The Students’ Perception on Academic Reading Log for Essay Writing Literacy: Some Influential Points

Rahmawati, Henny; Sholihah, Fitri Awaliyatush

doi:10.21070/jees.v4i1.1948

Cited by 4 publications

(5 citation statements)

References 8 publications

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“…In EFL classes, reading and writing interplayed. It is in line with Rahmawati (2019), who states that the reading and writing should not be seen as being in opposition in which the more the learners are exposed to the reading activities, the more the learners are able to write in such a way. In writing, students are demanded to produce and compose some academic or non-academic outputs as their writing products.…”

Section: Introductionsupporting

confidence: 76%

The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception

Haerazi¹,

Dehghani

Rachmawati

et al. 2021

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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This study investigates the culture-based instructional materials (C-BIM) model to improve studentsâ€™ reading and writing skills viewed from critical thinking skills at the junior-high-school in Indonesia. This study is a mixed-method employing the explanatory sequential design. The data are in the form of quantitative and qualitative data. The quantitative data are collected first and followed by the quantitative one. The research instruments are in the form of reading and writing tests, questionnaires, and interview sheets. The test is used to see the studentsâ€™ reading and writing achievements. Meanwhile, the questionnaire is utilized to determine the studentsâ€™ and teachersâ€™ intercultural awareness and perception of incorporating cultures in teaching materials. The data of reading-writing achievement are analyzed using descriptive and inferential statistics. Thus, the data of studentsâ€™ and teachersâ€™ cultural awareness and perception are gained by applying qualitative steps: analysis, reduction, coding, interpretation, and conclusion. Based on the result of the research, this study indicates that the C-BIM model significantly affects studentsâ€™ reading and writing skills. Also, it has an interaction between teaching materials and critical thinking skills. Researchers elaborate on those in the discussion part of this article regarding the students' intercultural competence and perception.

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Section: Introductionsupporting

confidence: 76%

The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception

Haerazi¹,

Dehghani

Rachmawati

et al. 2021

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

View full text Add to dashboard Cite

show abstract

“…The second study held by Mbato (2019) discovered that students possessed some degree of critical thinking in reading, but to become critical, they had to be in a learning atmosphere where their critical thinking in reading could be nurtured consistently and intensively. Then, the study by Rahmawati & Sholihah (2019) revealed that reading logs is very beneficial for the students specifically when they were reading academic articles. Furthermore, Setiawan & Ena (2019) in their study showed that students have positive selfefficacy expectations about their reading, especially in terms of describing, summarizing, and comprehending graphics found in the text without the help of their teachers.…”

Section: Introductionmentioning

confidence: 99%

“…Having reviewed these previous studies, the researchers observed that the emphasis they made was heavily on external supporting factors of academic reading development, such as problem-solving strategies in online reading (Sari & Ningsih, 2020), the role of the reading log (Rahmawati, 2019), and critical thinking atmosphere (Mbato, 2019). Only two research studies (Setiawan &Ena, 2019 andYou, Dang &Lim, 2016) highlighted the influence of selfefficacy in academic performances, including reading, however, the sources of self-efficacy were found in different indications, such as their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Students’ Perceived Self-Efficacy in Academic Reading

Nahak

Mbato

2022

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Reading academic materials is necessary for acquiring knowledge and new insights to perform well in all academic demands. Nevertheless, many students were still struggling in understanding academic texts due to their high level of complexity and so avoided reading. Thus, self-efficacy as a motivating force and continuous effort in the reading process must be activated. This study aimed to investigate the undergraduate students’ perception of their self-efficacy in handling the academic reading materials. One research question was proposed namely, to what extent do undergraduate students perceive their self-efficacy in reading academic texts? To answer this question, a mixed method was undertaken. The respondents consist of 35 undergraduate students from two private universities in Yogyakarta, Indonesia. The findings indicated that most undergraduate students prefer to read academic texts as a process of constructing meaning. Moreover, to succeed in reading academic text, both external (effective strategies) and internal factors (self-efficacy) were required. One of the implications for teachers and lecturers, namely applying learning procedures that can equip undergraduate students with powerful reading strategies and more importantly stimulate their self-efficacy belief to a stable level which enables them to overcome various difficulties in reading academic texts, such as articles.

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“…Many students found difficulties in writing. Students have difficultes in writing because they have limited vocabulary (Indrasari et al, 2018), difficulty in building up the idea (Du & List, 2020), difficulty in producing a language (Teng & Zhang, 2016), they did not have mastery in grammar (Rahmawati, 2019), and they were not interested in writing (Xiao, 2007).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Students’ Writing Skills through English Movies-Watching Reports; an Improvement of Linguistic Competences

Hasby¹,

Sugianto²

2022

JOLLS. Lang. Liter. Studies

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English movies by some EFL teachers and lecturers are designed for teaching writing classes because learners can see how any of words is pronounced by actors who are English native speakers and they are asked to write reports in line with the contents of movies. Besides, learners can make notes of new vocabulary taken from the movies. Therefore, this study is aimed at finding out the use of Englis Movies-watching reports in improving students’ writing skills at the Mandalika University of Education. The research was conducted by involving the students at the English Zone Club organization. The researcher plans to have the students in this english organization because they tend to be more focus on english writing than other English organization at UNDIKMA. The research design of the present study is a classroom action research design where the researcher apply English movies to treat writing classes. They are asked to watch and pay attention to certain English movies and demand them to write a report on what they would have just watched. The research data are collected by distributing writing test to measure any improvement made through watching English movies on students’ writing skills. To gain the students’ writing improvement of writing skills, researchers make notes around some cycles of applying English movies in the class. The result of data collection was then analyzed by using quantitative statistical analysis. The conclusion of this study showed that the use of English movies was effective to improve grammatical competence, vocabulary, sentence patterns, various language usages, and motivation to practice writing.

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The Students’ Perception on Academic Reading Log for Essay Writing Literacy: Some Influential Points

Cited by 4 publications

References 8 publications

The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception

The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception

Undergraduate Students’ Perceived Self-Efficacy in Academic Reading

Enhancing Students’ Writing Skills through English Movies-Watching Reports; an Improvement of Linguistic Competences

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