Implementing Joint Rewriting using Logistics Text for Informatics Engineering Students in a Polytechnic in Bandung, Indonesia

Widia Resdiana(1*),

(1) 
(*) Corresponding Author



Abstract


The study was to implement Reading to Learn Program using Logistics Texts for Diploma 3 students of Informatics Engineering Study Program in a polytechnic in Bandung, Indonesia. One of the purposes of the study was to see the students’ responses toward the activities in the program cycles, one of which was the Joint Rewriting. The paper aims to explain in details and step by step Joint Rewriting, one of the activities in the program cycle, and focuses on how the scaffolding learning cycle was implemented. Furthermore, another aim of the paper is to show clearly the implication of the scaffolding theory, which one of the fundamental theories lies behind the study, on reading and writing activities. The theoretical framework of the study is based on theory of Bruner’s Scaffolding, developed by David Rose (2006), Genre Based Approach, and the theory of social psychology learning from Vygotsky, where teachers are as the foundation of learning until students can independently learn in the end. The paper qualitatively explains the method of teaching writing using Interaction Moves (Rose, 2008), where the data came from classroom discourses and observations. The results show that the prepare interaction moves in classroom enabled students to comprehend step by step how to write new text in Joint Rewriting Cycle, to understand the logistics texts contextually, and to produce new texts together based on the model texts.


Full Text:

PDF

References


Acevedo, C & David Rose. 2007. Reading (and Writing) to Learn in the Middle Years of Schooling. PETA:

http://www.readingtolearn.com.au/pdf/Reading%20(and%20writing)%20to%20learn%20.pdf

Allwright. D. 1988. Observation in the Language Classroom. Essex: Longman.

Allwright, D. & Kathleen M. Bailey. 1991. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. New York : Cambridge University Press.

Brown, D. 2005. Principles of Language Learning and Teaching. San Fransisco State University.

Burns. A. 2010. Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge.

Butt, D., Fahey, R., Feez, S., Spinks, S., Yallop, C. 2000. Using Functional Grammar: An Explorer’s Guide, 2nd Edition. Sydney: Macquarie University.

Creswell, J.W. 1994. Research Design: Qualitative and Quantitative Approaches. Sage Publications: USA.

Christie, F. & Beverly Derewianka. 2008. School Discourse. London: Continuum.

Christie, F. 2005. Language Education in the Primary Years. New South Wales: UNSW Press.

Christie, F., & J.R. Martin. 1997. Genre and Institutions. New York: Continuum.

Couture, B. 1986. Functional Approaches to Writing Research Perspectives. New Jersey: Ablex Publishing Corporation.

Culican, S. 2005. Learning to Read: Reading to Learn, A Middle Years Literacy Intervention Research Project, Interim Report on Stage 1 May-December 2003. Catholic Education Office Melbourne.

Culican, S. 2006a. Learning to Read: Reading to Learn, Middle Years Literacy Intervention Research Project, Final Report 2003-4. Catholic Education Office Melbourne.

Culican, S. 2006b. Troubling teacher talk: the challenge of changing classroom discourse patterns, in P. Jeffrey (ed.), Creative dissent: constructive solutions - proceedings of the AARE 2005 international education research conference, pp. 1-18, AARE, Melbourne.

Culican, S., Milburn, S., & Oakley, C. 2006. Scaffolding Literacy in Middle Years. Deakin University.

Daniels, H. 2002. Literature Circles: Voice and Choice in Book Clubs and Reading Group, 2nd Edition. Ontario: Pembroke Publishers Limited.

Dawson, D., & Fitzgerald, L. 1999. Literature Circles: Reading in Action. New South Wales: Centre for Information Studies, Charles Sturt University.

Derewianka, B. 1991. Exploring How Texts Work. Primary English Teaching Association (PETA).

Eggins, S. 1994. An Introducion to Systemic Functional Linguistics. London: Pinter.

Ellis, R. 1994. The Study of Second Language Acquisition. Oxford University Press.

Emilia, E. 2005. A Critical Genre-Based Approach to Teaching Academic Writing in a Tertiary EFL Context in Indonesia: a dissertation. The University of Melbourne.

Eckert, L.S. 2008. Bridging the Pedagogical Gap: Intersection between Literary and Reading Theories in Secondary and Postsecondary Literacy Instruction. Journal of Adolescent and Adult Literacy, October 2008, pp. 110-118.

Eggins, S. 1994. An Introduction to Systemic Functional Linguistics. London: Pinter.

Faust, M & Mark Dressman. 2009. The Other Tradition: Populist Perspective on Teaching Poetry, as Published in English Journal, 1912-2005. English Education, Jan 2009, pg.114.

Freedman, A., & Medway, P. 1994. Learning and Teaching Genre. Portsmouth: Heinemann.

Gibbons, P. 2009. English Learners Academic Literacy and Thinking. Portsmouth: Heinemann.

Gibbons, P. 2002. Scaffolding Language, Scaffolding Learning. Portsmouth: Heinemann.

Gibbons, P. 1991. Learning to Learn in a Second Language. Primary English Teaching Association (PETA).

Halliday, M.A.K. & M.I.M. Matthiessen. 2004. An Introduction to Functional Grammar. New York: Arnold.

Halliday, M.A.K. 1989. Spoken and Written Language. Oxford: Oxford University Press.

Hood, S., Nicky Solomon & Anne Burns. 2005. Focus on Reading. Sydney: Macquarie University.

Hyland, K., & Fiona Hyland. 2006. Feedback in Second Language Writing: Contexts and Issues. New York: Cambridge University Press.

Hyland. K. 2004. Genre and Second Language Writing. Michigan: University of Michigan Press.

Knapp, P. & Megan Watkins. 2009. Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney : UNSW Press Ltd.

Kraver, J.R. 2007. Engendering Gender Equity: Using Literature to Teach and Learn Democracy. English Journal, July 2007, p.67.

Lawrence, S.A., Rosanne Rabinowitz, & Heather Perna. 2009. Reading Instruction in Secondary English Language Arts Classroom. Literary, Research, and Instruction, 48: 39-64, 2009.

Macken-Horarik, M. 2002. “Something to Shoot For: A Systemic Functional Approach to Teaching Genre in Secondary School Science. In Genre in the Classroom. New Jersey: Lawrence Erlbaum Associate Publishers.

Martin, J. R. & David Rose. 2008. Genre Relations: Mapping Culture. London: Equinox Publishing Ltd.

Martin, J. R. & David Rose. 2007. Working with Discourse: Meaning Beyond the Clause. London: Continuum.

Martin, J.R., & David Rose. 2005. Designing Literacy Pedagogy. In J Webster, C Matthiessen & R Hasan (eds.) Continuing Discourse on Language. London: Continuum, 2005, p. 251-280.

Martin, J.R, M.I.M Matthiessen, & C. Painter. 1997. Working with Functional Grammar. New York: Arnold.

McMillan, J., & Sally Schumacher. 2001. Research in Education: A Conceptual Introduction. New York : Longman.

Nunan, D & Kathleen M. Bailey. 2009. Exploring Second Language Classroom Research: A Comprehensive Guide. Canada : Heinle.

Nunan, D. 1992. Research Methods in Language Learning. Cambridge University Press.

Purves, A. 1988. Writing Across Languages and Cultures: Issues in Contrastive Rhetoric. Newbury Park, California: Sage Publications.

Richards, J.C & Theodore S. Rodgers. 2001. Approaches and Methods in Language Teaching: Second Edition. Cambridge University Press.

Rose, D. 2008. Reading to Learn: Accelerating Learning and Closing the Gap. 2008 Edition. David Rose 2008.

Rose, D. 2007. A reading based model of schooling. In Pesquisas em Discurso Pedagógico, vol. 4, num 2, 2007. Retrieved from: http://www.readingtolearn.com.au/pdf/A%20reading%20based%20model%20of%20schooling.pdf

Rose, D. & Claire Acevedo. 2006(a). Closing the Gap. In Literacy Learning: the Middle Years, Vol. 14, No. 2, June 2006.

http://www.readingtolearn.com.au/pdf/Closing%20the%20Gap.pdf

Rose, D. & Claire Acevedo. 2006(b). Designing Literacy Inservicing: Learning to Read: Reading to Learn. In Proceeding of the Australian Systemic Functional Linguistics Conference 2006, University of New England. Retrieved from: www.readingtolearn.com.au

Rose, D. 2006(a). Scaffolding the English Curriculum for Indigenous Secondary Students NSW &-10 English Syllabus Aboriginal Support Pilot Project Office of the Board Studies: Final Report. January 2006, Retrieved from www.readingtolearn.com.au

Rose, D. 2006(b). A systemic functional model of language evolution. In Cambridge Archeological Journal 16:1, 73-96. http://www.readingtolearn.com.au/pdf/A%20systemic%20functional%20model%20of%20language%20evolution.pdf

Rose, D. 2006(c). Literacy and Equality in Classroom. In Proceedings of the National Conference on Future Directions in Literacy, May 2006.

Rose, D. 2006(d). Literacy and Social Responsibility: Training Teaches to Teach Reading Across the Curriculum. Public lecture for Literacy and Social Responsibility Lecture Series. University of Sydney. Retrieved from www.learningtoread.com.au

Rose, D. 2005(a). Learning to Read: Reading to Learn: Submission to the National Inquiry into the Teaching of Literacy 2005 Department of Education, Science and Training. Retrieved from www.readingtolearn.com.au.

Rose, D. 2005(b). Democratising the classroom: a literacy pedagogy for the new generation. In Journal of Education, 2005. Retrieved form www.learningtoread.com.au.

Rose, D. 2004(a). Reading and Writing Factual Texts. Teacher Training DVD, Sydney: Learning to Read: Reading to Learn.

Rose, D. 2004(b). Sequencing and Pacing of the Hidden Curriculum: How Indigenous Children are left out of the chain. In Muller, J., Davies, B & Morais, A. (eds.) Reading Bernstein, Researching Bernstein. London: RoutledgeFalmer, 91-107.

Rose, D. Lui-Chivizhe, L., McKnight, A., & Smith, A. 2004. Scaffolding Academic Reading and Writing at the Koori Centre. In Australian Journal of Indigenous Education, 30th Anniversary Edition. Retrieved from www.readingtolearn.com.au

Rose, D. 1999. Culture, Competence and Schooling: approaches to literacy teaching in Indigenous school education. http://www.readingtolearn.com.au/pdf/Culture,%20competence%20and%20schooling.pdf

Rose, D., Brian Gray & Wendy Cowey. 1999. Providing Access to Academic-Literate Discourses to Indigenous Learners. In A Journal of Adult English Language and Literacy Education.

Silverman, D. 2005. Doing Qualitative Research: A Practical Handbook. Sage Publications.

Suherdi, D. 2009. Classroom Discourse Analysis: A Systemiotic Approach. Celtics: Universitas Pendidikan Indonesia.

Storch, N & Wigglesworth, G. 2003. Is There a Role for the Use of L1 in an L2 setting? In Tesol Quarterly, xxxvii (4), Winter 2003.


Article Metrics

Abstract view : 34 times | PDF view : 21 times

Refbacks

  • There are currently no refbacks.