Our Familiarity With the Content We Are Reading and With Our Reading Habits and Strengths Is Our

Nowadays, students centered became a pop strategy in English Teaching (ELT). Teacher preferred to become a facilitator in the learning activity. Thus, as the learner, students should practise an activeness that had a big issue on their learning process. Reading was one of the important activeness that had a not bad advantage to increase students writing skill. They should accept reading as their habitual activity to get a significant comeback of learning achievement. In the context of higher education, reading activity was a basic requirement to starting time an action in academic work such every bit writing a scientific journal. Through reading, they could get new information from the text. Then, it could exist synthesized, evaluated, and implicated equally the prior knowledge or supporting information in their writing. The aim of this report was to examine the reading habit of master degree students' and its outcome on their bookish writing skill. Xx students from the master caste of Sebelas Maret University, Indonesia were selected to participate in the study.The data collected through an east-survey analyzed qualitatively. The finding indicated reading addiction 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 Language Teaching (ELT). Instructor preferred to go a facilitator in the learning activity. Thus, as the learner, students should exercise an activity that had a large 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 pregnant improvement of learning achievement. In the context of higher education, reading action was a basic requirement to start an activity in academic work such equally writing a scientific journal. Through reading, they could get new information from the text. Then, it could be synthesized, evaluated, and implicated equally the prior knowledge or supporting information in their writing. The aim of this study was to examine the reading habit of chief degree students' and its effect on their academic writing skill. Twenty students from the primary caste of Sebelas Maret University, Indonesia were selected to participate in the study.The data nerveless 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.

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JELE (Periodical of English Language and Education) ISSN 2541-6421

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http://dx.doi.org/10.26486/jele.v4i1.298 jele@mercubuana-yogya.air-conditioning.id

Reading habits and its event odue north bookish writing skill: a study

of master degree students

Khoirunnisaane,* , ida dwi safitri2

12 Faculty of Teacher Training and Education Sebelas Maret University, Indonesia

1 eannisanisa662@gmail.com *; 2 idadwisafitri@gmail.co

* corresponding author

ane. Introductionorth

Recently, educatee-centered became a popular strategy in English Language Instruction. The

students had a large role in increasing their skill in English. The student should be an independence

people that explored many things to exist a knowledge. Ane of the exploring activity was reading.

Reading was an activity to collect information or to find knowlborder. It was one of the most

important skills in English language. Students could continue to the next level of English skill for example:

writing, if they take reading many sources.

Every bit the primal concept of getting information, reading provided an feel that made people

linked without leasing in place, appointment, and time (Noor, 2011: ii). Usually, students who had good

reading addiction as well had the good bookish achievement. Information technology happened because reading habit gave the

student feel in recording information. Reading should be the student's habit because reading

could promote good comprehension in acquiring cognition based on self-experienceastward. (Acheaw and

Larson, 2014: 2). Reading many sources should be done continuousfiftyy beastwardcause it was the badue southic

requirement of starting writing. The source of reading can be taken from a book, newspaper,

magazine, article, journal, internet, etc. Johari,et.al. stated that reading activity was very valuable in

our life because every twenty-four hour period we plant much information about textsouth. It was in line with Krashen

(2004), he maintained that reading effectively and continuously could effect and enhance student

Article INFO

ABSTRACT

Article history

Received

Revised

Accepted

owadays, students centered became a popular strategy in Englis

Language Education (ELT). Instructor preferred to become a facilitator i

the learning activity. Thus, as the learner, students should exercise an activeness

that had a big event on their learning process. Reading was one of the

important activity that had a great advantage to increment students writing

skill. They should takeastward reading as their habitual action to get a

significant comeback of learning accomplishment. In the context o

hione thousandher eastwardducation, reastwardading activity due westas a basouthic requiremeastwardnorthwardt to southward tart a

activity in bookish work such as writing a scientific journal. Throug

reading, they could get new information from the text. Then, information technology could be

synthesized, evaluated, and implicated as the prior noesis o

supporting information in their writing. The aim of this written report was to

examine the reading habit of master degree students' and its effect o

their academic writing skill. 20 students from the main degree o

Sebelas Maret University, Indonesia were selected to participate in the

report.The data collected through an eastward-survey analyzed qualitatively.

The finding indicated reading habit was crucial for students' academic

writing skill. Furthermore, the conclusion discussed the implication o

the finding in relation with education avant-garde learner.

This is an open admission commodity nether the CC–By-SA license.

Keywords

Reading Addiction

Academic Writing

ELT

Case Study

44 JELE (Journal of English Linguistic communication and Education) ISSN 2541-6421

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Khoirunnisa et.al (Reading habits and its result on academic writing...)

functioning in the bookish skill such every bit grammar, vocabulary, spelling, reading, and writing (cited

in Johari, et.al, 2013: nineteen).

In order to academic writin1000, reading played essential role in constructing an idea. The readers

were free to develop their own estimation of what they read. They could write the estimation

in their ain language in order to make written text. Despite the idea was influenced by the text they

have read, the formulation of delivering text was yet different.

Furthermore, this report was conducted to examine the reading ha$.25 of main degree students'

and its effect on their academic writing skill. The finding would provide the importance of students'

reading behaviors and sensation on the function of reading toward the skill of bookish writing.

RELATED THEORIES

Reading was an activeness cognitive process of interactinthou with print and monitoring comprehension

to eaststablish meaning (Scheiner cited in Kustaryo, 1988). Heilmanorthward said that reading was non the

uncomplicated sum of its parts because in every case the reader must be considered in the process and each

reader was unique (Heilman, 1967: 3). Reading was a complex process of acquiring knowledge. It

required the students to take a skillful cognition strategy functions to know the organization, heading,

and summary of the text. It also requires repertory of reading skill such every bit all-encompassing reading (to

know the information securely), skimming (to know the general ideas), scanning (to know the detail

data), and and so on (Birch, 2002: 128). Information technology chiliadeant that the reader non only understood printed

materials but besides must have the groundwork knowledge of the text, then understanding a written

material would exist easier for them.

Moreover, Aebersold and Field (1997) stated that reading was something that people looked at

the text and assigned meaning to the written symbols in that text, further, the text and the reader

were the two physical entities necessary for the reading process to begin. The reader should exist his

knowledge of the language, knowledge of the writing organisation, and ability to interpret and to get

meaning from the text.

In the term of reading scientific article/essay, the readers needed to have an appointment with

critical reading because digging essay's data could not exist executed instantly. They had to

read the whole text not the piece of the paragraph. Sometimes habit of reading essay proposed the

reader to be a disquisitional one then helped them to draw the main point hands. It happened because they

knew well the common structure of essay itself (Wall and Wall, 2005: 200).

According to Gardiner, reading habit could promote students productivity and inventiveness

(Gardiner, 2005: 128). Habit itself meant that the action practice which did continuously until information technology

became a pattern of behavior (Carter in Elliyina, 2012: 12). Theast students with the good habit of

reading would be easier to understand the pregnant of the written fabric. Students should have a

good habit of reading because students could get a lot of information from what they take read. It

can assistance students improve their knowledge of English.

In the accord with academic writing skill, reading played essential function in the writing

process. Without reading, the writing process would not run well. As we knew that writing was a

process of producing a concluding product of student proficiency in learning the language. Producing a

writing product was required long process because writing had southwardome sequential steps that should be

passed. Flower and Hayes 1980 in Tuan stated that writing was a circuitous process of amalgam

thought or idea to deliver meaning or message of the text (cited in Tuan, 2012: 489). In line with the

previous expert, Nunan explained that writing was a complication of cognition procedure maintaining

disquisitional effort to overcome the idea in long menses (Nunan, 1999: 273) In higher pedagogy for

example: university level, writing was an of import skill that should exist master well by the student as

the requirement in doing an consignment. Bailey stated that academic writing was formulated to the

students at the medium level of universities in social club to do task or assignment in detail

coursework. Academic writing not only required the students to have complexity in vocabulary but

also to learn the way of referencing and organizing text (Bailey, 2003: 1).

Academic writing skill had integration with reading because reading was the footstep of writing

procedure which was functioned to collect information. In relation to academic writing, for instance:

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Khoirunnisa et.al (Reading habits and its result on academic writing...)

essay, reading was an important action that should be done by students. They should read many

appropriate sources that had similarity with the text they wanted to write. It would aid them to

construct their ain theory based on some references. Crimmon said that earlier writing a critical

essay, we should do some steps such equally reading related piece of work. He added that normally understanding

text was non piece of cake; sometimes we needed to read in many times (Crimmon, 1975: 189).

In line with Crimmon, Bailey explained that educatee should beware in choosing about appropriate

source in assess reading a text. It was of import because after choosing it, they should select relevant

area of text to keep a tape for references. Thus, they could synthesize theory from some sources by

paraphrasing or summarize (Bailey, 2003: two).

In that location were some findings in related studied that dealt with reading and reading habit: 1. Reading

habits had a straight human relationship to academic performance. (Anguishaw and Larson, 2014: 19); 2.

Reading materials had advantages in enhancing and constructing an idea of writing. Both of student

and teacher had a loftier pct in choosing reading every bit the suggestion in didactics and learning

writing (Tuan, 2015: 498); 3. Reading materials associated with academic work would be regarded

every bit an importance for report (Noor, 2011: 6).

two. Method

This written report aimed to examine the reading habit of chief caste students' and its effect on their

academic writing skill. The pattern of this report was qualitativeast inquiry in the form of case study.

The case report was practical to explore particular phenomena deeply by using extensive data

collection (Creswell, 2012: 465, Fraenkel, et. al, 2012: 434).

Participant

Twenty students from the master degreeastward at Faculty of Teacheastwardrs T raining and Teaching, Sebelas

Maret University, Indonesia were southelected to participate in the study. There were vi males and 14

females participants of ages that ranged betwixt 22-31 years old. They were enrolled in an

academic writing program that was a required subject offered by English Educational activity Study Program.

Data Collection

The data would be nerveless through an due east-post survey consisted of some questions related to the

students' reading habit, academic writing and also its result on their writing skill. As the effect of

expanding engineering, eastward- mail survey became a popular form of data collecting technique that could

be used effectively and efficiently (Creswell, 2012: 220)

Data Assay

The collected data would be analyzed and interpreted qualitatively. The researcher analyzed the

data based on Creswell theory. There were southix mutual steps in analyzing data such as i. Prepared

and organized the data; 2. Engaged data exploration through a coding procedure; 3. Developed general

information clarification used the codes; 4. Narrated and visualized the findings; 5.Reflected personally and

theoretically the result using an interpretation of the meaning; half-dozen. Conducted strategies to validate the

findings (Creswell, 2012: 236)

3. Findings and discussion

To accost the research question, this written report used data from e-yardail survey toward students'

reading habit and their academ ic writing. There were 25 questions consisted of students' personal

identity, students' reading habit, and students' skill on academic writing.

The questions nearly personal identity consisted of students' names, age, gender, department,

semester. All of them were first semester studentdue south' of chief degree program on English Didactics

Study Program who followed academic writing. Nigh of the participants were 23 years former males.

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Students Reading addiction

The Participants had various respond in answering how much they like reading. The establish

that 50% students like reading, 25% students like reading and then much, xx% like reading enough, and

the residual practice not quite like reading. It showed that majority of the participant like reading because simply

a few participant 5% who had not preference in reading activeness.

Reading Frequency

Related to the frequency, about of the participants had the high frequency in reading. Frequency

is the special aspect of reading. It not just promoted students' vocabulary and knowledge, simply too

their skill in disquisitional reading simultaneously. Each pupil had a distinction in saving their reading

fourth dimension simply most of them could be categorized into diligent students because of the reading frequency.

It also meant that they had a reading habit. Every day, they spent their time betwixt 15-60 minutes

in reading (eighty%). Even there were 15% participants read more than 60 minutes every day. But a

few participants (5%) read less than xv minutes.

Types of Reading Textile

Moreover, the participants read mwhatsoever kinds of readinm source. Almost of them read printed book,

eastward-book, website, newspaper, etc. only the highest percent of reading material (65%) was from the

electronic material such equally website and e-book. In primary degree plan, information technology would be expected that

the students would prefer to read grade material from the books but the finding showed the

opposite. The virtually favorite reading material was the website thursdayen followed by eastward-book, printed volume,

others kind. It showed that reading eastward-fabric from internet or computer was the most popular

reference in the master caste programme.

This miracle also happened in yardwhatsoever previous studies related to reading habit or reading

activity. A study conducted by Noor revealed that the highest percentage of students 88% liked to

read cyberspace materials (Noor, 2006: 6). It was also found in Shen written report that there were 47% students

used their time more than 3 hours to online while 57% used to online 1-ii hours. It grandeant that

reading by the electronic device was the very easier thing to do and they were always available to

take their time in reading that fabric. The rest of the participants (xx%) preferred to read other

sources of the book such as story and comic. It was an interesting finding because in the master

degree program still existed the student who liked story and comic very much whereas it unremarkably

happened in the children age.

Reason for Reading

Table 1. The Reason for Reading

Reading Reason Percentage

Necessit

70%

Hobby 15%,

Pleasure 15,%

In the term of the reasons for reading, this written report establish iii types of reason for case: the

necessity of particular information, hobby, and the pleasance of entertain. The entire participant read

because of them. No one read because of pressure level from other people. The great quantity of

participant (70%) chose necessity as the reason, and then 33% participant chose hobby and pleasure

as the reason. Based on the reason in a higher place, it meant that they had a good preference in reading

activeness. They realized that reading was a necessity in life. Asouth the result of reading activity, they not

only got a lot of information to increase their cognition only also got a pleasure dealt with the

hobby.

Necessity of Reading

Reading could not exist separated from student action. They had to read as much equally possible and

as fast as possible. Information technology had a close relationship with their reason for reading. They take realized what

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Khoirunnisa et.al (Reading habits and its effect on academic writing...)

important reading is. It was showed in the finding of reading necessity. 40% participant agreed that

reading was very important for them, 40% participant agreed that reading was important for them,

and xx% participant agreed that reading was important enough.

Academic Writing Skill

In accordance with writing academic skill, this study constitute someast fact based on the east-survey such

equally preference and interest, and types of academic work. Information technology was summarized from five questions

related to bookish writing skill.

Students' Interest of Bookish Work

The finding showed that the participants had expert interest to write academic piece of work. 35%

participant interested in writing academic work, and xl% more interested enough to exercise this work.

Thus, 15% participant interested very much, and the rest did not involvement enough in doing this work.

The entire participant ever wrote this kind of bookish writing. Around 65% of the participant

always wrote more than 3 bookish works. Based on the finding above, information technology meant that the students of

master caste plan realize that writing academic work can promote pleasure because commonly

bookish work proposed to overcome the problems in many aspects of gild or to get the solution

of appeared problem in recent time. Automatically they also helped others to build meliorate time to come.

Types of Bookish Work

Table 2. Types of Academic Piece of work

Types Percentage

Essa

twoscore%

Commodity 10%,

Manuscript 15%

Journal 10%

Thesis five%

There are some types of academic piece of work such as essay, article, journal, thousandanuscript, thesis, etc.

This type was categorized based on the writing purpose and system. Every participant had their

own preference in writing those types. The most common type written by master caste students

was the essay (40%). Essays likewise become the nigh favorite type chose to write. Information technology happened because

the essay was the simplest course of academic piece of work. Another work that had a high percentage to be

written was journal (thirty%). Information technology had the high per centum considering of the importance. As the advanced

learners, principal degree students required writing journal and publish it in the international

publication.

Reading Habit and Its Effect on Bookish Writing Skill

Academic writing skill was influenced past students reading habit. The students who had a proficient

reading addiction they also had adept skill in academic writing. This statement has known prominently in

the academic environs.

This study provided some finding of reading habit and information technology effects on academic writing skill. There

are some questions almost reading and writing. The question consisted of reading habit, reading

frequency, reading time, reading reference, reading effect, and reading importance. Thus, it was sug

up into some terms.

Frequency of Reading References

Reading references became a crucial activity that should laissez passer by the author earlier starting

writing. There are some advantages would get if the writer read textile offset earlier starting writing

such as promoting ideas, enhancing information, constructing rationale, and collecting source.

Likewise that, the paraphrasing activity of authors' ideas became easier to do.

This study found that the unabridged participants had reading habit before they start writing. Almost of

them put reading equally the important part in writing bookish piece of work. 50 % participant stated that they

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frequently read the references they desire to write. ten % was the percent of the participant who

always read references before starting writing. Thus, 40% participant stated that they were

frequently plenty in reading references. Moreover, almost of thursdaydue east participants prepared the specific

fourth dimension used to read references. They were acircular 85% while, the rest of the percentage did not practise that.

In addition, they could spend more than than 20 minutes per day in reading the reference. 70%

participant used more than 20 minutes to read references. Some of them could spend their time to

read more one hour. Just a few participants southwardpent the time to read less than 20 minutes.

Table iii. Frequency of Reading References

Types Percent

<twenty Minutes xxx%

20-60 Minutes 55%,

>threescore minutes 15%

Type of Reading Reference

In the term of academic writing, reference played important role in strengthening the piece of work. The

more the reatomic number 26rencesouthward the more strengthen the westork. In other wo rds, the student should collect many

sources of reference to make their piece of work more qualified. Reference wevery bit the reastquirement of wrinformation technologying

academic piece of work. The result will exist adequate if the author wrote many references related to their

work.

This study constitute that the participants used many references to support their writing. 55%

participant normally read more than four references while the remainder read less than four references. Moreover,

the journal was the reference that had the highest percentage (55%). They prefer to read periodical

because the journal was the reference that provided specific issue related to the particular field. It

would make the reader focus only on their field. Likewise that, they as well read e-book/ printed book as

the references (xx%). The boosted references they read were the commodity and internet material

(25%). No one read paper/magazine equally the references to support their writing. The complete

per centum could exist seen inorthward this following table:

Tabular array 4. The Reading References

Types Number Percentage

Journal xi 55%

E-book/ Printed Book 4 20%,

Article 315%

Cyberspace Material ii 10%

Newspaper/ Magazine 00%

Reading habit Upshot toward Academic Writing Skill

Reading had a big effect toward academic writing skill. The quality of writing product showed

how many times writer read. In academic writing, reading references encouraged the writer to be a

critical thinker then that, the quality of writing production would be more adequate. Moreover, If it

became a lifelong reading, it would make students be more critic, artistic, and productive writer

(Gardiner, 2005: 128).

The finding of this study showed that the major participants had the same appointment. 60%

participant thought that reading habit provided a great effect in their academic writing skill. 20%

participant thought that reading gave big outcome and the rest 20% participant thought that reading had

sufficient effect in their bookish writing skill.

In addition, they sought that reading was very of import for them. It congenital up inspiration/ ideas,

promoted critical analysis, enhanced cognition, enriched diction, collected detail information,

strengthened theory, improved writing quality, etc.

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Khoirunnisa et.al (Reading habits and its effect on academic writing...)

four. Decision

This case study examined the reading habit and its effect on air conditioningademic writing skill of master

degree students. These findings provided empirical evidence toward students who liked reading and

likewise similar writing. The interesting finding was the student views almost reading habit toward their

academic writing skill. The due eastntire students had the same idea atour the outcome of reading habit.

Reading addiction could build upwardly inspiration/ ideas, promoted criti cal analysis, enhanced knowledge,

increased diction, got particular information, strengthened theory, and improved writing quality, and so

on. It revealed reading habit was important for master caste program because they were required to

write journals.

In addition, the result of this written report showed that students of main degree plan agreed that

reading was a necessity. Thus, to fulfill the necessity, they preferred to read eastward- material such as e-

book and website. That preference was acquired by the developing of digital engineering. This made

the student download and access freely.

The finding of this study offered several implications for teaching academic writing of master

degree students in advanced learner context. Offset, the lecturer should exist aware in giving the

instruction of bookish writing. Consider their understanding about bookish writing (sufficient or

not). Second, the lecturer should give feedback to the pupil in the process of writing academic

piece of work. The lecturer should teach the steps to write qualified air-conditioningademic work. Tertiary, the lecturer

should give the pupil task to read some journal reference to promoting their academic writing

skill. The last, the lecturer should provide a reading log to thouotivate students to do reading

habit.

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... This self-confidence in reading was obtained from three to five years of L2 reading exposure, suggesting that learners need to exist familiarised with reading activities for them to develop conviction. With familiarisation and being accepted to reading regularly, learners can form a reading addiction in which reading becomes a pattern of behaviour (Khoirunnisa & Safitri, 2018). The good reading habit, Daniel et al. (2017) mentioned, helps learners to accept constructive study skills facilitating them to embrace learning materials better. ...

... They found that their learner participants did not feel anxious when reading considering they used socio-affective reading strategies. Too students with a practiced addiction of reading tend to have depression anxiety because they are accustomed to reading long passages regularly until it becomes a pattern of behaviour (Khoirunnisa & Safitri, 2018). ...

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This study investigated Theology students' Strange Language Reading Anxiety (FLRA) and the relationship between their FLRA and their reading achievement. A number of 63 Theology students participated in this quantitative study. A questionnaire developed by Saito et al. (1999) was used in obtaining the information for the written report. The written report was conducted to fill the void in the literature on the scarcity of empirical research on FLRA in the Indonesian English language for Specific Purpose (ESP) context, especially amid Theology students who were required to read a lot of English text and thus were very likely susceptible to experience reading anxiety. The study institute that in general, the students experienced a medium level of FLRA. Low cocky-perceived reading competence and the unfamiliar topic of reading passages were reported to be attributed to higher FLRA levels whilst the formation of reading habits, reading exposure, and reading strategies were believed to reduce reading feet. This study further found a statistically meaning negative correlation betwixt the students' FLRA and their reading achievement, albeit the force being weak. This finding suggested that students' FLRA could be a gene hampering learning. The nowadays study's specific finding on the possible positive impacts of reading strategies and the duration of reading exposure may indicate the urgency to incorporate these two aspects in the instructional design of English language reading classes. Based on the findings, contributions, limitations, and suggested future studies were formulated.

... Extensive reading relates to skills of bookish writing (Safitri, 2018 As mentioned earlier, the touch on of globalization puts English language as the main speech communication in the world. This also gives an bear on on bookish publication which used English language as the major language of commitment regarding to its dominance (Chang, 2006;Ferguson, 2011;Hamel, 2007). ...

The part of English every bit the major linguistic communication in the globe has been impacting language policy in not-English speaking countries, including policy on scientific publication. Scholars are urged to admission English sources. This study aimed to qualitatively explore Islamic economic students' perceptions nigh referencing their academic works with sources written in English. The data were obtained through interviewing the students and were analyzed descriptively. The majority of students did not refer to English-written sources. There are several factors which limit them in doing so, despite its importance and fifty-fifty though well-nigh of the participants have access to the sources. Keywords: Bookish works. English, Islamic economic, references, scientific works

... Furthermore, Khoirunnisa (2018) stated that academic writing skill has integration with reading because reading is one of the steps of writing process functioned to collect information. ...

• Endar Rachmawaty Linuwih

This research aims to investigate the reading habit quality of EFL learners at Widya Kartika Academy, Surabaya and to find out the influence of reading addiction towards students' writing skill. This is a quantitative ex-post facto study since it examines how the independent variable (reading addiction) that has existed affects the dependent variable (writing skill) and the event is in the grade of numbers. Sixty two students of Widya Kartika University were selected as the field of study of this study. The instruments used in this study were (1) a reading habit questionnaire, to measure the quality of students' reading habit and (2) a writing examination, to examine the students' writing skill and how information technology is influenced by reading habit. The results showed that the students' reading addiction quality was fair. Meanwhile, the analysis of Unproblematic Linear Regression concluded that reading habit influences students' writing skill. Moreover, ane of the writing components that was mostly influenced past the reading habit was the content.

• Paskalina Widiastuti Ratnaningsih
• Catharina Clara

Vocabulary is one of the English components that need to be mastered for acquiring writing and reading. Writing needs various vocabularies to build different sentences. Reading needs understanding of different meaning of vocabularies based on the context in the sentence. Hence, vocabulary is important in English language learning to back up writing and reading. Regarding the importance of vocabulary, writing, and reading, the aim of this inquiry is to test the effect of vocabulary mastery towards writing power in English language. Information technology is also to examination moderating upshot of reading ability in strengthening or weakening the relation. This written report used chastened regression analysis (MRA). Then, this research used the examination as research instrument. The instruments had been valid and also reliable. Classical assumption tests were used before the research analysis. The samples were Management students of semester iv and six. Descriptive analysis towards each variable is used to know students' ability in English. To analyze the upshot of independent variables towards dependent variable, it used linear regression analysis. To clarify moderating effect, it used moderating regression assay. From this enquiry consequence, information technology was proved that vocabulary had positive meaning effect towards writing skill. Reading skill chastened the relation of vocabulary towards writing skill. Further inquiry tin can focus on experimental research of vocabulary, writing, and reading.

• David Carless

The study of innovation in language education began to generate item involvement only from the 1980s onwards, with important early contributions including Kennedy (1988) from a UK perspective and Henrichsen (1989) from a U.s. i. Keywords: intercultural communication; linguistic communication pedagogy; evaluation

• Xiaoyun Bian
• Xiaohong Wang

p>Difficulties encountered by students in L2 bookish writing has been a subject area of research for several decades. Nonetheless, to date, there still remains a lack of detailed and in-depth investigation into this surface area of interest. This qualitative written report thoroughly investigated the rhetorical difficulties faced past Chinese EFL undergraduate bookish writers, and collected suggestions on how to accost these rhetorical issues. To be sufficiently detailed and thorough, this study divided students' difficulties into process- and product-related difficulties, and used triangulated data from supervisors' perspectives, students' perspectives, and supervisors' comments to address research questions. Although there were no potent generalizations derived from data from unlike perspectives and sources, the findings of this written report showed supervisor perceptions of the rhetorical difficulties the students experienced were almost identical. In nature these rhetorical difficulties were culturallyembedded and genre-related problems; and the degree of difficulty experienced by each student varied. In this study, supervisors and students both suggested that, to solve rhetorical difficulties, instructor student communication should be improved. This study provided empirical show to contrastive rhetoric theory and socio-cultural theory. It also offered suggestions on how to strengthen futurity research in this area of research, and how to improve academic writing teaching in L2 educational contexts.</p

• Noorizah Mohd Noor

In recent years, more emphasis has been given on the role of the learner in the linguistic communication learning process considering that language learning is primarily a learner's oriented activity. Thus, learners' needs and interests should exist taken into consideration for effective language learning and teaching to take place. I significant area where learners' preferences influence their learning can be seen in reading. In any academic or higher learning context, reading is perceived as the nearly prominent academic language skill for all second and foreign language learners. Information technology is through reading that these learners acquire new information and become able to synthesize, evaluate and interpret in gild to learn more nigh their field of study matter. Pursuing a postgraduate study requires extensive reading practices which will enable the learners to extend their literacy development. The present report examines the reading habits and preferences of a group of EFL graduate students. Information was nerveless through a questionnaire and analysed quantitatively. The findings volition study on: i) the types of reading materials preferred ii) reasons for reading and iii) the preferred language for reading. To conclude, the newspaper will further discuss the implications of the findings in terms of instructional materials development within an EFL context.

The challenges of reading are indeed credible in most teaching and learning processes in ESL classrooms. As a outcome, this written report is conducted to resolve the issues of students who seem to find reading to be unbearable. Many of them have limited ability to read well and hence, possess insufficient reading habits to get competent readers, particularly out-of-school context. Besides, poor abode literacy environments too contribute to their shortcomings in reading. The primary objectives of this study are to identify the students' reasons for reading as well as to find out their dwelling reading environments (reading backgrounds and habits; reading attitudes and motivation; reading exposure and supports). To place these, questionnaires were distributed to 120 secondary school students (Form 4: 16 years old) from 1 of the urban schools in Sarawak, Malaysia. The findings indicate that the students read to gain information and knowledge though many chose reading as a hobby every bit their terminal choice in explaining their motives of reading. Besides, they preferred non-academic reading materials, mainly lighter forms reading materials such as comics, story books and magazines. Though the students acknowledged the importance of reading in their daily lives, their average reading habits, attitude, motivation, exposure and support inside the home domain had suggested otherwise. They mainly read for instrumental purposes while reading for pleasure seemed not to exist given priority. Too, the respondents acknowledge that their parents and themselves did not read much at home. As an implication, it is vital for students to improve their reading perceptions, abilities and practices to achieve personal, societal and national progress. On a final note, parents' early on and continuous efforts to be involved in their children's literacy events in an out-of-school context are believed to be vital to inculcate positive reading environments, habits and culture.

• Micheal Owusu-Acheaw
• A.G. Larson

The study sought to assess the reading habits among students and their furnishings on their academic operation. The written report was conducted in Koforidua Polytechnic situated in the Eastern Region of Ghana. A questionnaire was used for the information collection. The data collected were analyzed quantitatively with the use of Statistical Parcel for Social Science (SPSS). Figures and tables were used to nowadays the results of findings. From the total of 1052 copies of questionnaire distributed, 1000 copies, representing 95.0% were filled and returned. The findings showed that majority of the respondents acknowledge the importance of reading, 81.9% of the respondents neither read novel nor fiction within the last two semesters while 62.0% of the respondents only read for the purpose of passing examination. The report confirmed that reading addiction has influence on academic functioning and at that place is a human relationship betwixt reading habit and bookish performance. The report recommended amongst others that lecturers should exist brash to stop providing handouts to students but rather encourage them to use the library for inquiry and also, the current system of assessing students should be given a 2d thought with respect to the formulae of assessment.

• Barbara M. Birch

English L2 Reading: Getting to the Bottom, Second Edition remains a comprehensive, myth-debunking examination of how L1 features (orthographic arrangement, phonology, morphology) can influence English L2 reading at the "bottom" of the reading procedure. Information technology provides a thorough merely very accessible linguistic/psycholinguistic examination of the lowest levels of the reading process. It is both theoretical and practical. The goal is to remainder or supplement (not supervene upon) peak-downwards approaches and methodologies with effective depression-level options for teaching English language reading. Core linguistic and psycholinguistic concepts are presented within the context of their application to instruction.

• Luu Trong Tuan

There has non been a consensus among the researchers though the question whether writing teachers use reading activities in pre-writing phase in their writing class has been long posed. This paper is an endeavour to examine the extent to which reading integration approach is beneficial to EFL learners' writing performance.

• Jack R. Fraenkel
• Norman East. Wallen
• Helen Hyun

How to Design and Evaluate Research in Pedagogy provides a comprehensive introduction to educational enquiry. The text covers the most widely used research methodologies and discusses each step in the research procedure in item. Stride-past-step analysis of existent research studies provides students with practical examples of how to prepare their piece of work and read that of others. End-of-chapter problem sheets, comprehensive coverage of information analysis, and data on how to prepare research proposals and reports brand it appropriate both for courses that focus on doing research and for those that stress how to read and sympathise inquiry. The authors' writing is simple and direct and the presentations are enhanced with clarifying examples, summarizing charts, tables and diagrams, numerous illustrations of key concepts and ideas, and a friendly two-color design.

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Source: https://www.researchgate.net/publication/330271234_Reading_Habits_and_Its_Effect_on_Academic_Writing_Skill_A_Study_of_Master_Degree_Students