DOES THE USE OF WRITING STRATEGIES CORRELATE TO STUDENTS' WRITING SKILL? A STUDY ON NON-ENGLISH DEPARTMENT STUDENTS
Abstract
Abstract: This study aimed to reveal whether there was a relationship between the use of writing strategies and the skills of non-English students and to find out how non-English students use writing strategies in writing. The design of this study used an explanatory sequential mixed method. This study was attended by 30 non-English majoring in Indonesian language and literature education program at 6th semester students in a private university in Malang, Indonesia. The data was collected through questionnaires and interviews. The questionnaire was adapted from Mu (2005) which contains 20 statements, this uses a five-point Likert scale model that was sent online using Google Forms. The interview sessions used semi-structured model were 5 questions and conducted with 10 students, 5 students who got the highest score and 5 students who got the lowest score. The collected data from the questionnaires were analyzed using Spearman correlation and descriptive statistical analysis with SPSS and reported in tabular form. The collected data from the interview were analyzed using content analysis and reported descriptively. The findings from statistical data show that writing strategies has a significant correlation with writing skills. From the results of the interviews it was concluded that students who got higher scores in writing class used all stages in writing and vice versa, for students who got low scores did not use the writing stage as a whole. Of the five strategies analyzed, it was revealed that the strategy most used by non-English students was the metacognitive strategy for writing. From the results of the interviews, those who scored high adhered to all writing methods, planned subjects for writing, and pushed themselves to successfully convey concepts through writing. Students who score low rarely use the entire writing process, limiting their ability to fully express themselves. It is hoped that this research can contribute to L2 students or teachers by providing insights about teaching or using good writing strategies. Future researchers are advised to research in a longer term with the same participation and in different and wider places to better contextualize the use of writing strategies and especially learning tasks by considering the different features of writing assignments.
Â
Key words: Writing strategy, writing skill, non-English students.
Full Text:
PDFReferences
Afrin, S. (2016) Writing problems of non-English major undergraduate students in Bangladesh: An observation. Open Journal of Social Sciences. 4, 104-115. http://dx.doi.org/10.4236/jss.2016.4301
Ahmed, M. A. (2016). Using Facebook to develop grammar discussion and writing skills in English as a foreign language for university students. Sino-US English Teaching. 13(12), 932-952.
Bailey D. R. (2019). Conceptualization of second language writing strategies and their relation to student characteristics. The Journal of Asia TEFL. Vol. 16, No. 1. http://dx.doi.org/10.18823/asiatefl.2019.11.1.9.135
Boudaoud, R. (2013). Investigating the impact of constructive planning as both a cognitive and metacognitive strategy: A case study of third-year LMD students of English at the University of Constantine Algeria. Arab World English Journal. 4(2), 160-172.
Franssisca, R. E., & Subekti, A. S. (2022). Indonesian senior high school english teachers’views on world Englishes in L2 instruction. IJIET (International Journal of Indonesian Education and Teaching). 6(1), 121-132.
Hyland, K. (2003). Second language writing. NY: Cambridge.
Kao, C.-W., & Reynolds, B. L. (2017). A study on the relationship among Taiwanese college students’ EFL writing strategy use, writing ability and writing difficulty. English Teaching & Learning. 41(4), 31-67.
Kato, M. (2018). Good and poor summary writers strategies: The case of Japanese high school EFL learners. Journal of Language Teaching and Research. 9(6), 1199-1208.
Lestari S. (2017). Implementing Padlet application to improve writing ability in English writing skill for non English department students. Let: Linguistics, Literature And Language Teaching Journal. Vol.7 No.2.
Mistar, Zuhairi, Parlindungan. (2014). Strategies of learning English writing skill by Indonesian senior high school students. Arab World English Journal. Vol.5 No.1, 2.
Mu, C., & Carrington, S. B. (2007). An investigation of three Chinese students’ English writing strategies. Teaching English as a Second or Foreign Language – EJ. 11(1), 1-23.
Setiyadi, Sukirlan, & Mahpul. (2016). How successful learners employ learning strategies in an EFL setting in the Indonesian context. English Language Teaching. Vol. 9, No. 8.
Sun & Wang. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221.
Teng, M.F., Qin, C. & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition Learning. 17, 167–190. https://doi.org/10.1007/s11409-021-09278-4
Yulianti, D. B. (2018). Learning strategies applied by the students in writing English text. Journal on English as a Foreign Language. 8(1), 19- 38. doi: 10.23971/jefl.v8i1.583
Yundayani, A., Susilawati, S., & Chairunnisa, C. (2019). Investigating the effect of Canva on students’ writing skills. English Review: Journal of English Education. 7(2), 169-176. doi: 10.25134/erjee.v7i2.1800.
Zhang, L. J., & Qin, T. L. (2018). Validating a questionnaire on EFL writers’ metacognitive awareness of writing strategies in multimedia environments. In Metacognition in language learning and teaching. (pp. 157-178). Routledge.
Zhou, D. (2015). An empirical study on the application of process approach in non-English majors' writing. English Language Teaching. 8(3), 89-96. http://dx.doi.org/10.5539/elt.v8n3p89
Refbacks
- There are currently no refbacks.