DOI: https://doi.org/10.14710/parole.v12i1.130-137

Implementing Reading to Learn (R2L) Pedagogy to Help Indonesian Junior High School Students Generate News Report Text

Universitas Pendidikan Indonesia, Indonesia

Received: 30 Dec 2021; Published: 30 Apr 2022.
Open Access Copyright (c) 2022 PAROLE: Journal of Linguistics and Education under http://creativecommons.org/licenses/by-sa/4.0.

Citation Format:
Abstract

The Reading to Learn (R2L) pedagogy, which requires preparing for reading, detailed reading, joint construction, and independent construction steps, was invented in Australia to assist Australian indigenous secondary school students in reading texts and finding useful information inside the texts. This one group pre-test and post-test design was aimed at unfolding the effectiveness of R2L pedagogy in helping the students in constructing well-structured news report texts. A total of 51 ninth-grade students from a junior high school, Bandung, Indonesia participated in the research. The students received the R2L pedagogy in four meetings within a month, excluding the pre-test and post-test.

Fulltext View|Download Email colleagues
Keywords:  Reading to Learn  R2L Genre writing Writing skill
Funding: Universitas Pendidikan Indonesia

Article Metrics:

Article Info
Section: Research Article
Language : EN
Most cited articles
Backmatter Illocution on Speech Acts of Foreign Students in Indonesian Learning Frontmatter Backmatter COGNITIVISM AND ITS IMPLICATION IN THE SECOND LANGUAGE LEARNING More cited articles
  1. Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). NAPLAN national protocols for test administration
  2. Acevedo, C., & Rose, D. (2007). Learning to read, reading to learn - A middle years literacy intervention project: Success for all learners in the middle years of schooling (5-9). The International Journal of Learning: Annual Review, 13(11), 73-84. doi: 10.18848/1447-9494/CGP/v13i11/45095
  3. Creswell, J. W. (1999). Mixed-method research: Introduction and application. In Handbook of educational policy (pp. 455-472). Academic Press
  4. Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications
  5. Damayanti, I. (2017). From storytelling to story writing: The implementation of Reading to Learn (R2L) Pedagogy to teach English as a foreign language in Indonesia. Indonesian Journal of Applied Linguistics, 6(2), 232-245. doi: doi.org/10.17509/ijal.v6i2.4870
  6. Emilia, E. (2011). Pendekatan Genre-based dalam pengajaran bahasa Inggris: Petunjuk untuk guru. Bandung: Rizqi Press
  7. Halliday, M., & Matthiessen, C. M. I. M. (2014). Halliday's introduction to functional grammar (4th Eds.). Abingdon, Oxon: Routledge
  8. Hammond, J. (2001). Scaffolding and language. In scaffolding teaching and learning in language and literacy education. Newton NSW: Primary English Teaching Association
  9. Hyland, K. (2004). Genre and second language writing. Ann Arbor: University of Michigan Press
  10. Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of second language writing, 16(3), 148-164
  11. Kartika-Ningsih, H. (2019). Implementing the Reading to Learn bilingual program in Indonesia. In Discourses of Southeast Asia (pp. 145-163). Springer, Singapore
  12. Martin, J. R., & Rose, D. (2005). Designing literacy pedagogy: Scaffolding democracy in the classroom. Continuing discourse on language: A functional perspective, 1, 251-280
  13. Martin, J. R., & Rose, D. (2007). Interacting with text: The role of dialogue in learning to read and write. Foreign Languages in China, 4(5), 66‐80
  14. Rose, D. (2004). Sequencing and pacing of the hidden curriculum: How Indigenous children are left out of the chain. In J. Muller, A. Morais & B. Davies (eds.). Reading Bernstein, Researching Bernstein. London: Routledge
  15. Rose, D. (2006a). Literacy and equality in classroom. In A. Simpson (Ed.), Proceedings of the National Conference on Future Directions in Literacy (pp.1-13). Sydney: University of Sydney
  16. Rose, D. (2006b). Closing the gap and accelerating learning in the middle years of schooling. Literacy Learning: The Middle Years, 14(2)
  17. Rose, D. (2011). Beyond literacy: Building an integrated pedagogic genre. Australian Journal of Language and Literacy, 34(1), 81‐97
  18. Rose, D. (2014). Analysing pedagogic discourse: An approach from genre and register. Functional Linguistics, 1(1), 1-32
  19. Rose, D. (2016). Reading to learn: Accelerating learning and closing the gap: 2016 edition. Sydney: Reading to Learn. http://www.readingtolearn.com.au
  20. Syarifah, E. F. & Gunawan, W. (2015). Scaffolding in the teaching of writing discussion texts based on SFL-genre based approach. English Review, 4(1), 39-53
  21. van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Boston: Kluwer Academic
  22. Vencesla, J. G. M. (2021). Applying the R2L Pedagogy to improve entrepreneurship students’ exposition texts. Beyond Words, 9(1), 37-48
  23. Widyastuti, T., Awaliah, Y. R., & Hardini, T. I. (2020, March). Reading to Learn Strategy in teaching and learning writing for the students of Sundanese Language Education Department. In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019) (pp. 68-72). Atlantis Press

Last update:

  1. Perkebunan Sagu berbasis Kearifan Lokal dalam Mengelola dan Mewujudkan Pertanian Sagu Berkelanjutan

    Lili Dahliani. Tabela Jurnal Pertanian Berkelanjutan, 2 (1), 2024. doi: 10.56211/tabela.v2i1.441

Last update: 2026-07-16 19:02:43

No citation recorded.