T ING 0907561 Abstract
ABSTRACT
DEVELOPING STUDENTS’ WRITING ABILITY THROUGH READING
TO LEARN PROGRAM
The study aims to investigate in what ways Reading to Learn Program can help
students’ develop their reading and writing factual text. The study also aims to
investigate students’ opinion about the implementation of Reading to Learn
Program.
This study implemented a qualitative data analysis which observed the nature of
the implementation of Reading to Learn program in EFL context in Indonesia, as
an attempt to develop the students’ reading and writing ability in factual text.
Specifically, the type of case used in this study was text analysis since the study
investigated written text (Merriam, 1991; Travers, 2001; Samanhudi, 2011). The
study was conducted and involved 15 second grade of Polytechnic students in
Bandung. The data were collected through classroom observations, students’
writing texts, and interviews. The data from classroom observations were
analyzed through interaction moves (Rose, 2008) and students’ writing texts were
analyzed through the schematic structures and the linguistic features and the
fourteen assessment writing criteria- Genre, Field, Tenor, Mode, Phases, Lexis,
Conjunction, Reference, Appraisal, Grammar, Spelling, Punctuation,
Presentation, and Layout, proposed by David Rose (2008). The data from all
sources were triangulated.
The study revealed three findings related to the research questions. First, results of
the text analysis showed that the students improved the writing skills at the level
of schematic structure and linguistic features, but some students needed more
intensive support at the level of linguistic features. Second, as the interview data
revealed, students’ inability occurred due to their limited knowledge of the
wordings in writing especially in the factual text. Regarding to the implementation
of Reading to Learn program, the students responded positively, and the positive
response appeared to be one of the factors which made the students improve the
writing skills.
Finally, the findings above suggest that the students need more intensive support
and guidance in writing process. It is recommended that Reading to Learn
program be implemented at the site, so the students have a better understanding in
writing factual text. Besides that, further research in Reading to Learn program is
expected to deal with more texts, more intensive support and longer time in
conducting the research.
Khaerunnisa, 2014
DEVELOPING STUDENTS’ WRITING ABILITY THROUGH READING TO LEARN PROGRAM
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Keywords: Reading to Learn Program, factual text, fourteen assessment writing
criteria, texts analyses.
Khaerunnisa, 2014
DEVELOPING STUDENTS’ WRITING ABILITY THROUGH READING TO LEARN PROGRAM
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
DEVELOPING STUDENTS’ WRITING ABILITY THROUGH READING
TO LEARN PROGRAM
The study aims to investigate in what ways Reading to Learn Program can help
students’ develop their reading and writing factual text. The study also aims to
investigate students’ opinion about the implementation of Reading to Learn
Program.
This study implemented a qualitative data analysis which observed the nature of
the implementation of Reading to Learn program in EFL context in Indonesia, as
an attempt to develop the students’ reading and writing ability in factual text.
Specifically, the type of case used in this study was text analysis since the study
investigated written text (Merriam, 1991; Travers, 2001; Samanhudi, 2011). The
study was conducted and involved 15 second grade of Polytechnic students in
Bandung. The data were collected through classroom observations, students’
writing texts, and interviews. The data from classroom observations were
analyzed through interaction moves (Rose, 2008) and students’ writing texts were
analyzed through the schematic structures and the linguistic features and the
fourteen assessment writing criteria- Genre, Field, Tenor, Mode, Phases, Lexis,
Conjunction, Reference, Appraisal, Grammar, Spelling, Punctuation,
Presentation, and Layout, proposed by David Rose (2008). The data from all
sources were triangulated.
The study revealed three findings related to the research questions. First, results of
the text analysis showed that the students improved the writing skills at the level
of schematic structure and linguistic features, but some students needed more
intensive support at the level of linguistic features. Second, as the interview data
revealed, students’ inability occurred due to their limited knowledge of the
wordings in writing especially in the factual text. Regarding to the implementation
of Reading to Learn program, the students responded positively, and the positive
response appeared to be one of the factors which made the students improve the
writing skills.
Finally, the findings above suggest that the students need more intensive support
and guidance in writing process. It is recommended that Reading to Learn
program be implemented at the site, so the students have a better understanding in
writing factual text. Besides that, further research in Reading to Learn program is
expected to deal with more texts, more intensive support and longer time in
conducting the research.
Khaerunnisa, 2014
DEVELOPING STUDENTS’ WRITING ABILITY THROUGH READING TO LEARN PROGRAM
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Keywords: Reading to Learn Program, factual text, fourteen assessment writing
criteria, texts analyses.
Khaerunnisa, 2014
DEVELOPING STUDENTS’ WRITING ABILITY THROUGH READING TO LEARN PROGRAM
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu