Abstract:
This study aims to explore the students’ beliefs towards reading between those
who have followed the ER and those who have not in the distinct level of reading
ability high, intermediate, and low level. This present study is a qualitative study
concerning the students’ perception towards a issue. The findings show that the
students’ beliefs, those who have followed ER with a high level of competency,
towards reading English remain the same as intensive reading principles. While,
unexpectedly, those who have not yet followed ER at the same level have some
beliefs which refer to ER principles. Besides, the principles of intermediate and
low-level students who have or have not yet followed ER remain the same, re flecting those of intensive reading. This study contributes practically to ER prac titioners in implementing ER so that ER, within classroom activities, can run as it
is by minimizing the biases and maximizing its benefits based on the out-comes
and the students’ beliefs towards reading in English. Theoretically, the contribu tion lies at an additional confirmation that the outputs of ER, in the form of stu dents’ beliefs, may result un-expectedly. Thus, many factors contributing to its
success must be well-monitored. The conclusion and suggestions are then at tached to the end of this paper.
