Email this article 
The Implementation of Reading to Learn Pedagogy in Indonesian Junior Schools: Impact on Students’ Writing Skills and Students’ Perceptions
Abstract
Abstract: This study investigates the effect of Reading to Learn Pedagogy on the writing skill of Indonesian students and their perceptions of the usefulness of the pedagogy. A quasi-experimental study involved 32 seventh graders and 54 ninth graders and two teachers of Junior High School in Indonesia. They were assigned into two groups: experimental and control. The treatment was conducted at eight sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis, whereas the student questionnaire was used to obtain data on their perceptions of the usefulness of the Reading to Learn Pedagogy. The result reveals that the Reading to Learn Pedagogy effectively enhances the students' writing skills. Additionally, the students perceived each stage of the Reading to Learn valuable pedagogy in promoting their writing skill and accepted the pedagogy to be implemented to become a better writer of other types of text required by the curriculum.
Abstrak: Penelitian ini menyelidiki pengaruh Reading to Learn Pedagogy terhadap keterampilan menulis siswa Indonesia dan persepsi mereka tentang kegunaan pedagogi tersebut. Rancangan penelitian adalah kuasi eksperimen melibatkan 32 siswa kelas tujuh dan 54 siswa kelas sembilan serta dua guru SMP di Indonesia. Mereka dibagi menjadi dua kelompok: eksperimen dan kontrol. Perlakuan dilakukan dalam delapan sesi, meliputi pre-test dan post-test. Nilai pre-test dan post-test secara tertulis digunakan sebagai dasar analisis data kuantitatif, sedangkan angket siswa digunakan untuk memperoleh data tentang persepsi mereka tentang kegunaan Reading to Learn Pedagogy. Hasil penelitian menunjukkan bahwa Reading to Learn Pedagogy efektif meningkatkan keterampilan menulis siswa. Selain itu, para siswa merasakan setiap tahap pedagogi bermanfaat berharga dalam meningkatkan keterampilan menulis mereka dan menerima pedagogi yang akan diterapkan untuk menjadi penulis yang lebih baik dari jenis teks lain yang ditentukan oleh kurikulum.
Keywords
Full Text:
PDFReferences
Becerra, T., Herazo, J., García, P., Sagre, A., & Díaz, L. (2020). Using reading to learn for EFL students' reading of explanations. ELT Journal, 74(3), 237–246. https://doi.org/10.1093/elt/ccz053
Brown, H. D. (2006). Language assessment: Principles and classroom practices. New York: Longman.
Bruner, J. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. Jarvella & W. Levelt (Eds.), The child's conception of language. New York, NY: Springer-Verlag
Chaisiri, T. (2010). Implementing a Genre Pedagogy to the Teaching of Writing in a University Context in Thailand. Language Education in Asia, 1(1), 181–199. https://doi.org/10.5746/leia/10/v1/a16/chaisiri
OECD (2019). PISA 2018 Results (Volume I): What Students Know and Can Do https://www.oecd.org/publications/pisa-2018-results. Accessed 20 December 2021.
Gill, A. A., & Janjua, F. (2020). Genre Pedagogy and ELLs' Writing Skills: A Theme Analysis. English Language Teaching, 13(8), 141. https://doi.org/10.5539/elt.v13n8p141
Hasan, J., & Marzuki, M. (2017). An Analysis of Student's Ability in Writing at Riau University Pekanbaru - Indonesia. Theory and Practice in Language Studies, 7(5), 380. https://doi.org/10.17507/tpls.0705.08
Hernández, L. A., & Delgado-aguilar, J. (2021). Enseñar náhuatl a través de la poesía : Una intervención didáctica desde la pedagogía de género Leer para Aprender. 1.
Horverak, M. O. (2016). An experimental study on the effect of systemic functional linguistics applied through a genre-pedagogy approach to teaching writing. Yearbook of the Poznan Linguistic Meeting, 2(1), 67–89. https://doi.org/10.1515/yplm-2016-0004
Hammond, J. (2001). Scaffolding: Teaching and learning in language and literacy education. Primary English Teaching Assoc., PO Box 3106, Marrickville, New South Wales, 2204, Australia.
Husna, L. (2017). An analysis of students' writing skill in descriptive text at grade X1 IPA 1 of MAN 2 Padang. Jurnal Ilmiah Pendidikan Scholastic, 1(1), 16-28.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. https://doi.org/10.1016/j.jslw.2007.07.005
Kartika-Ningsih, H., & Gunawan, W. (2019). Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms. Indonesian Journal of Applied Linguistics, 9(2), 335–347. https://doi.org/10.17509/ijal.v9i2.20231
Kartika-Ningsih, H., & Rose, D. (2021). Intermodality and Multilingual Re-Instantiation: Joint Construction in Bilingual Genre Pedagogy. Ikala, 26(1), 185–205. https://doi.org/10.17533/udea.ikala.v26n01a07
Lap, T. Q., & Truc, N. T. (2014). Enhancing vietnamese learners' ability in writing argumentative essays. Journal of Asia TEFL, 11(2), 63–91.
Lo, Y. Y., & Jeong, H. (2018). Impact of genre-based pedagogy on students' academic literacy development in Content and Language Integrated Learning (CLIL). Linguistics and Education, 47, 36–46. https://doi.org/10.1016/j.linged.2018.08.001
Martin, J. R., & Rose, D. (2005). Designing Literacy Pedagogy: scaffolding asymmetries. Continuing Discourse on Language, January 2005, 251–280. https://dl-web.dropbox.com/get/Edd Year 1/SFL Learning/Progress_Report_Statement 2.pdf?w=a56c6076
Ministry of Education and Culture of Indonesia. (2013). Kompetensi Inti dan Kompetensi Dasar SMP pada Kurikukulum 2013. https://litbang.kemdikbud.go.id/kurikulum. Accessed 20 December 2021.
Mirallas, C. A. (2021). Students' perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context. Signo, 46(86), 86–102. https://doi.org/10.17058/signo.v46i86.15900
Nagao, A. (2018). A Genre-Based Approach to Writing Instruction in EFL Classroom Contexts. English Language Teaching, 11(5), 130. https://doi.org/10.5539/elt.v11n5p130
Ramírez, A. (2020). The case for Culturally and Linguistically Relevant Pedagogy: Bilingual Reading to learn for Spanish-Speaking immigrant mothers. System, 95, 1–16. https://doi.org/10.1016/j.system.2020.102379
Rose, D. and J. R. Martin. 2012. Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. Sheffield: Equinox
Sagre, A., Herazo Rivera, J. D., Montes, P. G., Posada, T. B., Machado, L. P., & González Humanez, L. E. (2021). Contradictions and Critical Praxis in Foreign Language Teachers' Implementation of Reading to Learn. Teaching and Teacher Education, 108. https://doi.org/10.1016/j.tate.2021.103516
Shum, M. S. kee, Tai, C. P., & Shi, D. (2018). Using 'Reading to Learn' (R2L) pedagogy to teach discussion genre to non-Chinese-speaking students in Hong Kong. International Journal of Bilingual Education and Bilingualism, 21(2), 237–247. https://doi.org/10.1080/13670050.2016.1159653
Suriyanti, S., & Yaacob, A. (2016). Exploring teacher strategies in teaching descriptive writing in indonesia. Malaysian Journal of Learning and Instruction, 13(2), 71–95. https://doi.org/10.32890/mjli2016.13.2.3
Vygotsky, L. (1978). In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wahyuni, S. (2016). Error Analysis of Students' Free Writing: A Descriptive Study at the English Department of STKIP Bina Bangsa. Getsempena English Education Journal, 1(2), 217633.
DOI: http://dx.doi.org/10.17977/jptpp.v6i11.15137
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Nunung Suryati, Farah Ulfa Riadina, Retno Istiqomah, Asih Kusumawati, Hirlya Intan Febryan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
