The Effect of Self Regulated Strategy Development on Students’ Skill to Write Persuasive Text

Sartika, Dewi; Rachmanita, Rachmanita

doi:10.21093/ijeltal.v2i1.44

Cited by 4 publications

(4 citation statements)

References 11 publications

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“…The teacher might use social media like Facebook to teach writing (Annamalai, 2017), or using Self Regulated Strategy (Sartika & Rachmanita, 2017), or implement Collaborative Writing on Google Docs (Valizadeh, 2022). One of the most important keys and successful ways to enhance the students writing is when the student has a difficulty in writing, the English teacher should find a solution to solve it (Setyowati et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Undergraduate Students’ Difficulties in Writing Thesis Proposal

Fauzan

Hasanah

Hadijah

2022

IJEFL

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The purposes of this research were to find out the students’ difficulties in developing a paragraph and to understand the students’ difficulties in implementing the writing elements in writing their undergraduate thesis proposals. This research used the descriptive qualitative method. The instrument used in this research were interviews, documentation, and Oshima & Hogue’s Paragraph Rubric. The research subject was 7 eighth-semester students of UINSI Samarinda. The data were collected from the background of the study of the student’s undergraduate thesis proposals and analyzed with the Miles and Huberman Model. The result showed that the difficulties in developing a paragraph experienced by the students were related to too specific and too general topic sentences, poor supporting sentences, the absence of concluding sentences, inconsistent topic discussion, and inharmonic sentences. At the same time, the students’ difficulties shown in implementing the writing elements were found in the organization (the failure to run the sentences smoothly), vocabulary (informal phrases, redundancy, unclear word), grammar (singular and plural error, wrong word choice errors, missing word error, article error, subject-verb agreement error, fragment error, conjunction error, wrong word form error, wrong word order error, and preposition error), and mechanics (capitalization error, punctuation error, and spelling error). The causes of these problems were the interference of students’ native language and the lack of knowledge about the rules of the development of paragraph and writing elements.

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Section: Discussionmentioning

confidence: 99%

The Undergraduate Students’ Difficulties in Writing Thesis Proposal

Fauzan

Hasanah

Hadijah

2022

IJEFL

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“…One notable exception is Self‐Regulated Strategy Development (SRSD: Harris, Schmidt, & Graham, 1998), an intervention that teaches students composition strategies while also developing positive attitudes about writing. Many studies have demonstrated the efficacy of SRSD in students with and without diagnosed disabilities (Alharbi, Hott, Jones, & Henry, 2015; Mason et al., 2017; Sartika & Rachmanita, 2017). While the current study did not find systematic differences in behavior between students who are AR‐WD and students who are TDW, there were multiple instances across both groups where the percentage of students with behaviors in the clinical range (above one standard deviation) exceeded normal expectations (16 percent).…”

Section: Discussionmentioning

confidence: 99%

“…Notably, each of the above–named studies looked at SLDs across impairment without examining how SLD–reading, writing, or math might differentially relate to behavior. More recently, Sainio, Eklund, Ahonen, and Kiuru (2019) reported a significant relation between academic emotions and reading and math disabilities in sixth grade students. Here, students with reading disabilities showed lower levels of hope and higher anxiety toward reading than those without reading disabilities, while students with math disabilities showed lower enjoyment, lower hope, and higher levels of anxiety than students without math disabilities.…”

Section: Specific Learning Disabilities and Social–behavioral Difficu...mentioning

confidence: 98%

Internalizing and Externalizing Behaviors of Children with Writing Disabilities

Jordan

Fernandez

Costa

et al. 2020

Learn Disabil Res Pract

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Students with specific learning disabilities (SLDs) are more likely to exhibit internalizing and externalizing behaviors than typically developing peers. Virtually none of the literature, however, reports on the behaviors of students at-risk for writing disabilities (AR-WD). We compared the behaviors of writers who are AR-WD and typically developing writers (TDW) from first through fourth grade (N = 138). We found that students who are AR-WD were only significantly different from TDW on Externalizing and Total Behaviors at Grade 2. These findings illustrate the benefits of studying behavior across different forms of SLD, as it appears that students ARWD do not consistently manifest significant behaviors, although interventions that simultaneously target writing and behavior may be warranted and mutually beneficial.

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“…Students tend to have good ideas from reading when they are going to write down these ideas. Besides, students had experience difficulties such as unclear writing content, inaccurate word choices, and less variety of words and sentences (Sartika & Rachmanita, 2017). In short, writing is the most difficult language skill because writing is not recording vocabulary of the text but elaborating and pouring ideas into an orderly writing structure.…”

Section: Introductionmentioning

confidence: 99%

The Effect Of Reader’s Theater Strategy On Students’ Skills In Writing Recount Text

Amelia,

Asmara,

Sartika

2022

edu-ling

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Writing is an effective tool de develop communication for students. By writing, students can explore everything to deliver to others. As a result, the purpose of this study was to look into the effect of the reader's theater strategy on improving students' writing skills when writing recount text. This was a pre-experimental study. This study's sample consisted of eighth-grade students from MTs Pidua Meranjat. The information was gathered using a written test and analyzed using a paired sample t-test. The findings revealed that the t-obtained (5.228) was higher than the t-table (0.692) at a significant level of p-value below 0.5. It meant that there was a significant improvement in writing recount text after having taught using the reader’s theater strategy. In conclusion, the Reader’s Theater strategy affected students in writing recount text because it offers a fun way of learning where students must complete a story by recreating the script by characterizing the text that was guided by its strategy.

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The Effect of Self Regulated Strategy Development on Students’ Skill to Write Persuasive Text

Cited by 4 publications

References 11 publications

The Undergraduate Students’ Difficulties in Writing Thesis Proposal

The Undergraduate Students’ Difficulties in Writing Thesis Proposal

Internalizing and Externalizing Behaviors of Children with Writing Disabilities

The Effect Of Reader’s Theater Strategy On Students’ Skills In Writing Recount Text

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