A Portrait of Teaching Writing in Online Classroom
DOI:
https://doi.org/10.70152/leotech.v1i1.5Keywords:
Teaching writing, Online Classroom, EFL learnesArticle Metrics
Abstract
Nowadays, online classrooms are growing in popularity. Especially given the Covid-19 outbreak in Indonesia, which has forced online learning. This study aims to investigate online learning in EFL learners’ writing classrooms. This study uses a qualitative method and a descriptive qualitative research design to examine in detail how teachers teach EFL learners in online writing. Researchers collected data through the technique of nonparticipant observation, and the researcher "observes from the sidelines" the action being observed. The results of this study reveal that the observed teacher's teaching method is not consistent with the four reference strategies employed by the researchers. The four strategies include; building knowledge of field, modeling of text, joint construction of text, and independent construction of text. Because, after being observed, the teacher employs only one strategy to teach writing, specifically building knowledge of field.
Downloads
References
Ahmed, M. A. E. A. S. (2016). The Effect of a Flipping Classroom on Writing Skill in English as a Foreign Language and Students’ Attitude Towards Flipping. US-China Foreign Language, 14(2). https://doi.org/10.17265/1539-8080/2016.02.003
Ariyanti, A. (2016). The Teaching of EFL Writing in Indonesia. DINAMIKA ILMU, 16(2), 263–277. https://doi.org/10.21093/di.v16i2.274
Cahyono, B. Y., & Mutiaraningrum, I. (2016). Indonesian EFL Teachers’ Familiarity with and Opinion on the Internet-Based Teaching of Writing. English Language Teaching, 9(1), 199–208. https://doi.org/10.5539/elt.v9n1p199
Fanani, A. (2018). The Implementation of Genre-Based Approach in Teaching Writing by a University Teacher in Jombang. JURNAL SMART, 4(2), 132–141. https://doi.org/10.26638/js.700.203x
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (Eighth). McGraw-Hill Humanities/Social Sciences/Languages.
Graham, D. A. (2019). Benefits of Online Feaching for Face-to-Face Teaching at Historically Black Colleges and Universities. Online Learning Journal, 23(1), 144–163. https://doi.org/10.24059/olj.v23i1.1435
Harjanto, A. K., M.Hum, Dr. S., & M.Hum., Dr. S. M. (2022). Classroom in Eraction: A Case Study in Idonesian Pre-Service English Teachers’ Online Writing Course. International Journal of Education and Social Science Research, 05(03), 169–176. https://doi.org/10.37500/ijessr.2022.5311
Hasibuan, K. (2013). Teaching Writing as Productive Skill. Journal of English and Arabic Language Teaching, 4, no.
Hermansson, C., Jonsson, B., Levlin, M., Lindhé, A., Lundgren, B., & Shaswar, A. N. (2019). The (Non)Effect of Joint Construction in a Genre-Based Approach to Teaching Writing. Journal of Educational Research, 112(4), 483–494. https://doi.org/10.1080/00220671.2018.1563038
Junus, K., Santoso, H. B., Putra, P. O. H., Gandhi, A., & Siswantining, T. (2021). Lecturer Readiness for Online Classes During the Pandemic: A Survey Research. Education Sciences, 11(3), 1–14. https://doi.org/10.3390/educsci11030139
Li, D. (2022). The Shift to Online Classes During the Covid-19 Pandemic: Benefits, Challenges, an Required Improvements from the Students’ Perspective. The Electronic Journal of E-Learning, 20(1), 1–18. www.ejel.org
Nambiar, D. (2020). The Impact of Online Learning During COVID-19: Students’ and Teachers’ Perspective. The International Journal of Indian Psychology, 8(2), 782–793. https://doi.org/10.25215/0802.094
Pujianto, D., Emilia, E., & Sudarsono, M. I. (2014). A process-genre Approach to Teaching Writing Report Text to Senior High School Students. Indonesian Journal of Applied Linguistics, 4(1), 99–110. https://doi.org/10.17509/ijal.v4i1.603
Rizky Lianada, Maulida Hidya, & Mubaraq Yasyir Fahmi. (2022). An Analysis of Students’ Difficulties in Using Online Media during Online Learning Process of English Language Education Study Program. International Seminar on Education, Technology, and Art, 1, 33–41. https://doi.org/10.33654/iseta.v1i0.1854
Sartika, W., Anwar, K., & Asmara, C. H. (2020). Google Classroom for Learning Writing : Students’ Initial Perceptions. In Journal of English Teaching, Literature, and Applied Linguistics (Vol. 4, Issue 1).
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506
Williyan, A. (2020). A portrait of an EFL learner’s explanation text: cohesion and coherence. Community Concern for English Pedagogy and Teaching, 6(1), 1–7.
Williyan, A., & Darma, V. P. (2022). A Portrait of Teaching Writing in EFL Learners’ Classroom. Journal of English Education (JEE), 7(1), 36–45. https://doi.org/http://doi.org/10.31327/jee.v7i1.1753
Yundayani, A., Susilawati, S., & Chairunnisa, C. (2019). Investigating the Effect of Canva on Students’ Writing Skills. ENGLISH REVIEW: Journal of English Education, 7(2), 169–176. https://doi.org/10.25134/erjee.v7i2.1800
Yunus, A. A., & Syafi’i, A. (2020). Google Classroom as Learning Platform in Teaching Writing. Jurnal Bahasa Dan Bahasa Inggris, 9(1), 48–64.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Siti Lina Nurlina, Salsa Ayu Denistiani, Aldha Williyan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright for this article is held by the journal LEOTECH: Journal of Learning Education and Technology and is licensed under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0). The article may be used, shared, and adapted for any purpose with proper attribution and distribution under the same license. Full license details: https://creativecommons.org/licenses/by-sa/4.0/
