Reading Habits and Its Effect on Academic Writing Skill: A Study of Master Degree Students
DOI:
https://doi.org/10.26486/jele.v4i1.298Keywords:
Reading Habit, Academic Writing, ELT, Case StudyAbstract
Nowadays, students centered became a popular strategy in English Language Teaching (ELT). Teacher preferred to become a facilitator in the learning activity. Thus, as the learner, students should do an activity that had a big effect on their learning process. Reading was one of the important activity that had a great advantage to increase students writing skill. They should take reading as their habitual activity to get a significant improvement of learning achievement. In the context of higher education, reading activity was a basic requirement to start an activity in academic work such as writing a scientific journal. Through reading, they could get new information from the text. Then, it could be synthesized, evaluated, and implicated as the prior knowledge or supporting information in their writing. The aim of this study was to examine the reading habit of master degree students’ and its effect on their academic writing skill. Twenty students from the master degree of Sebelas Maret University, Indonesia were selected to participate in the study.The data collected through an e-survey analyzed qualitatively. The finding indicated reading habit was crucial for students’ academic writing skill. Furthermore, the conclusion discussed the implication of the finding in relation with teaching advanced learner.
Nowadays, students centered became a popular strategy in English Language Teaching (ELT). Teacher preferred to become a facilitator in the learning activity. Thus, as the learner, students should do an activity that had a big effect on their learning process. Reading was one of the important activity that had a great advantage to increase students writing skill. They should take reading as their habitual activity to get a significant improvement of learning achievement. In the context of higher education, reading activity was a basic requirement to start an activity in academic work such as writing a scientific journal. Through reading, they could get new information from the text. Then, it could be synthesized, evaluated, and implicated as the prior knowledge or supporting information in their writing. The aim of this study was to examine the reading habit of master degree students’ and its effect on their academic writing skill. Twenty students from the master degree of Sebelas Maret University, Indonesia were selected to participate in the study.The data collected through an e-survey analyzed qualitatively. The finding indicated reading habit was crucial for students’ academic writing skill. Furthermore, the conclusion discussed the implication of the finding in relation with teaching advanced learner.
References
Acheaw, Micheal Owusu and Larson, Agatha Gifty. (2014). Reading Habits Among Students and its Effects on Academic Performance: A Study of Students of Koforidua Polytechnic. Library Philosophy and Practice (e-journal): University of Nebraska-Lincoln.
Bailey, Stephen. (2003). Academic Writing, A Practical Guide for Student. New York: RoutledgeFalmer.
Bian, Xiaoyun and Wang, Xiaohong. (2016). Chinese EFL Undergraduate’s Academic Writing: Rhetorical Difficulties and Suggestions. Indonesian Journal of Applied Linguistics, 6 (1), P. 20-29.
Brich, Barbara M. (2002). English L2 Reading: Getting to the Bottom. London: Lawrence Erlbaum Associates.
Carroll, Joyce Amstrong and Wilson, Edward. E. (1993). Act of Teaching, How to Teach Writing. USA: Teacher Ideas Press.
Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
Creswell, J. (2012). Educational Research: Planning, Conducting, And Evaluating Quantitative And Qualitative Research (4th ed.). Boston, MA: Pearson.
Fraenkel, Jack, R. et. al. How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Gardiner, Steve. Building Student Literacy Through: sustained Silent Reading. USA: Association for Supervision and Curriculum Development.
Johari, Aiza, et. al. (2013). Students’ reading practices and environments. Indonesian Journal of Applied Linguistics, 2 (1), P. 17-28.
Noor, Noorizah Mohd. (2011). Reading Habit and Preferences of EFL Post Graduates: A Case Study. Indonesian Journal of Applied Linguistics.
Nunan, David. (1999). Second Language Teaching and Learning. USA: Heinle & Henle Publishers.
Starcher, Keith and Proffitt, Dennis. (2011). Encouraging Students to Read: What Professors Are (and Aren’t) Doing About It. International Journal of Teaching and Learning in Higher Education, 23 (3), P. 396-407.
Stuart, Christian. (2008). Connecting Reading and Writing in Second Language Writing Instruction. Journal of English for Academic Purposes, 7 (1), P. 68-73.
Tuan, Trong Luu. (2012). Teaching Writing with Reading Integration. Journal of Language Teaching and Research, 2 (3), P. 489-499.
Wall, Amy, and Wall, Regina. 2005. The Complete Idiot’s Guide to Critical Reading. USA: Alpha Book.
Downloads
Published
Issue
Section
License
Authors who publish with JELE (Journal of English Language and Education) agree to the following terms:
Authors retain copyright and grant the JELE (Journal of English Language and Education)  right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in JELE (Journal of English Language and Education). Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in JELE (Journal of English Language and Education)
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
