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All Journal Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English Jurnal Arbitrer Abjadia, International Journal of Education ELT Echo IJIET (International Journal of Indonesian Education and Teaching) Journal Of English Language and Education Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH English Language in Focus (ELIF) Jurnal Pendidikan dan Kebudayaan Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran Studies in English Language and Education
Atik Umamah
Universitas Islam Malang
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Studies in English Language and Education

 1 
Exploring self-regulated writing strategies: A comparison between paragraphs and essays Ratih Novita Sari; Atik Umamah; Merliyani Putri Anggraini; M. Affandi Arianto; Kurniasih Kurniasih; Nur Mukminatien
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26146

Abstract

Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students’ writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.
Exploring self-regulated writing strategies: A comparison between paragraphs and essays Sari, Ratih Novita; Umamah, Atik; Anggraini, Merliyani Putri; Arianto, M. Affandi; Kurniasih, Kurniasih; Mukminatien, Nur
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26146

Abstract

Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.
Co-Authors Anggraini, Merliyani Putri Bambang Yudi Cahyono Barlaman, Moh. Aang Fajar Cecep Kusmana Diah Retno Widowati Dyah Lestari Dzurriyyatun Ni'mah Fitri Awaliyatus Sholihah Ika Hidayanti Kurniasih Kurniasih Kurniasih Kurniasih M. Affandi Arianto Maghfiroh, Ila Merliyani Putri Anggraini Mukhamad Bayu Permadi Muttaqin, Khoirul Nafisah, Wardatun Nasihah, Durotun Nur Mukminatien Nuse Aliyah Rahmati Pramudita, Devi Fitria Ratih Novita Sari Ratih Novita Sari, Ratih Novita Ratnasari, Nur Qomariyah Dyah Safira Naila Farihah Sholihah, Fitri Awaliyatush Ula, Erfa Navadiatul Zalhani, Muhammad Rashif