Strategy in Teaching Writing To The Tenth Graders of Vocational High School: A Case Study
Abstract
Abstract: This study aimed to describe vocational high school teacher’s strategy in teaching writing. There are difficulties faced by the students in writing English text such as grammar, vocabularies, sentence structure, stating the idea, etc. In this case, the researcher wanted to see how the strategy chosen by the teacher could minimize the students problem in writing. This study emplys descriptive qualitative research that describes the findings and discusssion mostly inwords rather than number. This study was conducted in 10 RPL Evercoss class. The instruments used are field notes, observation sheet, students’ questionnaire consists of seven questions, and teacher’s interview guide, and questionnaire. It was found that the students of 10 RPL Evercoss class were enjoying the activity in their teaching and learning process prepared by the teacher. They found moving table enjoyable and fun to learn how to write English text. In addition, the students feel more motivated to learn how to write in English better using the moving table.
Downloads
References
Abderraouf, A. 2016. Investigating EFL Students’ Writing Difficulties and Common Errors in Writing. The University of Bejaia.
Adas, D. & Bakir, A. 2013. International Journal of Humanities and Social Science: Writing Difficulties and New Solutions. Retrieved from https://staff.najah.edu/sites/default/files/28.pdf.
Ahlsén, E., Lundh, N. 2007. Teaching Writing in Theory and Practice: A Study of Ways of Working with Writing in the 9th Grade. Stockholm: Stockholm Institute of Education.
Albassri, I. A. 2016. Needs-Analysis-Informed Teaching for English for Specific Purposes. San Bernardino: California State University.
Ananyeva, M. 2014. A learning curriculum: Toward student – driven pedagogy
in the context of adult English for academic purposes, English for Specific Purposes, and workplace English Programs. TESOL Journal, 5(1), 8-31.
Anggeraini, Yentri, and Bambang Sulistyo. "Teaching Strategies in Online Reading Classroom: A Case Study." ELT-Lectura 9.1 (2022): 107-116.
Belcher, D. 2006. English for specific purposes: Teaching to perceived needs and
imagined futures in worlds of work, study and everyday life. TESOL Quarterly, 40(1), 133-156.
Belkhir, A., & Benyelles, R. 2017. Identifying EFL Learners Essay Writing
Difficulties and Sources: A Move towards Solution the Case of Second Year EFL Learners at Tlemcen University. International Journal of Learning, Teaching and Educational Research.
Brown, H. D. 2007. Principles of Language Learning and Teaching Fifth Edition. New York: Pearson Education Inc.
Derakhshan, Ali & Shirejini, Roghayeh Karimian. 2020. An Investigation of the Iranian EFL Learners’ Perceptions Towards the Most Common Writing Problems. SAGE First Published, 1–10.
Flower, L., & Hayes, J. R. 1981. A Cognitive Process Theory of Writing. National Council of Teachers of English.
Fredericks, E. J. 2013. Exploring Grade 3 teachers’ strategies in the teaching of writing literacy. Cape Town: Cape Peninsula University of Technology.
Hamman, D. 1998. Preservice Teachers' Value for Learning-Strategy Instruction. Oxfordshire: Taylor & Francis, Ltd.
Harmer, J. 200. How to teach writing. Harlow: Longman
Hattie, John. 2007. The Power of Feedback. Review of Educational Research 77 no 1, 81-112.
Ibnian, S. 2017. Writing Difficulties Encountered by Jordanian EFL Learners. Asian Journal of Humanities and Social Studies.
Imane, B. 2015. Difficulties Encountered by Students in Learning the Productive Skills in EFL Classroom and the Relationship between Speaking and Writing: Case of First Year LMD Students at Abou Bekr-Belkaid. Algeria: University of Tlemcen.
Limbrick, L., Buchanan, P., Goodwin. M., and Schwarcz, H. 2010. Doing Things Differently: The Outcomes of Teachers Researching Their Own Practice in Teaching Writing. Canada: Canadian Society for the Study of Education.
McNamara, Carter, PhD. 1999. General Guidelines for Conducting Interviews, Minnesota.
Mohammad, T., Hazarika, Z. 2016. Difficulties of Learning EFL in KSA: Writing Skills in Context. Canada: Canadian Center of Science and Education.
NSW Department of Education and Training. 2007. Writing and spelling strategies. Darlinghurst: NSW.
Nunan, D. 1988. The learner-centered curriculum: A study in second language teaching. Cambridge, Eng.: Cambridge University Press.
Scharmann, L. C. 2005. A Proactive Strategy for Teaching Evolution. Oakland: University of California Press on behalf of the National Association of Biology Teachers.
Storch, N. 2007. Investigating the merits of pair work on a text editing task in ESL classes. Language Teaching Research, 11(2), 143-159.
Tracy, B., Reid, R., & Graham, S. 2009. Teaching Young Students Strategies for Planning and Drafting Stories: The Impact of Self-Regulated Strategy Development. Oxfordshire: Taylor & Francis, Ltd.
Vygotsky, L. S. 1978. Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press.
Copyright (c) 2023 Aditama Melati Melati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. License
Use of articles will be governed by the Creative Commons Attribution - ShareAlike license as currently displayed on Creative Commons Attribution - ShareAlike 4.0 International License (CC BY-SA)
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
ELT-Lectura Studies and Perspective in English Language Teaching's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Halaman Olahraga Nusantara permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and ELT-Lectura Studies and Perspective in English Language Teaching on distributing works in the journal and other media of publications.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
1. Copyright and other proprietary rights relating to the article, such as patent rights,
2. The right to use the substance of the article in own future works, including lectures and books,
3. The right to reproduce the article for own purposes,
4. The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal ELT-Lectura Studies and Perspective in English Language Teaching.
5. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. ELT-Lectura Studies and Perspective in English Language Teaching will not be held liable for anything that may arise due to the author(s) internal dispute. ELT-Lectura Studies and Perspective in English Language Teaching will only communicate with the corresponding author.
6. Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that ELT-Lectura Studies and Perspective in English Language Teaching entitles the author(s) to no royalties or other fees.
