UNNES
The
2 nd
INTE RNATIONAL S E MINAR ON
ED C ION
TECHNOLOGY
Wednesday, May 2 5th 2016
.
.
Teaching and
Evaluating Writing
in Literacy-Based
Program
D
e
b
ora
Tri Ragawanti
Universitas Kristen Satya Wacana
a)Correspond ing author: [email protected]
Abstract. In order to develop EFL learner"s ability in writing. they are commonly exposed to either process--l ik<!
brai n stom1ing, draft ing, editing, revising, and proofread ing- or product such as accuracy of language and text structure.
The practice commonly done is to emphasize one of them so students are helped only in one, process or product. Literacy -based program, differently, accommodate both process and product. This, of course, will help students to develop their literacy level since they are equipped with a process of writing to produce a certain level of writing. This paper is aimed at illustrating how to teach writing and how to asses students' performance on writing based on a l iteracy- based teaching
curricu lum.
INTRODUCTION
In EFL writing, there are two mainstreams of writing: Product-based and process-ba sed writing. The former demands an end-product and demands accuracy in terms of th<! language (Pincas: 1982 as cited in Sarala, Abdul hakim, and Fauziah: 20 14). The later, however, emphasizes on the process of writing such as brainstorming ideas,
cirafting, editing and revising (Steele: 2004 as cited in Sarala, Abdul hakim. And Fauziah: 20 14). ln another word, <hey become two distict activities. 111 literacy-based teaching, writing is to integrate the two product and process based-instructions (Kem: 2000). This paper is aimed at illustrating how to teach writing and how to asses students'
perfom1ance on writing based on a literacy-ba sed teaching curriculum.
TEACHING
WRITING
IN
A
LITERACY-BASED PROGRAM
In a literacy-based curriculum, there are four curricular components that become a reference for teaching writing
in literacy-based program, namely Situated Practice, Overt instruction, Critical framing, and transformed practice (Kem: 2000).
Situated Practice
This component brings the students to immerse in writing in order to achieve the ideal of writing as a meaning
design. This is believed to be helpful in developing writing ability. The examples of situated practice are letter writing, journal writing, free writing, and creative writing.
Overt instruction
This kind of instruction is applied by giving a direct instruction. It is believed to be helpful for generating ideas,
to organize, and to edit their writing effectively. Activities that can be used are like mapping, teaching genres, use of
models, and revising and editing.
Critical framing
Critical framing is paying a deliberate attention to relationship between linguistic forms, and social contexts and
purposes. Some activities that can be done are sen:;itization through reading, shifting contextual parameters, peer-.
3.
To relate thi s acti vi ty to the student's own life, ask them to think ofone tourism place they now or like bestLit eracy curricular component: Situated practice-creative writing
15.
Within the group, ask each student to take turn descnbmg their own tourism resort written in theirdescriptive essay. During this describing process, encourage them to act as a tour guide and to ask each other about the tourist resort being described.
16.
Finally, ask them to choose what tourist resort they prefer for their vacation and why.EVALUATING
STUDENTS' WRITING
IN
A
LITE
RACY-BASED PROGRAM
Based on the lesson presented in the previous section. there are several ways used to assess students·s
perfom1ance in writing. The first one is using scoring rubric. This rubric cover several components (content, word
choice, grammar, punctuation) that can be used to assess stud ents· descriptive essay (see appendix 4).
The second tool used to assess students' process of writi ng in the above lesson is protfolio . In this portfolio
students need to include their adjective poem, drafts of descriptive writing (before and after getting feedback), and
peer-feedback sheet which has been completed by classmate-evaluators. In this portfolio, they not only compile the
doc:uments but also give explanation on what they did in each of them. Lastly, the final section of the portfolio is
their reflection on how they deal with the writing process using those documents until finally they can produce a
descriptive essay, what their problems are, and how their writing skill is improved or challenged. This portfolio is
then assessed using rubric as well (see appendix 5).
CONCLUSION
As demonstrated in the lesson and assessment plan above, we see that teaching writing and evaluating
st11dent's performance in wri ting based on l iteracy-based curriculum is to integrate both process and product. In this case, students sho.uld undergo series of processes involving lower level to high level of thinking to produce a
produ ct (a pa11icul ar genre). By so doing students's ability i n writing can be well developed. Such a teaching process
is highly needed for EFL students and highly recommended for EFL teachers.
REFERENCES
1. Holmes, V.L and Moulton, M.R. (2001). Adjective poems. Chapter 1. In Ur, PetITTy (Ed.). Writing Simple
Poems. Cambridge: ·Cambridge University Press.
2. Kem, R.. (2000). Literacy and Language teaching. Oxford: Oxford University Press.
3. Nezakatgo, B. (2011). The Effects of Pcrtfolio Assessment on Writing of EFL Students. English Language
Teaching 4( 2). In . www.ccsenet.org/elt
