Developing Writing Skill of Language Students by Applying Innovative Teaching Strategy Model Based on Social and Local Wisdom Contexts
Keywords:Model, Innovation, Teaching, Writing Skill, Local Culture
AbstractThe aim of this study is to build up students’ writing skills through Innovation Teaching Strategy Model (ITSM). This study was conducted in Letters and Culture Faculty of Universitas Negeri Gorontalo (UNG), with the students of English and Indonesian department as the participants. The current study is based on the social culture and local wisdom context utilizing Information Computer Technology (ICT). This model supports the students to have a high level of thinking and performance in writing skills in English and Indonesian language. This study utilized Research and Development (R &D) approach using Focus Group Discussion (FGD) and Reflection method with the strategy of one group pre-test and post-test design. This study reaches two target achievements; firstly creating the effective innovation teaching strategy model after statistic examining through one group pre-test and post-test design, and secondly improving the students’ competencies and writing skill through learning and teaching process treatment of writing course as an effect of applying Innovation teaching strategy model application.
Austin, J. L. (1965). How to do things with words. New York: Oxford Univesity Press.
Biria, R., Jafari, S. (2013). The impact of collaborative writing on the writing fluency of Iranian EFL learners. Journal of language teaching and research, 4(1), 164–75.
Brown, P., Levinson, S. C. (2000). Politeness: some universals in language usage. Cambridge: Cambridge Universty Press.
Foster-Fishman, P. G. Berkowitz, S. L., Lounsbury, D. W., Jacobson, S., Allen, N. A.. (2001). Building collaborative capacity in community coalitions: a review and integrative framework. American journal of community psychology, 29(2).
Hu, G., Chen, Y. (2016). Application research on ELM based English Writing Competence Evaluation Model in College English Teaching and Learning.
Khoshsima, H. (2016). The impact of interactionist dynamic assessment on explanation writing ability of intermediate EFL learners. International journal of language and linguistics, 4(5), 183. Retrieved from: http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=501&doi=10.11648/j.ijll.20160405.13.
Koutsoftas, A. D., Gray, S.. (2012). Comparison of narrative and expository writing in students with and without language-learning disabilities. Language speech and hearing services in schools, 43(4), 395. Retrieved from: http://lshss.pubs.asha.org/article.aspx?doi=10.1044/0161-1461(2012/11-0018).
Lawrence, C. L. 2002. Integrating writing and negotiation skills. Business communication quarterly, 65(2), 54–66. Retrieved from: http://search.ebscohost.com.idpproxy.reading.ac.uk/login.aspx?direct=true&db=bth&AN=7219463&site=eds-live&custid=s6477394.
Leech, G. N. (1983). Principles of pragmatics. New York: Longman Inc.
Li, L. T. (2012). Embracing the diversity: learning from EFL students’ self-selected reading and writing. TESL Reporter, 45(2), 41–62. Retrieved from: http://search.proquest.com/docview/1430172022?accountid=13042%5Cnhttp://oxfordsfx.hosted.exlibrisgroup.com/oxford?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ:llbashell&atitle=Embracing+the+Diversity:+Learning+f.
LILI. (2016). Effects of text-based QQ communication medical college students English writing. Retrieved from: http://www.academypublication.com/ojs/index.php/tpls/article/download/tpls061019711981/925.
Lloyd, M. (2007). Developing academic writing skills: the PROCESS framework. Learning zone: continuing professional development, 21(40), 50–56. Retrieved from: http://www.ncbi.nlm.nih.gov/pubmed/17601238.
Margana., Widayanto, A. (2017). Developing English textbooks oriented to higher order thinking skills for students of vocational high schools in Yogyakarta, 26–38.
Tantowi, M., El, A., Al-Ansari, S., Sadaf., Alhumaid, J. (2016). Evaluating the English language scientific writing skills of Saudi dental students at entry level, 148–53.
Xic, Q. (2016). Developing communicative competence for the globalized workplace in English for occupational purpose course in China. Retrieved from: http://dx.doi.org/10.1750/jltr.0706.12.
Yaghoubi, A., Mobin, M. (2015). Portfolio assessment, peer assessment and writing skill improvement, 5(12).
Zhou, L., Siriyothin, P. (2009). An investigation of university EFL students’ attitudes towards writing-to-read tasks, 16(4), 297–309.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).