READING TO LEARN PROGRAM TO REDUCE DIFFICULTIES IN WRITING RECOUNT TEXTS
Elma Yanti Damaningdita, Ahmad Munir, Suwono Language and Literature Education Faculty Post Graduate Program Surabaya State University (firstname.lastname@example.org)
This study aims to investigate which stage of Reading to Learn Program considered difficult by the students and the reduction of students’ difficulties in the recount writing process when Reading to Learn Program is used. Conducted in SMPN 1 Cipatat with 33 students of class VIIID as the participants, this study is a basic qualitative/interpretive research. To collect the data, the researcher uses three procedures: observation, interview, and document analysis of the students’ works. The results show that the students consider Individual Rewriting as the most difficult stage in the Reading to Learn Program. However, their difficulties reduced in the second curriculum cycle. The reduction of the difficulties within the implementation of two curriculum cycles of Reading to Learn Program is not high. Yet, the students show improvement in their writing. In conclusion, Reading to Learn Program can be used as an alternative strategy to improve students’ writing skill.
Keyword: Reading to Learn Program Writing recount text Students’ difficulties
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