STUDENTS’ PARTICIPATION IN LEARNING ARGUMENTATIVE WRITING THROUGH WRITING WORKSHOP
(1) SMA Negeri 1 Randublatung Indonesia
(2) Universitas Negeri Semarang Indonesia
Abstract
The present study was a part of a larger research. It aimed at investigating the dynamics of the students’ participation in learning argumentative writing through writing workshop. The present study took place in a natural science class consisting of 32 eleventh graders for 6 weeks. I employed questionnaire and observation to gather data, and collected the students’ works to strengthen the data analysis. The data yielded a result that the students’ participation in establishing oral and written argumentative discourse improved throughout learning cycles. In this circumstance, the students produced more talk in arguing over an issue, and became more active in writing collaboratively with their peers. Consequently, they got better in articulating their thoughts in written argumentation. It was affirmed by the improvements on the mean of the students’ argumentative writing and the quality of their argumentation.
Keywords
Full Text:
PDFReferences
Atwell, N. 1998. In The Middle: New Understanding about Writing, Reading, and Learning (2nd ed.). Portsmouth, NH: Heinemann.
Bacha, N. N. 2010. “Teaching the Academic Argument in a University EFL Environment”. Journal of English for Academic Purposes, volume 9. Page 229 – 241.
Burns, A. 1999. Collaborative Action Research for English Language Teachers. New York: Cambridge University Press.
Burns, A. 2010. Doing Action Research in English Language Teaching: A Guide for Practitioners. New York, NY: Routledge.
Casey, H. K. 2009. “Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers”. Journal of Adolescent & Adult Literacy, Volume 52 No. 4. Page 284 – 294.
Creswell, J.W. 2014. “Research Design: Qualitative, Quantitativem and Mixed Methods Approaches”. Thousand Oaks, California: SAGE Publications, Inc.
Crowhurst, M. 1987. “Cohesion in Argument and Narration at Three Grade Levels”. Research in the teaching of English, Volume 21 No. 2. Page 185 – 201.
Crowhurst, M. 1988. “Research Review: Patterns of Development in Writing Persuasive/ Argumentative Discourse”. Department of Language Education: The University of British Columbia, Vancouver, B.C.
Durst, R. K. 1987. “Cognitive and Linguistic Demands of Analytical Writing”. Research in the Teaching of English, Volume 21 No. 4. Page 347 – 376.
Evensen, L. S. 2002. “Convention from below: Negotiating Interaction and Culture in Argumentative Writing”. Written Communication, Volume 19 No. 3. Page 382 – 413.
Felton, M. K., & Herko, S. 2004. “From Dialogue to Two-Sided Argument: Scaffolding Adolescents’ Persuasive Writing”. Journal of Adolescent & Adult Literacy, Volume 47 No. 8. Page 672 – 683.
Fulkerson, R. 1996. Teaching the Argument in Writing. xx, The United States: The National Council of Teachers of English.
Glesne, C. 1999. Becoming Qualitative Researchers: An Introduction. New York: Longman.
Graves, D. H. 2004. “What I’ve Learned from Teachers of Writing”. Language Arts,Volume 82 No. 2. Page 88–94.
Hasnawati. 2006. “Pendekatan “Contextual Teaching Learning” Hubungannya dengan Evaluasi Pembelajaran”. Jurnal Ekonomi & Pendidikan, Volume 3 No. 1. Page 53 – 62.
Kesler, T. 2012. “Writing with Voice”. The Reading Teacher, Volume 66 No. 1. Page 25 – 29.
Kusuma, D. C. 2013. “Analisis Komponen – Komponen Pengembangan Kurikulum 2013 pada Bahan Uji Publik Kurikulum 2013”. Jurnal Analisis Komponen – Komponen Pengembangan Kurikulum. Page 1 – 21.
Kwartolo, Y. 2007. “Mengimplementasikan KTSP dengan Pembelajaran Partisipatif dan Tematik Menuju Sukacita dalam Belajar (Joy in Learning)”. Jurnal Pendidikan Penabur, Volume 6 No. 9. Page 66 – 80.
Lake, R. 2012. Vygotsky on Education. New York: Peter Lang.
Lie, A. 2007. “Education Policy and EFL Curriculum in Indonesia: Between the Commitment to Competence and the Quest for Higher Test Scores”. TEFLIN Journal, Volume 18 No. 1. Page 1 – 14.
Manion, B. B. 1988. “Writing Workshop in Junior High-School: It’s Worth the Time. The English Journal, Volume 32 No. 2. Page 154 – 157.
Moore, N. S., & MacArthur, C. A., 2012. “The Effects of Being a Reader and of Observing Readers of Fifth-Grade Students’ Argumentative Writing and Revising”. Reading and Writing,Volume 25. Page 1449 – 1478.
Moore-Hart, M. A. 2006. “A Writers’ Camp in Action: A Community of Readers and Writers”. The Reading Teacher, Volume 59 No. 4. Page 326 – 338.
Morgan, D. N. 2010. “Writing Feature Articles with Intermediate Students”. The Reading Teacher, Volume 64 No. 3. Page 181 – 189.
Newell, G. E., Beach, S., Smith, J., & VanDerHeide, J. 2011. “Teaching and Learning Argumentative Reading and Writing: A Review of Research”. Reading Research Quarterly, Volume 46 No. 3. Page 273 – 304.
Norris, S. P., & Ennis, R. H. 1989. The Practitioners’ Guide to Teaching Thinking Series: Evaluating Critical Thinking. Pacific Grove, CA: Critical Thinking Press & Software.
Reznitskaya, A., Anderson, R.C., & Kuo, L. 2007. “Teaching and leaning an argumentation”. The Elementary School Journal, Volume 107 No. 5. Page 449 – 472.
Rogoff, B. 1990. Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press.
Sariono. 2013. “Kurikulum 2013: Kurikulum Generasi Emas”. E-Jurnal Dinas Pendidikan Kota Surabaya, Volume 3. Page 1 – 9.
Sheehy, M. 2003. “The Social Life of an Essay: Standardizing Forces in Writing”. Written Communication, Volume 20 No. 3. Page 333 – 385.
Stay, B. L. 1996. A Guide to Argumentative Writing. San Diego, CA: Greenhaven Press, Inc.
Street, C. 2005. “A Reluctant Writer’s Entry into a Community of Writers”. Journal of Adolescent & Adult Literacy, Volume 48 No. 8. Page 636 – 641.
Strout, B. 1970. “Writing Workshop: What is It?” The English Journal, Volume 59 No. 8. Page 1128-1130.
Toulmin, S. E. 2003. The Uses of Argument. New York: Cambridge University Press.
VanDerHeide, J., & Newell, G. E. 2013. “Instructional Chains as a Method for Examining the Teaching and Learning of Argumentative Writing in Classrooms”. Written Communication, Volume 30 No. 3. Page 300 – 329.
Vygotsky, L. S. (Eds.). (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Whitney, A. E., Ridgeman, M., & Masquelier, G. (2011). “Beyond “Is This Ok?”: High School Writers Building Understandings of Genre”. Journal of Adolescent & Adult Literacy, Volume 54 No. 7. Page 525 – 533.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License