Exploring the Implementation of Reading to Learn Strategy for Teaching Reading Comprehension to EFL Learners: A Case Study
Abstract
This study aims to explore the implementation of the Reading to Learn (R2L) strategy in teaching reading comprehension to English as a Foreign Language (EFL) learners at a vocational high school in Riau. By utilizing the six stages of the R2L strategy, the research systematically delves into how this method was applied to enhance reading comprehension among EFL learners through a thorough and in-depth qualitative approach. The study employed a qualitative case study research design, selecting an English teacher and three EFL learners as participants using a purposive sampling technique. Data were gathered through interviews and observations, and the subsequent analysis revealed that the implementation of the R2L strategy was less than satisfactory. Furthermore, the study found significant variability in participants' responses regarding the execution of each stage of the R2L strategy. This inconsistency underscores the need for improvements in the implementation process to fully capitalize on the potential benefits of the R2L strategy for teaching reading comprehension to young and adolescent EFL learners. The findings suggest that refining the application of the R2L strategy could lead to more effective teaching outcomes and better reading comprehension skills among EFL learners.
Full Text:
PDFReferences
References
Ahmadi, M. R., & Pourhosein G. A. (2012). Reciprocal teaching strategies and their impacts on English reading comprehension. Theory and Practice in Language Studies, 2(10), 2053-2060.
Brown, H. D. (2003). Language assesment principles and classroom practice. San Fransisco, CA: Longman.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th edition). Boston, MA: Pearson.
Damayanti, I. L. (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.
Dubin, F., & Bycina, D. 1991. Academic Reading and the ESL/EFL Teacher. In M. Celce- Murcia (Ed.) Teaching English as a second or foreign language. (pp. 195-215). New York, NY: Newbury House.
Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. https://doi.org/10.1207/s1532799xssr0902_4
Grabe, W. (2009). Fluency in reading—Thirty-five years later. Reading in a Foreign Language, 22(1), 71-83.
Hadi, A. (2006). Reading based-classroom activities: An effort toward the integration of language skills in teaching English as a foreign language in Indonesia. TEFLIN Journal, 17(1), 59-68.
Halliday, M. A. K., & Matthiessen, C. (2014). Halliday’s introduction to functional grammar (4th ed.). Oxon: Routledge.
Klinger, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension to students with learning difficulties. New York, NY: The Guilford Press.
Listyani, L. (2017). Academic writing students’ affective reactions towards joint reconstruction phase of reading to learn. A Journal of Culture, English Language Teaching, & Literature, 17(2), 250-269.
Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20 (1), 10-21.
Mataka, T. W., Mukurunge, T., & Bhila, T. (2021). Reading to learn (RTL) pedagogy: A tool for accelerating language proficiency and reading for comprehension in a primary class in Namibia. International Journal of All Research Writings, 3(1), 22-34.
Polit, D.F. and Beck, C.T. (2004). Nursing research: Principles and methods (7th edition). Philadelphia, PA: Lippincott Williams & Wilkins.
Rahmani, M., & Sadeghi, K. (2011). Effects of note-taking training on reading comprehension and recall. Reading Matrix: An International Online Journal, 11(2), 116-128.
Rose, D. (2005). Reading to learn: Accelerating learning and closing the gap. Teachers Resource Package. Retrieved from www.readingtolearn.com.au
Rose, D. & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox
Rose, D., Rose, M., Farrington, S., & Page, S. (2008). Scaffolding academic literacy with indigenous health sciences students: An evaluative study. Journal of English for Academic Purposes, 7 (3), 165-179.
Widyastuti, T., Awaliah, Y. R., Hardini, T. I. (2020). Reading to learn strategy in teaching and learning writing for the students of Sundanese Language Education Department. In Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019), Bandung, West Java: Faculty of Language and Literature Education, Universitas Pendidikan Indonesia. https://www.atlantis-press.com/proceedings/icollite-19/125938070
DOI: http://dx.doi.org/10.24014/ijielt.v10i1.26263
Refbacks
- There are currently no refbacks.
Indonesian Journal of Integrated English Language Teaching (p-ISSN 2355-5971)
Fakultas Tarbiyah dan Keguruan
Universitas Islam Negeri Sultan Syarif Kasim Riau
Address: Jl. H. R. Soebrantas KM. 15 Tuahmadani, Tuahmadani Pekanbaru
