scholarly journals Book Club Discussion: An Extensive Reading Program in Writing Class

2021 ◽  
Vol 3 (2) ◽  
pp. 113
Author(s):  
Nurul Puspita ◽  
Umar Alfaruq A. Hasyim
Keyword(s):  
Academic Writing ◽  
Reading Ability ◽  
Book Club ◽  
Reading Program ◽  
Positive Trend ◽  
Extensive Reading ◽  
Writing Ability ◽  
First Semester ◽  
Writing Class ◽  
Writing Students

Extensive reading was an approach when the readers read extensively. They read a lot of materials then get enjoyment in the process of reading. The purpose of this research was to describe the process of implementing extensive reading program by using book club discussion in writing class. This research was done on first semester of academic writing students. It was about 20 students. The result showed that the implementation of book club discussion did not only give positive trend to students’ reading ability but also their writing ability. Extensive reading program build students’ vocabulary and grammar. Furthermore, during the implementation of this program they learnt a lot about process of writing particularly in making a summary. Finally, extensive reading program made gain for students’ vocabulary, grammar, and writing. Keywords: Exstensive Rading Program, Book Club Discussion, Writing Class  

scholarly journals Using Extensive Reading to Develop Non-major Students’ Reading Skill at Hochiminh City University of Food Industry in Vietnam

2021 ◽  
Vol 3 (6) ◽  
pp. 42-48
Author(s):  
Nguyen Thi Kim Anh
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Food Industry ◽  
Research Question ◽  
Reading Skill ◽  
Reading Program ◽  
Reading Test ◽  
Extensive Reading ◽  
Significant Difference ◽  
Research Questions

The purpose of this paper was to investigate the benefits extensive reading can bring to non-major students and lectures at Hochiminh City University of Food Industry (HUFI). The study addressed a main research question and two sub-research questions related to extensive reading: How does extensive reading develop students’ reading comprehension and improve vocabulary at Hochiminh City University of Food Industry? Two sub-research questions: To what extent could extensive reading help to enhance students’ reading skill? The participants of this study were non-major students at HUFI in Vietnam. The research instruments used in this study to collect data were three main instruments, namely Reading Tests (including Pre-Reading Test and Post-Reading Test), Questionnaire, and Interview. The result of data analysis revealed a significant difference. The findings suggested that innovating lectures’ teaching methods by extensive reading could help students improve their reading ability, particularly their reading comprehension and vocabulary, by engaging them in a systematic extensive reading program.

scholarly journals Incorporating Outside Sources in Kurdish EFL Students’ Academic Writing

2017 ◽  
Vol 13 (31) ◽  
pp. 307
Author(s):  
Asma Abas Brime ◽  
Fatimah Rashid Hassan Bajalan
Keyword(s):  
Academic Writing ◽  
Efl Writing ◽  
First Semester ◽  
Writing Students ◽  
Efl Students ◽  
Academic Year ◽  
Authoritative Discourse

In academic writing, students need to incorporate outside sources. Incorporated sources involve summarizing, paraphrasing, and quoting. Depending on why the source is being used, one method may be more appropriate than another. All three methods of incorporating sources require citations. Sources can be utilized for various purposes: presenting facts or statistics, serving as evidence to support an argument, lending authority to an argument or idea, i.e., authoritative discourse, providing examples and illustrations, stating an opposing viewpoint, and so on. For every source, students must determine the purpose of that source and how to best incorporate it into their writing. Both aspects are crucial to effectively integrating sources throughout the paper. Effective integrating of the sources in the EFL writing is a demanding task. Therefore, the aim of the study is to find out the difficulties and challenges the students face while using outside sources in academic writing. In achieving the aim of this study, twenty five third-year students were given an assignment to write an essay in which they had to incorporate an outside source. The study was conducted in the first semester in the academic year 2016-2017. Discussion of findings, implications and recommendations were presented after analyzing the students’ works.

scholarly journals The Correlation between Online Peer Review and Academic Writing Students’ Learning Styles

2018 ◽  
Vol 18 (2) ◽  
pp. 239 ◽  
Author(s):  
Emilia Ninik Aydawati ◽  
Dwi Rukmini ◽  
Dwi Anggani Linggar Bharati ◽  
Sri Wuli Fitriati
Keyword(s):  
Learning Styles ◽  
Peer Review ◽  
Academic Writing ◽  
Writing Skills ◽  
Academic Skills ◽  
Face To Face ◽  
Writing Class ◽  
Writing Students ◽  
Post Test ◽  
Preliminary Study

Peer review studies have been done for years. It has been found that by having these activities, learners will get benefits from the communication with the peer who can give them input to improve their writing performance. Peer review can be done face to face or online.  Face to face peer review is done synchronously where two students are having discussion on their essay, whereas online peer review can be done synchronously or asynchronously. This preliminary study investigates how the application of synchronous online peer review in Academic Writing class can be implemented to help them to do revision and improve their writing skills. The participants of this study is 50 students of academic writing class from two different class.  This is an experimental study where the students were treated to get peer review activities from the software which is uploaded in   web. They did the practice twice with the shuffled questions. This was aimed that they would be ready to give review.  Pre-test and post-test were conducted and Gracian questionnaire to know their learning styles was uploaded in the web for them to fill in order to know their learning styles. it was found out that there are some improvement and there is correlation between their academic skills and the learning styles.

scholarly journals The Correlation between Online Peer Review and Academic Writing Students’ Learning Styles

2018 ◽  
Vol 18 (2) ◽  
pp. 245
Author(s):  
Emilia Ninik Aydawati ◽  
Dwi Rukmini ◽  
Dwi Anggani Linggar Bharati ◽  
Sri Wuli Fitriati
Keyword(s):  
Learning Styles ◽  
Peer Review ◽  
Academic Writing ◽  
Writing Skills ◽  
Academic Skills ◽  
Face To Face ◽  
Writing Class ◽  
Writing Students ◽  
Post Test ◽  
Preliminary Study

Peer review studies have been done for years. It has been found that by having these activities, learners will get benefits from the communication with the peer who can give them input to improve their writing performance. Peer review can be done face to face or online.  Face to face peer review is done synchronously where two students are having discussion on their essay, whereas online peer review can be done synchronously or asynchronously. This preliminary study investigates how the application of synchronous online peer review in Academic Writing class can be implemented to help them to do revision and improve their writing skills. The participants of this study is 50 students of academic writing class from two different class.  This is an experimental study where the students were treated to get peer review activities from the software which is uploaded in   web. They did the practice twice with the shuffled questions. This was aimed that they would be ready to give review.  Pre-test and post-test were conducted and Gracian questionnaire to know their learning styles was uploaded in the web for them to fill in order to know their learning styles. it was found out that there are some improvement and there is correlation between their academic skills and the learning styles.

scholarly journals Promoting Academic Writing Students’ Skills through “Process Writing” Strategy

2018 ◽  
Vol 9 (4) ◽  
pp. 173
Author(s):  
Listyani
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
Second Language Writing ◽  
Teaching Strategy ◽  
Video Recording ◽  
Process Writing ◽  
Writing Class ◽  
Writing Students ◽  
Writing Strategy ◽  
Language Writing

Writing in a second language is complex, and complicated, mainly because of by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). Teachers therefore, whether they like it or not, have to select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their Academic Writing class is Process Writing strategy. This study shows information on a teaching strategy named Process Writing which was applied to one group of Academic Writing class in Semester II, 2016-2017. Research took place from January to April 2016. This group was taught using Process writing teaching strategy, with the hope of helping students improve in both their reading and writing skills. There were 20 students altogether in this group. One central question to be answered in this study is: How effective is Process writing strategy when it is used to teach Academic Writing students? Instruments used were pre-tests, post-tests, direct observation, video-recording; and weekly journals that students had to write every time they passed a stage of the Process Writing. From the statistical analysis as well as from students’ perceptions, one main conclusion can be drawn, that is, Process writing is effective to teach Academic Writing. Another conclusion which is not less significant is that Process Writing can be used to teach any level of education, not to mention in tertiary education, provided that lecturers adjust the materials as well as level of difficulty. One last conclusion is that every strategy that teachers will apply in their classroom is very context-dependent. That is, it depends on the class situation, which varies from one class to another. The context, atmosphere, as well as situation of the class became the factors that contribute to the effectiveness and success of a strategy. This piece of research is hoped to benefit both lecturers as well as students of second language writing. Pedagogically, this research can enrich another source of literature in terms of teacher strategy in teaching second language writing.

scholarly journals Implementing a Literary Text Extensive Reading Program through Learning Logs

2020 ◽  
Author(s):  
Elih Yanto ◽  
Hilmansyah Saefullah ◽  
Deny Kwary
Keyword(s):  
Reading Ability ◽  
English Education ◽  
Meaning Making ◽  
English Literature ◽  
Research Question ◽  
Literary Text ◽  
Reading Program ◽  
Literary Texts ◽  
Extensive Reading ◽  
Learning Logs

This article reports the findings of action research on the implementation of extensive reading to literary text (henceforth ER) with learning logs (henceforth LL). The research question was: In what ways do the students engage in comprehending literary texts through ER with learning logs? And what are students’ reactions to these activities? The research was conducted in the English Language Education Study Program English Education Department of a state university in Indonesia in which twenty six students voluntarily participated in this study. The data of the research were collected from students’ reflective journals and semi-structured interviews. The empirical findings show that the students engaged actively and autonomously in the literary text identifying, word defining, class presentation, vocabulary enforcement and reflection through literary text extensive reading (ER) program with learning logs (LL). The findings also reveal that through the use of scaffolding by teachers and peer support, the students were engaged in the discovery of English literature vocabulary by documenting unfamiliar or interesting words from their English literature reading texts. The students also enjoyed exploring the different meanings of vocabulary using electronic dictionaries and corpus software. Furthermore, the findings show that they had enhanced awareness of word classes, word orders, and word meanings. The research suggests that the use of learning logs has managed to engage the students in reading literary texts as meaning making and learning autonomy that expand their reading ability and lexico-grammatical repertoires.

scholarly journals Exploring Students’ Perception and Belief of Extensive Reading Program in Improving Reading Ability and Language Competences

2020 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Winda Ari Anggraini
Keyword(s):  
Reading Ability ◽  
Language Skills ◽  
Reading Speed ◽  
Structured Interview ◽  
Reading Program ◽  
Small Scale ◽  
Extensive Reading ◽  
Language Competence ◽  
Positive Results

The aim of this research was to investigate students’ perception toward a small-scale project of extensive reading (ER) program. ER is believed can improve many aspects of language skills, including vocabulary, reading speed, listening, speaking, and writing (Day and Bamford, 1998; Renandya, 2007). Therefore, research participants were also asked about their view on reading ability and other linguistic competences improvement. This research utilized case study specifically focused on three students who showed outstanding progress through the project, using semi-structured interview for data collection. The paper concludes with positive results for both students’ perception and their reading ability and language competence.

COMMUNITY LANGUAGE LEARNING METHOD TO DEVELOP STUDENTS CRITICAL THINKING IN WRITING SKILL

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Yudhie Indra Gunawan
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Direct Method ◽  
Teaching Writing ◽  
Teaching Methodology ◽  
First Semester ◽  
Writing Class ◽  
Writing Students ◽  
Writing Skill ◽  
Community Language

ABSTRACTAs foreign language, English is not easy to learn by the students. One of the basic skills in English is writing activity. For the students, writing activiy is difficult to try. Naturally, they feel confused on the rule, like: grammar, vocabulary, pronunciation, and fluency. Some of the students are afraid to expressing their ideas, opinion and argument. This phenomenon makes many students have low scores in writing class. The English teachers state the most of the students complain that they do not understand how to useEnglish correctly. They say that learning English is confusing activity. It is caused by the teaching technique which is applied by them. The English teacher still implements the direct method, which places the teacher as a center of the class, while the students are less active. The teacher also not makes a good interaction with the students in teaching writing process.In teaching english as forein language in indonesia, teachers can use lot of teaching methodology. Those teaching methodology can help the students to learn english especially in writing. One of the methodology is Community Language Learning. Students can express their opinion and argument, when they have some place and time to share their argument to their classmate. Not only that, by using Community Language Learning the students can sharing each other, valuing each other,lowering the defense that prevent interpersonal interaction, reducing anxiety, and constituting a supportive community.After compiling the discussion, can be concluded that, using Community Language Learning in teaching writing for the first semester of Budhi Dharma University proven well. In using this metholodogy, the writing students can be able to write critically, correctly and brave to express their feeling. CLL is valuable method for teaching writing in the first semester. Keywords: Community Language Learning, Critical Thinking, Writing Skill

scholarly journals Improving Students’ Reading in Narrative Text by using Extensive Reading at the Tenth Grade Students of Madrasah Aliyah Al-Fajar in Pekanbaru

2018 ◽  
Vol 9 (1) ◽  
pp. 65-75
Author(s):  
Yeni Afriyeni
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Reading Program ◽  
Reading Test ◽  
Extensive Reading ◽  
Reading Tests ◽  
Reading Technique ◽  
Significant Difference ◽  
Tenth Grade ◽  
Research Questions

Extensive reading was defined such as an approach to the teaching and learninglanguage in which learners read large amount of books and lots of other materials thatare appropriate to learners’ linguistic competence (Day & Bamford, 1998). Thepurposes of this paper were to investigate how the extensive reading can develop thereading ability, especially vocabulary acquisition and reading comprehension at Tenthgrade students of Madrasah Aliyah Al-Fajar in Pekanbaru. The second purpose of thisstudy delved into the extensive reading can enhance their reading motivation as well asthe learners’ attitudes toward the extensive reading. The study addressed a mainresearch question and two sub-research questions which relate to the extensive reading:To what extent can Extensive reading technique improve the students’ reading narrativetext at second semester at Tenth grade students of Madrasah Aliyah Al-Fajar inPekanbaru. What are the factors that influence the changes of the students’ readingnarrative text at second semester at Tenth grade students of Madrasah Aliyah Al-Fajarin Pekanbaru. The participants of this study were 12 students at Tenth grade students ofMadrasah Aliyah Al-Fajar in Pekanbaru. The research instruments used in this study tocollect data were three main instruments namely Reading Tests (including Pre-ReadingTest and Post-Reading Test), Questionnaire, and Interview. The result of data analysisrevealed the significant difference. The findings suggested that teacher should helpstudents to improve their reading ability, particularly reading comprehension andvocabulary learning by engaging them in a systematic extensive reading program.

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