Reading to write: fostering students’ coherent writing  

Oleh:

Setyaningsih, Nina ; Larassati, Anisa

Jenis: Article from Proceeding
Dalam koleksi: CONEST 12: The Twelfth Conference on English Studies, Jakarta, Unika Atma Jaya, page 185-188.
Topik: cohesive devices; learning cycle; reading; scaffolding; writing
Fulltext: 185-188.pdf (85.94KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 CES 12 Non-tandon: tidak ada Tandon: 1

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Isi artikel

Writing has always been a challenge for students in English as Foreign Language (EFL) classes. Students' lack of vocabulary and sentence-making skills often result in monotonous and incoherent texts. One of the ways to improve students' writing is through reading. Students' ability in reading comprehension may lead to their improved writing. A genre-based approach in reading and writing classes will enable students to learn not only the schematic structure but also the language features of the text. This research explores whether students' narrative writing are coherent after they analyze the schematic structures and linguistic features (vocabulary and grammar) of narrative texts. To improve students’ comprehension, the scaffolding learning cycle was applied in reading class. This learning cycle involves three stages namely task, elaborate, and prepare (Rose, 2012). The data were obtained from the students’ writing assignments after they explore the structure and language feature of the narrative text. The students’ writings coherence was analyzed by using Halliday and Hasan’s (1976) framework on cohesive devices. The result reveals that although the students’ writings are coherent, they mostly used repetition and reference. They have also followed the schematic structure and the appropriate language features of a narrative text.

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