Bibliographic Details
| Title: |
Incorporating Strategy Instruction (SI) and Strategy-Based Writing Instruction (SBI) to Enhancing Students' Writing Abilities. |
| Authors: |
Masrul1 masrulm25@gmail.com, Ahmad Gunadi, R. Andi1 aagunadi@umj.ac.id, Aswir1 aswir@umj.ac.id, Hamdani, Beny2 benyhamdani.ielts9.consultation@gmail.com, Rasyidah, Ummi1 ummirasyidah1987@gmail.com., Yuliani, Sri1 sriyuliani@edu.uir.ac.id |
| Source: |
Journal of Language Teaching & Research. Jul2023, Vol. 14 Issue 4, p1117-1126. 10p. |
| Subject Terms: |
*Writing education, *Educational evaluation, *Teaching methods, *Students, *Creative ability, *Student adjustment, Dependent variables |
| Geographic Terms: |
Malang (Indonesia) |
| Abstract: |
Strategy instruction (SI) and strategy-based writing instruction (SBI) in English in recent years have obtained great attention for having considerable educational and evaluation usefulness. Studies on how strategic teaching improves students’ writing ability were limited, resulting in significant gaps in the declarative and procedural knowledge of writing among university freshmen. To address this gap, this study was conducted to examine the effects of strategy instruction and strategy-based writing instruction on students' writing based on several parameters: content, organization, language, citation, idea, revision, modification, replacement, plagiarism, and creativity on students' writing ability. This experimental study involved 100 students majoring English Education at the State University of Malang. The results of the ANCOVA test on all dependent variables showed a significant effect on idea construction in both control and experimental group. This study revealed that SBI and SI positively affected students' writing ability, making them regarded as effective methods in teaching writing. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
