MOTIVATING STUDENTS IN L2 READING THROUGH DIALOGUE JOURNAL

dc.contributor.author	PARADITA, LANOKE INTAN
dc.date.accessioned	2020-01-15T07:50:39Z
dc.date.available	2020-01-15T07:50:39Z
dc.date.issued	2018
dc.identifier.issn	9772527765007
dc.identifier.uri	http://repository.umy.ac.id/handle/123456789/31116
dc.description.abstract	Reading is one of the sources of input that plays a crucial role in foreign language learning, yet low reading motivation remains a challenge. While the premise to motivate reading is by reading itself, EFL students would require more attention. This study is to investigate students’ perspective on their practice of writing dialogue journal, which is intended as a tool for a teacher to develop students’ motivation in reading. Five interviews with freshman were analyzed to find out what aspects they perceived to be facilitated by the written commentary in the dialogue journal. The analysis revealed that both students’ cognitive and affective aspects were mostly reinforced, thus supporting the development of reading motivation	en_US
dc.publisher	UMY	en_US
dc.subject	dialogue journal	en_US
dc.subject	reading motivation	en_US
dc.subject	teacher’s commentary	en_US
dc.subject	students’ responses	en_US
dc.title	MOTIVATING STUDENTS IN L2 READING THROUGH DIALOGUE JOURNAL	en_US
dc.title.alternative	AN INVESTIGATION ON STUDENTS’ PERCEPTION	en_US
dc.type	Other	en_US

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