EFL WRITING STRATEGIES OF THE SECOND YEAR STUDENTS OF
SMP IT DAARUL ‘ILMI KEMILING BANDAR LAMPUNG
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Institusion
Universitas Lampung
Author
0713042035, Muhammad Rudy
Subject
Datestamp
2015-10-16 02:53:43
Abstract :
Analysing students’ writing process is a need in teaching English and it gives positive contribution to teaching English writing. Teacher can understand students’ writing difficulties and how they tackle the problem during the writing process by observing it. One of the writing processes that can be analyzed is writing strategies. The research is highly needed due to writing in Indonesia’s English curriculum is the most difficult skill. By using Think-Aloud Protocol (TAP), the research data were obtained. The data taken from six subjects, second grade students of SMP IT Daarul ‘Ilmi, were analyzed. The researcher chose the six subjects out of 21 students randomly. He drew the subjects through lottery. The 21 students were trained to use TAP in the writing process but at the end of session each of them was asked to pick a piece of paper. The 21 papers were differed into to two groups; the six numbered pieces and 15 unnumbered pieces. Both paper groups were put in one box. Whoever
Analysing students’ writing process is a need in teaching English and it gives positive contribution to teaching English writing. Teacher can understand students’ writing difficulties and how they tackle the problem during the writing process by observing it. One of the writing processes that can be analyzed is writing strategies. The research is highly needed due to writing in Indonesia’s English curriculum is the most difficult skill. By using Think-Aloud Protocol (TAP), the research data were obtained. The data taken from six subjects, second grade students of SMP IT Daarul ‘Ilmi, were analyzed. The researcher chose the six subjects out of 21 students randomly. He drew the subjects through lottery. The 21 students were trained to use TAP in the writing process but at the end of session each of them was asked to pick a piece of paper. The 21 papers were differed into to two groups; the six numbered pieces and 15 unnumbered pieces. Both paper groups were put in one box. Whoever
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