Promoting Students Reading Comprehension Through Systemic Functional Linguistics-Reading to Learn (SFL-R2L)

Lidiyatul Izzah; Muhamad Sofian Hadi; Madeena Dalai; Farhan Walidy

doi:10.24853/elif.6.2.157-168

Promoting Students Reading Comprehension Through Systemic Functional Linguistics-Reading to Learn (SFL-R2L)

Lidiyatul Izzah, Muhamad Sofian Hadi, Madeena Dalai, Farhan Walidy

Abstract

This study aims to investigate in detail the process and the result of improving English reading skills through Systemic Functional Linguistics-Reading to Learn (SFL-R2L). This study is an action research conducted in English Department Muhammadiyah University of Jakarta with total amount of participant 30 students within three action research cycles. The data was gathered from the process of observation in participation level and the result of an English reading skills test. The findings showed that the learning process using Systemic Functional Linguistics-Reading to Learn (SFL-R2L) attracted the students to be more active in their learning process, it is showed by their participation level in the learning interaction. The result also presented that students’ English reading skill were a significantly improved. It can be concluded that the use of Systemic Functional Linguistics-Reading to Learn (SFL-R2L) succeeded in improving student English reading skills.

Full Text:

PDF

References

Aliponga, J. (2013). Reading journal: its benefits for extensive reading. International Journal of Humanities and Social Science, 3(12), 73-80.

Bazerman, Charles, Adair Bonini, & Débora Figueiredo (Eds.). (2009). Genre in a Changing World. The WAC Clearinghouse; Parlor Press. https://doi.org/10.37514/PER-B.2009.2324

Brown, H. D., & Abeywickrama, P. (2004). Language assessment: Principles and Classroom Practices. White Plains, NY: Pearson Education.

Carter, C. E. (2012). Landscapes: Groundwork for College Reading. USA: Cengage Learning.

Cohen, A. D., & Macaro, E. (Eds.). (2007). Language Learner Strategies: Thirty Years of Research and Practice. Oxford, England: Oxford University Press.

Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. Routledge.

Eggins, S. (2004). Introduction to systemic functional linguistics. A&c Black.

Emilia, E. (2022). Pendekatan Berbasis Teks (Genre-Based Approach) dalam Pengajaran Bahasa Inggris: Petunjuk untuk guru. Kiblat Buku Utama.

Halliday, M. A. K., & Matthiessen, C. (2006). Construing experience through meaning: A language-based approach to cognition. A&C Black.

Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. UNSW Press.

Martin, J. R., & Rose, D. (2003). Working with discourse: Meaning beyond the clause. Bloomsbury Publishing.

Mokhtari, K., & Sheorey, R. (2008). Reading Strategies of First-and Second-Language Learners: See How They Read. Norwood, MA: Christopher-Gordon Publishers.

Nunan, D. (2004). Task-Based Language Teaching. New York: Cambridge University Press.

Oakhill, J., Cain, K., & Elbro, C. (2014). Understanding and Teaching Reading Comprehension: A Handbook. New York: Routledge

Rose, D. (2006). Reading genre: A new wave of analysis. Linguistics and the human sciences, 2(2), 185.

Coltheart, M., Snowling, M. J., & Hulme, C. (2005). The science of reading: A handbook. Blackwell Publishing Ltd

Unsworth, L. (Ed.). (2005). Researching language in schools and communities: Functional linguistic perspectives. A&C Black.

Woolley, G. (2011). Reading Difficulties. Reading Comprehension: Assisting Children with Learning Difficulties. New York: Springer Science. https://doi.org/10.1007/978-94-007-1174-7_1

DOI: https://doi.org/10.24853/elif.6.2.157-168