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All Journal JOLLT Journal of Languages and Language Teaching International Journal of Research on English Teaching and Applied Linguistics
Eva Rahmawati
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Social Sciences

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An Analysis of Writing Strategies Used by Students of English Language Department Retno Wulan Dari; Eva Rahmawati; Suvi Akhiriyah
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5413

Abstract

The trend towards more process-oriented academic writing instructions require students to pay more attention to and develop their use of writing strategies to ensure learning success. Accordingly, the current study investigates the use of writing strategies performed by freshmen of the English language department in an Indonesian teaching university. The study is an initial effort to provide a theoretical basis for the development of more student-centered and process-oriented writing instructions for the university’s academic writing courses. To attain its purpose, the study focuses its investigation into the stage where writing strategies are most likely to be used and the types of writing strategies being employed by students. Questionnaires modified from Petrić & Czárl (2003) were distributed to 125 freshmen to obtain the data which constitute the types of writing strategies being used, their frequency of use, and the stages of writing within which they were used. Descriptive quantitative analysis was performed afterwards to the collected data. Results show that most freshman are medium users of the strategies, with While Writing as the stage within which students tend to use writing strategies, followed by Pre-writing and Revising Writing. This result implies that the development of learning instruction for academic writing needs to accommodate the development of writing strategies used in three stages of writing, particularly during the Pre-writing and Revising Writing. Further research is also required with different data collection method and instruments to allow for generalization to wider audience which is not possible with the current research, given its limited use of instrument and participants involved.
THE RELATIONSHIP BETWEEN STUDENTS’ GRAMMAR MASTERY AND RECOUNT TEXT WRITING ABILITY Nayla Safitri Awaliya; Eva Rahmawati
International Journal of Research on English Teaching and Applied Linguistics Vol. 7 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

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Abstract

Grammar often assumed to have strong contribution in writing skill, since it bound the language structure to create a good sentence. However, the correlation between grammar mastery and writing ability was varied started from strong, moderate, and no significant relationship existed. Therefore, it was needed to re-examine the relationship between those variables, especially in recount text writing context. This study aimed to investigate the students’ grammar mastery, their recount text writing ability, and the relationship between grammar mastery and recount text writing ability of 8th grade junior high school students by conducting a correlational-study. The sample was 79 students taken from purposive sampling, and consisted of three classes. The grammar test as a tool to measure grammar mastery and writing rubric as a tool to assess the students’ existed writing were involved as the main instrument in this study. The result showed that the grammar mastery of the students was in average level (41.62), their recount text writing ability was in good level (73.17), and there was no significant relationship (p= 0.754, > 0.05) between the students’ grammar mastery and their recount text writing ability. This study found new information which grammar did not dominantly contribute in the students’ recount text writing, suggesting the other aspect of writing such as organization, content, mechanics may contribute more than grammar only.
Co-Authors Nayla Safitri Awaliya Retno Wulan Dari