EXPLORING WRITING STRATEGIES OF BILINGUAL STUDENTS

Romadhon Romadhon; Edy Waloyo

doi:10.24235/eltecho.v5i2.5036

EXPLORING WRITING STRATEGIES OF BILINGUAL STUDENTS

Romadhon Romadhon⁽¹⁾, Edy Waloyo^(2*),

(1) IAIN SYEKH NURJATI CIREBON
(2) IAIN SYEKH NURJATI CIREBON
(*) Corresponding Author

Abstract

Scholars have long debated the impact of bilingualism on foreign language acquisition. This research was conducted in Senior High School and it involved five bilingual students. They were considered qualified as research subjects because of their language background. The researchers employed observation, documentation of studentsâ€™ writing, and in-depth interview to gain the data.Â The aims of this research are: to describe the bilingual studentsâ€™ writing performance, to explore writing strategies used by bilingual students, and the reasons why they use those strategies. The research findings suggest that students had a lack of awareness in the organization and content of their writing because they were only concerned about the structure and spelling. Bilingual students used some strategies during writing preparation, while writing, and revision. During the writing preparation, they preferred to write carefully and collaboratively by making a draft, writing scratch before real writing, asking teacher's instruction, and others. Â While writing, they did not really give attention to readersâ€™ perspectives. Also during the revision process, they were concerned to edit words or sentences instead of revising the content or organization.

Keywords

bilingualism; studentsâ€™ writing performance; writing strategies

Full Text:

PDF

References

Abdul-Rahman, S. S. (2011). An investigation into the english academic writing strategies employed by students of he in the ne of england: with particular reference to their nationalities and gender. PQDT - UK & Ireland, (April).

Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism. Review of Educational Research, 80(2), 207â€“245.

Bialystok, E., Luk, G., & Kwan, E. (2005). Bilingualism, Biliteracy, and Learning to Read: Interactions Among Language and Writing Systems. Scientific Studies of Reading, 9(1), 17â€“42. https://doi.org/10.1207/s1532799xssr0901

Bialystok, E., McBride-Chang, C., & Luk, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.97.4.580

Bialystok, E. (2008). Second-language acquisition and bilingualism at an early age and the impact on early cognitive development. Encyclopedia on Early Childhood Development,1-4. Canada: York University

Bialystok, E., Luk, G., Peets, K. F., & Yang, S. (2009). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism:Language and Cognition, 13(04), 525â€“531.https://doi.org/10.1017/s1366728909990423

Cenoz, J.; Gorter, D. & Aiestaran, J. (2010) The linguistic landscape in multilingual schools. Paper Third International Linguistic Landscape Workshop. Strasbourg 5-7 May, 2010

Cenoz, J., & Gorter, D. (2011). Focus on Multilingualism: a Study of Trilingual Writing. The Modern Language Journal, 95, 3, 356-369 DOI: 10.1111/j.1540-4781.2011.01206.x

Cummins, J. (2001). Teaching for Cross-Language Transfer in Dual Language Education: Possibilities and Pitfalls. Journal of Research in Childhood Education, 67(2), 1â€“8. https://doi.org/10.1017/CBO9781107415324.004

Davidson, C., 2007. Independent writing in current approaches to writing instruction: What have we overlooked?. English Teaching: Practice and Critique, [e-journal] 6 (1), pp. 11-24.

Davidson, D., Raschke, V. R., & Pervez, J. (2010). Syntactic awareness in young monolingual and bilingual (Urduâ€“English) children. Cognitive Development. 25(2), 166â€“182 doi:10.1016/j.cogdev.2009.07.003

Fu, D. & Matoush, M. (2006). Writing development and biliteracy. In P.K. Matsuda, C. OrtmeierHooper, & X. You (Eds.), The politics of second language writing: In search of the promised land (pp. 5-29). West Lafayette, Indiana: Parlor Press.

Geva, E., & Siegel, L. S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing, 12 (1-2), 1-30

Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39

Ivanova, I., & Costa, A. (2008). Does bilingualism hamper lexical access in speech production? Acta Psychologica, 127 , 277â€“288.

Leki, I., 2001. Material, Educational, and Ideological Challenges of Teaching EFL Writing at the Turn of the Century. IJES. 1(2), pp. 197-209. Available at:

Mohite, Miroslawa. (2014). An Investigation into the English Language Writing Strategies Used by Polish EFL Secondary School Learners.

Ng, E. (2015). Bilingualism , biliteracy and cognitive effects: A review paper. University of Sydney Papers in TESOL, 10, 93â€“128.

Oller, D. K., & Eilers, R. E. (2002). Language and literacy in bilingual children: Child language and child development. Clevedon: Multilingual Matters.

Sandoval, T. C., Gollan, T. H., Ferreira, V. S., & Salmon, D. P. (2010). What causes the bilingual disadvantage in verbal fluency? The dual-task analogy. Bilingualism : Language and Cognition , 1 3 (2), 231-252.

Sugiharto, S. (2015). Impacts of Bilinguality on Studentsâ€™ Academic Writing Skill: Additional Evidence. Indonesian Journal of Applied Linguistics, 5(1), 61. https://doi.org/10.17509/ijal.v5i1.832

Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabet CV.

DOI: 10.24235/eltecho.v5i2.5036