Name : Cinta Sindy Karisma
NIM : 2201422145
Mid-Term Test Extensive Reading
If I were asked to design research on graded readers and the impact on language learning, particularly
in an Extensive Reading (ER) program, here’s how I would structure the research :
a. The Topic Area of ER Research
The topic of my research is “The Impact of Graaded Readers on Improving Reading Fluency
in High School Students.” This study aims to explore whether regular use of graded readers can
enhance students’ reading fluency, specifically focusing on their reading speed (words per
minute) and accuracy (number of errors). This research will investigate how consistants
exposure to level-appropriate texts influences fluency development over a structured period.
b. The Reason for Choosing The Topic
This topic is chosen because reading fluency is a crucial component of language learning that
allows students to process texts more efficiently, increasing their comprehension and
confidence in reading. Many high school students struggle with fluency, which impacts their
motivation to read. Graded readers, with their controlled vocabulary and grammar, are
specifically designed to help learners improve fluency in a gradual and accessible way.
Researching the impact of these texts can provide valuable insights for teachers seeking
effective methods to enhance their students’ reading skills. Moreover, focusing on reading
fluency as a single variable makes the study manageable while still addressing a significant
aspect of language learning.
c. Research Questions :
1. Does the use of graded readers significantly improve students’ reading fluency (speed
and accuracy) over a period of 8 weeks?
2. To what extent does the level of graded readers (beginner, intermediate, advanced)
affect students’ reading fluency progress?
d. Research Design
The research employs a quasi-experimental pre-test and post-test design with one experimental
group. The study begins with a pre-test to establish baseline reading fluency levels, followed
by an 8-week intervention where students regularly read graded readers. A post-test is
conducted at the end of the program to measure any changes in fluency. This design allows for
a clear comparison of students’ reading fluency before and after the intervention. The program
will involve structured reading sessions, encouraging students to engage with the texts
independently while tracking their progress.
e. Data and Source of Data
The data for this study includes quantitative measures of reading fluency:
1. Reading speed: Measured in words per minute (WPM).
2. Reading accuracy: Evaluated by counting errors such as mispronunciations, skipped
words, or hesitations.
The source of data is a group of high school students with intermediate English proficiency
who participate in the ER program. Graded readers, such as those from publishers like Oxford
or Penguin, will be selected based on the students’ proficiency levels to ensure the materials are
appropriately challenging but accessible.
f. Data Collection and Data Analysis Procedures
Data collection involves three main steps. First, a pre-test is conducted at the start of the
program. Students read a passage aloud while their reading speed and accuracy are recorded,
providing baseline fluency data. During the 8-week ER program, students read graded readers
for 20-30 minutes per session, 3-4 times per week, and maintain reading logs to track their
progress. At the end of the program, a post-test is administered using a passage of similar
difficulty to measure changes in fluency.
For data analysis, a paired t-test will be used to compare pre-test and post-test results,
determining whether there is a statistically significant improvement in reading speed and
accuracy. If available, qualitative data from student feedback or reflections about their reading
experience will be analyzed thematically to understand their engagement with graded readers
and perceived benefits. This combination of quantitative and qualitative analysis will provide a
comprehensive view of the impact of graded readers on reading fluency.
