Research Article
Developing Reading to Learn (R2L) Learning Model to Improve Students' Ability to Paraphrase Reading Materials in Curriculum and Textbook Analysis at Universitas Negeri Medan
@INPROCEEDINGS{10.4108/eai.11-10-2022.2325300, author={Rahmad Husein and Anni Holila Pulungan and Masitowarni Siregar}, title={Developing Reading to Learn (R2L) Learning Model to Improve Students' Ability to Paraphrase Reading Materials in Curriculum and Textbook Analysis at Universitas Negeri Medan}, proceedings={Proceedings of the 4th International Conference on Innovation in Education, Science and Culture, ICIESC 2022, 11 October 2022, Medan, Indonesia}, publisher={EAI}, proceedings_a={ICIESC}, year={2022}, month={12}, keywords={r2l literacy paraphrasing plagiarism joint-construction}, doi={10.4108/eai.11-10-2022.2325300} }- Rahmad Husein
Anni Holila Pulungan
Masitowarni Siregar
Year: 2022
Developing Reading to Learn (R2L) Learning Model to Improve Students' Ability to Paraphrase Reading Materials in Curriculum and Textbook Analysis at Universitas Negeri Medan
ICIESC
EAI
DOI: 10.4108/eai.11-10-2022.2325300
Abstract
Literacy ability to paraphrase reading material is one of the competencies which requires intensive practice. The process of paraphrasing is not just reading and then quoting certain words and writing them into a new sentence. Otherwise, plagiarism will happen. The purpose of this study was to develop a paraphrasing learning model using the Reading to Learn (R2L) model initiated by David Rose. The research method adapts Borg and Gall model into six stages: 1) analysis and evaluation of students' ability to paraphrase, 2) R2L learning model design, 3) R2L learning model validation, 4) R2L learning model revision, 5) R2L learning model validation which has been revised, and 6) the final product of the R2L learning model. The result discovered that the validation to 11 components of the model was 42 out of 44 (95.45% respectively). This implies that R2L learning model can be easily applied to paraphrase texts.
