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Please use this identifier to cite or link to this item: https://repository.uksw.edu/handle/123456789/8686
Title: Introvert Students ’ Affective Reactions Towards Joint Reconstruction Phase of Reading to Learn : a Study On an Academic Writing Teaching Method
Authors: Listyani
Keywords: introverted;collaborative writing;reading to learn;academic writing
Issue Date: Aug-2016
Publisher: Fakultas Pertanian dan Bisnis Universitas Kristen Satya Wacana
Abstract: Academic Writing is can be considered a difficult writing course which can make students exhausted and even frustrated. The principle of the more you read, the better you write may be applicable to this course. One way to make students write better is by asking them to read more and giving them some model texts to learn. Asking them to work collaboratively with their peer students can also help. The series of steps are included in Reading to Learn (R2L) teaching method that I developed for my Academic Writing Class in Semester II/ 2015-2016 Academic Year. This study mainly tried to describe how introverted students of an Academic Writing class of the Faculty of Language and Literature, Satya Wacana Christian University reacted to the phase when they are supposed to work with their peers to produce an outline and an essay. Among other 21 students in the class, five who were found to be introverted, became the respondents of this study. Data were mainly derived from journals that they submitted every time they passed a step. Findings show that the five students showed different affective reactions towards collaborative writing. Two female students preferred to work alone, and two other male students said they benefited from the collaboration. The other male student was neutral in his reaction
Description: Prosiding Konser Karya Ilmiah Nasional 2016. “Komunikasi Hasil Riset, Pengabdian Masyarakat, dan Produk-Produk Unggulan yang Berdaya Saing”, p. 229-242
URI: http://repository.uksw.edu/handle/123456789/8686
ISSN: 24605506
Appears in Collections:Kelompok 3

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