TABLE OF CONTENTS
APPROVAL SHEET ... DECLARATION ... ACKNOWLEDGMENT ... ABSTRACT ... TABLE OF CONTENTS... LIST OF FIGURES ... LIST OF TABLES ...
CHAPTER I INTRODUCTION... 1.1Introduction ... 1.2The Purposes of The Study ... 1.3Research Questions ... 1.4The Significance of The Study ... 1.5The Definition of Key Terms ... 1.6The Organization of Thesis...
CHAPTER II REVIEW OF RELATED LITERATURE ... 2.1 An Overview of Analytical Exposition Text. ...
2.3.3 Revising... 2.3.4 Editing...
2.3.5 Publishing... 2.4 The Writing Strategies... 2.4.1 Rhetorical Strategies ... 2.4.1.1 Organizing ... 2.4.1.2 Cohessiveness... 2.4.1.3 Genre Awareness... 2.4.2 Metacognitive Strategies...
2.4.2.1 Planning... 2.4.2.2 Evaluating and Monitoring... 2.4.3 Cognitive Strategies...
2.4.3.1 Generating ... 2.4.3.2 Revising... 2.4.4 Social/Affective Strategies...
2.4.4.1 Reducing Anxiety ... 2.4.4.2 Drawing on Previous Experience... 2.4.4.3 Keeping High Motivation and Confidence...
CHAPTER III RESEARCH METHOD ... 3.1 Restatement of the Research Questions ... 3.2 Research Design... 3.3 Research Site and Participants ... 3.4 Data Collection ... 3.4.1 The students’ Written Texts... 3.4.2 Observation... 3.4.2 Questionnaire... 3.5 Data Analysis ... 3.5.1 Analysis of the Texts... 3.5.2 Analysis of Recorded Observation... 3.5.3 Analysis of the Writing Strategies...
CHAPTER IV DATA ANALYSIS, FINDINGS, AND DISCUSSION... 4.1 The Schematic Structure of Students’ Texts... 4.2 Applying Appropriate Language Features ... 4.2.1 The Use of Simple Present Tense... 4.2.2 The Use of Human and Non Human Participants ... 4.2.3 The Use of Conjunctive Relations ... 4.2.4 The Use of Material, Relational, and Mental Processes ... 4.3 The Writing Strategies ... 4.3.1 The Strategies in Prewriting Stage... 4.3.2 The Strategies in Drafting Stage...
4.3.3 The Strategies in Revising Stage... 4.3.4 The Strategies in Editing Stage... 4.3.5 The Strategies in Publishing Stage... 4.4 The Classroom Ovservation Notes ...
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS... 5.1 Conclusions... 5.2 Recommendations...
References
Appendix 1 The Students’ Texts
Appendix 2 The Writing Strategies and Writing Process Appendix 3 Classroom Observation Notes
Appendix 4 The Participants’ Background
Appendix 5 The Participant Perception toward Writing Instruction Appendix 6 The Questionnaire
Appendix 7 The Observation Form
LIST OF FIGURES
LIST OF TABLES
1. Table 2.1 Some Example Genres 2. Table 2.2 The Writing Strategies 3. Table 4.1 The Student’s Text #2
4. Table 4.2 The use of simple present tense in text
5. Table 4.3 The use of human and non human participants 6. Table 4.4 The use of conjunctive relations
7. Table 4.5 The use of material, relational, and mental processes 8. Table 4.6 The sample of the student’s text # 6
1 CHAPTER 1
INTRODUCTION
This chapter presents the background to the study and some basic reasons
for investigating the students’ writing; the schematic structure, using appropriate
language features, and employing appropriate writing strategies in analytical
exposition text. It also incorporates the next sections which simultaneously discusses about the purposes of the study, the research questions, the significance
of the study, the definition of the key terms, and the organization of this thesis.
1.1 Introduction
The study about writing as a foreign language seems left behind compared with
the study English as a second language. As English as a Second Language
teaching develops more and more rapidly, an increasing number of linguists pay
attention to research in the field of ESL writing strategies. They seek to develop
an inventory of writing strategies and pedagogically use it as a guide in ESL
writing to help students to improve their writing abilities (Wenyu & Yang, 2008).
Moreover, applied linguistics has been concerned with the development of
writing skills for at least the past 50 years (Grabe and Kaplan, 1996: 1). There are
at least three research approaches to writing with specific focuses; on the writing
as a product, on the one as a process, and on the readers’ roles (Hyland, 2002: 5).
2 is that they lack sufficient knowledge about writing strategies and writing skills
(Tompkins, 2008: 57).
Writing strategies, according to Tompkins (2008), are problem-solving
behaviors that writers use thoughtfully and consciously. Furthermore, Tompkins
states that writing strategies are ‘deliberate thinking procedures which writers use
to solve problems that they encounter while writing’ (Collins, 1998 in Tompkins,
2008: 57). Even strategic writers commonly take a conscious and deliberate
control of the writing process by applying several procedures. They select and use
appropriate strategies, organize ideas for writing, monitor the development of
their compositions, and revise their meaning as they refine their writing (Lewin,
1992; Paris & Jacob, 1984; Schmitt, 1990 in Tompkins, 2008: 57).
In teaching context of writing for Indonesian students, writing strategy
may become a breakthrough for students in senior high schools to improve their
writing competency. According to Graham (2006) that teaching adolescents the
writing strategies appears to show a dramatic effect on the quality of students’
writing. Such writing strategy instruction involves explicit and systematic
teaching steps necessary for planning, revising, and/or editing text. In addition,
the ultimate goal of teaching writing strategies is to teach students how to use
these strategies independently. Instead, teaching the writing strategy seems to be
found effective for adolescents who have difficulties in writing process, and it is
also a powerful technique for adolescents in general (Graham and Perin, 2007:
3 This study is an investigation of the writing strategies of the students of
senior high school in the process of writing analytical exposition text in English as
a foreign language. The writing strategies refers to the efforts of the students of
senior high school in writing in which they employ some writing strategies such
as metacognitive strategies, cognitive strategies, rhetorical strategies and
affective/social strategies following what Mu and Carrington (2007) studied to the
three Chinese students in writing strategies. Through the writing process, the
students work conciously with their strategies such as planning, generating,
organizing, drafting, revising, editing, and keeping high motivation and
confidence with their writing. Instead, this study specifically identify the
schematic structure and find out whether the students use appropriate language
features in the texts.
A previous study on writing strategies was conducted by Torrance, et.al.
(1989) involving the participants Graduate Research Students in Social Sciences.
In that research, cluster analysis was used to identify three distinct groups of
students in terms of writing strategies. Based on the strategies, then the students
were grouped into “Planners”, Revisers”, and “Mixed Strategy” writers. It is
found that working from a plan can be an effective strategy for some, but that
planning is neither a necessary nor a sufficient condition for writing success.
Subsequently, it can be inferred that planning does not constitute a single
determinant factor in successful writing, but successful writing may involve some
4
In line with the relevance to the English teaching in Indonesia, the
present study is an endeavour to reveal the students writing correctly the
schematic structure, to find out appropriate language features of analytical
exposition text the students use, and what writing strategies the students employ
during the writing processes.
Moreover, this study takes analytical exposition texts written by students
in a senior high school as suggested by School-based Curriculum (2006). In such
text, some writing aspects may have an overt contributive descriptions of
students’ writing strategies, besides the ones revealed through observation and
questionnaire. Another supporting reason of taking the text is that the expository
texts provide students the ways of building knowledge of language use in written
texts.
Regarding the research purposes and the investigation for the research
problems, the present study employs some data collection techniques, i.e.
questionnaire, observations, and collecting the texts as writing product. The texts
are then analysed by identifying the schematic structure, the use of appropriate
language features and classifying the writing strategies used by the students.
These steps are intended to achieve the following purposes.
1.2 The Purposes of the Study
Based on those perspectives above, this present study has the following aims:
5 2. To find out whether the students apply the appropriate language features in
analytical exposition texts.
3. To reveal the writing strategies employed by students in writing analytical
exposition texts.
1.3 Research Questions
This study aims to address the followingresearch questions as follows:
1. Do the students write correctly the schematic structure of analytical
exposition texts?
2. Do the students apply appropriate language features in their analytical
exposition texts?
3. What writing strategies do the students employ in writing analytical
exposition texts?
1.4 The Significance of the Study
The result of this study will be of great contribution to the following
aspects; the theory, practice, and profession. Firstly, for theoretical aspect, it is
hoped that these findings can give a contributive element for great theories of
teaching writing in Indoensia.
Secondly, for the practice aspect, the students are able to write well the
schematic structure and use the language features of analytical exposition text.
Then, the students can consider the strategies to help themselves to develop their
6 Finally, for profession aspect, especially for teachers, these findings can be
valuable as a refference in developing the teaching writing in English class.
1.5 Definiton of Key Terms
Definition key terms in the present study are as follows. Analytical Exposition
Text is a kind of text which aims at convincing readers to the case in certain
issue. Therefore, this text generally has an issue, a series of arguments, and
conclusion or reorientation. The students of senior high schools commonly use it
in English language learning, or other writing classes.
Writing process refers to several activities which students do in the
process of writing. It consists of planning, writing, editing and publishing stages.
It involves several activities; thinking, gathering, synthesising and organising,
drafting, revising, and editing up to the final version of the writing.
Writing Strategies refers to problem-solving behaviors which writers use
thoughtfully and consciously; they are ‘deliberate thinking procedures to solve
problems in writing process’. They are in forms of ‘specific actions taken by
learners to make learning easier, faster, more enjoyable, more self-directed, more
effective, and more transferable to new situations’. The strategies may also in the
forms of memory, cognitive, compensation, metacognitive, affective, and social
(Griffifths, 2008: 84).
7 1.6 The Organization of this Thesis
This thesis is organised into five chapters, i.e. Introduction, Review of Related
Literature, Research Method, Findings and Discussions, and Conclusion. Each
chapter presents different topics and it goes into more detail sub-chapters with
their specific discussions in such trackable way that readers will be able to follow
the discussion easily. The following description is a detailed content of every
respective chapters.
Chapter I, the Introduction, includes the background of this study, research
on writing strategies, and teaching writing in Indonesian contexts. This chapter
also includes the purposes of the study, the research questions, the significance of
the study and the organization of the thesis as the preliminary introduction for the
readers.
Chapter II, the Review of Related Literature, has primary three sections,
i.e. An Overview of Analytical Exposition Text, Process of Writing, and Writing
Strategies. The first section contains writing analytical exposition texts, with the
focal discussion on schematic structure and the use of appropriate language
features. The following section is the writing processes, i.e. prewriting, drafting,
revising, editing, and publishing. The last section is the writing strategies which
include the strategies on how the students produce the written texts.
Chapter III presents the research method, as a report how the study was
conducted. This chapter consists of sub-chapters; restatement of the research
questions, research design, research site and participants, data collection, and data
8 actions, knowledge and skills in writing. This chapter also explains some
consideration for the selection of research site and participants, the data collection
techniques and analysis.
Chapter IV provides the data presentation and analysis, findings, and
discussions. The chapter sections are divided into three, i.e. the schematic
structure, language features, and writing strategies in writing processes.
Therefore, there are data analysis, the findings, and the discussion in every section
simultaneously.
Chapter V deals with the conclusions and recommendations. This chapter
reminds the readers by presenting a brief description of the background of the
study, the research questions, the main findings and conclusions. At the end of
this chapter, some recomendations are proposed for the improvement of future
research, particluarly on similar topics for other researchers. Then, there is also
educational implication for teachers and students in writing English as a foreign
54 CHAPTER III
RESEARCH METHOD
This chapter discusses the method of the research. The sketch of methods is used
as a guidance in conducting the research and getting intended data. There are five
major sections in this chapter; Restatement of the Research Questions, Research
Design, Research Site and Participants, Data Collection that consists of data
resources and procedures of data collection, and Data Analysis Techniques. The
Data are analyzed to answer the research problems
3.1 Restatement of the Research Questions
This study aims to address the followingresearch questions as follows:
1. Do the students write correctly the schematic structure of analytical
exposition texts?
2. Do the students apply appropriate language features in their analytical
exposition texts?
3. What writing strategies do the students employ in writing analytical
exposition text?
3.2 The Research Design
This study is an effort to investigate the student ability in writing English. This
study reveals how the student write the schematic structure and the use of
55
also investigates students’ strategies in writing analytical exposition texts. It is
designed as a case-study as ‘an instance in action’, it is a means of portraying
what a particular situation is like by capturing the close-up reality of participants’
lived experiences and thoughts about a situation. It concerns with a rich
description of events and it blends this descriptions with interpretive analysis that
draws on participants’ own perspective (Hyland, 2002: 192).
The present study also belongs to a qualitative case study; it searches and
analyses the data and samples in depth. Merriam (1988: 16) states that a
qualitative case study is an intensive and holistic description and analysis. It is a
different approach to research and, furthermore, the key issue is the selection of
information, for while it may be useful to record typical actions, infrequent but
critical incidents or events crucial to understanding. The case may also be
highlighted by the researcher. Case-studies typically represent research in a
publicly accessible form than other methods as they are often less dependent on
specialised interpretation (Cohen, Manion and Morrison, 2000, as cited in Hyland,
2003: 192).
Based on the prospective above, therefore, the design of the present study
is as a qualitative case study. It is intended to reveal some information on how
students write the schematic structure, use of appropriate language features, and
students’ writing strategies in writing analytical exposition text in English as
56 3.3 Research Site and Participants
This study was conducted in one senior high school in Batam. The school was
chosen as the research site because of several reasons. First, this school employed
a school-based curriculum of 2006 in which it provided teaching and learning
English with several text types, one of them was analytical exposition text which
is they focus in this study. Second, this school had a great attention to English
language learning, so the teachers and students tried to improve their English.
Finally, this school had good intake every year, so the assumtion that the students
have good English proficiency. Therefore, the students could participate in this
study to show their ability in writing and the strategies they used.
The participants were chosen as volunteers to take part in this study. There
were eight participants taken as purposeful sampling. It was considered that those
samples could give enough data to answer the research problems. It was in case, a
small number of participants can be taken as long as they can give enough data for
the purpose of the research. It was in line with related suggestions from Cohen
and Manion (1994). In purposive sampling, researchers handpick the cases to be
included in the sample on the basis of their judgement of their typicality. In this
way, they build up a sample that is satisfactory to their specific needs (Cohen and
Manion, 1994: 89).
The researcher had permission from the school principal to invite the
participants. The researcher visited the classes of second year students and invited
them to be volunteers in this study. There were eight participants; six volunteers
57
The volunteers then followed the brief explanation about the objective of
this study. They followed the scheduled sessions in a few days. When they
understood what to do in this study, and they were ready to involve to work in this
study.
3.4 Data Collection
Data resources were the students’ written texts, questionnaire, and classroom
observation notes. The researcher collected the students’ written texts, then
anlysed them in order to identify the student’s ability in writing analytical
exposition text with its correct schematic structure and the use of appropriate
language features. Then, it was hoped that the participants could give real
information toward the writing strategies they used in writing by giving their
response in questionnaires. And classroom observation notes were taken as
resources of real situation and the nature behavior of the participants during the
writing processes.
The details about data collection is going to be discussed in the following
sections i.e. the Students’ Written Text, Questionnaire, and Observation.
3.4.1 The Students’ Written Texts
The students’ written texts were analytical exposition texts. The students were
assigned to write analytical exposition texts which consist of correct schematic
structure and appropriate language features. Regarding the schematic structure of
58
in the texts. Whereas the use of language features, the texts should have simple
present tense, the human and non human participants, conjunctive relation, and
material, relational, and mental processes.
The students should complete the writing task whithin the time given in
every stage of writing processes. For example, the time was available 60 minutes
for the students to work in prewriting stage. The students should use the time
effectively to do the writing. When the time was up, the students should collect
the draft. There were some drafts in the prewriting and drafting stages. Then the
students did revising and editing the drafts. The drafts which they produced in
revising or editing stages were collected. At the end of writing process, the final
texts were collected.
3.4.2 Observation
Classroom observation was done to take notes about how students write the
analytical exposition text during the writing process. The position of the
researcher in this study was as the non-participant observer. The focal points of
the researcher’s observation were on the students behaviours and activities during
the stage of writing; pre-writing, drafting, revising, and editing. While for the
publishing stage, participants were asked to finish their final texts and gave
freedom for them to create their own style and form of publishing. The
participants were free to choose the media and where they like to publish their
59
The choice of the observation activities in this study refered to Hyland
(2003: 259), that direct observation methods attempt to bridge this gap by
systematic documentation and reflection of participants engaged in writing and
learning to write. This observation focused on the behavior of the students
engaged in writing. The observer’s notes focus on the following activities such as
gathering and organizing ideas, pouring out and shaping ideas, getting feedback
and making substantive change, proofreading and correcting mechanical errors,
choosing media, tools and sharing their writing.
3.4.3 Questionnaire
The questionnaire in this study was designed to collect information about the
students’ writing strategies. The questions were set up based on the investigation
point of writing strategies such as planning, generating, organizing, drafting,
revising, evaluation and monitoring, their motivation in the writing porcess. The
questions were devided into steps of writing process: pre-writing, drafting,
revising, editing, and publishing stages. The questions are as in the followings:
In Pre-writing
Q1 What do you do in preparation of writing an analytical exposition?
Q2 How do you find the topic?
Q3 What do you do immediately when you find the topic?
60 In Drafting
Q1 When do you start to write the draft or plans of your writing?
Q2 What do you write first in your draft or plans of your writing?
In Revising
Q1 What do you do in revising?
Q2 What do you focus on revising?
In Editing
Q1 What do you do in editing?
Q2 What do you focus on editing?
In Publishing
Q1 What media do you like your writing to be published?
Q2 Who do you like to read your writing?
Q3 What goal do you want to gain in publishing your writing?
The students gave responses to the questions regarding different writing
strategies in different stages. The questionnaires were distributed when the
participants finished their writing. The answers were immediately collected.
The reason of using questionnaire in this study was based on Jenkins,
Jordan, and Weilan that using questionnaires were particularly useful for
exploratory studies into writing attitudes and behaviors and for identifying
issues that can be followed up later by more in-depth methods (Jenkins, Jordan,
61 3.5 Data Analysis
3.5.1 Analysis of Texts
There were two focal points in analysing the texts. First, the analysis of schematic
structure refers to the organization of the text related to the schematic structure of
an analytical exposition. The text should contained the thesis, arguments, and
reiteration. Second, analysis of the use of appropriate languae features which
refers to the components, i.e. the use of simple present tense, the use of human
and nonhuman participants, the use of conjunctive relations, and the use of
material, relational, and mental processes.
The results of these analysises could give the concrete features of the
students’ ability and knowledge in writing correct schematic structure and the use
of appropriate language features of the analytical exposition text.
3.5.2 Analysis of Recorded Observation
Analysis of data from classroom observation was done by taking the data which
came from the researcher’s notes during the observation. The researcher observed
the writing processes i.e. prewriting, drafting, revising, and editing stages. He
took some notes as soon as the writing process started. Avoiding the missing
recorded activities, then, the researcher watched carefully the participants’
activities during the writing process.
While writing, the participants spent about 60 minutes for each stage of
62
activities in this classroom were also recorded by using digital video camera. This
video recorded done in order the researcher could rewatch the process of writing.
3.5.3 Analysis of the Writing Strategies
Analysis of the writing strategies was taken from the data which comes from
questionnaires. The writing strategies were the students’ efforts in writing
processes. The data were classified into the strategies proposed by Riazi (1997);
Wenden (1991). This writing strategy classification followed like what was used
by Mu and Carrington (2007) in their investigation of the three Chinese students’
writing strategies. In this case, the students employed some writing strategies such
as metacognitive strategy, rhetorical strategy, cognitive strategy, and
affective/social strategy. The metacognitive strategy included its micro strategies;
planning strategies, evaluating and monitoring strategies. For rhetorical strategy, it
consisted of organizing strategies, cohesive strategies, and genre awareness. The
next, cognitive strategy consisted of generating ideas, revising strategies and
immitating strategies. And the last, social/affective strategies consisted of
reducing anxiety, drawing on previous experiences, and keeping high motivation
109 CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter draws conclusion and recommendation. The conclusion section
begins with a brief description of the background, the main findings, and
conclusion. Some recomendations are proposed at the end of the chapter. The
recomendations are intended for the improvement of future research for other
researchers particluarly on similar topics. However, a summary of the main
findings is sketched. The summary is based on the nature of the problems which
were formulated in the study.
5.1 Conclusions
It is very difficult for many beginning writers to write because they have lack
knowledge about writing process and few strategies and skills available to use
while they are writing. This problem happen for most students of senior high
school in Indonesia. They are not ready to do writing in English classroom
because they are affraid of making many mistakes in grammar, vocabulary, and
punctuation. Moreover, there are no strategies how to write well in writing tasks.
Regarding some problems the students have in writing at English
classroom, this study was conducted. The aim of this study was to investigate the
students writing strategies in senior high school in process of writing an analytical
exposition text. The questions established for the purposes of the investigation
110
1) Do the students write correctly the schematic structure of analytical
exposition texts?
2) Do the students apply appropriate language features in their analytical
exposition texts?
3) What writing strategies do the students employ in writing analytical
exposition texts?
A variety of approaches were adopted to collect accurate data. The
participants were invited to participate in this study. As the purposeful sampling,
there were eigth volunteers took part in this study. They were assigned to write
analytical exposition texts. Their written texts were used as the primary data to be
analyzed. Then, a classroom observation notes were taken to get the real situation
of the writing process analytical exposition texts. Continuously, some open-ended
questionnairs were distributed to the participants. The responses that were given
to the questionnaires were analyzed in order to get the data about the writing
strategies they employed in writing.
The major findings of this study are:
a. The students wrote correctly the schematic structure of analytical exposition
text. The elements of schematic structure are Thesis, Arguments, and
Reiteration. It seemed that the students understood about the schematic
structure of this text type. In writing Thesis, the students could state their
position or their point of view toward one issue. They started with interesting
111
In writing arguments, the students then gave arguments supported with
evidence. They elaborated some ideas and provided some evidence to support
their arguments. And finally, in writing reiteration, the students restated the
issue to remind the reader about the point of view that was stated in the Thesis.
The students had appropriately good control of writing the schematic structure
of analytical exposition texts.
b. The students used all language features successfully. The language features of
analytical exposition texts are simple present tense, human and nonhuman
participants, conjunctive relations, material, relational, and mental processes.
They used appropriate tense in the texts; the simple present tense. They used
human and non human participants; human, place and things. They used
conjunctive relations which are known as internal conjunctive relations.
Moreover, the students also used material, relational, and mental processes.
The texts consisted of the verbs related the process systems. The Material
processes which express the notion that some entity physically does something.
While Relational processes involve states of being. And the last, Mental
processes are the sensing; feeling, thinking and perceiving.
Regarding the writing strategies, the students employed metacognitive,
cognitive, rhetorical, and social/affective strategies. The students employed
various micro strategies such as planning, generating, organizing, drafting,
112
strategies by keeping high motivation with their writing and enjoyed
themselves during the process of writing. These strategies made them easy to
plan, organize, draft, revise, edit, and publish their writing.
Finally, it is important to give the students understanding toward the
process of writing and the strategies they employ in writing. By understanding the
writing process and writing strategies, the students have a chance to develop their
ability in writing. The writing is not only the product oriented but also the process
itself.
5.2 Recommendations
The findings clearly demonstrate the students need to write correctly the
schematic structure of analytical exposition text and also use appropriate language
features in writing any kind of text types. These are useful for a better knowledge
of writing to improve the student’s writing ability. Besides that, the knowledge
about the writing strategies is important. These strategies will help them to solve
their problems during the wiriting process.
This study also has important pedagogical implications for both students
and teachers. Students improve their writing ability, particularly in writing
analytical exposition texts. Meanwhile, teachers may have a better understanding
of genre analysis and the writing strategies for the teaching writing context.
Although the present study suggests the analysis on the schematic
113 and students, there are some important things that need further consideration for
future research.
Clearly, additional research is necessary. Some approaches should be done
to help the students improve their writing ability. The students of senior high
school are potential enough to develop their writing ability. They need the
knowledge of writing process and the writing strategies for developing their
literacy understanding. The study on process approach and writing strategies are
needed to do by the teachers in English classroom at school in Indonesia.
However, this present study has several limitations to reveal about the
writing strategies of senior high school students in the process of writing
analytical exposition text. The limitations of this study can be as follows:
1) The participants of this study were the purposeful sampling. It seemed that
the participants of this study were few. The results of this study just exposed
the capable student writers in the school in which the students had a better
knowledge and had been familiar with writing activities at school.
2) The investigation of the writing strategies of senior high school in the process
of writing analytical exposition text was interesting. However, this study was
only focus on the strategies what Mu and Carrington (2007) had done. There
were limited investigation questions to explore many more writing strategies
the students employ.
Based on the limitation of this study, there are several recomendations for
114
1) The future study should involve more text tpes and more participants The
more participants might show different results from the various students. Or
may be, there is another research design about the writing strategies and
writing process.
2) The future study should observe the process of learning writing in EFL class.
3) The future researchers can also investigate whether the students use different
strategies in writing. There will be new findings about the student’s writing
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Oshima, A. & Hogue, A. (2007) Introducing to Academic Writing, USA: Pearson
Education , Inc.
Oshima, A. & Hogue, A. (1983) Writing Academic English; A Writing and Sentence
Structure Workbook for International Students, USA: Addison – Wesley
Publishing Company.
PecCei, J.S. (1999) Pragmatics, London:Routledge.
Ravelli, L.J. and Ellis, R.A., (2004), Analysing Academic Writing, London:
Continuum.
Richard, J.C. (2001) Curriculum Development in Language Teaching, Cambridge:
Cambridge Language Education.
Richard, J.C. and Renandya, W.A. (2002) Methodology in Language Teaching,
Cambridge: Cambridge University Press.
Richard, J.C. (2001) Approaches and Methods in Language Teaching, Cambridge:
Cambridge University Press.
Schaefer, E. (2008), Rater bias patterns in an EFL writing assessment. Accessed
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2008.
Shippen, M.E. et. Al. (2006), Using the expressive writing program to improve
writing skills of high school students with learning disabilities, Journal ofDirect
Shokrpour, N. & Fallahzadeh, M.H. A Survey of the Students and Intern’s EFL
Writing Problems In Shriraz University of Medical Sciences, downloaded
sources from the EFL Journal, Volume 9, Number , 2007.
Silvia, P.J. (2007) How to write a lot, A Practical Guide to Academic Writing, USA:
American Physicology Association.
Spear, K.(1988) Sharing Writing; Peer Response Groups in English Classes, USA:
Heinemann Educational Books Inc.
Swales, J.M. and Feak, C.B., (2004) Academic Writing for Graduate Students:
Second Edition, USA: Michigan University Press.
Talebinezhad, M.R. (2008) The effect of explicit teaching of concep mapping in
expository writing on EFL students’ self-regulation, Accessed in March, 2010,
from nternet: The Linguistics Journal, Vol.2, Issue 1, 69-90, 2008.
Todd, L. (1987) An Introduction to Linguistic, England: Longman York Press.
Tompkins, G.E. (2008) Teaching Writing; Balancing Process and Products, New
Jersey: Pearson Education, Inc.
Wenyu, L. And Young, L. (2008), Research on EFL Writing strategy using SRP: an
empirical study in DUT, Accessed in March, 2010, from the internet: The
Asian EFL Journal, Vol. 10, No. 2, 51-83, June, 2008.
Williams, J. (2005) Teaching Writing in Second and Foreign Language Classrooms,
Willis, D. and Willis, J.(2007) Doing Task-based Teaching, Oxford: Oxford
University Press.
Ya-Ling Wu- Language Learning Strategies Used by Students at Different
Proficiency Levels. Accessed in March, 2010, from internet: the EFL Journal,
Vol. 10, No. 4, 2008.
