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Abstract
This study aimed to gather information about the approaches and strategies used by Indonesian language teachers in teaching writing lessons in Indonesian language classes in response to the previous studies identifying junior high school students’ challenges in Indonesian language writing. A survey was done using an online questionnaire distributed to 166 teachers from various schools in the country. However, only 126 were taken, as the rest admitted that they did not teach Indonesian language writing in their classes. The questionnaire was adopted from Self-Assessment of Writing Strategies by Marquette University and was validated to serve valid and reliable data. The data were analyzed using descriptive statistics, and teachers’ proficiency in coping with various approaches to teaching the language and their keen strategies to help students in the writing classes were found. The findings suggested that despite teachers' proficiency in many approaches to teaching, students still encountered challenges in multiple aspects of writing. Therefore, there was a need for continuous improvement in curriculum design and to assist students through corrective feedback to help them cope with their writing problems. In summary, the study emphasized the importance of ongoing research, professional development, and improved writing instruction.
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Copyright (c) 2024 Kartika Nuswantara, Niki Raga Tantri, Zuliati Rohmah, Eka Dian Savitri; Muhammad Ubaidillah Al-Mustofa; Ratna Rintaningrum
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How to Cite
Nuswantara, K., Tantri, N. R., Rohmah, Z., Al-Mustofa, M. U., & Rintaningrum, R. (2024). An Investigation of Approaches and Strategies in Teaching Indonesian Writing: Voices of Indonesian Language Teachers. JOALL (Journal of Applied Linguistics and Literature), 9(2), 355–375. https://doi.org/10.33369/joall.v9i2.34311
References
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Arifin. (2021). Meningkatkan kemampuan menulis teks cerita fantasi dengan model pembelajaran discovery learning pada Siswa kelas VII C SMP Negeri 4 Kendari Kota Kendari. Amanah: Jurnal Amanah Pendidikan Dan Pengajaran, 2(3), 176–185.
Cholifah, A. N., Pustika, R., & Winanta, A. (2022). Teacher’s perceives on the implementation of genre-based approach in teaching writing. ELS Journal on Interdisciplinary Studies in Humanities, 5(3), 532–538. https://doi.org/10.34050/elsjish.v5i3.23198
De Oliveira, L. C., & Lan, S. W. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25(1), 23–39. https://doi.org/10.1016/j.jslw.2014.05.001
Endah, S., Effendi Thahar, H., & Asri, Y. (2018). The contribution of reading interest on literature and reading comprehension toward students’ ability in writing fantasy story. In I. Ifdil & Z. Ardi (Eds.), Education,Social Sciences, and Technology: Aplication in Digital Era (pp. 955–960). Faculty of Education Universitas Negeri Padang, West Sumatera, Indonesia. https://doi.org/10.29210/20181137
Ering, L. M., Torar, S. S. ., & Monoarfa, S. (2023). Kemampuan menulis cerita fantasi dengan menggunakan strategi agenda kalimat sentence journal. Kompetensi, 3(10), 2610–2617. https://doi.org/10.53682/kompetensi.v3i10.6522
Fahmi, M., Atmazaki, & Manaf, N. A. (2014). Peningkatan ketrampilan menulis narasi melalui model pembelajaran langsung siswa kelas VII SMP 26 Sarolangun. Jurnal Bahasa, Sastra Dan Pembelajaran, 2(3), 70–78.
Fauzan, U., Aulya, S. F., & Noor, W. N. (2020). Writing error analysis in exposition eext of the EFL junior high school students. Indonesian Journal of EFL and Linguistics, 5(2), 517. https://doi.org/10.21462/ijefl.v5i2.330
Graham, S. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist, 53(4), 258–279. https://doi.org/https://doi.org/10.1080/00461520.2018.1481406
Graham, S., Harris, K. ., & Santangelo, T. (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115(4), 498–522. https://doi.org/https://psycnet.apa.org/doi/10.1086/681964
Hasanzadeh, S., Shayesteh, S., & Pishghadam, R. (2024). Investigating the role of teacher concern in EFL students’ motivation, anxiety, and language achievement through the lens of self-determination theory. Learning and Motivation, 86(March), 101992. https://doi.org/10.1016/j.lmot.2024.101992
Högemann, J., Cunha, J., Núñez, J. C., Vallejo, G., Rodríguez, C., & Rosário, P. (2021). Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables. Reading and Writing, 34, 1681–1710. https://doi.org/https://doi.org/10.1007/s11145-021-10159-0
Kementrian Pendidikan dan Kebudayaan Republik Indonesia. (2017). Materi bimbingan teknis fasilitator dan instruktur Kurikulum 2013 tahun 2017 Sekolah Menengah Pertama bidang Bahasa Indonesia. Kementrian Pendidikan dan Kebudayaan RI.
Khodabandeh, F. (2014). Argumentation across L1 and L2: examination of three instructional treatments of genre-based approach to teaching writing. Procedia - Social and Behavioral Sciences, 98, 968–975. https://doi.org/10.1016/j.sbspro.2014.03.506
Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136–160. https://doi.org/10.1037/a0013097
Kolovou, D., Hochweber, J., & Praetorius, A. K. (2024). Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related. Teaching and Teacher Education, 144(March), 104555. https://doi.org/10.1016/j.tate.2024.104555
Koster, M., Tribushinina, E., de Jong, P. F., & van den Bergh, H. (2015). Teaching children to write: A meta analysis of writing intervention research. Journal of Writing Research, 7(2), 249–274. https://doi.org/https://doi.org/10.17239/jowr-2015.07.02.2
Liu, Y., & Wang, J. (2023). Strategies for reducing EFL learners’ foreign language anxiety in online classes: Investigating teachers’ teaching credentials and experience. Heliyon, 9(7). https://doi.org/10.1016/j.heliyon.2023.e17579
Mariana, I., Purnomo, S., & Firdaus, A. R. (2018). Improving student writing skills in Indonesian language learning narrative writing materials using writing process approach. Journal of Elementary Education, 01.
Martin, J., & Rone, D. (2008). Genre relations: mapping culture (First Edition). Equinox Publishing.
Nemoto, T., & Beglar, D. (2013). Developing Likert-scale questionnaires campus reference data. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings (pp. 1–8). JALT.
Nishino, T., & Atkinson, D. (2015). Second language writing as sociocognitive alignment. Journal of Second Language Writing, 27, 37–54. https://doi.org/10.1016/j.jslw.2014.11.002
Nugraha, C., & Doyin, M. (2020). Peningkatan keterampilan menulis teks cerita imajinasi bermuatan nilai toleransi menggunakan model copy the master berbantuan media film animasi bagi peserta didik kelas VII D SMP Negeri 11 Semarang. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 9(1), 32–41. https://doi.org/10.15294/jpbsi.v9i1.35034
Purnama, Y. (2019). Gramatical error analysis and error of vocabulary in writing speech with theme ‘Sumpah Pemuda’ class IX students in SMP Bekasi. Hortatori : Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(2), 104–107. https://doi.org/10.30998/jh.v1i2.43
Putra. A. K. (2014). The implication of curriculum renewal on ELT in Indonesia. Parole, 4(1), 1–13.
Rahimi, M. (2024). Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing. System, 121(October 2023), 103261. https://doi.org/10.1016/j.system.2024.103261
Rosário, P., Högemann, J., Núñez, J. C., Vallejo, G., Cunha, J., Rodríguez, C., & Fuentes, S. (2019). The impact of three types of writing intervention on students’ writing quality. PLoS ONE, 14(7), 1–27. https://doi.org/10.1371/journal.pone.0218099
Sakdidah, S., Prastikawati, E. F. and, & Hawa, F. (2023). Grammatical errors analysis on students’ descriptive texts. Wanastra: Jurnal Bahasa Dan Sastra, 15(2), 65–73.
Sundari, A. N., Lengkanawati, N. S., & Moecharam, N. Y. (2017). Teacher’s strategies in building the students ’ knowledge of the field ( BKoF ) in teaching writing. Journal of English and Education, 5(2), 154–162. https://ejournal.upi.edu/index.php/L-E/article/view/9945
Traga Philippakos, Z. A., MacArthur, C. A., & Rocconi, L. M. (2023). Effects of genre-based writing professional development on K to 2 teachers’ confidence and students’ writing quality. Teaching and Teacher Education, 135(August), 104316. https://doi.org/10.1016/j.tate.2023.104316
Umar, A. (2009). Kemampuan guru menganalisis kesalahan berbahasa Indonesia ragam tulis siswa. Jurnal Bahas Unimed, 73(34). http://digilib.unimed.ac.id/id/eprint/492%0Ahttp://digilib.unimed.ac.id/492/1/Fulltext.pdf
Vicente, J. (2018). ESLP 82 Questionnaire : Self-Assessment of English writing skills and use of writing strategies Self-Assessment of English writing skills use of learning strategies. 2–4.
Yang, Y. (2016). Teaching Chinese college ESL writing: A genre-based approach. English Language Teaching, 9(9), 36. https://doi.org/10.5539/elt.v9n9p36
Yi, J.-Y. (2009). Defining writing ability for classroom writing assessment in high schools. Journal of Pan-Pacific Association of Applied Linguistics, 13(1), 53–69.
Yuliastuti, R., & Syamsi, K. (2019). Fantasy story writing ability using genre-based approach in class 7-A of SMPN 4 Pandak in the academic year of 2018-2019. Proceedings of the International Conference on Interdisciplinary Language, Literature and Education (ICILLE 2018), 297, 305–309. https://doi.org/10.2991/icille-18.2019.63
References
Arifin. (2021). Meningkatkan kemampuan menulis teks cerita fantasi dengan model pembelajaran discovery learning pada Siswa kelas VII C SMP Negeri 4 Kendari Kota Kendari. Amanah: Jurnal Amanah Pendidikan Dan Pengajaran, 2(3), 176–185.
Cholifah, A. N., Pustika, R., & Winanta, A. (2022). Teacher’s perceives on the implementation of genre-based approach in teaching writing. ELS Journal on Interdisciplinary Studies in Humanities, 5(3), 532–538. https://doi.org/10.34050/elsjish.v5i3.23198
De Oliveira, L. C., & Lan, S. W. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25(1), 23–39. https://doi.org/10.1016/j.jslw.2014.05.001
Endah, S., Effendi Thahar, H., & Asri, Y. (2018). The contribution of reading interest on literature and reading comprehension toward students’ ability in writing fantasy story. In I. Ifdil & Z. Ardi (Eds.), Education,Social Sciences, and Technology: Aplication in Digital Era (pp. 955–960). Faculty of Education Universitas Negeri Padang, West Sumatera, Indonesia. https://doi.org/10.29210/20181137
Ering, L. M., Torar, S. S. ., & Monoarfa, S. (2023). Kemampuan menulis cerita fantasi dengan menggunakan strategi agenda kalimat sentence journal. Kompetensi, 3(10), 2610–2617. https://doi.org/10.53682/kompetensi.v3i10.6522
Fahmi, M., Atmazaki, & Manaf, N. A. (2014). Peningkatan ketrampilan menulis narasi melalui model pembelajaran langsung siswa kelas VII SMP 26 Sarolangun. Jurnal Bahasa, Sastra Dan Pembelajaran, 2(3), 70–78.
Fauzan, U., Aulya, S. F., & Noor, W. N. (2020). Writing error analysis in exposition eext of the EFL junior high school students. Indonesian Journal of EFL and Linguistics, 5(2), 517. https://doi.org/10.21462/ijefl.v5i2.330
Graham, S. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist, 53(4), 258–279. https://doi.org/https://doi.org/10.1080/00461520.2018.1481406
Graham, S., Harris, K. ., & Santangelo, T. (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115(4), 498–522. https://doi.org/https://psycnet.apa.org/doi/10.1086/681964
Hasanzadeh, S., Shayesteh, S., & Pishghadam, R. (2024). Investigating the role of teacher concern in EFL students’ motivation, anxiety, and language achievement through the lens of self-determination theory. Learning and Motivation, 86(March), 101992. https://doi.org/10.1016/j.lmot.2024.101992
Högemann, J., Cunha, J., Núñez, J. C., Vallejo, G., Rodríguez, C., & Rosário, P. (2021). Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables. Reading and Writing, 34, 1681–1710. https://doi.org/https://doi.org/10.1007/s11145-021-10159-0
Kementrian Pendidikan dan Kebudayaan Republik Indonesia. (2017). Materi bimbingan teknis fasilitator dan instruktur Kurikulum 2013 tahun 2017 Sekolah Menengah Pertama bidang Bahasa Indonesia. Kementrian Pendidikan dan Kebudayaan RI.
Khodabandeh, F. (2014). Argumentation across L1 and L2: examination of three instructional treatments of genre-based approach to teaching writing. Procedia - Social and Behavioral Sciences, 98, 968–975. https://doi.org/10.1016/j.sbspro.2014.03.506
Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136–160. https://doi.org/10.1037/a0013097
Kolovou, D., Hochweber, J., & Praetorius, A. K. (2024). Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related. Teaching and Teacher Education, 144(March), 104555. https://doi.org/10.1016/j.tate.2024.104555
Koster, M., Tribushinina, E., de Jong, P. F., & van den Bergh, H. (2015). Teaching children to write: A meta analysis of writing intervention research. Journal of Writing Research, 7(2), 249–274. https://doi.org/https://doi.org/10.17239/jowr-2015.07.02.2
Liu, Y., & Wang, J. (2023). Strategies for reducing EFL learners’ foreign language anxiety in online classes: Investigating teachers’ teaching credentials and experience. Heliyon, 9(7). https://doi.org/10.1016/j.heliyon.2023.e17579
Mariana, I., Purnomo, S., & Firdaus, A. R. (2018). Improving student writing skills in Indonesian language learning narrative writing materials using writing process approach. Journal of Elementary Education, 01.
Martin, J., & Rone, D. (2008). Genre relations: mapping culture (First Edition). Equinox Publishing.
Nemoto, T., & Beglar, D. (2013). Developing Likert-scale questionnaires campus reference data. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings (pp. 1–8). JALT.
Nishino, T., & Atkinson, D. (2015). Second language writing as sociocognitive alignment. Journal of Second Language Writing, 27, 37–54. https://doi.org/10.1016/j.jslw.2014.11.002
Nugraha, C., & Doyin, M. (2020). Peningkatan keterampilan menulis teks cerita imajinasi bermuatan nilai toleransi menggunakan model copy the master berbantuan media film animasi bagi peserta didik kelas VII D SMP Negeri 11 Semarang. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 9(1), 32–41. https://doi.org/10.15294/jpbsi.v9i1.35034
Purnama, Y. (2019). Gramatical error analysis and error of vocabulary in writing speech with theme ‘Sumpah Pemuda’ class IX students in SMP Bekasi. Hortatori : Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(2), 104–107. https://doi.org/10.30998/jh.v1i2.43
Putra. A. K. (2014). The implication of curriculum renewal on ELT in Indonesia. Parole, 4(1), 1–13.
Rahimi, M. (2024). Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing. System, 121(October 2023), 103261. https://doi.org/10.1016/j.system.2024.103261
Rosário, P., Högemann, J., Núñez, J. C., Vallejo, G., Cunha, J., Rodríguez, C., & Fuentes, S. (2019). The impact of three types of writing intervention on students’ writing quality. PLoS ONE, 14(7), 1–27. https://doi.org/10.1371/journal.pone.0218099
Sakdidah, S., Prastikawati, E. F. and, & Hawa, F. (2023). Grammatical errors analysis on students’ descriptive texts. Wanastra: Jurnal Bahasa Dan Sastra, 15(2), 65–73.
Sundari, A. N., Lengkanawati, N. S., & Moecharam, N. Y. (2017). Teacher’s strategies in building the students ’ knowledge of the field ( BKoF ) in teaching writing. Journal of English and Education, 5(2), 154–162. https://ejournal.upi.edu/index.php/L-E/article/view/9945
Traga Philippakos, Z. A., MacArthur, C. A., & Rocconi, L. M. (2023). Effects of genre-based writing professional development on K to 2 teachers’ confidence and students’ writing quality. Teaching and Teacher Education, 135(August), 104316. https://doi.org/10.1016/j.tate.2023.104316
Umar, A. (2009). Kemampuan guru menganalisis kesalahan berbahasa Indonesia ragam tulis siswa. Jurnal Bahas Unimed, 73(34). http://digilib.unimed.ac.id/id/eprint/492%0Ahttp://digilib.unimed.ac.id/492/1/Fulltext.pdf
Vicente, J. (2018). ESLP 82 Questionnaire : Self-Assessment of English writing skills and use of writing strategies Self-Assessment of English writing skills use of learning strategies. 2–4.
Yang, Y. (2016). Teaching Chinese college ESL writing: A genre-based approach. English Language Teaching, 9(9), 36. https://doi.org/10.5539/elt.v9n9p36
Yi, J.-Y. (2009). Defining writing ability for classroom writing assessment in high schools. Journal of Pan-Pacific Association of Applied Linguistics, 13(1), 53–69.
Yuliastuti, R., & Syamsi, K. (2019). Fantasy story writing ability using genre-based approach in class 7-A of SMPN 4 Pandak in the academic year of 2018-2019. Proceedings of the International Conference on Interdisciplinary Language, Literature and Education (ICILLE 2018), 297, 305–309. https://doi.org/10.2991/icille-18.2019.63
Cholifah, A. N., Pustika, R., & Winanta, A. (2022). Teacher’s perceives on the implementation of genre-based approach in teaching writing. ELS Journal on Interdisciplinary Studies in Humanities, 5(3), 532–538. https://doi.org/10.34050/elsjish.v5i3.23198
De Oliveira, L. C., & Lan, S. W. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25(1), 23–39. https://doi.org/10.1016/j.jslw.2014.05.001
Endah, S., Effendi Thahar, H., & Asri, Y. (2018). The contribution of reading interest on literature and reading comprehension toward students’ ability in writing fantasy story. In I. Ifdil & Z. Ardi (Eds.), Education,Social Sciences, and Technology: Aplication in Digital Era (pp. 955–960). Faculty of Education Universitas Negeri Padang, West Sumatera, Indonesia. https://doi.org/10.29210/20181137
Ering, L. M., Torar, S. S. ., & Monoarfa, S. (2023). Kemampuan menulis cerita fantasi dengan menggunakan strategi agenda kalimat sentence journal. Kompetensi, 3(10), 2610–2617. https://doi.org/10.53682/kompetensi.v3i10.6522
Fahmi, M., Atmazaki, & Manaf, N. A. (2014). Peningkatan ketrampilan menulis narasi melalui model pembelajaran langsung siswa kelas VII SMP 26 Sarolangun. Jurnal Bahasa, Sastra Dan Pembelajaran, 2(3), 70–78.
Fauzan, U., Aulya, S. F., & Noor, W. N. (2020). Writing error analysis in exposition eext of the EFL junior high school students. Indonesian Journal of EFL and Linguistics, 5(2), 517. https://doi.org/10.21462/ijefl.v5i2.330
Graham, S. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist, 53(4), 258–279. https://doi.org/https://doi.org/10.1080/00461520.2018.1481406
Graham, S., Harris, K. ., & Santangelo, T. (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115(4), 498–522. https://doi.org/https://psycnet.apa.org/doi/10.1086/681964
Hasanzadeh, S., Shayesteh, S., & Pishghadam, R. (2024). Investigating the role of teacher concern in EFL students’ motivation, anxiety, and language achievement through the lens of self-determination theory. Learning and Motivation, 86(March), 101992. https://doi.org/10.1016/j.lmot.2024.101992
Högemann, J., Cunha, J., Núñez, J. C., Vallejo, G., Rodríguez, C., & Rosário, P. (2021). Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables. Reading and Writing, 34, 1681–1710. https://doi.org/https://doi.org/10.1007/s11145-021-10159-0
Kementrian Pendidikan dan Kebudayaan Republik Indonesia. (2017). Materi bimbingan teknis fasilitator dan instruktur Kurikulum 2013 tahun 2017 Sekolah Menengah Pertama bidang Bahasa Indonesia. Kementrian Pendidikan dan Kebudayaan RI.
Khodabandeh, F. (2014). Argumentation across L1 and L2: examination of three instructional treatments of genre-based approach to teaching writing. Procedia - Social and Behavioral Sciences, 98, 968–975. https://doi.org/10.1016/j.sbspro.2014.03.506
Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136–160. https://doi.org/10.1037/a0013097
Kolovou, D., Hochweber, J., & Praetorius, A. K. (2024). Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related. Teaching and Teacher Education, 144(March), 104555. https://doi.org/10.1016/j.tate.2024.104555
Koster, M., Tribushinina, E., de Jong, P. F., & van den Bergh, H. (2015). Teaching children to write: A meta analysis of writing intervention research. Journal of Writing Research, 7(2), 249–274. https://doi.org/https://doi.org/10.17239/jowr-2015.07.02.2
Liu, Y., & Wang, J. (2023). Strategies for reducing EFL learners’ foreign language anxiety in online classes: Investigating teachers’ teaching credentials and experience. Heliyon, 9(7). https://doi.org/10.1016/j.heliyon.2023.e17579
Mariana, I., Purnomo, S., & Firdaus, A. R. (2018). Improving student writing skills in Indonesian language learning narrative writing materials using writing process approach. Journal of Elementary Education, 01.
Martin, J., & Rone, D. (2008). Genre relations: mapping culture (First Edition). Equinox Publishing.
Nemoto, T., & Beglar, D. (2013). Developing Likert-scale questionnaires campus reference data. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings (pp. 1–8). JALT.
Nishino, T., & Atkinson, D. (2015). Second language writing as sociocognitive alignment. Journal of Second Language Writing, 27, 37–54. https://doi.org/10.1016/j.jslw.2014.11.002
Nugraha, C., & Doyin, M. (2020). Peningkatan keterampilan menulis teks cerita imajinasi bermuatan nilai toleransi menggunakan model copy the master berbantuan media film animasi bagi peserta didik kelas VII D SMP Negeri 11 Semarang. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 9(1), 32–41. https://doi.org/10.15294/jpbsi.v9i1.35034
Purnama, Y. (2019). Gramatical error analysis and error of vocabulary in writing speech with theme ‘Sumpah Pemuda’ class IX students in SMP Bekasi. Hortatori : Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(2), 104–107. https://doi.org/10.30998/jh.v1i2.43
Putra. A. K. (2014). The implication of curriculum renewal on ELT in Indonesia. Parole, 4(1), 1–13.
Rahimi, M. (2024). Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing. System, 121(October 2023), 103261. https://doi.org/10.1016/j.system.2024.103261
Rosário, P., Högemann, J., Núñez, J. C., Vallejo, G., Cunha, J., Rodríguez, C., & Fuentes, S. (2019). The impact of three types of writing intervention on students’ writing quality. PLoS ONE, 14(7), 1–27. https://doi.org/10.1371/journal.pone.0218099
Sakdidah, S., Prastikawati, E. F. and, & Hawa, F. (2023). Grammatical errors analysis on students’ descriptive texts. Wanastra: Jurnal Bahasa Dan Sastra, 15(2), 65–73.
Sundari, A. N., Lengkanawati, N. S., & Moecharam, N. Y. (2017). Teacher’s strategies in building the students ’ knowledge of the field ( BKoF ) in teaching writing. Journal of English and Education, 5(2), 154–162. https://ejournal.upi.edu/index.php/L-E/article/view/9945
Traga Philippakos, Z. A., MacArthur, C. A., & Rocconi, L. M. (2023). Effects of genre-based writing professional development on K to 2 teachers’ confidence and students’ writing quality. Teaching and Teacher Education, 135(August), 104316. https://doi.org/10.1016/j.tate.2023.104316
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