RESEARCH ON EFL WRITING IN THE INDONESIAN CONTEXT
RESEARCH ON EFL WRITING IN THE INDONESIAN CONTEXT
In order to describe the trends of pedagogy and research on
EFL writing in Indonesia, we examined current publications such as journal
articles, conference papers and book chapters published recently. The examination
resulted in two main strands of publications: those focusing on writing process
and those focusing on writing products, then using the genre-based approach.
Research Focusing on
Writing Process
Report on research based on the model of writing as process
include those which examined the effectiveness of the process approach and,
more particularly, various intervention strategies such as conferencing, peer
feedback, provision and collaborative work, For example :
1.
Antoni and Gunawan (2004) suggested that process
oriented approach was effective as it could empower students to revise their
writing through multiple drafts before they eventually produce their final
product.
2.
Munandar reported that students of a higher
level could be invited to beginners’ class to help in peer editing
3.
Widiati and Widayati (1997) reported their
informal observation concerning the implementation of the process approach in
their writing class. That is ‘the conference’, was reported to create an
atmosphere where students were encouraged to speak English
Various ways have been proposed to help students write in
English smoothly to avoid the metal block. It is :
1.
Soedjatmiko and Widiati (2002) study analized
qualitatively the flow of thoughts of students while writing in English. They
used first language Indonesia for the bigining stages of the process
2.
Laksimi (2003) adopting the principles developed
by constructivism theorists, introduced “ scaffolding” as a means to help
students build up their writing skill. In the class she gave comments on wrong
agreement, improper use of articles, pluralization and syntactic form, then the
students revise it. This approach encouraged students to write more
confidently; they are not worried about their writings being judge as right or
wrong.
3.
Aridah’s (2004) study provided feedback on
students’ papper as an attempt to raise their awareness to perform effectively
in the writing classroom.it aimed to identify types of feedback students prefer
to have and to figure out their reactions to the feedback. A experiment made
with this way. The result show that all students like to have feedback and
found feedback helpful in promoting their writing ability. Students prefer to
receive feedback in the following rank : grammar, content, organization, vocabulary,
and mechanics
Another topic of research interest with regard to process
writing is the effective use of collaborative work.
1.
Besed on her experience in assigning students to
work collaboratively in the previewing stages (i.e., through brainstorming, word
mapping, peer interview, and information gathering activities), wijaya (2000)
found that collaborative work facilitated students to get more ideas which are
interesting to write and developed them into a better written work
2.
Tutyandari (2004) found that pair of group work
in a writing class was useful to encourage relatively passive students to be
involved more actively.
3.
Alwasilah (2004) found that through
collaborative practice, students were empowered to develop confidence,
authorship, and enjoyment of being part of writer community. He also stated
that process should be given more emphasis rather than product, quantity rather
than quality and fluency rather than accuracy.
4.
Budiharjo (2004) found that collaborative work
enabled the students to develop their skills in writing for publication
5.
Sukyadi (2005) found that the use of
collaborative writing, where students proofread/edit peers’ writing for
revision, could minimize syntactical errors.
A greater number of studies focusing on writing process have
been concerned with pedagogical methodology in developing students’ writing
skill. Rhetoric is one of the aspects of writing skill which have been dealt
with.
1.
Sulistyo (1996) found that students could be
helped write in a more linear pattern, reflecting the western rhetorical style,
through the application of the Topic-Based Analysis-Synthesis (TBAS) approach.
This approach lies in the effort in making the students conscious of the
presence of linear pattern in English academic writing.
2.
Cahyono’s (1997) study tried to improve
students’ overall proficiency in writing with the use dialogue-journals. The research show that when provided with
theme students could be helped develop ideas adequately and write with a sense
of purpose.
Another attempt was made to minimize students’ grammatical
errors in English composition by employing structure-based writing assignments
SBWA. Kweldju (2003) carried out a one-cycle action research to help reluctant
students to improve their own writing skills. Developing a possible model of
lexically-based instruction for college writing. Using deliberately taught
diction, then the result is students’ writing style improved and other relevant
skills
Included in the category of studies which stress the
importance of teaching metology of EFL writing are those investigating the
effectiviness of the use of certain instructional materials. For insance
1.
Rachmajanti (1997)used literary work to enrich
students’ knowledge, oliver twist’e descriptive feature of discourse, to enrich
students’ knowledge of topic when writing to develop students’ skill in writing
descriptive texts and enhanced their appreciation of arts work.
2.
Mukminatien (2004) reported that authentic
writing task could be usedto provide opportunities for students to use English
for written communicative purposes
Research on EFL writing has also taken into account the
development of information technology, especially the Internet. For Example
:,Soedjatmiko and Taloko (2003) examined the effectiveness of electronic
portofolio (E-portofolio) in teaching descriptive writing. The key of it is
much reading and abundant practice of writing. She also found that the mailing
list enabled the students to read “ the structural works” and learn how to
revise their own.
Research Focusing on
Writing Product
Studies on writing as product have been focusing on either
analyzing students’ writing pieces, assessing students’ writing performance, or
being directed towards both of them. Ihsan’s (1999) study described the kind of
errors in students’ “ controlled” term paper. Based on the errors found, this
study concluded that the students’ writing was of “ minimum “ professional
performance. Ihsan (1999) revealed, all students did not write with greater
syntactical complexity of sentences and their frequency of grammatical and
mechanical errors did not decrease either as they took more writing courses.
More recent investigations seem to show different pictures
of English department students’ skills in writing.
1.
Cahyono reported that there was a difference
between the first and yourth year students in terms of rhetorical strategies
used in their English persuasive essays and overall proficiency in English
composition
2.
Cahyono and Mukminatien (2002) found that SBWA
was effective in reducing students’ grammatical errors.
3.
Another
study examined whether the variables of syntactic knowledge analytic
skill, and paraphrasing skill contributed to the syntactical errors found in
university students’ compositions. The study showed that the syntactical errors
were caused by lack of proofreading activities and could minimized by the use
of collaborative writing
4.
Tedjasuksmana (2004) reported a study
investigating the types of synyactic constructions of primary school children.
Tedjasuksmana found that the children were able to describe the activities of
each member of the family in the picture although their written description of
each did not differ greatly across school grades.
Research on
Genre-Based Approach
Inspired by the
application of the 2004 English curriculum, rozimela (2004) investigated the
effects of genre-based approach to teaching writing on the students’ writing
development. First stage, two model texts of argumentative essays were
introduced in order that students learned the features of the argumentative
genre. At the second stage, the students, with teacher guidance, developed
their ideas and organized them as a basis to write them in a complete essay. At
the final stage, the students were required to write their own text. The result
show that, through explicit teaching students were enabled to improve their
understanding and skills in using aspects of language needed to develop
argumentative essays.
Of the research studies on EFL writing based on the three
major approaches cited above, most of them dealt with university level students
majoring in English which implies that writing has a place in the curriculum of
English departments. The writing courses offered in the departments seem to
have encouraged the writing lectures to search for better practice. Very few
studies of writing in the other levels of education have been shared,
suggesting that concerns about writing in the Indonesian contect are lacking.
Towards Future
Development of Writing Pedagogy and Research
This section examines directions for future practice and
research in teaching writing by considering the introduction of the 2004
English Curriculum which is called the Competence-based curriculum (CBC) to be
the milestone.
Prior to implementation of the CBC, the practice of teaching
writing in the Indonesian context was influenced by models of writing as
product or writing as process. The teaching of writing focused mostly on
arranging, or fitting, sentences and paragraphs into prescribed patterns, and
later empowered students as the teaching put more emphasis on writing as a
communicative ability. The CBC marks the importance of developing writing skill
in the secondary education.
At present, the existing studies appear to be unable to
contribute significantly to the body of knowledge in the field. As they have
been carried out separately, there seems to be little comparability across
studies. Future studies should focus on this matter so that potentials for
generalizability could be
increased.besides, future studies might address the issue of combining models
of writing or approaches to teach writing in enabling students to develop their
writing skills.
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