L2 WRITING STRATEGIES USED BY HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.22460/project.v3i6.p805-815Abstract
Writing is a challenging activity that comprises a complex cognitive process, as well as various strategies. Furthermore, minimal research has been performed on using writing strategies among High School students in the EFL context, specifically in Indonesia. Although the applications of effective strategies have been evidenced to be helpful, many students are not aware of using them to alleviate their writing quality. Therefore, this study aims at investigating English L2 strategies when writing recount texts using three skilled English students. This is a qualitative research that utilized purposive sampling and the instruments employed were Think-Aloud Protocols (TAPs), observation, retrospective, and semi-structured interviews. Following the analysis and interpretation of the data obtained from these instruments, the acquired results demonstrated that they used similar writing strategies. However, the occurrences from this use differed from one individual to another as some were unaware that the writing process was recursive and not linear. Therefore, this study implies that students need to be encouraged to apply different strategies to develop their writing, and teachers also, were required to explicitly teach these strategies as it will lead students to use them effectively. Training on the use of writing strategies is needed for Indonesian students to support and help them write efficiently in English.           Â
References
Abdel Latif, M. M. M. (2019). Using think-aloud protocols and interviews in investigating writers’ composing processes: combining concurrent and retrospective data. International Journal of Research and Method in Education, 42(2), 111–123. https://doi.org/10.1080/1743727X.2018.1439003
Abdullah, M. R. T. L., Abu Bakar, Z., Ali, R. M., Raja Yaacob, R. A. I., Abdur-Rahman, M. a., Embong, A. M., & Bin Amar, A. Z. (2011). Writing strategies of Malaysian ESL undergraduate engineering learners. International Journal of Engineering & Technology IJET-IJENS, 11(April), 1–9.
Alhaisoni, E. (2012). A think-aloud protocols investigation of Saudi English major students’ writing revision strategies in L1 (Arabic) and L2 (English). English Language Teaching, 5(9), 144–154. https://doi.org/10.5539/elt.v5n9p144
Alkubaidi, M. (2018). A Comparative Analysis of Writing Strategies and Performance in a Saudi University. Studies in Self-Access Learning Journal, 9, 425–443. https://doi.org/10.37237/090403
Arifin, S. (2020). Investigating the L2 Writing Strategies Used by Skillful English Students. Jurnal Pendidikan Dan Pengajaran, 53(1), 78. https://doi.org/10.23887/jpp.v53i1.24939
Arndt, V. (1987). Six writers in search of texts: A protocol-based study of l1 and l2 writing. ELT Journal, 41(4), 257–267. https://doi.org/10.1093/elt/41.4.257
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153–160. https://doi.org/10.1093/elt/54.2.153
Bai, B. (2018). Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols. System, 78, 15–26. https://doi.org/10.1016/j.system.2018.07.003
Boardman, C. A., & Frydenberg, j. (2008). Writing to Communicate (3rd Editio, Vol. 17). https://doi.org/10.1097/00005721-199203000-00001
Bowles, M. A. (2010). The think-aloud controversy in second language research. In The Think-Aloud Controversy in Second Language Research. https://doi.org/10.4324/9780203856338
Cer, E. (2019). The Instruction of Writing Strategies: The Effect of the Metacognitive Strategy on the Writing Skills of Pupils in Secondary Education. SAGE Open, 9(2). https://doi.org/10.1177/2158244019842681
Chien, S. C. (2012). Students use of writing strategies and their English writing achievements in Taiwan. Asia Pacific Journal of Education, 32(1), 93–112. https://doi.org/10.1080/02188791.2012.655240
Eliwarti, & Maarof, N. (2014). The Effects of types of writing approaches on EFL students’ writing performance. Selt, 11–12(June), 112–119. Retrieved from file:///C:/Users/user/Downloads/6692-13320-1-SM (3).pdf
Farooq, M. S., & Uzair-ul-hassan, M. (2012). Opinion of Second Language Learners about Writing Difficulties in English Language Opinion of Second Language Learners about Writing Difficulties in English Language Today , communication across the cultures and nations is more important than ever. A Research Journal of South Asian Studies, 27(February), 182–194. Retrieved from https://www.researchgate.net/publication/330170345_Opinion_of_Second_Language_Learners_about_Writing_Difficulties_in_English_Language
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
Graves, D. H. (1982). A Case Study Observing the Development of Primary Children’s Composing, Spelling, and Motor Behaviors during the Writing Process. Retrieved from https://files.eric.ed.gov/fulltext/ED218653.pdf
Harmer, J. (2007). How to teach English (New Editio). Retrieved from https://www.academia.edu/34720971/How_to_Teach_English_2nd_Edition_Jeremy_Harmer.PDF
Hsiao, T. Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies : A confirmatory factor analysis. Modern Language Journal, 86(iii), 368–383.
Khongput, S. (2020). Metastrategies Used by EFL Students in Learning English Writing : LEARN Journal : Language Education and Acquisition Research Network Journal, 13(2), 93–104. Retrieved from https://files.eric.ed.gov/fulltext/EJ1258799.pdf
Lestari, L. A. (2006). The Interactional Approach to The Teaching Of Writing and Its Implications for Second Language Acquisition. TEFLIN Journal, 17(1), 42–56. https://doi.org/10.15639/teflinjournal.v19i1/42-56
Liu, G. (2015). Investigating the English Writing Strategies Used by Chinese Senior High School Students. Theory and Practice in Language Studies, 5(4), 844. https://doi.org/10.17507/tpls.0504.21
Maarof, N., & Murat, M. (2013). Writing strategies used by ESL upper secondary school students. International Education Studies, 6(4), 47–55. https://doi.org/10.5539/ies.v6n4p47
Macaro, E. (2006). Strategies for language learning and for language use: Revising the …. Modern Language Journal, 90(3), 320–337. Retrieved from http://www.jstor.org/stable/3876831%5Cnpapers2://publication/uuid/FBB365BD-CF39-485A-A475-8708D966E40B
Mahmoud Tabari. (2019). Differential Effects of Strategic Planning and Task Structure on L2 Writing Outcomes. Reading & Writing Quarterly, 0(0), 1–19. https://doi.org/10.1080/10573569.2019.1637310
Mastan, M. E. B., Maarof, N., & Embi, M. A. (2017). The effect of writing strategy instruction on ESL intermediate proficiency learners’ writing performance. Journal of Educational Research and Review, 5(5), 71–78.
Mbau, A. T., & Marhum, M. (2014). an Analysis on the Subject-Verb Agreement Errors in Writing Paragraph Made By the Second Semester Students. E-Journal of English Language Teaching Society (ELTS), 2(2), 1–15. Retrieved from file:///C:/Users/user/Downloads/3036-9337-1-PB.pdf
Mistar, J., & Parlindungan, F. (2014). Strategies of learning English writing skill by Indonesian senior hgh school students. Arab World English Journal, 5(1), 290–303.
Nunan, D. (1999). Second Language Teaching & Learning. Retrieved October 30, 2020, from https://www.bookdepository.com/Second-Language-Teaching-Learning-David-Nunan/9780838408384
Pablo, J. C., & Lasaten, R. C. (2018). Writing Difficulties and Quality of Academic Essays of Senior High School Students. Asia Pacific Journal of Multidisciplinary Research, 6(4), 46–57. Retrieved from http://www.apjmr.com/wp-content/uploads/2018/08/APJMR-2018-6.4.06.pdf
Patton, M. Q. (1988). Qualitative Evaluation Methods. Retrieved from https://www.gwern.net/docs/sociology/1980-patton-qualitativeevaluationmethods.pdf
Pennington, M. C., & So, S. (1993). Comparing writing process and product across two languages: A study of 6 Singaporean university student writers. Journal of Second Language Writing, 2(1), 41–63. https://doi.org/10.1016/1060-3743(93)90005-N
Peñuelas, A. B. C. (2012). The writing strategies of american university students: Focusing on memory, compensation, social and affective strategies. Elia, 12(1), 77–113. Retrieved from http://institucional.us.es/revistas/elia/12/art_4.pdf
Perl, S. (1979). The Composing Processes of Unskilled College Writers. Source: Research in the Teaching of English, 13(4), 317–336. Retrieved from http://www.jstor.org/stable/40170774%5Cnhttp://www.jstor.org/stable/40170774
Shafiee, S., Koosha, M., & Afghari, A. (2013). The effect of conventional , web-based , and hybrid teaching of pre-writing strategies on Iranian EFL learners ’ writing performance. International Research Journal of Applied and Basic Sciences, 4(2), 393–401.
Shapira, A., & Hertz-Lazarowitz, R. (2005). Opening windows on arab and jewish children’s strategies as writers. Language, Culture and Curriculum, 18(1), 72–90. https://doi.org/10.1080/07908310508668734
Torrance, M., Thomas, G. V., & Robinson, E. J. (1994). The writing strategies of graduate research students in the social sciences. Higher Education, 27(3), 379–392. https://doi.org/10.1007/BF03179901
van Weijen, D., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2009). L1 use during L2 writing: An empirical study of a complex phenomenon. Journal of Second Language Writing, 18(4), 235–250. https://doi.org/10.1016/j.jslw.2009.06.003
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
