that the ability to read in a foreign or second language is one of the important skills required for people living in English as a Foreign/Second Language (EFL/ESL) country as Celce-Murcia (1991:195) cited in Zuhra (2015) stated that “reading has become one of the primary curricular concerns in the second and foreign language program”. Among those four macro skills of English, reading seems tobe challenging for the learners to develop since reading requires learners to gain meaning from text and get the information of what the author tries to give. However, according to Patel and Jain (2008) in English Language Teaching: Methods, Tools, and Technique, reading is certainly an important activity for expanding knowledge of a language. According to the study of Zuhra in 2015 from Almuslim University, Bireuen, many highschool students in Indonesia have failed reading tests and faced difficulties in the national examinations regarding the reading section especially in inference questions.“Students  \ncommonly failed in inference-making because they were poor at selecting the relevant information in the text or they did not know how to integrate one piece of information to another piece in order to make an inference.” The students failed to understand the information in the text because they could not comprehend the text which in turn was caused by their weaknesses in vocabulary (Oakhill, Barnes, & Bryant, 2001:857 cited in Zuhra, 2015). Calvo (2005:62) further states,“Readers with large vocabularies will be more likely to find in their memory words with which to represent the inference that they are drawing.” In other words, it will be easier for the readers to make inferences from the text when they have much knowledge of the vocabulary. Laufer and Sim (1985a, 1985b) cited in Sugita (2016) also added that when learners interpret texts, they display a tendency to rely less on background knowledge and more on vocabulary knowledge.  ","cbCailHjCGKAiahp","https://ap.wps.com/l/cbCailHjCGKAiahp","pdf",273315,15,"English","# Background of the Study\n## Four English Skills and Reading Challenges\n## Extensive Reading (ER) Principles and Characteristics\n## Research Motivation and Prior Findings","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To determine whether there is a significant difference in the effect of extensive reading (ER) between individual and group teaching on reading comprehension.\"},{\"question\":\"How were students assigned to learning conditions?\",\"answer\":\"Students were divided into two categories: one class read individually and the other read in groups.\"},{\"question\":\"What were the key results for individual versus group ER instruction?\",\"answer\":\"Both groups improved, but the ER-group showed higher performance, including a higher post-test score and normalized gain than the ER-individual group.\"}]","Extensive Reading Strategy and Reading Comprehension: Individual vs Group Instruction | PDF",1792066861,38]