Journal Review

I'd like to share our review of a journal with the following member's group:

Ananda Faiza Azzahra (Journal Link)

Agung Permana (Journal Link)

Jihan Amara Setyanto Putri (Journal Link)

Sandra Intan Sari (Journal Link)

I chose an article with its title is IMPROVING STUDENTS' WRITING SKILL THROUGH WRITING JOURNAL ARTICLE

This article was written because the writer aware of something about students. When students produce their works or projects, their projects sometimes are thrown away. To make their works more meaningful, they need to publish the works in journal articles. The main problem is that they don't really know how to compose article journals.

To sum up, there is two points of publishing the students' works whish is either assigned by their lecturer or done individually.

1. It is important for students' to belief that writing is not anymore an intimidating and frustrating activity to do by building an appropriate understanding of the skills writing.

2. Let the students' valuable works accessible by other people, so that the readers can use them as reference. In addition, to publish their works in a journal it is important to contribute the advancement of science and knowledge.

Journal Review by Ananda Faiza Azzahra

The Instruction of Writing Strategies: The Effect of the Metacognitive Strategy on the Writing Skills of Pupils in Secondary Education

Introduction

Writing is one of the basic skills of educating students used and fostered. It can be implemented in this respect as both a method of learning and of persuading others (Graham, Gillespie, & McKeown, 2013). This indicates that writing is a process of cognition and metacogyny (Flower & Hayes, 1984; Graham & Perin, 2007). Writing study suggests that using the metacognitive method improves the quality of writing because it involves pre-, during-, and post-writing preparing, structure, evaluation, and analysis processes (Andrade, 1999; Schraw, 1998; Todd, 2002; Zimmerman, 1995).

Recent research has shown that learners who use the metacognitive strategy in writing focus more on linguistic elements, content, knowledge of task requirements, the personal learning process, text, accuracy, and discourse features (Magogwe, 2013; Mekala, Shabitha, & Ponmani, 2016). This proves the necessity of variables such as selecting, organizing, and connecting information (Hayes & Flower, 1980). Therefore, these variables should be prioritized in improving writing skills because these activities may help learners develop and regulate awareness of linguistic and cognitive levels for writing.

The purpose of this study was to investigate the effect of the “knowledge of cognition” and “regulation of cognition,” which are processes of the metacognitive strategy for improving learners’ writing skills.

Theory

Learners should use the metacognitive strategy to self-regulate and self-control (Perfect & Schwartz, 2002). As writing skills also constitute an important aspect of learning and teaching, they should be improved through metacognitive strategy-based writing instruction.

According to Bandura’s (1986) social cognitive theory, developing learners’ self-efficacy, attitudes, and beliefs is a good predictor of their academic achievement and motivations. In that regard, beginning writing after determining the pupils’ affective and cognitive knowledge in the process of knowledge of cognition and developing them within the process helped the students be aware of their self-efficacy and be prepared for the contextual, stylistic, and language and expression attributes of writing. “not having an idea of what to write with

the given topic, not knowing how to keep writing, not assessing the content, and not knowing how to edit writing.” It isnecessary, in every way, to evaluate and enhance learners’ attitudes and beliefs toward writing. Their writing must have a specific topic and purpose, and they must also understand how and when to perform these procedures about topic and purpose before engaging in regulation of cognition (Karahroudi & Reddy, 2014; Kim, 2016; Mekala et al., 2016).

Journal Review by Agung Permana

DEVELOPING STUDENTS’ WRITING SKILLS WITH THE IDEAL FRAMEWORK

Most high school graduates are not ready for college-level writing (Rothman, 2012), with students themselves noticing “a gap between the way they were prepared in high school and what was expected of them when they arrived at college” (Hoppe, 2014, p. 2). Writing is an academic literacy, requiring time and attention to master, which should be embedded within first-year curricula (Brady, 2013). Unfortunately, beyond the requisite writing intensive courses, that have not been successful in developing students’ ability to write cogently (Bartlett, 2003), students are largely expected to pick this literacy up along the way (Brady, 2013; Wingate, 2007).

The IDEAL framework is a tool faculty can use to integrate the development of writing skills while teaching the conceptual base of the management discipline. There are a number of benefits to utilizing the IDEAL framework in any management course. Specifically, the IDEAL framework, along with the in-class exercise described next, has the following advantages in which it:

• Communicates expectations clearly and concisely

• Facilitates engagement with course concepts and ideas

• Provides a clear structure that increases student writing efficacy

• Encourages progressive levels of student understanding of content

• Decouples writing assignments from excessive hours of grading

• Enables modification for different course levels and assignment objectives.

The five components of the IDEAL framework are as follows: Identify, Define, Explain, Apply, Leverage.

Journal Review by Jihan Amara Setyanto Putri

Curriculum-Based Measurement for Beginning Writers (K–2).

Proficient writing is a vital skill for college, for employment, and citizenship (National Commission on Writing in America’s Schools and Colleges, 2004). The Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010), now being implemented in many states, set grade-level expectations for writing, but did not specify to teachers how to assess these standards or what curriculum or instruction would best help children reach these standards (Graham, Harris, & Santangelo, 2015). However, the CCSS emphasize the importance of teachers providing formative feedback to writers and specify that many of the standards will require adult guidance and support for the early grades (CCSS, 2010). These standards begin in kindergarten when students are expected to write several sentences with support, and expectations build across the years so that students learn to write to persuade, to inform, and to narrate. Furthermore, they are increasingly expected to master underlying writing skills such as spelling, handwriting, and grammar and to improve their word choice.

In this project teacher use Curriculum-based measurement of written expression (CBM-W) for kindergarten, first and second grade. The CBM-W provides the type of formative assessment that can help teachers screen students to learn who is and is not mastering particular writing skills, and who is increasing the amount they are able to write and the length of their correct word sequences.

Conclusion

This article described CBM-W tasks, explained how to score them, and how to use the data to inform instruction. CBM-W can be used as a universal screener, and for more frequent progress monitoring, but it does not have to be used frequently for all students. Teachers may choose to screen all students, then continuously monitor some students (e.g., the bottom 25%) more frequently than others.

Grade-level teams of teachers can examine their data jointly and then identify top-ranking writing samples or teachers may request samples from a grade level ahead so that students can see what they are working toward.