Integration Of Reading And Writing In EFL Classrooms For Economics Students In Indonesia: Learning From Genre-Based Pedagogy Practices In Reading-Tolearn (R2L) Approach

Dalimunte, Ahmad Amin (2020) Integration Of Reading And Writing In EFL Classrooms For Economics Students In Indonesia: Learning From Genre-Based Pedagogy Practices In Reading-Tolearn (R2L) Approach. In: SUT International Virtual Conference on Science and Technology Nakhon-Ratchasima, 28 August 2020, Thailand.

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Abstract

Academic texts by nature are complex. Texts in various disciplines particularly in the English language are more challenging for students to read. Reading is critical to boost students’ foundational literacy to meet 21st century job demands (World Economic Forum, 2016). This article attempts to adopt common practices of genre-based pedagogy developed by Systemic Functional Linguistics’ (SFL) experts into EFL university classrooms for Indonesian students. Reading-to-Learn (R2L) approach (Rose, 2017) was used to facilitate university students to learn about their field by reading on economics. The pedagogy used a sequence of steps in the teaching and learning cycle. Initially, teacher built up students’ knowledge of their field. Teacher previewed one particular text in economics before the detailed reading. The guided detailed reading was vital for students to know what happened in their field through the text. This initial step also included teaching genre and the structure of the text. Second, teacher guided students to make notes of the text (joint note making) that are collection of lexical chunks per sentence. Next, students were guided to rewrite the given model text from their notes (joint writing). In this step, students also learned paraphrasing as valuable skill in academic writing. Finally, based on the notes students were to rewrite a text independently in their own version without referring to the original one by autonomously putting the chunks together. R2L approach which embedded writing into reading pedagogy emphasizes that reading is importantly connected to writing. This claim has been strongly supported both empirically and theoretically (see Grabe & Zhang, 2013; Tsai, 2006; Hirvela, 2004; Kim & Paek, 2019) yet remains largely unexplored. By considering the sufficient amount of language inputs for students and utilizing strategic methods, L2 teachers can facilitate students to acquire better literacy both in the English language and their field.

Jenis Item:	Konferensi atau Workshop (Paper)
Subjects:	300 Social sciences > 330 Economics
Divisions:	Artikel (Jurnal, Koran, Majalah)
Pengguna yang mendeposit:	Mr Muhammad Aditya
Date Deposited:	26 Apr 2023 07:18
Last Modified:	26 Apr 2023 08:33
URI:	http://repository.uinsu.ac.id/id/eprint/17239

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