The Interactional Approach to the Teaching of Writing and Its Implications for Second Language Acquisition

Lestari, Lies

doi:10.15639/teflinjournal.v19i1/42-56

Cited by 8 publications

(7 citation statements)

References 15 publications

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“…The same problems have also been found in Indonesia (e.g. Ariyanti, 2016;Ariyanti and Fitriana, 2017;Lestari, 2008;Husin & Nurbayani, 2017;and Siahaan, 2013).…”

Section: Introductionsupporting

confidence: 68%

Common Mistakes Found in Essay Writing of Chemical Engineering Department First Grade Students in Politeknik Negeri Lhokseumawe

Marzuki

2019

Int.J.Edu.Voc.Studies

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Many students often face difficulties when they are writing an essay in English while they are required to master written English as one of their basic competencies as the vocational students. The study observes common mistakes occurring in English essays written by first grade students of Oil and Gas Processing Study Program of Chemical Engineering Department in Politeknik Negeri Lhokseumawe, Aceh, Indonesia. The mistakes were categorized into seven types, i.e. word collocation and phrase, preposition, article/determiner, verb form, word order, spelling and punctuation. This research aims to find out the relation between the occurrences of the mistakes to the background of the students as the non-native English speaker. The methodology used in this study was combined between descriptive analysis and quantitative method. Data were analyzed by calculating the mistakes number done the students in their essays. The percentage of each mistake parameter is presented in pie chart form. Twenty-two students were involved in this study. Based on the result found in the study, the writer has gained several points that can be used to improve the teaching material for writing for academic purpose course. The study suggests that the course should focus on word collocation and some basic grammars instead of giving them English text.

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“…The same problems have also been found in Indonesia (e.g. Ariyanti, 2016;Ariyanti and Fitriana, 2017;Lestari, 2008;Husin & Nurbayani, 2017;and Siahaan, 2013).…”

Section: Introductionsupporting

confidence: 68%

Common Mistakes Found in Essay Writing of Chemical Engineering Department First Grade Students in Politeknik Negeri Lhokseumawe

Marzuki

2019

Int.J.Edu.Voc.Studies

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“…In teaching writing to EFL students, we as teachers cannot always use the writing instruction such as asking the students to write one or two paragraphs regarding a certain topic. Lestari (2008) says that "The stereotype pattern of teaching writing is that the teacher gives a topic and the students write a paper on it". Teaching writing is more than that traditional activity.…”

Section: A Introductionmentioning

confidence: 99%

The Teaching of EFL Writing in Indonesia

Ariyanti

2016

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Writing is one of the most important aspects in English language acquisition. Teaching writing has its own challenges since there are some steps and requirements that teachers should prepare to undertake in the classroom. This article is aimed to discuss teaching and learning writing in the classroom based on theoretical conceptualisation. In addition, curriculum of teaching writing will be another important factor to consider as well as research and practice in teaching writing. Based on comparison to many theoretical concepts from various researchers, it shows that most of Indonesian students still struggle to figure out their problems of grammatical area. The biggest challenge is derived from the difference in cultural backgrounds between the students' mother tongue and English, so it is possible to know the production of their writing does not 'sound' well in appropriate culture of English. Several problems also occur when the teachers have big classes to teach and the result of teaching writing to the students may be defeated. In this case, time also being a big challenge for the teachers to have the students' writing improve because to accomplish a good composition in English, it needs complex steps such as brainstorming, prewriting, drafting, and editing. However, new techniques in teaching writing are needed to develop the students' writing outcomes.

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“…Studies on interactional approach have been conducted by some researchers ( e.g. Jones, Garralda, and Lock, 2006;Lestari, 2008;Ravand and Rasekh, 2011;Ajjawi and Boud, 2017). Jones, Garralda and Lock found that interactional dynamics makes writers have more improvement on their writing.…”

Section: Interactional Approach In Writing Classroommentioning

confidence: 99%

“…In line with Jones, Garralda and Lock (2006), Lestari also found that the interactional approach in the teaching of writing allows students to get beneficial in getting feedback from both teachers and peers. The feedback provision makes the four hypotheses in second language acquisition (the input, monitor, noticing and output hypotheses) work simultaneously during the writing process for better output or the students' final draft of writing can be achieved (Lestari, 2008). Furthermore, Ravand and Rasekh found in their study that it is a need to continue to take a multi-dimensional view of feedback.…”

Section: Interactional Approach In Writing Classroommentioning

confidence: 99%

Interactional Approach in Improving Students’ Writing Skills as A Strengthening of The Ability of Religious Moderation at State Islamic Institute of Kediri

Wahyuni

2021

INFSL3

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This article aims at investigating the effect of interactional approach in improving students’ writing skill as a strengthening of the ability of religious moderation at State Islamic Institute of Kediri. By employing a quasi experimental research design, two groups of students participated in this study. The experimental group was taught by using interactional approach, then the control group was taught by using non interactional approach (self-correction). Direct writing test was used to collect the data, and ANCOVA was used to analyze the data. The finding shows that both approaches can improve students’ writing skill. It can be seen from the improvement of students’ writing mean score from pretest to posttest. The experimental group got 19.18 improvement, and the control group got 16.45 improvement. It seems that the experimental group achieved higher improvement. However, based on the result on ANCOVA calculation, the sig.value obtained was 0.418; it was higher than the significant level (0.05). It means that there was not enough evidence to reject the null hypothesis. There was no significant difference on writing skill between the both groups. Those approaches affect on improvement of students’ writing skill. The implication is that both approaches can be used to improve students’ writing skill. By having good writing skill, they have more chances to do religious proselytizing (dakwah) through producing or writing religious books or written products in English that can be read by many people in the world, and as the form of religious moderation in Islamic higher education.

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The Interactional Approach to the Teaching of Writing and Its Implications for Second Language Acquisition

Cited by 8 publications

References 15 publications

Common Mistakes Found in Essay Writing of Chemical Engineering Department First Grade Students in Politeknik Negeri Lhokseumawe

Common Mistakes Found in Essay Writing of Chemical Engineering Department First Grade Students in Politeknik Negeri Lhokseumawe

The Teaching of EFL Writing in Indonesia

Interactional Approach in Improving Students’ Writing Skills as A Strengthening of The Ability of Religious Moderation at State Islamic Institute of Kediri

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