15
The Asian Conference on Language Learning
Osaka Japan 2013
The Asian Conference on Language Learning
Conference .Proceedings 2013
Dr Shamim AliLecturer,National University of Modern Languages,Pakistan
Professor David N AspinProfessor Emeritus and Former Dean of the Faculty ofEducation, Monash University, AustraliaVisiting Fellow, St Edmund's College. Cambridge University,UK
Dr William BaberAssociate ProfessorKyoto University Graduate School of Management, Japan
Australia
Lord Charles Bruce of Elgin and KincardineLord Lieutenant of FifeChairman ofrhe Patrons of the National Galleries ofScotlandTrustee of the Historic Scotland Foundation, UK
Professor Judith ChapmanProfessor ofl:.ducation, Australian Catholic University,AustraliaVisiting Fellow, St Edmund's College, Cambridge University.UKMember of the Order of Australia
Professor Chung-Ying ChengProfessor of Philosophy. UniVersity of liawai'i at Manoa. USAEditor-in-Chief. TheJouroal of Chinese Philosophy
Professor Tien-Hul ChiangProfessor and Chair. Department of EducationNational University ofTainan, Taiwan/Chinese Taipei
Mr Marcus ChldgeyCEO. Captive MindS Communications Group, London, UK
Professor Kevin ClearyPresident of the Japan Association of Language TeachersGALT)
Professor Steve CornwellProfessor of English and Interdisciplinary StudiesOsakaJogakuin University. Osaka. JapanOsaa Local Conference Chair
Professor Michael A. CusumanoSMR Distinguished Professor of Management andEngineering Systems.MIT Sloan School of ManagementMassachusetts Institute of Technology. USA
Professor Dexter Do. SilvaProfessor of Educational PsychologyKeisen University. Tokyo.rapan
Professor Georges DepeyrotProfessor and Director of'ResearchFrcnch National Center for Scientific Research (CNRS)fEcolcNormale Superieure, Paris. France
Professor Sue JacksonProfessor of Lifelong Learning and GenderPro-Vice Master of Teaching and LearningBirkbeck, University of London, UK
Professor June HentonDeanCollege of Human SciencesAuburn University. USA
Professor Michael HudsonPresident of The Institute for the Study of Long-TermEconomic Trends (ISLET)Distinguished Research Professor ofEcooornics at theUniversity of Missouri. Kansas City
Vice-Consul Kathryn KiserCultural Affairs Officer, Lahore, PakistanThe United States Department of State, USA
Mr Shahzada KhalidDeputy DirectorSAARC Energy Center. Pakistan
Mrs Eri KudoHead Private Sector FundraisingUnited Nations World Food ProgrammeJapan. Tokyo. Japan
Professor Sing Kong LeeDirectorThe National Institute of Education. Singapore
Dr Woon Chi a LiuA~i~tf' Dean, Prarrir-um and School Parrnershtps, Tear-herEducationThe National Institute of Education, Singapore
Professor Sir Geoffrey LloydSenior Scholar in Residence. The Needham ResearchInstitute. Cambridge. UKFellow and Former Master, Darwin College. University ofCambridgeFellow orthe British AcademyHonorary Foreign Member. The American Academy of Artsand Sciences
Dr Robert LogieAssociate Professor of Computer ScienceOsaka Gakuin University. Japan
Dr David McLoughlinAssociate ProfessorMeiji University,Japan
Professor Vasile MeltaGeneral ManagerThe National Institute for Research and Development inConstruction, Urban Planning and Sustainable SpatialDevelopment (URBAN-INCERC), Romania
Professor Keith MillerLouise Hartman Schewe and Karl Schewe Professor ofComputer ScienceThe University offllinois Springfield. USAEdiror-ln-Chlcf lEEE Tcchnology and Society
Professor Marjo Hannele MltsutomlHead of English Language Teaching Practices and theLanguage Development Intercultural Studies CenterAkita International University. Japan
Professor Ka Ho Joshua MokChair Professor of Comparative Policy, Associate VicePresident (External Relations)Dean of the Faculty of Ans and SciencesThe Hong Kong Institute of Education, Hong Kong SAR
Professor Don BnshFormer Governor of the Reserve Bank, New ZealandFormer Leader of the New National Parry, New ZealandAdjunct Professor, AUT, New Zealand & La 'Trobe University,
Dr Jo MynardAssociate Professor Be Director of the SALC. Kanda Universityof International Studies, Japan
Professor Michlko NakanoProfessor of EnglishDirector of the 'Distance Learning CenterWaseda University, Tokyo,Japan
M. Karen NewbyDirectorPar 105mots solidaires, Paris,France
Professor Jerry PlattProfessor of Business,Akita International University, Japan.Dean and Professor Emeritus, College of Business. SanFrancisco State, USA
Professor Michael PronkoProfessor of American Literature and CultureMe\ji Gakuin University, Tokyo, Japan
Professor Richard RothSenior Associate DeanMedill School ofJoumalism. Northwestern University. Qatar
Professor Monty P. SatiadarmaClinical Psychologist and Lecturer in PsychologyFormer Deanofthe Department of Psychology and Rector of[he UniversityTarumanugara University, Indonesia
Mr Michael SakamotoInterdisciplinary ArtistUCLA. USA
Mr Mohamed SalaheenDirectorThe United Nations World Food Programme, Japan Be Korea
Mr Lowell SheppardAsia Pacific DirectorHOPE International Development Agency, CanadaLJapan
Professor Ken Kawan SoetantoProfessor and Director of CLEDSIWaseda University, Japan
Dr Jeffrey SommersAssociate Professor of Economics. University ofWlSCOnsin·Milwaukee, USAVisiting Faculty, Stockholm School of Econornics, Riga.Latvia
His Excellency Dr Drago StambukCroatian Ambassador [0 BrazilBrazil
Professor Mary StuartVice-ChancellorThe University of Lincoln. UK
Professor Cary SwansonDistinguishedJournalist-in-Residena: Be Mildred S. HansenEndowed ChairThe University ofNonhern Colorado, USA
Dr David WilkinsonAssociate Dean (International Be External Programmes)Faculty of Law and ManagementLa Trobe University. Australia
Professor Kensaku YoshidaProfessor of EnglishDirector of [he Center for the Teaching of ForeignLanguages in General EducationSophia University. Tokyo. Japan
Mrs Elly Zaniewlclr.aPolitical CorrespondentBBC Political Programmes, London. UK
@ The International Academic "Forum 201.3The International Academic Forum (IAFOR)
Sakae 1-16-26-201Naka Ward, Nagoya, Aichi
Japan ,.60-0008ISSN - 2186-,.691-
http://iafor .org/acll_proceedings.html
Trends and Concerns of Teacher Trainees in using Language Game Strategy toImprove Speaking in a Rural/Remote Primary SchoolHarnzah Md.OmarNurul Nazira Hamzah pp. 1-21
Diversity in Teaching in the ClassroomVijaya Supriya Sam pp.22-36
What is my Learning Style Preference?Sabariah Abd RahimKasma Mohd HayasAlice Alim pp.37-52
Critiquing of Higher Education policy in Saudi Arabia: A Neoliberalism ApproachTariq ElyasAlhasan AI-Sadi pp. 53-63
Motivation and Attitudes Towards Learning and Using English Outside theClassroom Environment: A Study of the Library and Information ScienceUndergraduates at the University of TsukubaPatrick La pp. 64-89
Multilingualism as A Fact, a Right and a Resourcefor Developing InterculturalAwareness and Honoring Diversity in International Baccalaureate ProgrammesCarol Inugai Dixon pp. 90-102
A Study of Chinese University Students' Usage of Logical Connectors in EnglishArgumentations, Descriptions and NarrationsYuwei Liu pp. 103-116
Grammatical Error Analysis of the First Year English Major Students, Udon ThaniKittipom Nonkukhetkhong pp. 117-126
Learning Strategies for the Success of EFL Learners: An Evaluation in the Context ofJazan University, Kingdom of Saudi ArabiaMasud Rana pp. 127-155
Genre Analysis Approach in Teaching Research Methodology WritingSri Widiastuti pp.156-162
Self -Efficacy and Self -Awareness of Language Teachers and Their Learners'AchievementMaria Shobeiry pp. 163-174
Examining the Anxiety, Stress and Motivation of Novice NESTsLaura Taylor pp.175-185
The Propriety of the Native Speaker: World Englishes and the NESTINNESTDichotomyKevin Kato pp. 186-197
Confronting Underlying Racism for Effective Intercultural CommunicationDaniel Velasco pp. 198-202
Focused Instruction of Formulaic Language: Use and Awareness in a JapaneseUniversity ClassDavid WoodKazuhiko Namba pp.203-212
The Benefits of Encouraging Learners to Notice Their ErrorsAmanda ToyouraSatoko Watkins pp.213-228
Swot Analysis and Setting Up a Virtual Professional Environment in ESP TeachingOlga Bondarenko pp. 229-240
Interactive English Teaching: Effects on Students' PerformanceLemuel Rubia Fontillas pp.241-254
Opinions on English Teaching Large Classes as Perceived by English Teachers atBurapha UniversityBudsabong Saejew pp.255-261
Excuse My KonglishKim Saes Byeol pp.262-272
Difficulties and Challenges in Teaching English as the Second and Foreign LanguageMostafa Faruk Ahamed pp.273-281
From Direct Method to Immersion in Adult L2 Learning. Hidden AspectsNatalia Dankova pp. 282-292
Errors Analysis in Hanyu Pinyin Pronunciation among the Undergraduates fromUniversiti Sains Malaysia (USM), Engineering CampusGek Suan KhorLidia Ramirez ArriagaBoon YihMah pp.293-301
L2 Writing Challenges for the Undergraduates: A Performance Analysis and aLiterature Review on SIL DomainsBoon Yib MabIrfan Naufal UmarVoon Foo Thomas Chow pp.302-316
Board Game Design and Implementation for Specific Language Learning GoalsEric Hawkinson pp.317-326
What Goes on in Foreign Language Learners' Minds? Planning Research to ExploreEFL Motivation, EFL Anxiety and EFL Learning StrategiesPhilip CraigieAlison Owens pp. 327-336
The Advantages of a Cognitive Stylistic Analysis of a Literary Text in the Teaching ofEnglish to Grade Seven Students in the PhilippinesAngelica Aquino Bautista pp. 337-349
Early Foreign Language Learning - Challenges in Materials Design for YoungLearnersMaria Stec pp. 350-358
Gender, Self- Motivating Strategies Use, Foreign Language Learning Motivation andForeign Language GradeAnna Studenska pp. 359-371
Review and Critique of Current Theories of Task Complexity: The Lack of a 'SocialDimension' in Language AssessmentVictoria Clark pp.372-386
The Sense Development of English Prepositions: 'at', 'on', and 'in' with Log-LinearAnalysis ofCHILDES DatabaseSeungah HongJongsup Jun pp. 387-396
English as a Second Language; Engaging the Early Years through Interactive TouchApplication SoftwareCatherine A. ToddKeerth i PrasadAbeer RahmanMohamed RedwanSarah Bennett pp.397-406
The Effects of the Thai Phonological and Writing Systems on Spelling and Writing inEnglish: A Case Study of Burapha University StudentsOn-Usa Phimsawat pp.407-420
Empowering English Language Learners: The Importance of Developing CriticalLiteracy SkillsJennifer Cope pp.421-427
"Dear Pro.", an Examination of the Format Used in Chinese Students' E-mailsMarianne Collier pp. 428-442
Vocabulary Learning Strategies and Cognitive Styles among Junior High SchoolStudents in TaiwanMelissa ChangCathy WengAlexandra Zakharova pp. 443-455
A Longitudinal Study into Communication Strategy Use Among Japanese EFLLearnersChristian Burrows pp.456-467
Investigating Tertiary Students' Autonomy in Out-of-Class EFL LearningPriyatno Ardi pp. 468-483
The Relationship of MDAB Students' Academic Reading Performance with theirReading AttitudesAffidah MomiNorlida Mohd NawawiAmelia Alfred TomSharifah Zakiah Wan Hassan pp.484-498
First Language Acquisition Theories and Transition to SLAMohammad Torikul Islam pp.499-510
L2 Acquisition of Reference Time of Eepistemic Modality in Englishby L1 Thai Speaking ChildrenPeerapat Yangklang pp.511-528
Does Deeper Processing Lead to a Better Recall Result?--- A Study on SecondLanguage Vocabulary LearningLin HeChunrnei Hu pp.529-543
Concept of Mat-Rempit (Illegal fast driving}- A Study from MalaysiaMohammad Hannan MiaNowshad AminAbdul Hannan Bin ShuibMohammad Abdul Mannan pp.544-550
Using Signs and Symbols in Teaching English Language in Global PerspectiveMd Russell Talukder pp.551-566
The Implementation of the 2013 Curriculum and the Issues of English LanguageTeaching and Learning in IndonesiaSahiruddin pp. 567-574
A Design of an Interactive Multimedia Learning Environment for Supporting ReadingSkills of Deaf IndividualsKanyanat PlaewfueangMichael PullisSurachai Suksakulchai pp.575-585
Emergence of the English Present PerfectChomraj Patanasom pp.586-600
Intercultural Training in Foreign Language Education: Using Video to DevelopCultural Awareness and Cultural Self-awareness of the Japanese College StudentsNoriko Nakagawa pp.601-616
The Diversity of Languages and Cultures, Bridge or Barrier?Odnor Jean pp.617-620
Face the Book & FacebookAngela Rumina Leo pp.621-633
Generation 1.5: Potentials and ChallengesMariko Takashina pp.634-649
Investigating Native Speakers' Intelligibility Ratings and Comments about JapaneseEFL speakers' speechNobuhisa Hiraishi pp. 650-682
Understanding Politeness in the Indian way- A Study of Girish Karnad'sNagamandala and Vijay Tendulkar's Silence! The Court is in SessionAshwitha Antony pp. 683-694
A Study OJEFL Preservice Teachers' Perceptions OJNon-Native English TeachersSamanan Sudsa-ardApasara Chinwonno pp.695-706
.' The Asian Conference on Language Learning 2013
Official Conference Proceedings Osaka, Japan
Genre Analysis Approach in Teaching Research Methodology Writing
Sri Widiastuti
State University of Sultan Ageng Tirtayasa, Indonesia
0090
The Asian Conference on Language Learning 2013
Official Conference Proceedings 2013
Abstract
Applying genre analysis as a rich analytical tool in a study in a state university inIndonesia, the writer has revealed the students' ability and problems in researchmethodology writing. It is found that most students faced difficulties in presentingargument in terms of justifications of the choice of research methodology to answerthe research problems. Furthermore, the students were not aware that there arestandard models in research methodology writing, especially in terms of its elementsand linguistic features, which are widely accepted in the field of English LanguageTeaching (ELT). Those results support the extensive research into academic writingthat emphasizes the importance of explicit teaching of the structure of specific writtengenres to second-language students. As a result, this writing attempts to explore thegenre analysis approach in teaching research methodology writing explicitly. Genreanalysis approach provides the vocabulary and concepts to explicitly teach the textstructures the students are expected to produce in their writing and help them improvetheir own writing skills to meet particular goals of methodology chapter.Consequently, the students can practice to write a research methodology chapter inEnglish in ways that will allow their work to be accepted in English academicjournals, in a world inwhich academic discourse is dominated.Keywords: Genre analysis approach, teaching, research methodology writing
iaforThe International Academic Forum
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The Asian Conference on Language Learning 2013
Official Conference Proceedings Osaka, Japan
A. Case Study
Introduction
Academic writing is arguably the most important language skill to English tertiarystudents whose grades are largely determined by their performance in writtenassignments, academic reports, term examinations and graduation theses (Nga 2009).Nevertheless, several studies have revealed that even advanced learners at a highproficiency level of English have problems with written academic discourse at thelevel of text organization (see Braine 1995; Benson, Haidish 1995; Bloor 1996;Casanave 1995, among others in Jogthong 2001). Several other studies also show thatstudents often experience problems in particular genres, especially in writing aresearch report as their thesis. Some studies examine the students' problem in writingthe whole thesis (see Kareviati 2004; Emilia, Rodliyah, Gustine 2009), while someothers focus on a particular section, e.g. abstract (see Abdul, Sadeq 2006), datapresentation and discussion (see Bitchener, Basturkmen 2006), and conclusions (seeBunton 2002).
Although many previous studies as mentioned above have investigated the students'problems in thesis writing areas, little research has explored the students' problems inresearch methodology writing. There is a need to increase research-based knowledgeof students' ability and problems in research methodology writing since the researcherhas found that in the research site, many students find it is difficult to write it as thethird chapter in the research proposal or report.
In respond to the situation, the writer has conducted a case study aiming to investigatethe students' ability and problems in research methodology writing in anundergraduate English study program in a university in Indonesia. The study attemptsnot only to identify the students' ability and problems in writing the chapter, but alsothe possible causes of the problems and the possible solutions that can be proposed tosolve the problems based on the students' work.
Literature Review
There were two broad main theories underpinning the case study, i.e. the theory ofgenre analysis (to follow Swales 1990, 1996, 2004; Swales, Feak 2004, 2009;Paltridge, Stairfield 2007; Emilia 2008, 2009, among others) and the theory ofSystemic Functional Linguistics (SFL) (developed by Halliday 1985, 1994; Martin,Rose 2007, 2008; Eggins 1994,2004, among others).
Genre analysis theory, particularly with English in academic and research settingwithin the field of English for Specific Purposes is covering the research writing area.SFL theory, the Transitivity system in particular, covers three components, i.e.participants, processes, and circumstances. It offers an analytical tool for close studyof the students' research methodology writing in terms of its linguistic features.
Each area of theories is considered relevant to the study as it provides a generalguideline by the experts in research methodology writing, especially in terms of itselements and linguistic features to be compared to those written by the students toreveal their ability and problems in researG~methodology writing.
The Asian Conference on Language Learning 2013
Official Conference Proceedings Osaka. Japan
Methodology
Corresponding to the research questions and purposes of the study, this studyemployed a case study design for at least three reasons. First, it is concerned with "asmall scale, a single case" and focused on one particular instance of educationalexperience or practice (Stake, 1995; Freebody, 2003 in Emilia, 2005). A single caseof this study referred to the students' ability and problems in research methodologywriting at one university in Indonesia. Second, it used multiply data collectiontechniques and analytic procedures to increase the validity of the study, i.e. thedocumentation of students' research methodology writing and interview (Cohen andManion, 1994). Third, it used text analysis which is also another characteristic of casestudy design (Travers, 2001). Specifically, this study used text analysis to analyze thestudents' research methodology writing.
Findings
• Students' ability and problemsDespite their ability in the discourse semantic level, most students still haveproblems in achieving the communicative purpose of research methodology. Ingeneral, the students' main problem was in presenting arguments in terms ofjustification. Most students have not been able to justify the choice of researchmethodology to answer the research problems.
• Main causes of the problemsThere were two main causes of the problems faced by the students, i.e. thestudents' unfamiliarity with the elements and its linguistic features in a researchmethodology, and the students' lack of knowledge in applying those elements andlinguistic features properly in their research methodology writing.
• The possible solutionsThe possible solutions that can be proposed to solve the students' problems areguidance, assistance, and explicit teaching in writing the elements and linguisticfeatures of research methodology to solve their problems in research methodologywriting.
On the basis of fmdings, several conclusions can be proposed. First, most studentsfaced difficulties in presenting arguments in terms of justifications. It supports theprevious studies by Bunton (2002) and Paltridge and Starfield (2007) finding thatpresenting arguments in terms of justifications is something many second-languagestudents find difficult to do. Second, most students were not aware that there arestandard models in writing research methodology, especially in terms of its elementsand linguistic features, which are widely accepted in the field of English LanguageTeaching (ELT). Finally, the study supports the extensive research into academicwriting that emphasizes the importance of explicit teaching of the structure of specificwritten genres, particularly research methodology, to second-language students(Paltridge and Starfield, 2007; Emilia, 2009; Bailey, 2003; Hyland, 2004, amongothers).
The Asian Conference on Language Leaming 2013Official Conference Proceedings Osaka, Japan
B. Implementation of Genre Analysis in Teaching Research MethodologyWriting
Genre analysis approach can help students consciously structure their texts anddevelop effective control over different writing tasks for different purposes. It cantherefore provide the vocabulary and concepts to explicitly teach the text structuresthe students are expected to produce in their writing. It places language at the centreof writing development by allowing shared understanding and explicit guidance.Actually, control over the conventions of a genre is a prerequisite for creativity, andstudents simply require more information on the features that constitute good texts inorder to improve their own writing skills. It can thus provide a methodologicalenvironment that develops writing skills and encourages creativity. It can provideopportunities for students to reflect on and discuss how language works in a givencontext and how it can most effectively be employed to meet particular goals (Huang2001).
In the implementation of genre analysis in teaching research methodology, the teachercan show the students explicitly the purpose, elements, and linguistics features ofeach chapter in a research proposal or report, particularly the chapter of researchmethodology. By analysing how writers conventionally sequence material to achieveparticular purposes, the teacher can begin to describe each element of the chapter andshow how they are realized linguistically. This information can then be used bystudents as models to develop research methodology writing skills.
The example of material below is designed in the light of genre-based approach. Itfocuses on the chapter of research methodology. Using the material, the teacher cantrain the students to write the chapter based on the elements and linguistics features sothat it can convey the communicative purpose of the chapter.
Methodology Chapter
Purpose of Methodology
The communicative purpose of a methodology chapter is to describe how the researchwill be conducted, and how the data will be obtained and analyzed (Emerson 2007). Itdevelops an explanation as to why the research methodes) under discussion have beenchosen. This chapter will require a restatement of research aims/questions and involveexplaining to the reader how the chosen research methodes) will help answer theresearch questions (paltridge, Starfield 2007).
Elements of Methodology
Methodology chapter is not simply a descriptive account of the way in which data isto be collected (Oliver 2004). It should be far more than that. Table 1 will show theelements required in the methodology chapter.
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.' The Asian Conference on Language Learning 2013
Official Conference Proceedings Osaka, Japan'\
Table 1Elements of methodology and their purpose(Modified from Swales, Feak 1990,2004; Paltridge, Starfield 2007; Emilia 2008)
Data collectiontechniques
To show the details of what data will be collected and how.
Data analysis
To show the plan for conducting and organizing the studyincluding the steps taken to ensure rigour. This is defmed for themethodology used.
Elements Purp_oseResearch design
Research site andparticipants
To describe where the study will be conducted, who willparticipate and how they will be selected.
To describe how data will be processed, analyzed, and managed.
Linguistic Features of Methodology
In a methodology chapter, the students need to discuss why a particular method wasselected and not others. Thus, the language typically used in methodologychapter develops an explanation as to why the research methodes) under discussionhave been chosen (Swales, Feak 2004; Paltridge, Starfield 2007; Emilia 2008). Thefeatures of the language can be described as follows.- Language to build argument and justify the choice of research methodology. Forexample, the verbs may begin with simple describe but quickly move the higherorder activities such as present a more detailed consideration, and considerthrough to argue, emphasizing that in this chapter the writer is building ajustification for hislher selection of research design and approach.
- Language to justify the choice of research methods, e.g. the use of organizationalpattem- first, second, fmally.
- Language to describe the location of the study, background information,procedures and materials allowing for replication, i.e. impersonal language, withverbs in the passive voice, in order to focus on the processes involved (researcheris not mentioned explicitly).
C. Significance of Genre Analysis Approach Implementation
Practically, genre analysis approach provides a general guidance by the experts inresearch methodology writing, especially in term of its elements and linguisticfeatures.
Professionally, genre analysis approach is beneficial for English study programstudents and lecturers, especially writing instructors and supervisors.
For students, genre analysis approach provides information to understand how toorganize a research methodology chapter in research proposal or report and to betterunderstand the expectations of discourse community to which they will be initiated.
For writing instructors, genre analysis approach can be used to pursue academicwriting strategies for foreign language students who seek to write in English in waysthat will allow their work to be accepted in English academic journals, in a world inwhich academic discourse is dominated. 160
The Asian Conference on Language Learning 2013
Official Conference Proceedings Osaka,Japan
For supervisors, genre analysis approach can be used to help them provide moremeaningful feedback to their students and can provide students with better analytictools for use in writing a research proposal or report.
D. Conclusion
Genre analysis in teaching research methodology writing explicitly can help studentsconsciously structure their texts and develop effective control over their process inwriting. It can therefore provide the vocabulary and concepts to explicitly teach thetext structures the students are expected to produce in their writing. Consequently, thestudents can practice to write a research methodology chapter in English inways thatwill allow their work to be accepted in English academic journals, in a world in whichacademic discourse is dominated.
References
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Bitchener, J, Basturkmen, H 2006, Perceptions of the difficulties of postgraduate 12thesis students writing the discussion section. Viewed 19 April 2009,<http://ciillibrary.org:8000/ciiVFulltext/english%20forOIo20academic%20purposes/articlel.pdf>
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Kareviati, E 2004, Exploring students' difficulties in wnttng academic paper,Unpublished Thesis at UPI, English Study Program, Bandung.
Martin, J.R., Rose, 0 2007. Interacting with Text: the Role of Dialogue in Learning toRead and Write. Foreign Studies Journal, Beijing 2007. Viewed April 2004<http://www.readingtolearn.com.au/pdf>
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