Siti Aisyah Dailla Fasha, - (2019) READING TO LEARN (R2L): TEACHER'S IMPLEMENTATION IN THE TEACHING OF HORTATORY EXPOSITION TEXT IN THE CONTEXT OF MIDDLE SCHOOL IN INDONESIA : A Case Study in a Middle School in Cimahi. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Berkaitan dengan pengajaran berbasis teks yang saat ini digunakan oleh kurikulum Indonesia, teks argumentasi dianggap relatif sulit untuk ditulis oleh para siswa. Sementara itu, Reading to Learn (R2L) sebagai program pengembangan dari pendekatan berbasis teks atau genre-based approach sejauh tertentu telah terbukti efektif dalam membantu para siswa untuk membaca dan menulis secara efektif di Australia. Menggunakan R2L untuk mengajarkan teks eksposisi hortatorik kepada para siswa di sebuah sekolah menengah di Cimahi, penelitian ini berusaha untuk menyelidiki bagaimana program tersebut diimplementasikan dan peningkatan apa yang dapat diidentifikasi sebagai dampak dari penerapan program tersebut. Metode penelitian kualitatif studi kasus digunakan dan hasilnya menunjukkan bahwa R2L dilaksanakan melalui empat tahap meliputi Preparing for Reading, Detailed Reading, Joint Rewriting, dan Joint Construction. Setiap tahap memiliki strategi, siklus belajar, dan interakasi sebagai kunci dari program ini. Dalam hal kemajuan siswa, kemajuan yang signifikan berada pada cakupan kemampuan konteks dan tulisan sementara kemajuan yang menengah berkaitan dengan kemampuan tata bahasa dan kejelasan penulisan. Penelitian ini diharapkan dapat menjadi salah satu alternatif bagi pengajaran berbasis teks yang lebih efektif, khususnya dalam konteks sekolah menengah di Indonesia.;Related to genre pedagogy which is currently adopted in Indonesian curriculum, argumentative text is considered relatively difficult to write for students. Meanwhile, Reading to Learn as a developed program of genre based approach to some degrees has proved effective in facilitating students to read and write successfully in Australia. Using Reading to Learn (R2L) to teach students hortatory exposition text in a middle school in Cimahi, this study attempts to find out how the program is implemented and what improvements can be identified as a result of the implementation. Qualitative case study design is employed in this study and the result shows that R2L is carried out through four stages covering Preparing for Reading, Detailed Reading, Joint Rewriting, and Joint Construction. Each stage promotes the strategies along with learning cycle and interactions as the key points of this program. In term of students’ improvements, significant enhancements are in the scope of context and discourse skills while fair enhancements are to do with grammar and graphic features. It is expected that this study can be one of alternatives to more effective genre based teaching particularly in the context of middle school in Indonesia.
| Item Type: | Thesis (S2) |
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| Uncontrolled Keywords: | R2L, teks eksposisi hortatorik, menulis, Reading to Learn (R2L), hortatory exposition text, writing |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools P Language and Literature > PE English |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2 |
| Depositing User: | Siti Aisyah Dailla Fasha |
| Date Deposited: | 16 Jul 2020 05:12 |
| Last Modified: | 16 Jul 2020 05:12 |
| URI: | http://repository.upi.edu/id/eprint/40137 |
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