Engaging Indonesian Students in "Read, Reread, List, Compose" Strategy to Enhance Paraphrasing Skill

Autor/inn/en	Yuliani, Tatin; Kurniawati, Nia; Siswayani, Predari
Titel	Engaging Indonesian Students in "Read, Reread, List, Compose" Strategy to Enhance Paraphrasing Skill
Quelle	In: Journal of Education and Learning (EduLearn), 17 (2023) 2, S.195-205 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yuliani, Tatin) ORCID (Kurniawati, Nia) ORCID (Siswayani, Predari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2089-9823
Schlagwörter	Undergraduate Students; Learner Engagement; Writing Instruction; Writing Strategies; Writing Skills; Difficulty Level; Reading Processes; Learning Activities; Writing Processes; Sentence Structure; Academic Language; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Methods; Reading Writing Relationship; Indonesia + Suchen Sie Ihr Suchwort? Schreibunterricht; Schreibtechnik; Writing skill; Schreibfertigkeit; Schwierigkeitsgrad; Leseprozess; Lernaktivität; Satzbau; Satzstruktur; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Indonesien
Abstract	One crucial skill to master by university students related to academic writing activity is paraphrasing skill. However, in Indonesian context, the university students still find paraphrasing challenging. Therefore, this study is intended to explore the use of read, reread, list, compose (RRLC) strategy to enhace the students' paraphrasing skill in a college context. This study utilizes a qualitative case study design where the data were obtained through observation. The study revealed that RRLC stages can be implemented in learning activity. It engaged the students in activating their prior knowledge, doing an independent reading, discussing, and sharing their understanding about the text before paraphrasing. It assisted them to have better comprehension of the text to be paraphrased. In addition, during the implementation of composing stage in guided practice, the students' paraphrased works indicated that the students were able to create sentences in different structures--active or passive constructions, use the synonyms, and retain the original meaning. These three skills helped them reduce the similiarity of their paraphrased works from the original version. This study recommends that RRLC strategy be implemented in teaching paraphrasing at college or lower level with some adjustments to meet the students' basic English skill. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01