The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability

Alsamadani, H. (2011). The effects of the 3-2-1 reading strategy on EFL reading comprehension. English Language Teaching, 4(3), 184-191.DOI: 10.5539/elt.v4n3p184

Anggrainy, S., Diem, C., Vianty, M. & Sugandi, B. (2016). The effect of graphic organizers, guided writing strategies, and reading levels on the writing achievement of the fourth-semester students of Pgmi program at Iain Raden Intan Lampung. Sirwijaya University Learning and Education International Conference, 2(1), 1029-1052.

Armbruster, B. B., Lehr, F. & Osborn, J. (2003). Kindergarten through to grade 3: put reading first: the research building blocks of reading instruction: kindergarten to grade 3. Washington: National Institute for Literacy.

Ausubel, D. F. (1978). Cognitive factors in learning. New York: Holt, Rinehart and Winston, Inc.

Baba, K. (2009). Aspects of lexical proficiency in writing summaries in a foreign language. Journal of Second Language Writing, 18(3), 191–208. DOI: 10.1016/j.jslw.2009.05.003

Baxendale, B. (2003). Consistent, coherent, creative: The 3Cs of graphic organizers. Council for Exceptional Children, 36(3), 46-53. DOI: 10.1177/004005990303500307

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd Ed.). New York: Longman.

Chen, Y. S. & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184-192. DOI: 10.1093/elt/ccr061

Choy, S. & Lee, M. (2012). Effects of teaching paraphrasing skills to students learning summary writing in ESL. Journal of Teaching and Learning, 8(2), 77-89. DOI: 10.22329/JTL.V8I2.3145

Conner, J. (2006). Instructional reading strategy: DR-TA (Directed Reading Thinking Activity). Retrieved from http://www.indiana.edu/~l517/DRTA.htm.

Dell'Olio, J. M. & Donk, T. (2007). Advance Organizers. In Models of teaching: Connecting student learning with standards. Thousand Oaks, California: SAGE Publication.

Ellis, E. (2004). Q&A: What is the big deal with graphic organizers?. Retrieved from Masterminds Publishing, LLC Web site: http://www.graphicorganizers.com/Sara/ArticlesAbout/Q&A%20Graphic%20Organizers.pdf.

Ellis, E., & Howard, P. (2005). Graphic organizers: Power tools for teaching students with learning disabilities. Retrieved from www.GraphicOraganizers.com.

Enright, M. K., Grabe, W., Koda, K., Mosenthal, P. Mulcahy-Ernt, P., & Schedl, M.A. (2000). TOEFL 2000 reading framework: A working paper. Princeton: Educational Testing Service.

Franzke, M., Kintsch, E., Caccamise, D., Johnson, N., Dooley, S. (2005). Summary Street: Computer support for comprehension and writing.  Journal Educational Computing Research, 33(1), 53 – 80. DOI: 10.2190/DH8F-QJWM-J457-FQVB

Friend, R. (2001). Effects of strategy instruction on summary writing of college students. Contemporary Educational Psychology, 26(1), 3-24. DOI:10.1006/ceps.1999.1022  

Grabe, W. & Jiang, X. (2007). Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language, 19(1), 34-55. 

Graham, S. & Perin, D, (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476.

Hardy, T. (2000). Far from the madding crowd. Oxford, Oxfordshire: Oxford University Press.

Harris, K. R. & Graham, S. (2005). Writing better: Teaching writing process and self-regulation to students with learning problems. Baltimore, Maryland: Brookes.

Harris, K., Graham, S., & Mason, L. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35, 1-16.

Hemmati, F., & Bemani, S. (2013). Comparing the effect of summarizing, question-answer relationship, and syntactic structure identification on the reading comprehension of Iranian EFL students. International Journal of Applied Linguistics & English Literature, 2, 151-156. Retrieved from https://journals.aiac.org.au/index.php/IJALEL/article/view/893/824

Hoffmann, K. F. (2010). The impact of graphic organizer and meta-cognitive monitoring instruction on expository science text comprehension in fifth-grade students. (Unpublished doctoral dissertation). North Carolina State University, Raleigh.

Jensen, M. (2010). Improving reading comprehension of junior division students as the teacher-librarian: An action research study. Retrieved from www.nipissingu.ca/oar/Reports/reports_and_documents-Melissa_Jensen.pdf

Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2 writers. Journal of Second Language Writing, 15(4), 261–278.

Kim, S. (2001). Characteristics of EFL readers’ summary writing: A study with Korean university students. Foreign Language Annals, 34, 569-581. DOI: 10.1111/j.1944-9720.2001.tb02104.x

Lee, L. (2010). Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course. CALICO Journal, 27(2), 260-276. Retrieved from http://www.jstor.org/stable/calicojournal.27.2.260

Lehr, F., & Osborn, J. (2005). A focus on comprehension.  Honolulu:  Pacific Resources for education and learning.  Retrieved from www.prel.org/programs/rel/rel.asp

Lin, O. P. & Maroof, N. (2013). Collaborative writing in summary writing: Student perceptions and problems. Procedia-Social and Behavioral Sciences, 90, 599-606. DOI:10.1016/j.sbspro.2013.07.131

Marlini, L. (2015). Teaching reading comprehension by using 3-2-1 strategy to the tenth-grade students of Sma Ethika Palembang Edukasi.  Journal Pendidikan Dan Pengajaran, 2(2), 159-172. Retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/606

McDonough, K., Crawford, W.J., & De Vleeschauwer, J., (2014). Summary writing in a Thai EFL university context. Journal of Second Language Writing, 24, 20–32. DOI:10.1016/j.jslw.2014.03.001

McElroy, L. & Coughlin, C. (2010). The other side of the story: Using graphic organizers as cognitive learning tools to teach students to construct effective counter-analysis. University of Baltimore Law Review, 39, 227–253.

Melton, J. (2003). Summarizing strategies strengthen learning. Retrieved from http://www.kidbibs.com/learningtips/1t33.htm

Mohammad Hosseinpur, R. (2015). The impact of teaching summarizing on EFL learners’ microgenetic development of summary writing. The Journal of Teaching Language Skills, 7(2), 69-92. DOI: 10.22099/JTLS.2015.3531

Okebukola, F. & Owolabi, T. (2007). The efficacy of question-answer-relationships (QAR) on students’ achievement and conceptual change in science. The International Journal of Learning, 14 (5) 173-178.

Otero, R. C. (2008). Summary of integration information processes form multiple documents. Retrieved from http://dialnet.unirioja.es/servlet/tesis?codigo=7205&info=resumen&modo=popu

Peng, R. G. S., Hoon, T. L., Khoo, S. F., & Joseph, I. M. (2007). The impact of question-answer relationships on reading comprehension. Retrieved from http://iresearch.osprey.url3.net/iresearch/slot/u110/Alar/.../ar_peichun_qar.pdf

Preszler, J. (2006). More strategy to guide learning. Rapid City BHSSC 1925: Plaza Boulevard.

Quick Oxford Placement Test (2001). Quick placement test. London: Oxford University Press and the University of Cambridge Local Examinations Syndicate.

Raphael, T. (1986). Teaching question-answer relationships revisited. The Reading Teacher, 39(6), 516-522. DOI: 10.2307/20199149

Raphael, T. E., & Au, K. (2005). QAR: Enhancing comprehension and test-taking across grades and content areas. The Reading Teacher, 59(3), 206-221. DOI: 10.2307/20204340

Rini, K., Sada, C. & Salma, U. (2014). Using the 3-2-1 strategy in reading comprehension to improve students' involvement in active learning. Journal Pendidikan Dan Pembelajaran, 3(10), 1-14.

Robinson, D. H., Corliss, S. B., Bush, A. M., Bena, S. J., & Tomberlin, T. (2006). Optimal presentation of graphic organizers and text: A case for large bites?. Educational Technology Research and Development, 51 (4), 25-41. DOI: 10.1007/bf02504542

Stafford, T. (2012). The effect of question-answer relationships on ninth-grade students' ability to accurately answer comprehension questions. (Unpublished doctoral dissertation). University of Central Florida, Orlando.

Stull, A. T. & Mayer, R. E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808-820. DOI: 10.1037/0022-0663.99.4.808

Tayib, A. (2015). The effect of using graphic organizers on writing: A case study of preparatory college students at Umm-Al-Qura University. International Journal of English Language and Linguistics Research, 3(1), 15-36.

Wade-Stein, D., & Kintsch, E. (2004). Summary street: interactive computer support for writing. Cognition & Instruction, 22, 333–362. DOI: 10.1207/s1532690xci2203_3 

Wichadee, S. (2013). Improving students’ summary writing ability through collaboration: A comparison between online wiki group and conventional face-to-face group. The Turkish Online Journal of Educational Technology, 12(13), 107-116.

Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & deCani, J. S. (2005). Expository text comprehension in the primary grade classroom. Journal of Educational Psychology, 97, 538-550. DOI: 10.1037/0022-0663.97.4.538

Zygouris-Coe, V., Wiggins, M. B., & Smith, L.H. (2004). Engaging students with text: The 3-2-1 strategy. The Reading Teacher, 58(4), 381–384. DOI:10.1598/rt.58.4.8