Writing Strategies Used by Indonesian EFL Students with Different English Proficiency (original) (raw)
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Studies in English language and education, 2023
This research aimed to investigate the writing strategies applied by English as a Foreign Language (EFL) students in Indonesia. It also investigated how the writing process undergone by Indonesian EFL students differs from students using English as their first language (L1). The writing strategies questionnaire from Petrić and Czárl (2003) was used to find out the strategies used by the EFL students. In addition, the adult writing process model of Hayes (2012), which was constructed based on the writing process of English as first language students, was used as the framework to investigate the writing process applied by Indonesian students. The participants were 135 English Education department students from two Indonesian universities. Participants' answers to the questions in the questionnaire over the three stages of writing (pre-writing, drafting, and revising) were analysed using a 5-point Likert scale. The result revealed that the participants applied writing strategies at a moderate level. They only frequently used 15 of the 38 strategies provided
Strategies in Developing English and Indonesian Academic Writing by Efl Students
LINGUA: Journal of Language, Literature and Teaching
This study was aimed at seeing the writing strategies used by EFL Undergraduate students at Muhammadiyah University of Malang. This study used content analysis as the design, focusing on the quality of rhetoric and strategies in developing English academic essays written in Bahasa Indonesia and in English Language. The study assigned 10 students as the subject of the study. Data of this study included English and Indonesian essays, answers of questionnaires and responses of interview given to the 10 students. The study revealed that good writers wrote linear essays in Bahasa Indonesia and in English language. In writing practices and strategies, poor writers did not write draft of the essays, did not revise, and did not edit the essays, either. Good writers, on the contrary did make drafting, revising, and editing before final copy of an essay was achieved. In addition, reading references were also influential for the good writers to improve writing style and quality of the cont...
Writing Strategies Used by Indonesian EFL Undergraduate Students across Their Proficiency and Gender
Journal of Language Intelligence and Culture
Proficient writers in L2 setting used many kinds of strategies to face their difficulties in English writing. This study investigates the writing strategies used by Indonesian EFL undergraduate students and examines if there is any differences between proficient and less proficient students across their gender in choosing strategies in writing. The subject of the study consisted of 100 (one hundred) undergraduate students of English Department in Islamic State University of Antasari, Banjarmasin. A questionnaire was adopted from Peñuelas (2012) to gather data about student writing strategies. The categorization of proficient and less proficient of the students was based on the result of writing test. The results indicated that Indonesian EFL undergraduate students used six categories of writing strategies and compensation strategies was the most frequently used followed by affective strategies as the least frequently used. Proficient and less proficient students employed compensatio...
Strategies of Learning English Writing Skill by Indonesian Students
The research addresses three research objectives: (1) to identify learning strategies of writing skill used by senior high school students in Indonesia, (2) to measure the extent of use of the strategy categories, and (3) to study the differences in the use of the strategies by successful and less successful learners. The subjects of the study were 766 second year senior high school students in East Java, Indonesia. They were asked to complete a questionnaire of strategies of learning writing skill and a self-assessment. The results of the data analysis using Principal Component Analysis yielded twelve components with an initial eigenvalue greater than 1, explaining a cumulative variance of strategies 57.68%. The component matrix was rotated using Varimax with Keiser Normalisation Method and the resulting factors were then treated as posteriori strategy categories and named self-monitoring, language-focusing, planning, metacognitive affective, cognitive compensation, self-evaluating, social process-focusing, authentic practicing, meaning-focusing, vocabulary developing, metacognitive commencement, and mental processing strategies. All of these strategies were used at the moderate frequency level. Finally, successful learners reported using the strategies more frequently than less successful learners did. . EFL Students" writing strategies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in 3(4), 407-422. Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students.
Writing in a second language (L2) is a challenging task. It is demanded in academic context and considered a lifetime skill. In Indonesia, writing is the most neglected skill in schools, resulting in low writing proficiency among university students. The aim of this study is: 1) to identify the writing process of Indonesian EFL proficient student writers; and 2) to explore the writing strategies used by Indonesian EFL proficient student writers. Williams' writing process model was used as the basis for identifying the writing process, while Leki, Sasaki and Mu's writing categories were used to identify the writing strategies. This study used the qualitative case study research design integrating four data collection methods, that was, observation, interview, think-aloud protocol and video-stimulated recall interview. The results show that the student writers undertake a five-step writing process: prewriting, planning, drafting, pausing and reading and revising and editing, utilising 10 writing strategies: mechanics of writing; relating the topic to past experience and knowledge; talk-writing; freewriting; outlining; listing; using online materials; seeking help; taking the reader into consideration; and text organisation in each stage of the writing process. The study significantly contributes to the body of knowledge on writing, helps L2 writing teachers and L2 learners at all levels of writing using the model of the writing process and the proposed writing strategies.
Factors Contributing in the Choice of Writing Strategies Among Indonesian Efl Graduate Students
2020
This study aims to describe the factors which contribute in the choice of writing strategies among Indonesian EFL graduate students. This study was conducted in Muhammadiyah University of Surakarta especially in the graduate program of English language studies. The subjects of this research are six students who enroll in the program. The instruments used for this research were questionnaire and interview. Afterwards, the data were analyzed by using Miles and Hubberman’s flow model. Based on the result of analysis, there is an arising finding that can be sketched out: factors contributing to the use of writing strategy were identified to be students’ belief, students’ awareness, students’ language proficiency, writing time, writing type, and writing activity environment. In conclusion, employing writing strategies in a high frequency by considering students’ belief, awareness, language proficiency, writing time, writing type, and writing activity environment is strongly essentials as...
Strategies of Learning English Writing Skill by Indonesian Senior High School Students
The research addresses three research objectives: (1) to identify learning strategies of writing skill used by senior high school students in Indonesia, (2) to measure the extent of use of the strategy categories, and (3) to study the differences in the use of the strategies by successful and less successful learners. The subjects of the study were 766 second year senior high school students in East Java, Indonesia. They were asked to complete a questionnaire of strategies of learning writing skill and a self-assessment. The results of the data analysis using Principal Component Analysis yielded twelve components with an initial eigenvalue greater than 1, explaining a cumulative variance of strategies 57.68%. The component matrix was rotated using Varimax with Keiser Normalisation Method and the resulting factors were then treated as posteriori strategy categories and named self-monitoring, language-focusing, planning, metacognitive affective, cognitive compensation, self-evaluating, social process-focusing, authentic practicing, meaning-focusing, vocabulary developing, metacognitive commencement, and mental processing strategies. All of these strategies were used at the moderate frequency level. Finally, successful learners reported using the strategies more frequently than less successful learners did. . EFL Students" writing strategies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in 3(4), 407-422. Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students.
The study was aimed at understanding the EFL Indonesian students' perspective on the writing process. The pilot study involved two male Indonesian postgraduate students in Universiti Utara Malaysia. The Indonesian students were selected based on the following criteria: (1) had enough knowledge in English writing, indicated by the completion of Academic Writing and Research Methodology courses taken in UUM; (2) had written an unpublished thesis during their undergraduate studies in Indonesia and they are writing their master or doctoral thesis in English; (3) used English extensively in writing their assignments, and in daily activities. Pseudonyms were used to refer to the participants as Sukarno and Suharto. The data were collected through in-depth interviews with the participants. The interview sessions took approximately 15-20 minutes for each participant and were videotaped and audiotaped. Semi-structured interview with 15 questions and probes were used. The results showed that the two participants had positive feelings and attitudes towards writing in English. Although they had a hard time in English writing during their undergraduate in Indonesia, they become fond of writing in English in their postgraduate time due to the exposure to English extensively. In composing, they used brainstorming, drafting, pausing, revising and editing in a recursive manner.
Indonesian EFL Students’ Perspective on Writing Process: A Pilot Study
Advances in Language and Literary Studies, 2016
The study was aimed at understanding the EFL Indonesian students' perspective on the writing process. The pilot study involved two male Indonesian postgraduate students in Universiti Utara Malaysia. The Indonesian students were selected based on the following criteria: (1) had enough knowledge in English writing, indicated by the completion of Academic Writing and Research Methodology courses taken in UUM; (2) had written an unpublished thesis during their undergraduate studies in Indonesia and they are writing their master or doctoral thesis in English; (3) used English extensively in writing their assignments, and in daily activities. Pseudonyms were used to refer to the participants as Sukarno and Suharto. The data were collected through in-depth interviews with the participants. The interview sessions took approximately 15-20 minutes for each participant and were videotaped and audiotaped. Semi-structured interview with 15 questions and probes were used. The results showed that the two participants had positive feelings and attitudes towards writing in English. Although they had a hard time in English writing during their undergraduate in Indonesia, they become fond of writing in English in their postgraduate time due to the exposure to English extensively. In composing, they used brainstorming, drafting, pausing, revising and editing in a recursive manner.
2019
This research aims at finding out: 1) kinds of English-as-a-foreign-language (EFL) essays written by the fourth semester students of the Undergraduate English Education Department, School of Teachers Training and Educational Sciences, Nusa Cendana University; 2) how the students develop as EFL student writers; 3) elements of EFL writing that the students can produce well; and, 4) elements of EFL writing that the students fail to produce well. This research using desctiptive-qualitative method was conducted from March to September, 2019. Its research subjects were the fourth semester students of the department. Since the department has four classes, the researchers chose two classes purposively as their research subjects. The instruments used to get the data were writing tests conducted twice, that is, the first one on 18 March and the second one on 18 September, 2019. In doing the first test, the students were each asked to individually handwrite an essay whose topic was free...