Strategi Reading-to-Write dalam Pembelajaran Menulis Esai Argumentatif: Tinjauan Literatur pada Pendidikan Menengah
DOI:
https://doi.org/10.64690/jhuse.v2i8.963Keywords:
Reading-To-Write, Argumentative Essay, Critical Reading, Writing Skills, Secondary EducationAbstract
Argumentative essay writing is an essential competency in secondary education because it requires students to express opinions, develop logical reasoning, use supporting evidence, and consider alternative perspectives. These abilities depend on students' capacity to transform information from reading materials into coherent and well-supported arguments. This study aims to synthesize the literature on the Reading-to-Write strategy in argumentative essay writing instruction in secondary education. It employs a literature review approach with thematic content analysis. The review focuses on reading–writing integration, source information processing, claim and evidence development, argument organization, critical thinking, and the implementation of explicit instruction and feedback. The synthesis identifies five key aspects: reading materials as a foundation for idea development, information evaluation and integration, coherent argument organization, critical reading as a support for reasoning, and the importance of explicit instruction and guided revision. Based on these findings, the Reading-to-Write strategy can be operationalized through guided reading, information recording and evaluation, argument outlining, draft writing, and feedback-based revision. This review emphasizes that reading and writing integration should be designed as a systematic instructional process rather than merely assigning reading tasks before writing. The findings provide a conceptual foundation for developing Indonesian language instruction aimed at improving students' argumentative writing quality. Further empirical research is needed to examine the implementation of this strategy across different secondary education contexts.
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