It’s Helpful and Easier Now: Photographs to Scaffold the Writing Skill of Students with Limited English
- 10.2991/assehr.k.200406.039How to use a DOI?
- limited English proficiency, photographs, writing descriptive text
Despite its increasing importance in academic life, writing is still considered the hardest skill by most English Language Learners (ELLs). In addition to linguistic barriers, writing in English becomes more challenging for junior secondary school students in Indonesia due to limited language proficiency and lack of content knowledge so that they need extra supporting media from their teachers. Since identifying the most effective scaffolding to improve students’ writing skills is not always easy, this study investigates how teacher’s use of photographs in teaching and learning of writing can improve students’ ability in writing descriptive text. The results of a quasi-experimental design conducted through tests (pretest and posttest) show that the use of photographs can, to a certain extent, improve students’ writing ability. From the five aspects of writing, the highest improvement of the students’ writing skill is a discourse with mean N-Gain score 0.23, followed by genre with the mean of N-Gain score 0.22, graphic feature with the mean score 0.21, register with mean of N-Gain score 0.05, and grammar with mean of N-Gain score 0.19. The study also provides suggestions for further research on improving the writing skills of students with limited English proficiency.
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Srihidayanti AU - Ahmad Bukhori Muslim PY - 2020 DA - 2020/04/09 TI - It’s Helpful and Easier Now: Photographs to Scaffold the Writing Skill of Students with Limited English BT - Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019) PB - Atlantis Press SP - 193 EP - 197 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200406.039 DO - 10.2991/assehr.k.200406.039 ID - 2020 ER -