ASSISTING STUDENTS’ WRITING IMPROVEMENT THROUGH READING TO LEARN (R2L) PROGRAM: A REVIEW OF STUDIES
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Abstract
This paper aims to survey the implementation and the implication of Reading to Learn (R2L) for improving students' writing to inform future teaching practices. Reading to Learn (R2L) is a teaching methodology based on a language theory, Systemic Functional Linguistics (SFL), which has been reported as a successful program to improve students' literacy in different classroom contexts across the globe. This paper systematically reviews 14 studies on the implementation of R2L and its implications on students’ writing development from 2012 to 2023. This review indicates several key findings: 1) Most studies on R2L applied R2L to teach writing an argumentative genre, given that this genre is widely considered the most formidable genre for students; 2) The implementation of R2L exhibited various modifying strategies from the R2L cycles. Most studies modify the first layer of the cycles; 3) The final result shows the impact on students’ writing development. Thirteen out of the fourteen studies reviewed reported an increase in students’ textual organization, written literacy skills, students’ engagement in the classroom, and critical thinking.
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How to Cite
Rahayu, N., & Ningsih, H. K. (2023). ASSISTING STUDENTS’ WRITING IMPROVEMENT THROUGH READING TO LEARN (R2L) PROGRAM: A REVIEW OF STUDIES. English Review: Journal of English Education, 11(3), 745-756. https://doi.org/10.25134/erjee.v11i3.8680
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References
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Hermansson, C., Jonsson, B., Levlin, M., Lindhé, A., Lundgren, B., & Norlund Shaswar, A. (2019). The (non)effect of joint construction in a genre-based approach to teaching writing. The Journal of Educational Research, 112(4), 483-494. https://doi.org/10.1080/00220671.2018.1563038
Kartika-Ningsih, H. (2023). Implementing a reading-to-learn programme in bilingual teaching. ELT Journal. https://doi.org/10.1093/elt/ccad042
Kartika-Ningsih, H., & Rose, D. (2021). Intermodality and multilingual re-instantiation: Joint construction in bilingual genre pedagogy. Íkala, 26(1), 185-205. https://doi.org/10.17533/udea.ikala.v26n01a07
Listyani. (2018). Enhancing Academic Writing Skills through “Reading to Learn” Strategy. Arab World English Journal (AWEJ), 9(1), 268-280. https://doi.org/10.31235/osf.io/zwm9u
Mamac, M. H., & Bangga, L. A. (2023). The implementation of reading to learn for the southern Thailand pre-service teachers. Indonesian Journal of Applied Linguistics, 13(1), 84-98. https://doi.org/10.17509/ijal.v13i1.58258
Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. Equinox.
Millin, T. J., & Millin, M. W. (2014). Scaffolding academic literacy using the reading to learn intervention: An evaluative study of a tertiary education context in South Africa. Per Linguam, 30(3). https://doi.org/10.5785/30-3-590
Millin, T., & Millin, M. (2018). English academic writing convergence for academically weaker senior secondary school students: Possibility or pipe-dream? Journal of English for Academic Purposes, 31, 1-17. https://doi.org/10.1016/j.jeap.2017.12.002
Nurlaelawati, I., Gunawan, W., & Lengkanawati, N. S. (2022). Enhancing student participation in learning to write a recount text: Learning from pre-service teachers in implementing R2L pedagogy. Indonesian Journal of Applied Linguistics, 12(2), 374-384. https://doi.org/10.17509/ijal.v12i2.51086
Ramos, K. A. (2015). Using genre pedagogy to teach adolescent English learners to write academic persuasive essays. Journal of Education, 195(2), 19-35. https://doi.org/10.1177/002205741519500205
Rose, D., & Martin, J. R. (2012). Learning to write, Reading to Learn: Genre, knowledge and pedagogy in the Sydney school. Equinox Publishing (UK).
Samanhudi, U., & Sugiarti. (2013). Reading to Learn Program to Teaching Critical Writing in English for Academic Purpose Class. Leksika, 7(2), 16-27.
Widianingsih, S. (2012). Scaffolding Interaction Cycle in Reading to Learn Program.
Vencesla, J. G. (2021). Applying the R2L pedagogy to improve entrepreneurship students’ exposition texts. Beyond Words, 9(1), 37-48. https://doi.org/10.33508/bw.v9i1.2808
Yulianeta, Y. (2022). Implementing reading to learn (R2L) pedagogy to help Indonesian junior high school students generate news report text. PAROLE: Journal of Linguistics and Education, 12(1), 130-137. https://doi.org/10.14710/parole.v12i1.130-137
Halliday, M., & Martin, J. (1993). Writing science: Literacy and discursive power. Taylor & Francis.
HyGill, A. A., & Janjua, F. (2020). Genre pedagogy and ELLs’ writing abilities: A theme analysis. English Language Teaching, 13(7), 8. https://doi.org/10.5539/elt.v13n7p8
Hermansson, C., Jonsson, B., Levlin, M., Lindhé, A., Lundgren, B., & Norlund Shaswar, A. (2019). The (non)effect of joint construction in a genre-based approach to teaching writing. The Journal of Educational Research, 112(4), 483-494. https://doi.org/10.1080/00220671.2018.1563038
Kartika-Ningsih, H. (2023). Implementing a reading-to-learn programme in bilingual teaching. ELT Journal. https://doi.org/10.1093/elt/ccad042
Kartika-Ningsih, H., & Rose, D. (2021). Intermodality and multilingual re-instantiation: Joint construction in bilingual genre pedagogy. Íkala, 26(1), 185-205. https://doi.org/10.17533/udea.ikala.v26n01a07
Listyani. (2018). Enhancing Academic Writing Skills through “Reading to Learn” Strategy. Arab World English Journal (AWEJ), 9(1), 268-280. https://doi.org/10.31235/osf.io/zwm9u
Mamac, M. H., & Bangga, L. A. (2023). The implementation of reading to learn for the southern Thailand pre-service teachers. Indonesian Journal of Applied Linguistics, 13(1), 84-98. https://doi.org/10.17509/ijal.v13i1.58258
Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. Equinox.
Millin, T. J., & Millin, M. W. (2014). Scaffolding academic literacy using the reading to learn intervention: An evaluative study of a tertiary education context in South Africa. Per Linguam, 30(3). https://doi.org/10.5785/30-3-590
Millin, T., & Millin, M. (2018). English academic writing convergence for academically weaker senior secondary school students: Possibility or pipe-dream? Journal of English for Academic Purposes, 31, 1-17. https://doi.org/10.1016/j.jeap.2017.12.002
Nurlaelawati, I., Gunawan, W., & Lengkanawati, N. S. (2022). Enhancing student participation in learning to write a recount text: Learning from pre-service teachers in implementing R2L pedagogy. Indonesian Journal of Applied Linguistics, 12(2), 374-384. https://doi.org/10.17509/ijal.v12i2.51086
Ramos, K. A. (2015). Using genre pedagogy to teach adolescent English learners to write academic persuasive essays. Journal of Education, 195(2), 19-35. https://doi.org/10.1177/002205741519500205
Rose, D., & Martin, J. R. (2012). Learning to write, Reading to Learn: Genre, knowledge and pedagogy in the Sydney school. Equinox Publishing (UK).
Samanhudi, U., & Sugiarti. (2013). Reading to Learn Program to Teaching Critical Writing in English for Academic Purpose Class. Leksika, 7(2), 16-27.
Widianingsih, S. (2012). Scaffolding Interaction Cycle in Reading to Learn Program.
Vencesla, J. G. (2021). Applying the R2L pedagogy to improve entrepreneurship students’ exposition texts. Beyond Words, 9(1), 37-48. https://doi.org/10.33508/bw.v9i1.2808
Yulianeta, Y. (2022). Implementing reading to learn (R2L) pedagogy to help Indonesian junior high school students generate news report text. PAROLE: Journal of Linguistics and Education, 12(1), 130-137. https://doi.org/10.14710/parole.v12i1.130-137