Enacting read for creating and talk to revising (rctr) tasks for vocational high school students to write cohesive paragraph

Hasanah, Iswatun (2023) Enacting read for creating and talk to revising (rctr) tasks for vocational high school students to write cohesive paragraph. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

ABSTRACT
Iswatun Hasanah, 2023: Enacting Read for Creating and Talk to Revising (RCTR) Tasks for Vocational High School Students to Write Cohesive Paragraph
Keywords: Cohesive Paragraph, Read for Creating and Talk to Revising(RCTR).
Writing is a cognitive activity that involves students to spend time and effort in order to express their ideas. Cohesion is an important aspect in writing because it ties together ideas between sentences and paragraphs. Cohesion has been studied in the past using a variety of theoretical frameworks. Although studies on maintaining paragraph cohesion of EFL students are widely documented, a study situated in vocational school context is rare. Thus, the present study aims to investigate how Creating and Talk to Revising (RCTR) can help students write descriptive paragraph cohesion.
The formulation of research question of this study was “How can Read for RCTR tasks engage students in writing class?” The research objective of this study was to figure out the ways RCTR tasks can engage students in writing class.
The researcher utilized qualitative approach with case study design in implement read for creating and talk to revising (RCTR) tasks to write cohesive paragraph. Observation, interview, and document analysis were used in this study. The selected data in this study were only focus on writing tasks. This research applied supporting picture as the method to build the trustworthiness of the study. After analyzing the data, the research findings found three emerging themes: 1) students‟ engagement in writing through text modeling; 2) peer-reviewing as immediate constructive feedback; 3) RCTR mediating writing cohesive paragraph.
To conclude, RCTR was helpful for students to maintain their paragraph writing cohesion. The pedagogical implication of this study is that employing Read for Creating and Talk to Revising (RCTR) to mediate writing encourages students to take an active role in improving their work and becoming better writers.

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