Improving Adolescent Girls' Argument Writing: A Tier 1 Self-Regulated Strategy Development Intervention in a New Zealand Secondary School Social Studies Classroom

<p>Self-Regulated Strategy Development (SRSD) is a model of writing instruction with a convincing evidence base (Santangelo, Harris & Graham, 2016). The present study examines why SRSD is more effective for some students than for others. A mixed methods one-group pre-post design was used to compare writing performance, writing self-efficacy, self-regulation for writing, and knowledge of argument writing. The whole-class (n=27) wrote argument essays using an SRSD writing instruction method, in an urban multicultural New Zealand secondary school. Students completed the following digital scales and questionnaires: a writing self-efficacy scale, a self-regulation aptitude for writing scale, and writing knowledge questionnaires pre- and post-intervention. Following the quantitative phase, where students showed gains in argument writing, interviews were conducted with a sample of students who showed low, moderate and high gains in argument writing. Results indicate that while SRSD instruction in argument writing improves writing performance generally, transcription issues can be barriers to writing progress, as can issues with ideation and self-regulation. This Tier 1 SRSD intervention contributes to the SRSD writing research in that it supports the global generalisability of the SRSD method in teaching argument writing, and evaluates reasons for its relative effectiveness.</p>

Improving Adolescent Girls' Argument Writing: A Tier 1 Self-Regulated Strategy Development Intervention in a New Zealand Secondary School Social Studies Classroom

<p>Self-Regulated Strategy Development (SRSD) is a model of writing instruction with a convincing evidence base (Santangelo, Harris & Graham, 2016). The present study examines why SRSD is more effective for some students than for others. A mixed methods one-group pre-post design was used to compare writing performance, writing self-efficacy, self-regulation for writing, and knowledge of argument writing. The whole-class (n=27) wrote argument essays using an SRSD writing instruction method, in an urban multicultural New Zealand secondary school. Students completed the following digital scales and questionnaires: a writing self-efficacy scale, a self-regulation aptitude for writing scale, and writing knowledge questionnaires pre- and post-intervention. Following the quantitative phase, where students showed gains in argument writing, interviews were conducted with a sample of students who showed low, moderate and high gains in argument writing. Results indicate that while SRSD instruction in argument writing improves writing performance generally, transcription issues can be barriers to writing progress, as can issues with ideation and self-regulation. This Tier 1 SRSD intervention contributes to the SRSD writing research in that it supports the global generalisability of the SRSD method in teaching argument writing, and evaluates reasons for its relative effectiveness.</p>

KONTRIBUSI PENGETAHUAN PARAGRAF TERHADAP KETERAMPILAN MENULIS ARGUMENTASI MAHASISWA

The purpose of this study is to know the contribution of paragraph knowledge to the skill of argument writing. Because at this time it appears that knowledge of the writing or paragraph less attention in writing. Though good writing is also seen from the writing or knowledge of paragraphs are good as well. While in the skill of argumentation writing, the student still difficulties in giving opinion or opinion of phenomenon that happened and actual moment at this time. This research method using descriptive correlational design. The population of this study are students of Indonesian Education Studies Program BP 20016/2017 which amounted to 30 people. Based on the result of research that the average knowledge of paragraph is 32,25. And the contribution of paragraph knowledge to argumentation writing skills is 12%. So it can be concluded that the knowledge of paragraphs affect the skill of writing argumentation of students of Bung Hatta University School of Education, but the knowledge of the paragraph is very less that seen from the average class.Abstrak: Tujuan penelitian ini adalah untuk mengetahui kontribusi pengetahuan paragraf terhadap keterampilan menulis argumentasi. Karena pada saat ini terlihat bahwa pengetahuan terhadap tata tulis atau paragraf kurang diperhatikan dalam menulis. Padahal tulisan yang baik itu juga dilihat dari tata tulis atau pengetahuan terhadap paragraf yang baik pula. Sedangkan pada keterampilan menulis argumentasi, mahasiswa masih kesulitan dalam memberikan opini atau pendapat fenomena yang terjadi dan teraktual pada saat sekarang ini. Metode penelitian ini menggunakan rancangan deskriptif korelasional. Populasi penelitian ini adalah mahasiswa Program Studi Pendidikan Bahasa Indonesia BP 20016/2017 yang berjumlah 30 orang. Berdasarkan hasil penelitian bahwa rata-rata pengetahuan paragraf adalah 32,25. Serta kontribusi pengetahuan paragraf terhadap keterampilan menulis argumentasi sebesar 12%. Maka dapat disimpulkan bahwa pengetahuan paragraf berpengaruh terhadap keterampilan menulis argumentasi mahasiswa Program Studi Pendidikan Bahasa Indonesia Universitas Bung Hatta, akan tetapi pengetahuan terhadap paragraf sangat kurang yang dilihat dari rata-rata kelas.