A Comparative Study of Sentence Building in Writing Ability Among Students in Indonesia
DOI:
https://doi.org/10.32332/pedagogy.v8i2.2222Keywords:
Challenges in Writing, Sentence-Building, Strategies in Writing, Writing AbilityAbstract
This research focuses on a comparative study of sentence building between the better students (more knowledgeable) and the novice students (less knowledgeable) in writing 1 class. It belongs to qualitative research involving two respondents of the better and the novice students. Three questions emerge in this research related to the dominant sentence types between the better and the novice students, the challenges and strategies in writing. Those questions are (1) What types of sentences dominate the building of the sentence of novice and better students? (2) What are the challenges in writing between novice and better students?, and (3) What are the students’ strategies in writing?. In order to answer those three research questions, I run two methods of data collection. The first one is email observation, which tries to find an answer to the dominant sentence types of the better and the novice students. The second method is a face-to-face interview to get more in-depth insight and understanding of the challenges and strategies in writing. As a result, the better student surprisingly dominates her paragraph writing assignments with complex sentences that show her advanced writing skills as the effect of her writing practice. Meanwhile, the novice one mostly occupies simple sentences to avoid errors because she has an inadequate practice that exposes her fear. In terms of challenges, this study finds five items, including the complex process of writing, anxiety, and panic, time constraints, grammar, and vocabulary. In the case of writing strategies, the finding reveals four items, such as short writing, frequent writing, dictionary usage, and reading practice.
References
Arnold, K. M., Umanath, S., Thio, K., Reilly, W. B., McDaniel, M. A., & Marsh, E. J. (2017). Understanding the cognitive processes involved in writing to learn. Journal of Experimental Psychology: Applied, 23(2), 115–127. https://doi.org/10.1037/xap0000119
Bernstein, M. (2004). Do weblogs improve writing? http://markbernstein.org/Jan0401.html#note_35302
Brace, B., A. Collins, A. D. Rubin, and D. G. (1982). Three perspectives on writing. Educational Psychologist, 17(3), 131–145.
Coombes, H. (2001). Research Using IT. Palgrave.
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson.
Ding, Z. (2008). Application of Blog to English Language Teaching in China.
Education, O. (2012). Me Read? No Way! A practical guide to improving boys’ literacy skills. Ontario Education: Ontario.
Flower, Linda & Hayes, John. (2004). A Cognitive Process Theory of Writing. College Composition and Communication.
Ginting, S. A. (2018). Syntactic Complexity on Extroverted and Introverted Indonesian Language Learners’ Written Products. International Journal of Education and Literacy Studies, 6(4), 101. https://doi.org/10.7575/aiac.ijels.v.6n.4p.101
Greenbaum, S. (1982). What is grammar and why teach it?
Hartoyo. (2007). Academic Writing-Integrating Grammar Into Basic Writing Skill. Pelita Insani.
Hayes, J. R. and Flowers, L. S. (1980). Identifying the Organisation of Writing Process. Hillsdale NJ: Erlbaum Associates.
Hurd, R. (1985). The effect of audience specification on writing anxiety, performance, and sensitivity to audience. (No. ED 269 767)).
Hyland, K. (2002). Teaching and Researching. Harlow. Longman.
Irmscher, W. F. (1979). Teaching expository writing. Holt, Rinehard & Winston.
Jacobs, G. (1986). Quick Writing. ELT Journal, 4(40), 282-290.
Karyn, E. Schweiker-Marra, William, T. (2000). Investigating the Effects of Prewriting Activities on Writing Performance and Anxiety of At-Risk Students. Reading Psychology, 2(21), 99-114.
King, S. (2000). On writing: A memoir of the craft. Pocket Books.
Mann, C. & Stewart, F. (2000). Internet Communication and Qualitative Research: A Handbook for Researching Online. Sage.
Miles, M.B. & Huberman, A. M. (1994). Qualitative Data Analysis. 2nd Edition. Sage.
Omole, O. (2012). The Role of Grammar in The Teaching Of English Composition In Post Secondary Institutions. University of Ilorin: Ilorin. http://www.unilorin.edu.ng/journals/education/ije/sept1988/THE ROLE OF GRAMMAR IN THE TEACHING OF ENGLISH COMPOSITION IN POST SECONDARY INSTITUTIONS.pdf
Oshima, A and Hogue, A. (1996). Writing Academic Writing (4th Editio). Pearson Education, Inc.
Pajares, F. and Valiante, G. (1997). Influences of self-efficacy on elementary student’s writing. Journal of Educational Research, 90(6), 353–360.
Pardiyono. (2010). Revealing Clues for Easy Sentence Building. Pustaka Pelajar.
Pennington, M. C. (1996). Writing the Natural Way: On Computer. Computer Assisted Language Learning, 9(2–3), 125-142.
Perl, S. (1980). Perl, S. (1980) Understanding composing. College Composition and Communication, 31(4), 363-369.
Pharr, D. and Buscemi, S. V. (2005). Writing today. McGraw-Hill.
Punch, K. F. (2009). Introduction to Research Methods in Education. SAGE.
Ruschhaupt, P. (2010). Overcoming Writer’s Block. University of Housto: Victoria. http://www.uhv.edu/StudentSuccessCenter/study/pdf/writers.block.pdf
Thompson, M. O. (1981). A workshop: Coping with writing anxiety. Workshop of the National Council of Teachers of English.
Veit, R. (1980). Reducing anxiety in writing instruction. The Annual Meeting of the National Council of Teachers of English.
Walsh, S. M. (1986). New directions in research on writing apprehension. The L. Ramon Veal Seminar of the National Council of Teachers of English Conference.
Zamel, V. (1982). Writing: The Process of Discovering Meaning. TESOL QUARTERLY, 16(2), 60–74.
