<![CDATA[This study investigates the effect of Reading to Learn Pedagogy on the writing skill of Indonesian students and their perceptions of the usefulness of the pedagogy. A quasi-experimental study involved 32 seventh graders and 54 ninth graders and two teachers of Junior High School in Indonesia. They were assigned into two groups: experimental and control. The treatment was conducted at eight sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis, whereas the student questionnaire was used to obtain data on their perceptions of the usefulness of the Reading to Learn Pedagogy. The result reveals that the Reading to Learn Pedagogy effectively enhances the students' writing skills. Additionally, the students perceived each stage of the Reading to Learn valuable pedagogy in promoting their writing skill and accepted the pedagogy to be implemented to become a better writer of other types of text required by the curriculum.]]>
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