English Teachers’ Teaching Strategies to Promote Students’ Writing Skills in Online Learning Circumstances

Abstract

This study aims to look into how EFL teachers use teaching strategies and how they use those strategies to help students improve their writing skills during online learning. A qualitatively guided phenomenological approach is used to study three teachers and students from senior high school. The research includes interviews, questionnaires, and document analysis. The researcher then analyzed the data using techniques such as data condensation, data display, and drawing conclusions or verification. The findings show that teachers used a variety of teaching strategies in teaching writing, such as demonstrating, motivating, providing feedback, and evaluating students' tasks. Moreover, the teachers used Google Meet to give students direct instruction about teaching materials, and they used collaborative teaching by assigning students tasks to complete individually or in groups or discussions. The final strategy that teachers employ is self-directed teaching, in which teachers assign students one specific material to study independently using an online source. Using those strategies, students were helped to improve their writing skills.

Unlocking the Power of Peer Assessment Technique: A Catalyst for Enhanced Writing Skills in Higher Education

“…Through the technique, they are actively able to assess the work or performance of their classmates. However, the benefits are not only limited to students, but also provide valuable support for teachers in providing quality feedback for students' learning development (Gielen et al, 2010;Indasari et al, 2019;Meletiadou, 2021;Rahma et al, 2023). Hence, the class becomes a means of mutually beneficial feedback exchange.…”

“…The pursuit of writing at the university level also includes teaching critical skills, such as the ability to develop strong arguments, investigate credible sources of information, and formulate ideas clearly and systematically (M. Abbas & Fathira, 2022). Moreover, Rahma et al, (2023) argue that throughout this process, learning approaches can vary, including class discussions, collaborative writing, individual coaching, and feedback on written work. At the same time, students are helped to become competent and critical writers in the academic environment of the university, with the ability to convey their ideas effectively in the various formats and disciplines they study (Kurniati et al, 2020).…”

“…In addition, it could also help overcome the problem of subjective assessment. Through the reliance on peer assessment, it is not only an effective strategy to overcome problems in learning to write, but it also has the potential to be a solution that helps create a fairer and more efficient learning environment (Rahma et al, 2023).…”