Incorporating Strategy Instruction (SI) and Strategy-Based Writing Instruction (SBI) to Enhancing Students' Writing Abilities
DOI:
https://doi.org/10.17507/jltr.1404.30Keywords:
strategy instruction (SI), strategy-based writing instruction (SBI), writing abilityAbstract
Strategy instruction (SI) and strategy-based writing instruction (SBI) in English in recent years have obtained great attention for having considerable educational and evaluation usefulness. Studies on how strategic teaching improves students’ writing ability were limited, resulting in significant gaps in the declarative and procedural knowledge of writing among university freshmen. To address this gap, this study was conducted to examine the effects of strategy instruction and strategy-based writing instruction on students' writing based on several parameters: content, organization, language, citation, idea, revision, modification, replacement, plagiarism, and creativity on students' writing ability. This experimental study involved 100 students majoring English Education at the State University of Malang. The results of the ANCOVA test on all dependent variables showed a significant effect on idea construction in both control and experimental group. This study revealed that SBI and SI positively affected students' writing ability, making them regarded as effective methods in teaching writing.
References
Al-Jarrah, R. S., & Al-Ahmad, S. (2013). Writing instruction in Jordan: Past, present, and future trends. System, 41(1), 84–94. https://doi.org/10.1016/j.system.2013.01.016
Azin, N., Biria, R., & Ameri-Golestan, A. (2021). The Effect of Strategy-based Instruction on Iranian EFL Learners’ Learner Autonomy: Learners’ Perceptions. International Journal of Foreign Language Teaching and Research, 9(38), 237–249. https://doi.org/10.52547/jfl.9.38.237
Baghbadorani, E. A., & Roohani, A. (2014). The Impact of Strategy-based Instruction on L2 Learners’ Persuasive Writing. Procedia - Social and Behavioral Sciences, 98, 235–241. https://doi.org/10.1016/j.sbspro.2014.03.412
Bai, R., Hu, G., & Gu, P. Y. (2014). The Relationship Between Use of Writing Strategies and English Proficiency in Singapore Primary Schools. Asia-Pacific Education Researcher, 23(3), 355–365. https://doi.org/10.1007/s40299-013-0110-0
Beiler, I. R. (2019). Negotiating Multilingual Resources in English Writing Instruction for Recent Immigrants to Norway. 0(0), 1–25. https://doi.org/10.1002/tesq.535
Cohen, A D. (2002). Preparing teachers for styles- and strategies-based instruction. Reflecting on Language in Education, 49–69.
Cohen, Andrew D, & Weaver, S. J. (2006). Styles- and Strategies-Based Instruction: A Teachers’ Guide. May, 200.
Creswell, J. W. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Enhanced Pearson eText with Loose-Leaf Version--Access Card Package. Pearson Education, Inc.
Cumming, A., Kantor, R., Baba, K., Erdosy, U., Eouanzoui, K., & James, M. (2005). Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing, 10(1), 5–43. https://doi.org/10.1016/J.ASW.2005.02.001
Cumming, A., Lai, C., & Cho, H. (2016). Students’ writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes, 23, 47–58. https://doi.org/10.1016/j.jeap.2016.06.002
Finlayson, K., & Mccrudden, M. T. (2019). Teacher-Implemented Writing Instruction for Elementary Students : A Literature Review Teacher-Implemented Writing Instruction for Elementary. Reading & Writing Quarterly, 0(0), 1–18. https://doi.org/10.1080/10573569.2019.1604278
Flower, L., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365. https://doi.org/10.2307/356600
Graham, S., & Harris, K. R. (2009). Almost 30 Years of Writing Research: Making Sense of It All with The Wrath of Khan . Learning Disabilities Research & Practice, 24(2), 58–68. https://doi.org/10.1111/j.1540-5826.2009.01277.x
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. https://doi.org/10.1037/a0029185
Graham, S., & Sandmel, K. (2011). The process writing approach: A meta-analysis. Journal of Educational Research, 104(6), 396–407. https://doi.org/10.1080/00220671.2010.488703
Gu, P. Y. (2019). Approaches to learning strategy instruction. Learning Strategy Instruction in the Language Classroom: Issues and Implementation, 22–37.
Hinkel, E. (2006). Current Perspectives on Teaching the Four Skills. TESOL Quarterly, 40(1), 109. https://doi.org/10.2307/40264513
Kirkpatrick, L. C., & Klein, P. D. (2009). Planning text structure as a way to improve students’ writing from sources in the compare-contrast genre. Learning and Instruction, 19(4), 309–321. https://doi.org/10.1016/j.learninstruc.2008.06.001
Lam, R. (2015). Understanding EFL students’ development of self-regulated learning in a process-oriented writing course. TESOL Journal, 6(3), 527–553. https://doi.org/10.1002/tesj.179
Lee, J. (2019). students ’ writing performance in the context of English as a foreign language : an approach using structural equation modeling. Reading and Writing, 0123456789. https://doi.org/10.1007/s11145-019-10007-2
Machili, I., Papadopoulou, I., & Kantaridou, Z. (2020). Effect of strategy instruction on EFL students’ video-mediated integrated writing performance. Journal of Second Language Writing, 48(November 2018), 100708. https://doi.org/10.1016/j.jslw.2019.100708
Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9–30. https://doi.org/10.1177/1362168812457528
Rubin, J., Chamot, A. U., Harris, V., & Anderson, N. J. (2007). Intervening in the use of strategies. Language Learner Strategies, 30, 29–45.
Salahu-Din, D., Persky, H., & Miller, J. (2008). The nation’s report CardTM]: Writing 2007. National assessment of educational progress at grades 8 and 12. National, state, and trial urban district results. NCES 2008-468. National Center for Education Statistics. Writing.
Victori, M. (1999). An analysis of writing knowledge in EFL composing: A case study of two effective and two less effective writers. System, 27(4), 537–555. https://doi.org/10.1016/S0346-251X(99)00049-4
Yang, H. C., & Plakans, L. (2012). Second Language Writers’ Strategy Use and Performance on an Integrated Reading-Listening-Writing Task. TESOL Quarterly, 46(1), 80–103. https://doi.org/10.1002/tesq.6
Zhang, C. (2013). Effect of instruction on ESL students ’ synthesis writing. Journal of Second Language Writing, 22(1), 51–67. https://doi.org/10.1016/j.jslw.2012.12.001
