PRIMARY STUDENTS' WRITING STRATEGIES IN CONSTRUCTING EXPERIENCES THROUGH DIALOGUE JOURNALS: A CASE STUDY IN A SCHOOL IN BANDUNG APPLYING CAMBRIDGE CURRICULUM
This research aims to investigate primary students' writing strategies in constructing experiences through the use of dialogue journals. It is to investigate the experiences the students choose to write and their strategies in constructing the experiences in dialogue journals. The study was con...
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2013-07-01.
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| Summary: | This research aims to investigate primary students' writing strategies in constructing experiences through the use of dialogue journals. It is to investigate the experiences the students choose to write and their strategies in constructing the experiences in dialogue journals. The study was conducted in a private school in Bandung that applies an international curriculum. Eighteen fifth graders and a teacher took part in the application of dialogue journal writing for nine weeks in January to March 2013. This research employed a qualitative approach embodying the characteristics of a case study and a text analysis. Data were collected by means of dialogue journals. observation, and interview. Field notes and interview data were analyzed qualitatively. Meanwhile, dialogue journals were analyzed by means of Transitivity and Theme-Rheme systems of Systemic Functional Grammar. The results reveal that the students' choices of experiences to write in dialogue journals are the experience of everyday commonsense knowledge that embodies the concrete operational stage of development. To construct those experiences, the writing strategies the students employed are categorized into linguistic and affective strategies. The linguistic strategies that the students deployed are the strategies of early childhood written language, recounting, and modes of spoken discourse. Meanwhile, the affective strategies that are used by the students are: connecting reading to writing, writing for genuinely communicating, and looking at their teacher as an audience, a language resource, a facilitator, evaluator, and a writer. The choices of experiences to write in dialogue journals imply that the students seem to share these experiences to the teacher to explore their thoughts about personal life and make sense of their commonsense. Moreover, the strategies employed by the students are endeavored to make meaning in a genuine communication that leads them to writing proficiency development, reflection, and critical thinking. |
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| Item Description: | http://repository.upi.edu/12783/1/S_FIS_1006792_Title.pdf http://repository.upi.edu/12783/2/S_FIS_1006792_Abstract.pdf http://repository.upi.edu/12783/3/S_FIS_1006792_Table_of_content.pdf http://repository.upi.edu/12783/4/S_FIS_1006792_Chapter1.pdf http://repository.upi.edu/12783/5/S_FIS_1006792_Chapter2.pdf http://repository.upi.edu/12783/6/S_FIS_1006792_Chapter3.pdf http://repository.upi.edu/12783/7/S_FIS_1006792_Chapter4.pdf http://repository.upi.edu/12783/8/S_FIS_1006792_Chapter5.pdf http://repository.upi.edu/12783/9/S_FIS_1006792_Bibliography.pdf http://repository.upi.edu/12783/10/S_FIS_1006792_Appendix1.pdf http://repository.upi.edu/12783/11/S_FIS_1006792_Appendix2.pdf |