WRITING STRATEGIES USED BY STUDENTS IN ARGUMENTATIVE ESSAYS
DOI:
https://doi.org/10.25134/95dz9d77Keywords:
writing strategies, argumentative essayAbstract
This study analyzes the writing strategies used by students in writing argumentative essays and finds out the problems faced by students in writing argumentative essays based on McLean's theory (2012), there are several writing strategies that will help writers or students, especially college students, to be able to complete their writing assignments well. The writing strategies are divided into 4 steps, such as: using the writing process, managing time, setting goals, and using knowledge sources available in college. The method used in this study is a qualitative method. Based on data analysis on third-year students at a private college in Kuningan, West Java, several conclusions can be drawn. The students use more than one writing strategy when they write argumentative essays. The strategies used by the students are in the writing process, time management, goal setting, and the use of several college sources. This study shows that the strategy most often used by students is using the writing process strategy 17 (42.5%). This strategy helps students overcome the limitations of writing argumentative essays. The findings also revealed other writing strategies used by the students, such as reading more materials, creating drafts or outlines, freewriting, creating squads consisting of several boxes to classify each essay structure, and one student referred to other internet-related activities such as reading more English journals and articles. These strategies were used to overcome students' difficulties in writing argumentative essays.
Downloads
References
Akhadiah, Sabarti, Maidar Arsyad dan Sakura Ridwan. 1988. Pembinaan Kemampuan Menulis Bahasa Indonesia. Jakarta: Erlangga.
Alnufaie, M., & Grenfell, M. (2012). EFL students’ writing stratefies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in Self-Access Learning Journal, 3(4), 407-422. Retrieved from http://sisaljournal.org, on January 13th, 2017.
Asmari, A. R. A. (2013). Investigation of writing strategies, writing apprehension, and writing achievement, among Saudi EFL- major students. International Education Studies, 6(11).
Ayele, Z. A. (2015). Training in metacognitive, affective and social learning strategies of writing: Its effects in improving students’ use of the strategies, the case of Hawassa university students. International Journal of Multidisciplinary Research and Development, 2(7).
Bazerman, C. (1985). The informed writer using sources in the diciplines (2nd ed.). Boston: Houghton Mifflin Company.
Brown, G. (2014). Argumentative esssay. George Brown College: Educational Resources Tutoring and Learning Centre. Retrieved February 19, 2017 from https://www.georgebrown.ca/upload edFiles/TLC/_documents/Argument ative%20Essays.pdf
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge University Press.
Burton, J., Quirke, P., Reichmann, C.L., Peyton, J. K. (2009). Reflective writing: A way to lifelong teacher learning. United State of America: TESL-EJ Publications.
Collins, J. L. (2008). Writing strategies. Buffalo: New York. Retrieved from http://gse.buffalo.edu/org/writingstr ategies/, on January 22nd, 2017.
Calderonello, A. H. & Edwards, B. L. (1986). Roughdrafts: The process of writing. Boston: Houghton Mifflin Company.
https://www.griffith.edu.au/ data/a ssets/pdf_file/0006/245634/Issues- Paper-on-rubrics.pdf
Suriasumantri, Jujun S. 1996.Membangun Ilmu dan Teknologi Sejak Dini. Jakarta: Departemen dalam Negri, Direktorat Jendral Pembangunan Daerah.
Tuan, L.T. (2010). Enhancing EFL learners’ writing sklill via journal writing. English Language Teaching, 3(3).
Utami, T. A. A. (2014). Improving the ability in writing descriptive text through brainstorming technique for grade VIII students at SMPN 1 Piyungan (Thesis, Yogyakarta State University, 2014).
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
