Writing Acceptable Descriptive Texts: A Case Study through Pre-service English Teachers’ Reflective Journal
Abstract
This study is a case study held in one of the writing classes of semester two students of the English Language Education Study Program in one of the universities in Yogyakarta, Indonesia. The aim of this study this to know the process of students in writing acceptable descriptive texts in English through their reflective journal. This study is essential to be done because we need more insights on the process of writing acceptable descriptive texts for pre-service English teachers. In obtaining the data, the researcher provided a reflective journal template that must be filled in by the students in the process of writing the descriptive texts. The result of this study can be categorized into four different points which are 1) the outlining process of pre-service English teachers writing their descriptive texts; 2) the drafting process; 3) the review process; and 4) the finalization of writing acceptable descriptive texts. Hopefully, the result of this study can give more insights and improvements to the teaching and learning of how to write descriptive texts especially for pre-service English teachers.
Keywords
Full Text:
PDFReferences
AdilMekki, T. (2020). Utilizing reflective teaching strategies to develop EFL Iraqi university students' writing ability. International Journal of Research in Social Sciences and Humanities, 10(11), 218-226. https://doi.org/10.37648/ijrssh.v10i02.020
Allan, E. G., & Driscoll, D. L. (2014). The three-fold benefit of reflective writing: Improving program assessment, student learning, and faculty professional development. Assessing Writing, 21: 37-55. https://doi.org/10.1016/j.asw.2014.03.00
Alemu, M. (2020). The Role of Pre-Writing Strategies to Enhance the Students' Idea-Generating Abilities: The Case of First-Year Computer Science Students of Haramaya University. International Journal of Education and Literacy Studies, 8(1), 40-47. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.40
Alghazo, K. M., & Alshraideh, M. K. (2020). Grammatical Errors Found in English Writing: A Study from Al-Hussein Bin Talal University. International Education Studies, 13(9), 1-9. https://doi.org/10.5539/ies.v13n9p1
Altınmakas, D., & Bayyurt, Y. (2019). An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103. https://doi.org/10.1016/j.jeap.2018.11.006
Amirkhanova, K. M., Ageeva, A. V., & Fakhretdinov, R. M. (2016). Enhancing Students’ Learning Motivation through Reflective Journal Writing. In R. Valeeva (Ed.), Teacher Education - IFTE 2016, vol 12. European Proceedings of Social and Behavioural Sciences (pp. 14-18). Future Academy. https://doi.org/10.15405/epsbs.2016.07.3
Anggraini, F. (2020). Brainstorming technique in teaching writing descriptive text. Channing: Journal of English Language Education and Literature, 5(2), 71-74. https://doi.org/10.30599/channing.v5i2.840
Apsari, Y. (2018). Reflective reading journal in teaching writing. Indonesian EFL Journal, 4(2), 39-47. https://doi.org/10.25134/ieflj.v4i2.1374
Ariyana, Enawar, Intan S. R., & Agus Sulaeman. (2020). The application of discovery learning models in learning to write descriptive texts. Journal of English Education and Teaching, 4 (3): 401-412. http://dx.doi.org/10.33369/jeet.4.3.401-412
Barak, M., & Lefstein, A. (2022). Opening texts for discussion: Developing dialogic reading stances. Reading Research Quarterly, 57(2), 449-468. https://doi.org/10.1002/rrq.413
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Daulay, S. H., Emeliya S. D. D., & Nuriza A. (2023). Students’ difficulties on writing descriptive text by eighth grade of SMP Darussalam Medan. English Journal of Indragiri: Studies in Education, Literature, and Linguistics, 7(1): 54-66. https://doi.org/10.32520/eji.v7i1.2195
Fareed, M., Almas, A., & Muhammad Bilal. (2016). ESL learners’ writing skills: problems, factors, and suggestions. Journal of Education and Social Sciences, 4(2): 81-92. http://dx.doi.org/10.20547/jess0421604201
Ismayandti, Eni & Abdul Kholiq. (2020). An analysis of students’ difficulties in writing descriptive text. E-Link Journal, 7 (1): 10-20. http://dx.doi.org/10.30736/ej.v7i1.260
Habibi, F., Eviyuliwati, I., & Kartowisastro, S. (2018). The effect of reflective journal writing on students’ writing ability of narrative text. Proceedings of the International Conference on Education in Muslim Society, 115, 16-20. https://doi.org/10.46652/runas.v4i7.100
Herda, R. K., Principe, R. A., Travero, A. S., Harahap, M. F. P., & Viantika, S. (2024). Voicing Philippines and Indonesian Students' Needs of Automated Written Corrective Feedback in EFL Writing Classrooms. JELITA: Journal of Education, Language Innovation, and Applied Linguistics, 3(1), 1-12. https://doi.org/10.37058/jelita.v3i1.8920
Hussein, H. A. R. A., Deena A. H. A. J., & Imam Sadi. (2020). Students’ reflective journals and creative writing in EFL. Universal Journal of Educational Research, 7(2): 3484-3495. http://dx.doi.org/10.13189/ujer.2020.080823
Hyland, K., & Hyland, F. (2019). Feedback in second language writing: Contexts and issues. Cambridge University Press.
Jannah, D. M., Bustami Usman, Bukhari Daud, Asnawi Muslem, &Iskandar, A. S. (2020). Improving students’ writing skill through reflective journal: a study at a senior high school in Aceh. Humanities & Social Sciences Reviews, 8(3),:2221-230. https://doi.org/10.18510/hssr.2020.8323
Karim, K., & Nassaji, H. (2020). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24(4), 519-539.
Mayekti, M. H., Dinar F., &Ade C. Y. (2022). An analysis of writing descriptive text at the second semester students’ English language teaching UNU Purwokerto. English Education, Linguistics, and Literature Journal, 1(1): 31-36. https://jurnal.unupurwokerto.ac.id/index.php/educalitra
Ni’ma, H. N. A, Sumardi, & Tarjana, S. S. (2020). Reflective journals as self-assessment to promote students’ writing skill. International Online Journal of Education and Teaching (IOJET), 7(1): 48-58. http://iojet.org/index.php/IOJET/article/view/760
Nurfidoh, Siti & Evie Kareviati. (2021). An analysis of students’ difficulties in writing descriptive texts. Professional Journal of English Education, 4(1): 16-22. https://doi.org/10.22460/project.v4i1.p16-22
Pardosi, J. D., Karo, R. E. V. B., Sijabat, O. A. S., Pasaribu, H., & Tarigan, N. W. P. (2019). An error analysis of students in writing narrative text. Linguistic, English Education and Art (LEEA) Journal, 3(1), 159-172. https://doi.org/10.31539/leea.v3i1.983
Rahmawati, E. (2022). The effect of brainstorming technique as a pre-writing activity on the students’ achievement in writing descriptive text. Journal Corner of Education, Linguistics, and Literature, 2(1), 38-43. https://doi.org/10.54012/jcell.v2i1.53
Sani, S., Kurniawati, N. and Nurwanti, D. (2017). The Use of Reflective Writing to Improve Students’ Writing and Critical Thinking Skills. In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017) - Literacy, Culture, and Technology in Language Pedagogy and Use, pages 331-335. DOI: 10.5220/0007166903310335.
Setiyorini, T. J., Dewi, P., & Masykuri, E. S. (2020). The grammatical error analysis found in students’ composition. Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya, 10(2), 218-233.
Shen, R., & Chong, S. W. (2023). Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework. Assessment & Evaluation in Higher Education, 48(3), 276-290. https://doi.org/10.1080/02602938.2022.2072468
Situmorang, F. Y., & Paisal, M. (2020). An analysis of students’ difficulties in writing descriptive text. Journal Language League, 9(1)-592-600.
Sudirman, A., Gemilang, A. V., & Kristanto, T. M. A. (2021). The power of reflective journal writing for university students from the EFL perspective. Studies in English Language and Education, 8(3): 1061-1079. https://doi.org/10.24815/siele.v8i3.19105
Trye, A. M. (2021). Teaching and learning from journal feedback: a reflective study. East African Journal of Education and Social Sciences, 2(2), 190-194. https://eajess.ac.tz/2021/05/28/teaching-and-learning-from-journal-feedback-a-reflective-study/
Uludag, P., McDonough, K., & Payant, C. (2021). Does prewriting planning positively impact English L2 students’ integrated writing performance?. Canadian Journal of Applied Linguistics, 24(3), 166-185. https://doi.org/10.37213/cjal.2021.31313
Yeh, Hui-Chin., Shih-hsien Yang, Jo Shan Fu, & Yen-Chen Shih. (2022). Developing college students’ critical thinking through reflective writing. Higher Education Research & Development 22(1) 244-259. https://doi.org/10.1080/07294360.2022.2043247
DOI: https://doi.org/10.31004/jele.v9i6.592
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Cinthia Reswari, Nina Sulistyowati, Rozanah Katrina Herda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.