scholarly journals STRATEGIES FOR TEACHING WRITING IN EFL CLASS AT A SENIOR HIGH SCHOOL IN INDONESIA1

2016 ◽  
Vol 15 (1) ◽  
pp. 43
Author(s):  
Jurianto Jurianto ◽  
Salimah Salimah ◽  
Deny A Kwary
Keyword(s):  
High School ◽  
Writing Instruction ◽  
Teaching Practice ◽  
Collaborative Writing ◽  
Writing Skills ◽  
English Teachers ◽  
Senior High School ◽  
Teaching Writing ◽  
Research Report ◽  
Adolescent Students

Writing skill has been considered the most difficult language skill to master, and teaching the skills has also been not simple. Part of a research report on teaching writing in English at a senior high school in Surabaya, this paper is aimed to demonstrate that English teachers at the school are skillful and resourceful in teaching writing. With reference to 11 elements or strategies of writing instruction discussed in Graham and Perin (2007), five English teachers at die school were interviewed. The interview guide includes 24 questions centered on the 11 elements. Interview results show that the teachers make vise of most elements or strategies in their English classes. The teachers explained that such strategies as collaborative writing, sentence combining, prewriting, inquiry activities, and study of models are conducted frequently in the classroom. They found the strategies important and helpful for teaching writing skills in English to their students. The findings indicate that a variety of writing instruction strategies have been part of their teaching practice and that they are experienced in teaching writing skills in English to adolescent students.

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Instruction ◽  
Case Studies ◽  
Comparative Method ◽  
English Teachers ◽  
Teaching Writing ◽  
School Students ◽  
High School English ◽  
High Stakes

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

scholarly journals Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing

2011 ◽  
Vol 33 (1) ◽  
pp. 27
Author(s):  
Mayumi Kobayakawa
Keyword(s):  
High School ◽  
Comparative Analysis ◽  
Writing Instruction ◽  
Writing Skills ◽  
High School English ◽  
English Classes ◽  
Free Writing ◽  
Guided Writing ◽  
English Textbooks ◽  
English I

A quantitative comparative analysis of writing tasks in English I, II, and Writing textbooks was conducted in this study. Writing tasks in the textbooks were classified into four categories: controlled writing, guided writing, translation, and free writing; and 14 subcategories. The results of the analysis show that both English I and II textbooks featured mostly controlled writing tasks and fill-in-the-blank with translation tasks, while Writing textbooks included various translation and controlled writing tasks. Overall, guided writing and free writing tasks rarely appeared in the textbooks analyzed. According to the Japanese government’s (MEXT) course of study, writing instruction is generally related to free writing tasks. Therefore, free writing skills are necessary to develop students’ practical communication abilities as defined by MEXT. These findings suggest that teachers need to support the development of practical communication abilities by proactively increasing the free writing activities in English classes. 高等学校英語教科書における「書くこと」の課題比較分析：英語Ⅰ・Ⅱ、ライティングについて 本研究では、英語Ⅰ・Ⅱ、ライティング教科書における「書くこと」の課題の量的比較分析を行った。分類方法としては、教科書の書く活動を制限作文、誘導作文、和文英訳、自由英作文の4つに大別し、さらにこれらの活動を14種類の課題に分類した。分析結果によると、英語Ⅰ・Ⅱ教科書では制限作文や日本文を見て一文埋める問題、ライティング教科書では和文英訳や制限作文の課題が多く設定されていた。全体的な特徴として、誘導作文と自由英作文の課題の占める割合は少なかった。「書くこと」に関する学習指導要領の記述内容は主に自由英作文の課題と関連していることから、文部科学省が定義する「実践的コミュニケーション能力」を育成するためには、自由英作文を書く技能が必要である。したがって、英語授業における書く活動では、自由英作文を書く機会を積極的に増やすことにより、「実践的コミュニケーション能力」の育成を支援する必要があると示唆される。

scholarly journals Role Controversy among Team Teachers in the JET Programme

2004 ◽  
Vol 26 (2) ◽  
pp. 223 ◽  
Author(s):  
Sean Mahoney
Keyword(s):  
High School ◽  
Negative Pressure ◽  
English Teachers ◽  
Senior High School ◽  
English Teaching ◽  
General Classroom ◽  
Using Data ◽  
Japanese English

This article attempts to identify and clarify incongruous and problematic perceptions of team-teachers' roles held by JET Programme Assistant English Teachers (AETs) and their Japanese English-teaching colleagues (JTEs). Confusion over who should do what, and especially the frustration resulting from belief conflicts between team teachers, produces negative pressure on partners that could be detrimental to English lessons and general classroom atmospheres. Using data collected from long-answer sections of a nationwide questionnaire involving over 1,400 junior and senior high school educators, the author investigates discord found between and within AET and JTE groups at both levels. While respondents generally concurred on the main (i.e. top three) roles expected of themselves and their partners, discrepancies did arise regarding other, less commonly perceived roles. 本稿はJETプログラムの英語指導助手（AET）と日本人英語教師（JTE）によるティームティーチング（TT）授業において、両者の役割に関する問題や齟齬を指摘し、詳述するものである。英語の授業におけるそれぞれの担当内容、特に教育方針の違いから生じる不満が積もると、両者に否定的なプレッシャーを与え、教室内の雰囲気に悪影響を及ぼすことになるだろう。中学校・高等学校で教えている全国1,400名以上の英語教師からの自由記述データを利用して、筆者がAET集団とJET集団間、及び、それぞれの集団内部の問題を検討する。全般的に、回答者からは各々のパートナーに期待されている主要な役割分担に関して共通の認識を持っている割合が高かったが、双方に差異が見られる場合、役割に関する共通認識の割合が低い傾向があった。

scholarly journals Instagram as Media in Teaching Writing Recount Text for Senior High School Students

2020 ◽  
Vol 1 (01) ◽  
pp. 11-20 ◽  
Author(s):  
Abdul - Basith
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Social Network ◽  
Senior High School ◽  
Teaching Writing ◽  
School Students ◽  
Great Opportunity ◽  
Use Of Social Media ◽  
Senior High School Students

Social media is web-based application that allows users to communicate, collaborate, and share resources with other people. Both being easy to access and easy to use make social media become an effective way to communicate and exchange ideas. Students can use social media to keep up with their friends, to stay up-to-date with news and current events, to fill up spare time, to find entertaining content, and to share opinions. The use of social media becomes famous for the students nowadays. Thus, the popularity of the social media among students can be used as a tool in language teaching. One of the famous social media is Instagram. Instagram is a social network that enables its users to take pictures and videos, and share them publicly or privately on the application, as well as through a variety of other social network. Through Instagram the students can post their photos or videos that can be commented by viewers. By using Instagram, teachers are offered great opportunity to develop classroom activities creatively. This paper will give an overview of the use of Instagram in teaching writing recount text in senior high school students.

Improving Students’ Writing Skills through Collaborative Learning: A Case Study of Senior High School Veteran 1 of Sukoharjo

2020 ◽  
Vol 10 (5) ◽  
pp. 527
Author(s):  
Veronika Unun Pratiwi
Keyword(s):  
High School ◽  
Collaborative Learning ◽  
Writing Skills ◽  
Test Validity ◽  
Senior High School ◽  
Validity And Reliability ◽  
Self Confidence ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning

The research aims at improving students’ writing skills using collaborative learning at 10th-grade students of the Senior High School 1 of Veteran Sukoharjo. This research was a classroom action research. The technique used in this research consisted of planning, implementing, observing and reflecting. The research was applied in two cycles. Every cycle consisted of three meetings. In the technique of collecting data, the researcher used qualitative and quantitative techniques. The qualitative data were collected from documentation, observation and interview with teachers and some students. The quantitative data were collected from the score of the students’ pre-test ad post-test, validity and reliability. The result of the research showed that collaborative learning could improve students’ writing skills. By using collaborative learning, the students showed active and have self-confidence in the teaching-learning process. This method brought positive result. The progress of the students’ writing skills also can be seen from the result of the tests score. In the multiple-choice pre-test, the mean score of the pre-test was 59,7and improved to be 68,1in post-test 1 of cycle 1. In cycle 2, the mean score of post-tests 2 was 79,7. In the essay pre-test, the mean score of the pre-test was 61,3and improved to be 69,1in post-test 1 of cycle 1. In cycle 2, the mean score of post-tests 2 was 78,4. It could be concluded that there was a significant improvement in the students writing skills after using collaborative learning.

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