INSTRUCTIONAL CHOICES TO HEIGHTEN INDONESIAN STUDENTS' MOTIVATION AND ENGAGEMENT IN READING ENGLISH CANONICAL TEXTS
This paper focuses on how to motivate my struggling students for whom English is a second language when they read canonical texts written in English. Students in English departments are required to read English canonical texts, but most of them find this task very challenging. One strategy teachers can use to motivate students to read is to pair the English canonical texts with young adult texts. Important in these instructional choices are the pre-reading, during-reading, and after-reading activities. Pre-reading activities are intended to prepare readers to enter the story world During-reading activities are important to make students understand the stories better. Some of the duringactivities include using role plays and teaching media to increase students' understanding of the characters and the plots in the books. In the post-reading activities, students can write journals or quotes they find interesting from the book. Giving students more varieties in book choices and activities can, hopefully, make them independent good readers.
Engagement in Reading: Lessons Learned From Three PISA Countries
The Program for International Student Assessment (PISA) is a global effort to assess reading literacy. The authors of this article focus on the variable of engagement—the student characteristic on PISA that had the largest correlation with achievement in reading. Next, salient findings related to engagement from three English-speaking PISA countries (the United States, the United Kingdom, and Ireland) are presented. The authors conclude with a discussion of lessons about reading engagement derived from findings common to the authors' three nations with implications for policy and practice.
Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading.
The authors explored different aspects of children's reading motivation and how children's motivation related to the amount and breadth of their reading. The reading motives assessed included self-efficacy, intrinsic-extrinsic motivation and goals, and social aspects. Fourth- and 5th-grade children (N = 105) completed a new reading motivation questionnaire twice during a school year. Children's reading amount and breadth were measured using diaries and questionnaires. Children's reading motivation was found to be multidimensional. Their motivation predicted children's reading amount and breadth even when previous amount and breadth were controlled. An intrinsic motivation composite predicted amount and breadth of reading more strongly than did an extrinsic motivation composite. Some aspects of girls' reading motivation were more positive than boys'. Students' reading amount and breadth contribute substantially to several valued aspects of their achievement and performance, such as reading achievement, world knowledge, and participation in society. Anderson, Wilson, and Fielding (1988) found that the amount of independent out-of-school reading accounted for 16% of the variance in the reading comprehension of fifth graders, after general activity levels were controlled. Similarly, Stanovich and Cunningham (1992) found that amount and breadth of reading predicted reading achievement, as indicated by standardized vocabulary tests, even after previous general intelligence was controlled. Both Anderson et al. and Cipielewski and Stanovich (1992) found that the amount of reading predicted growth of reading achievement during elementary school on different measures of reading comprehension (Cipielewski & Stanovich, 1992). Children's reading amount and breadth contribute to their knowledge of the world, including knowledge of information such as the size of the National Aeronautics and Space Administration budget, who were allies in World War II, and the distinctions among various religious beliefs (Stanovich & Cunningham, 1993). Individuals who read frequently also