STRENGTHENING STUDENTS’ LITERACY THROUGH REFLECTIVE ESSAY WRITING: AN IMPLEMENTATION OF WRITING TO READ PROGRAM IN HIGHER EDUCATION

Arina Shofiya

Abstract


Literacy is a condition where a person has capability to read for knowledge, write to share knowledge, and think critically. Students’ literacy is a never-end issue in the field of English Language Teaching. Studies have been carried out to investigate literacy practices in various level of education including higher education. Among the problems of students’ literacy in higher education are the amount of their reading and writing practices and their motivation to read and write. The current paper is intended to share an experience in strengthening students’ literacy at the English Department of State Islamic Institute (Institut Agama Islam Negeri/IAIN) Tulungagung, East Java. The preliminary investigation of the present study revealed that many students have low motivation to read. In addition, their comprehension was relatively low as represented in their paper works. Under a Classroom Action Research Design, the present study was conducted to propose writing to read program to strengthen the students’ literacy. In such program, the students were required to write a reflective essay based on the selected topics that they had to read prior to classes. The findings showed that writing reflective essay helped students strengthen their literacy as well as improve their motivation to read and to write because the reading and writing activities were done in a more relax and supportive environment that was at home.


Keywords


literacy; writing to read program; higher education

References


Buzan, T. (1993). The Mind Map Book. London: BBC Books.

Chang, K. E., and Sung, Y. T. (2002).The Effect of Concept Mapping to Enhance Text Comprehension and Summarization. Journal of Experimental Education, 71, 5–23.

Darmawati, Y. I, and Erlindawaty.( 2016, September). The Effect of Curricular Activity on the Students’ Achievement in Writing. Presented at The 63rd TEFLIN International Conference. Surabaya: Adi Buana PGRI University.

Giyoto. (2009, September). Facilitating the Students of Big Class in Making the Class Write and Revise its Own Writing: CLT Approach. Presented at The 56th TEFLIN Conference. Malang: State Islamic University of Malang.

Gobekasi.co.id, Survey UNESCO: Minat Baca Masyarakat Indonesia 0,001 Persen. May 19, 2017.

Graham, S. and Hebert, M. (2010). Writing to Read: Evidence from How Writing can Improve Reading. A Carnegie Corporation Time to Act Report. Washington DC: Alliance for Excellent Education.

Hanip, A. and Saadah, L. (2014, September).The Effectiveness of Teaching Reading Comprehension Recount Text by Using Facebook. Presented at The 61st TEFLIN International Conference. Surakarta: Sebelas Maret University.

Heriyawati, D F. Muhaji, U., and Sholeh, A. (2016, September). The Use of Information Technology as the Media to Boost the Students’ Reading Comprehension. Presented at The 63rd TEFLIN International Conference. Surabaya: Adi Buana PGRI University.

Iftanti, E. (2009, September). ESL Students’ Home Reading Activity: A Case Study. Presented at The 56th TEFLIN Conference. Malang: State Islamic University of Malang.

Jalal, F. & Sardjunani, N. (2006). Increasing Literacy in Indonesia. Paper commissioned for EFA Global Monitoring Report 2006, Literacy for Life.

Langer, J. A., and Applebee, A. N. (1987). How Writing Shapes Thinking: A study of Teaching and Learning. NCTE Research Report No. 22.

Lewis, C. & Fabos, B. (2000). But It will Work in the Heartland? A Response and Illustration. Journal of Adolescent and Adult Literacy,43, 462-469.

Mazzoni, S.A., and Gambrell, L.B. (2003). Principle of Best Practice: Finding the Common Ground. in Morrow, L.M et al. (eds). 2003. Best Practices in Literacy Instruction. New York : The Guilford Press.

National Reading Panel Report. (2000). Teaching Children to Read. Washington DC: National Institute of Child Health and Human development.

Permendikbud Nomor 21 /2016. Standar Isi Pendidikan dasar dan Menengah. Jakarta: Depdikbud.

Ratih, M. (2014, September). The Use of Web-Based Resources Technique to Improve Students‟ Reading Skill of Expository Text (A Classroom Action Research of the Second Semester Students of IKIP PGRI Bojonegoro in the Academic Year 2012/2013). Presented at The 61st TEFLIN International Conference. Surakarta: Sebelas Maret University.

Rinehart, S. D., Stahl, S. A., and Erickson, L. G. (1986). Some effects of summarization training on reading and studying. Reading Research Quarterly, 21, 422–438.

Rizkiyah, F. (2016, September). Digital Storytelling in Writing: Practice and Perception toward Teaching with Technology. Presented at The 63rd TEFLIN International Conference. Surabaya: Adi Buana PGRI University.

Suparmi, (2014, September). Utilizing Different Kinds of Technology and Genre-based Approach for Teaching Writing in an ESP Class. Presented at The 61st TEFLIN International Conference. Surakarta: Sebelas Maret University.

Yulianto, B. (2016, September). Helping Students Write Narrative Tests Using SMS (Story Modification Strategy). Presented at The 63rd TEFLIN International Conference. Surabaya: Adi Buana PGRI University.


Full Text: PDF

Refbacks

  • There are currently no refbacks.




___________________________

Jurnal Bahasa Lingua Scientia

Pusat Pengembangan Bahasa - IAIN Tulungagung
Jalan Mayor Sujadi Timur No. 46 Tulungagung 66221 [Google Maps]

Telp. (0355) 321513