| This study investigates whether extensive reading can be effective in improving PSL students’ vocabulary knowledge. The participants consist of 32 fifth grade students, and the experiment lasts for 4 weeks. During the treatment, PSL students were given books option which available online for them to read outside of the classroom settings and students were asked to engage in ER activity for a specific period of time. Precedent and subsequent to the treatments, PSL students were asked to take an online vocabulary knowledge pre-test and post-test. Later, students were asked to fill in questionnaire regarding their attitudes towards ER. Afterwards, PSL students’ scores on the pre-test and post-test were compared and explored through a descriptive and an inferential analysis using statistics measurement. The questionnaires’ responses were analyzed by the researcher to interpret the data. The results show that extensive reading is not effective in improving PSL students’ vocabulary knowledge during online learning classrooms. Therefore, the foregoing discussion indicates that despite the findings showed insignificant growth in students’ scores, but it has improved students’ attitudes towards ER. |