Applying the reading to learn pedagogy to improve entrepreneurship students’ exposition texts
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Institusion
Universitas Katolik Widya Mandala Surabaya
Author
Juan Gabriel Vencesla Morales (STUDENT ID : jvencesla93@gmail.com)
Wuri Soedjatmiko (LECTURER ID : ..)
Wuri Soedjatmiko (LECTURER ID : ..)
Subject
English Education
Datestamp
2020-02-06 06:03:18
Abstract :
This study investigates the implementation of the Reading to Learn (R2L) Pedagogy to teach EFL writing to three students from the Entrepreneurship Faculty of Universitas Katolik Widya Mandala Surabaya. The theoretical framework used is the Sydney School genre-based approach to writing instruction. The design of this research is Classroom Action Research (CAR) consisting of three cycles of planning, action, observation, and reflection. The action component was conducted in the form of an R2L treatment of nine weeks, which incorporated the following curriculum genres: Preparing for Reading, Detailed Reading, Joint Rewriting, and Joint Construction. The effects of the R2L Pedagogy on the exposition writing skills of the students were measured by comparing a pre-test and a post-test. The findings of this study were: (1) the three students improved in terms of Purpose, Staging, and Phases); and (2) the three students improved in terms of Attitude. Thus, this study serves as further evidence of the effectiveness of the R2L Pedagogy to teach English writing in EFL contexts like Indonesia.
This study investigates the implementation of the Reading to Learn (R2L) Pedagogy to teach EFL writing to three students from the Entrepreneurship Faculty of Universitas Katolik Widya Mandala Surabaya. The theoretical framework used is the Sydney School genre-based approach to writing instruction. The design of this research is Classroom Action Research (CAR) consisting of three cycles of planning, action, observation, and reflection. The action component was conducted in the form of an R2L treatment of nine weeks, which incorporated the following curriculum genres: Preparing for Reading, Detailed Reading, Joint Rewriting, and Joint Construction. The effects of the R2L Pedagogy on the exposition writing skills of the students were measured by comparing a pre-test and a post-test. The findings of this study were: (1) the three students improved in terms of Purpose, Staging, and Phases); and (2) the three students improved in terms of Attitude. Thus, this study serves as further evidence of the effectiveness of the R2L Pedagogy to teach English writing in EFL contexts like Indonesia.
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