THE EFFECT OF LEARNING APPROACH AND READING INTEREST TOWARD STUDENTS NARRATIVE WRITING ACHIEVEMENT

Noldy Pelenkahu,


Abstract

The aim of this research is to know the different kinds of instructional approaches (process skill and goals oriented) found in the process of learning narrative writing. The use of different instructional approaches gave different results on students achievement in narrative writing. Students who have different reading interests also showed different achievement in narrative writing. These two variables have a relationship in implementing instructional approach and reading interest. It showed that the testing result of interaction between the variables of process skill and goals oriented instructional approaches to narrative writing achievement is possible. It can be concluded that the use of different instructional approach (process skill and goals oriented) give different final results. The same result is also done to students who have different reading interests as they will give different narrative writing achievements.

Save to Mendeley



Keywords

instructional approach, reading interest, narrative writing

Full Text:

PDF

References

Abu R, R. (2001). Integrating Reading and Writing for Effective Language Teaching. U.S.A.: English Teaching Forum.

Alyousef, H.S. (2005) Teaching Reading Comprehension to ESL/EFL Learners. www.readingmatrix.com/articles/alyousef/article.pdf.

Butcher, S.E. (2006). Narrative as a Teaching Strategy. The Journal of Correctional Education 57 (3).

Brown, H.D.(2007). Teaching by Principle: An Interactive Approach to Language Pedagogy. (2nd ed). New York: Addison Wesley Longman.

Borich, G. (1996) . Effective Teaching Methods. Texas: Merril and Imprint.

Campbell, T. A. (2009). Storytelling and Story Writing. Nipissing University and Michelle Hlusek, Nipissing-Parry Sound Catholic District School Bord.

Cowley, S. (2004). Getting the Buggers to Think. London: Continum.

Cook, V. (2007) Reproducing Native Speakers or Promoting Multicompetence among Second Language Users. In Jim Cummins & Chris Davision. International Handbook of English Language Teaching. Hongkong: Springer.

Delaney, A.Y. (2008). Investigating the Reading -to Write Construct. Journal of English for Academic Purposes,

Eisele, B. (1991). Managing the Whole Language Classroom. Cypress: Creative Teaching Press Inc.

Fitzgerald, J. & Shanahan, T. (2000). Reading and Writing Relation and Their Development. Collins College Publisher.

Graham, S. & Perin, D. (2007). A MetaAnalysis of Writing Instruction for Adolescent Students. Educational Psychology.

Gillet, J. W. & Temple, C. (1994). Understanding Reading Problems. New York: Harper English Language Test. London: Longman.

Grellet, F. (1998). Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise. United Kingdom: Cambridge University Press.

Harmer, J. (1998). How to Teach English, Essex: Addison Wesley Longman.

Harmer, J. (2004) How to Teach Writing. Essex: Longman.

Harmer, J. (2007). The Practice of English Language Teaching. Edinburgh Gate: Pearson Education Ltd.

Hefferman, J. A. W. & Lincoln, J. E. (1990). Writing: A College Handbook. New York: Norton and Company.

Hinkel, E. (2004). Teaching Academic ESL, Writing: Practical Technigues in Vocabulary and Grammar. New Jersey: Lawrence Earlbaum Associates, Inc.

Hyland, K. (2003). Writing and Teaching Writing. In.J. C. Richards (Ed), Second Language Writing. Cambridge: Cambridge University Press.

Koons, H.H. (2008). The Reading -Writing Connection Unpublished Doctoral Dissetation. Chapel Hill: University of North Carolina.

Marsen, S. (2003). Profesional Writing. New York, NY: Palgrave Macmillan.

Onazowa, C. (2010) A Study of Process Writing Approach. NY: Oxford Univrsity Press.

Moreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension, USA: American Library Association.

Palmer, M.L. (2010) The Relationship Between Reading Fluency, Writing Fluency, and Reading Comprehension in Suburban Third -Grade Students. Unpublished Doctoral Diseration. San Diego: San Diego State University and the University of San Diego.

Richards, J. C. (1997). The Language Teaching Matrix. Cambridge: Cambridge University Press.

Rodgers, T.S. (2009). The methodology of foreign language teaching: Methods, approaches, principles. In Karlfried Knapp & Barbara Seidlhofer (Eds). Handbook of Foreign Language Communicationand Learning. Berlin: Mouton de Gruyter.

Soonpaa, N. (2007). Product vs Process Approach to Teaching Legal Writing. A paper presented at conference on the pedagogy of legal writing for academic in Africa. Texas Tech University School of Law Texas.

Sudjana. (1992). Metode Statistika. Bandung, Tarsiton .

Urgurhart, S. & W. Cyril (1998). Reading in a Second Language Process, Product, and Practice. London: Longman.


DOI: https://doi.org/10.24167/celt.v14i2.324

Article Metrics

Abstract viewed : 331 times
PDF files downloaded : 25 times



Copyright (c)



| pISSN (print): 1412-3320 | eISSN (online): 2502-4914 | web
analytics View My Stats