English Teacher’s Voices for Teaching Writing by Self–Regulated Strategy Development in ERT Amidst Pandemic


The present study explores how English teachers' experiences and perspectives at Islamic secondary school level in implementing Self-Regulated Strategy Development (SRSD) method in teaching and learning process of writing class, especially in Emergency Remote Teaching amidst Covid-19 pandemic in Ciamis district, West Java, Indonesia. The study dealt with 20 responses from a questionnaire and six randomly chosen participants to gain interview data to dig their perspectives and experiences toward the teaching and learning process. The findings indicate that they are pedagogically still unfamiliar with the addressed method for regular and virtual meetings, especially emergency remote teaching. Practically, their comprehensions of self-regulated strategy input have already gotten along their academic setting; unfortunately, they have not implemented the strategy yet in classroom activities. From these findings, it is recommended to carry out professional development in the use of the SRSD in teaching and simultaneously by media development to apply it in the writing class for achieving effective and meaningful class.

Keywords: ERT, self-regulated strategy development, writing

[1] Minister of Education and Culture Affairs. No.3 Tentang Pencegahan Corona Virus Disease (Covid-19) Pada Satuan Pendidikan; 2020.

[2] Indonesia, C. Nadiem Buat Program “Belajar dari Rumah”, Tayang di Televisi Baca artikel CNN Indonesia ‘Nadiem Buat Program “Belajar dari Rumah”, Tayang di Televisi’; 2020. [Online]. https://www.cnnindonesia.com/nasional/20200409200423- 20-492251/nadiem-buat-program-belajar-dari-rumah-tayang-di-televisi

[3] Ministry of Education and CUlture Affairs. Guru Belajar dan Berbagi Kementrian Pendidikan dan Kebudayaan; 2021. [Online]. https://gurubelajardanberbagi.kemdikbud.go.id/

[4] Ratnawati, R., & Nurhasanah, I. Investigating Students’ Experiences and Preferences on Tools and Activities in Emergency Remote Learning amidst Covid-19 Pandemic. Al- Lisan. Journal Bahasa, 2021;6(1):36–57. https://journal.iaingorontalo.ac.id/index.php/ al/article/view/1908

[5] Hodges, C., Moore, S., Lockee, B., Trust, T., & Aaron Bond. the-di ff erence-between- emergency-remote-teaching- and-online-learning. Educause; April, 2020.

[6] Petillion, R. J., & McNeil, W. S. Student experiences of emergency remote teaching: Impacts of instructor practice on student learning, engagement, and well-being. Journal of Chemical Education, 2020;97(9):2486–2493. https://doi.org/10.1021/acs.jchemed.0c00733

[7] University of People. Emergency Remote Teaching Vs Online Learning; 2020.

[8] Minister of Education and Culture Affairs. Peraturan Menteri Pendidikan dan Kebudayaan No. 36 Tahun 2018 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Atas/Madrasah Aliyah. Kurikulum, 2018;20(2).

[9] Ministry of Education and CUlture Affairs. Act for National Education System. 2003;20:6–6. https://doi.org/10.1111/j.1651-2227.1982.tb08455.x

[10] Stephen Bailey. Academic Writing: A Handboo for International Students (p. 314). Routledge; 2011.

[11] Oshima, A., & Hogue, A. Alice Oshima, Ann Hogue - Longman Academic Writing Series 3_ Paragraphs to Essays, with Essential Online Resources-Pearson Education ESL; 2016(2).pdf (p. 282). Pearson. www.ellt.ir

[12] Notion, I. Teach ESL/EFL Reading and Writing (1st Editio). Routledge; 2008.

[13] Al-Jaro,M.S.,Al-Quiadhi,A.M.,&Ramadhan,K.Y.TheEffectofPrewritingTechniques on Yemeni EFL Tertiary Learners’ Writing Skills. Academic Journal, 2016, 112–126.

[14] Eliwarti, & Maarof, N. The Effects of types of writing approaches on EFL students’ writing performance. Selt, 11–12(June) 2014, 112–119.

[15] Mason, L. H., Harris, K. R., & Graham, S. Self-regulated strategy development for students with writing difficulties. Theory into Practice, 2011;50(1):20–27. https://doi.org/10.1080/00405841.2011.534922

[16] Harris, K. R. Self-Regulated Strategy Development for Writing: Confessions of an Evidence-Based Practice. Pdf, 2016;79. http://apadiv15.org/wp- content/uploads/2016/09/SRSD-Confessions-of-an-EBP-APA-Pres-Address- 2016.Final_.compressed.pdf)

[17] FitzPatrick, E. Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting. Communication Sciences and Disorders Dissertations; 2017. https://scholarworks.gsu.edu/epse_diss/112

[18] Palermo, C., & Thomson, M. M. Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students. Contemporary Educational Psychology, 2018;54(July):255–270. https://doi.org/10.1016/j.cedpsych.2018.07.002

[19] Miatin, U. F., & Wiedarti, P. Empowering students’ personal recount writing and motivation to write through self-regulated strategy development model. Journal of Education and Learning (EduLearn), 2019;13(2):177–183. https://doi.org/10.11591/edulearn.v13i2.11861

[20] Sartika, D., & Rachmanita, R. The Effect of Self Regulated Strategy Development on Students’ Skill to Write Persuasive Text. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2017;2(1):33. https://doi.org/10.21093/ijeltal.v2i1.44

[21] Cohen, L., Manion, L., & Morrison, K. Research Methods in Education. In Research Methods in Education; 2007. https://doi.org/10.4324/9780203029053

[22] Santangelo, T., Harris, K. R., & Graham, S. Using self-regulated strategy development to support students who have “trubol giting thangs into werds.” Remedial and Special Education, 2008;29(2):78–89. https://doi.org/10.1177/0741932507311636

[23] Harris, K. R., Lane, K. L., Graham, S., Driscoll, S. A., Sandmel, K., Brindle, M., & Schatschneider, C. Practice-based professional development for self-regulated strategies development in writing: A randomized controlled study. Journal of Teacher Education, 2012;63(2):103–119. https://doi.org/10.1177/0022487111429005

[24] Limpo, T., & Alves, R. A. Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy. Journal of Writing Research, 2017;9(2):97–124. https://doi.org/10.17239/jowr-2017.09.02.01

[25] McKeown, D., FitzPatrick, E., Brown, M., Brindle, M., Owens, J., & Hendrick, R. Urban teachers’ implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity. Reading and Writing, 2019;32(6):1483–1506. https://doi.org/10.1007/s11145-018-9864-3