How does Intensity of Writing Practices Correlate with Argumentative Writing Ability among Indonesian freshmen Students?
DOI:
https://doi.org/10.32332/joelt.v9i2.3687Keywords:
argumentative writing, correlation, the intensity of practices, writing ability, writing habitAbstract
This study aimed to find the correlation between intensity practice and the result of students' argumentative writing performance. This descriptive quantitative study involved 41 students in the first semester of the English Language Teaching department at an Islamic state university in Lampung province, Indonesia. The data were taken from the argumentative writing tests and questionnaires. The test indicators were the content, organization, grammar, vocabulary, and mechanics of students' texts. The questionnaires were distributed to measure the students' intensity of writing practices. This research showed a positive correlation between the power of writing practice and the students' argumentative writing performance, with a correlation coefficient of 0.734 or 53.9%. The role of teachers' feedback in students' writings and how practice makes perfect in the context of learning to write are explained. This study implies that writing practice should gain more emphasis and priority to improve students' writing skills.
References
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Ashwell, T. I. M. (2000). Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method? Journal of Second Language Writing, 9(3), 227–257.
Bacha, N. N. (2010). Teaching the academic argument in a university EFL environment. Journal of English for Academic Purposes, 9(3), 229–241. https://doi.org/10.1016/j.jeap.2010.05.001
Bostanci, H. B., & Çavuşoğlu, Ç. (2018). Pen-and-paper or online? An academic writing course to teacher-trainees. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1482606
Brown, H. D. (2004). Language Assessment Principles and Classroom Practice. Pearson ESL.
Creswell, J. W. (2012). Educational research: planning, conducting, evaluating, quantitative and qualitative research ((Fourth Edition (ed.)). : Pearson Education Inc.
Crinon, J., & Marin, B. (2010). The role of peer feedback in learning to write explanatory texts: Why the tutors learn the most. Language Awareness, 19(2), 111–128. https://doi.org/10.1080/09658411003746604
DeKeyser, R. (2010). Practice for Second Language Learning: Don't Throw out the Baby with the Bathwater. International Journal of English Studies, 10(1), 155. https://doi.org/10.6018/ijes/2010/1/114021
Delante, N. L. (2017). Perceived impact of online written feedback on students' writing and learning: a reflection. Reflective Practice, 18(6), 772–804. https://doi.org/10.1080/14623943.2017.1351351
Delvi Wahyuni, D. W., Witri Oktavia, W. O., & Leni Marlina, L. M. (2019). Writing Anxiety among Indonesian EFL College Students: Levels, Causes, and Coping Strategies. Lingua Cultura, 13(1), 67. https://doi.org/10.21512/lc.v13i1.5239
Hasan, I., & Munandar, A. (2018). Grammatical Errors Produced by UGM English Department Students. Lexicon, 5(2), 107–114. https://doi.org/10.22146/lexicon.v5i2.41305
Hidayat, D. N., Fitriyani, N., Alek, A., Septiawan, Y., & Eviyuliawati, I. (2020). An Investigation into The Grammatical Errors of Students' Writing. Eduvelop: Journal of English Education and Development, 4(1), 9–16. https://doi.org/10.31605/eduvelop.v4i1.806
Hillocks, G. (2011). Teaching argument writing, grades 6–12: Supporting claims with relevant evidence and clear reasoning. Heinemann.
Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 255–286.
Kellogg, R. T., & Whiteford, A. P. (2009). Training advanced writing skills: The case for deliberate practice. Educational Psychologist, 44(4), 250–266. https://doi.org/10.1080/00461520903213600
Latifi, S., Noroozi, O., & Talaee, E. (2020). Worked example or scripting? Fostering students' online argumentative peer feedback, essay writing and learning. Interactive Learning Environments, 0(0), 1–15. https://doi.org/10.1080/10494820.2020.1799032
Lightbown, P. M. (2000). Anniversary article classroom SLA research and second language teaching. Applied Linguistics, 21(4), 431–462. https://doi.org/10.1093/applin/21.4.431
Luna, M., Villalón, R., Mateos, M., & Martín, E. (2020). Improving university argumentative writing through online training. Journal of Writing Research, 12(1), 233–262. https://doi.org/10.17239/JOWR-2020.12.01.08
Madkur, A. (2013). Grammatical Analysis on the Abstract of Scientific Writing. Pedagogy: Journal of English Language Teaching, 1(1), 52–67.
Mei, W. S. (2006). Creating a contrastive rhetorical stance: Investigating the strategy of problematization in students' argumentation. RELC Journal, 37(3), 329–353. https://doi.org/10.1177/0033688206071316
Muamaroh, M., Mukti, V. C., & Haryanti, D. (2020). The Process and Problems of EFL Learners in English Writing. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 405–418. https://doi.org/10.30605/25409190.215
Mukminin, A., Ali, R. M., & Ashari, M. J. F. (2015). Voices from within: Student teachers' experiences in English academic writing socialization at one Indonesian teacher training program. Qualitative Report, 20(9), 1394–1407. https://doi.org/10.46743/2160-3715/2015.2280
Myhill, D., & Watson, A. (2013). The role of grammar in the writing curriculum: A review of the literature. Child Language Teaching and Therapy, 30(1), 41–62. https://doi.org/10.1177/0265659013514070
Nippold, M. A., & Ward-Lonergan, J. M. (2010). Argumentative writing in pre-adolescents: The role of verbal reasoning. Child Language Teaching and Therapy, 26(3), 238–248. https://doi.org/10.1177/0265659009349979
Noroozi, O., Biemans, H., & Mulder, M. (2016). Relations between scripted online peer feedback processes and quality of written argumentative essay. Internet and Higher Education, 31, 20–31. https://doi.org/10.1016/j.iheduc.2016.05.002
Noroozi, O., Kirschner, P. A., Biemans, H. J. A., & Mulder, M. (2018). Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading. Educational Psychology Review, 30(1), 153–176. https://doi.org/10.1007/s10648-017-9400-z
Pirttimaa, R., Takala, M., & Ladonlahti, T. (2015). Students in higher education with reading and writing difficulties. Education Inquiry, 6(1). https://doi.org/10.3402/edui.v6.24277
Rahmatunisa, W. (2014). Problems Faced By Indonesian Efl Learners in Writing Argumentative Essay. English Review: Journal of English Education, 3(1), 1–9. http://journal.uniku.ac.id/index.php/ERJEE
Renandya, W. A. (2021). Does practice make perfect? https://willyrenandya.com/practice-makes-perfect/
Richards, J. C., & Lockhart, C. (2007). Reflective teaching in second language classrooms. Cambridge University Press.
Roald, G. M., Wallin, P., Hybertsen, I. D., & M. Stenøien, J. (2021). Learning from contrasts: first-year students writing themselves into academic literacy. Journal of Further and Higher Education, 45(6), 758–770. https://doi.org/10.1080/0309877X.2020.1813264
Saprina, C. M., Rosyid, A., & Suryanti, Y. (2021). Difficulties in Developing Idea Encountered by Students in Writing Argumentative Essay. Journal of English Language Studies, 5(1).
Scott, S. V. (2014). Practising what we preach: towards a student-centered definition of feedback. Teaching in Higher Education, 19(1), 49–57. https://doi.org/10.1080/13562517.2013.827639
Strobl, C. (2014). Attitudes towards online feedback on writing: Why students mistrust the learning potential of models. ReCALL, 27(3), 340–357. https://doi.org/10.1017/S0958344015000099
Sukandi, S. S. (2013). Teaching Writing to Indonesian EFL Learners: Challenges of The "Voice" And "Style" in Adjusting Cross Cultural Communication Skills. Proceedings International Seminar : Language Teaching in Cross Cultural Communication Context, 136–147.
Thompson, C. (2019). Practice makes Perfect? A review of second language teaching methods. The Bulletin of the Graduate School of Josai International University, 22, 55–69.
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The Current Issues of Indonesian EFL Students' Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506
Wahyuningsih, S. (2020). the Role of Corrective Feedback on Academic Writing Performance: Efl Students' Perceptions. Edulingua: Jurnal Linguistiks Terapan Dan Pendidikan Bahasa Inggris, 7(1), 13–21. https://doi.org/10.34001/edulingua.v7i1.1167
Wang, P. L. (2015). Effects of an automated writing evaluation program: Student experiences and perceptions. Electronic Journal of Foreign Language Teaching, 12(1), 79–100.
Wicaksono, W. P. (2018). Types and Frequencies of Written Corrective Feedbacks in Adult ESL Classroom. Indonesian Journal of English Language Studies, 3(2), 17–24.
Wingate, U. (2012). "Argument!" helping students understand what essay writing is about. Journal of English for Academic Purposes, 11(2), 145–154. https://doi.org/10.1016/j.jeap.2011.11.001
Wong, C., Delante, N. L., & Wang, P. (2017). Using PELA to Predict International Business Students' english writing performance with contextualized english writing workshops as intervention program. Journal of University Teaching and Learning Practice, 14(1). https://doi.org/10.53761/1.14.1.8
Andrews, R., Torgerson, C., Beverton, S., Freeman, A., Locke, T., Low, G., Robinson, A., & Zhu, D. (2006). The effect of grammar teaching on writing development. British Educational Research Journal, 32(1), 39–55. https://doi.org/10.1080/01411920500401997
Ashwell, T. I. M. (2000). Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method? Journal of Second Language Writing, 9(3), 227–257.
Bacha, N. N. (2010). Teaching the academic argument in a university EFL environment. Journal of English for Academic Purposes, 9(3), 229–241. https://doi.org/10.1016/j.jeap.2010.05.001
Bostanci, H. B., & Çavuşoğlu, Ç. (2018). Pen-and-paper or online? An academic writing course to teacher-trainees. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1482606
Brown, H. D. (2004). Language Assessment Principles and Classroom Practice. Pearson ESL.
Creswell, J. W. (2012). Educational research: planning, conducting, evaluating, quantitative and qualitative research ((Fourth Edition (ed.)). : Pearson Education Inc.
Crinon, J., & Marin, B. (2010). The role of peer feedback in learning to write explanatory texts: Why the tutors learn the most. Language Awareness, 19(2), 111–128. https://doi.org/10.1080/09658411003746604
DeKeyser, R. (2010). Practice for Second Language Learning: Don't Throw out the Baby with the Bathwater. International Journal of English Studies, 10(1), 155. https://doi.org/10.6018/ijes/2010/1/114021
Delante, N. L. (2017). Perceived impact of online written feedback on students' writing and learning: a reflection. Reflective Practice, 18(6), 772–804. https://doi.org/10.1080/14623943.2017.1351351
Delvi Wahyuni, D. W., Witri Oktavia, W. O., & Leni Marlina, L. M. (2019). Writing Anxiety among Indonesian EFL College Students: Levels, Causes, and Coping Strategies. Lingua Cultura, 13(1), 67. https://doi.org/10.21512/lc.v13i1.5239
Hasan, I., & Munandar, A. (2018). Grammatical Errors Produced by UGM English Department Students. Lexicon, 5(2), 107–114. https://doi.org/10.22146/lexicon.v5i2.41305
Hidayat, D. N., Fitriyani, N., Alek, A., Septiawan, Y., & Eviyuliawati, I. (2020). An Investigation into The Grammatical Errors of Students' Writing. Eduvelop: Journal of English Education and Development, 4(1), 9–16. https://doi.org/10.31605/eduvelop.v4i1.806
Hillocks, G. (2011). Teaching argument writing, grades 6–12: Supporting claims with relevant evidence and clear reasoning. Heinemann.
Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 255–286.
Kellogg, R. T., & Whiteford, A. P. (2009). Training advanced writing skills: The case for deliberate practice. Educational Psychologist, 44(4), 250–266. https://doi.org/10.1080/00461520903213600
Latifi, S., Noroozi, O., & Talaee, E. (2020). Worked example or scripting? Fostering students' online argumentative peer feedback, essay writing and learning. Interactive Learning Environments, 0(0), 1–15. https://doi.org/10.1080/10494820.2020.1799032
Lightbown, P. M. (2000). Anniversary article classroom SLA research and second language teaching. Applied Linguistics, 21(4), 431–462. https://doi.org/10.1093/applin/21.4.431
Luna, M., Villalón, R., Mateos, M., & Martín, E. (2020). Improving university argumentative writing through online training. Journal of Writing Research, 12(1), 233–262. https://doi.org/10.17239/JOWR-2020.12.01.08
Madkur, A. (2013). Grammatical Analysis on the Abstract of Scientific Writing. Pedagogy: Journal of English Language Teaching, 1(1), 52–67.
Mei, W. S. (2006). Creating a contrastive rhetorical stance: Investigating the strategy of problematization in students' argumentation. RELC Journal, 37(3), 329–353. https://doi.org/10.1177/0033688206071316
Muamaroh, M., Mukti, V. C., & Haryanti, D. (2020). The Process and Problems of EFL Learners in English Writing. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 405–418. https://doi.org/10.30605/25409190.215
Mukminin, A., Ali, R. M., & Ashari, M. J. F. (2015). Voices from within: Student teachers' experiences in English academic writing socialization at one Indonesian teacher training program. Qualitative Report, 20(9), 1394–1407. https://doi.org/10.46743/2160-3715/2015.2280
Myhill, D., & Watson, A. (2013). The role of grammar in the writing curriculum: A review of the literature. Child Language Teaching and Therapy, 30(1), 41–62. https://doi.org/10.1177/0265659013514070
Nippold, M. A., & Ward-Lonergan, J. M. (2010). Argumentative writing in pre-adolescents: The role of verbal reasoning. Child Language Teaching and Therapy, 26(3), 238–248. https://doi.org/10.1177/0265659009349979
Noroozi, O., Biemans, H., & Mulder, M. (2016). Relations between scripted online peer feedback processes and quality of written argumentative essay. Internet and Higher Education, 31, 20–31. https://doi.org/10.1016/j.iheduc.2016.05.002
Noroozi, O., Kirschner, P. A., Biemans, H. J. A., & Mulder, M. (2018). Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading. Educational Psychology Review, 30(1), 153–176. https://doi.org/10.1007/s10648-017-9400-z
Pirttimaa, R., Takala, M., & Ladonlahti, T. (2015). Students in higher education with reading and writing difficulties. Education Inquiry, 6(1). https://doi.org/10.3402/edui.v6.24277
Rahmatunisa, W. (2014). Problems Faced By Indonesian Efl Learners in Writing Argumentative Essay. English Review: Journal of English Education, 3(1), 1–9. http://journal.uniku.ac.id/index.php/ERJEE
Renandya, W. A. (2021). Does practice make perfect? https://willyrenandya.com/practice-makes-perfect/
Richards, J. C., & Lockhart, C. (2007). Reflective teaching in second language classrooms. Cambridge University Press.
Roald, G. M., Wallin, P., Hybertsen, I. D., & M. Stenøien, J. (2021). Learning from contrasts: first-year students writing themselves into academic literacy. Journal of Further and Higher Education, 45(6), 758–770. https://doi.org/10.1080/0309877X.2020.1813264
Saprina, C. M., Rosyid, A., & Suryanti, Y. (2021). Difficulties in Developing Idea Encountered by Students in Writing Argumentative Essay. Journal of English Language Studies, 5(1).
Scott, S. V. (2014). Practising what we preach: towards a student-centered definition of feedback. Teaching in Higher Education, 19(1), 49–57. https://doi.org/10.1080/13562517.2013.827639
Strobl, C. (2014). Attitudes towards online feedback on writing: Why students mistrust the learning potential of models. ReCALL, 27(3), 340–357. https://doi.org/10.1017/S0958344015000099
Sukandi, S. S. (2013). Teaching Writing to Indonesian EFL Learners: Challenges of The "Voice" And "Style" in Adjusting Cross Cultural Communication Skills. Proceedings International Seminar : Language Teaching in Cross Cultural Communication Context, 136–147.
Thompson, C. (2019). Practice makes Perfect? A review of second language teaching methods. The Bulletin of the Graduate School of Josai International University, 22, 55–69.
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The Current Issues of Indonesian EFL Students' Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506
Wahyuningsih, S. (2020). the Role of Corrective Feedback on Academic Writing Performance: Efl Students' Perceptions. Edulingua: Jurnal Linguistiks Terapan Dan Pendidikan Bahasa Inggris, 7(1), 13–21. https://doi.org/10.34001/edulingua.v7i1.1167
Wang, P. L. (2015). Effects of an automated writing evaluation program: Student experiences and perceptions. Electronic Journal of Foreign Language Teaching, 12(1), 79–100.
Wicaksono, W. P. (2018). Types and Frequencies of Written Corrective Feedbacks in Adult ESL Classroom. Indonesian Journal of English Language Studies, 3(2), 17–24.
Wingate, U. (2012). "Argument!" helping students understand what essay writing is about. Journal of English for Academic Purposes, 11(2), 145–154. https://doi.org/10.1016/j.jeap.2011.11.001
Wong, C., Delante, N. L., & Wang, P. (2017). Using PELA to Predict International Business Students' english writing performance with contextualized english writing workshops as intervention program. Journal of University Teaching and Learning Practice, 14(1). https://doi.org/10.53761/1.14.1.8
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2021-10-28
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