Reading Journal as A Way to Improve Students’ Comprehension toward A Textbook Reading Material
Keywords:reading journal, writing, reading comprehension
AbstractReading journal is one way to record students’ independent learning based on text they read. This study was conducted to find out the students’ level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students’ reading comprehension, whether the students got benefit from reading journal. There were 104 respondents coming from four different departments in Bina Nusantara University were asked to read a text related to the subject they learned in a certain session. Then they were assigned to write a journal that records the things they had read. When this task was finished, the lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fill in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The findings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students’ understanding. The most crucial thing is that most students think they get benefit by writing the reading journal.
Bean, J. C. (1996). Engaging ideas:The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Fransisco: Jossey-Bass.
McIntosh, M.E. & Draper, R.J. (2001). Using learning logs in mathematics: Writing to learn. Mathematics Teacher, 94, 554–557.
McNamara, D. S. (2004). SERT: Self-explanation reading training. Discourse Processes, 38, 1–30. Routledge: Taylor and Francis group.
Murray, D. M. (1990). Writing to Learn. Texas: Holt, Rhinehart and Winston.
Rowan, K. E. (1990). Cognitive Correlates of Explanatory Writing Skill. Written Communication, 7(3), 316–341.
Scriven, M. & Paul, R. (1996). Defining Critical Thinking: A Draft Statement for the National Council for Excellence in Critical Thinking. Retrieved from http://www.criticalthinking.org/University/univlibrary/library.nclk
Vacca, R. T. & Vacca J. A. L. (1999). Content Area Reading. Literacy and Learning across the Curriculum. 6th Ed. New York: Addison-Wesley.
Wilson, N. (1989). Learning from confusion: Questions and change in reading logs. English Journal, 78(7), 62–69.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. 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 acknowledgment of its initial publication in this journal.
c. 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.
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)