Email this article The use of grammar learning strategies by law students in writing opinion text
Fida Pangesti, Universitas Muhammadiyah Malang, Indonesia
Abstract
Writing is a big problem for law students because of the lack of grammar mastery, limited interactions during the pandemic, and lack of motivation. This study aims to fill the need for investigations about social and affective strategies, part of grammar learning strategies, in writing opinion texts by law students during the pandemic. This study used a mix-method. The respondents were 245 first-year law students at the University of Muhammadiyah Malang. Data collection used inventory and open-ended questions. The results showed that the affective strategy average was 3.30 (medium), while the social strategy was 3.50 (high). The correlation between all social and affective strategies tends to be high, 0.73990. However, the correlation of each strategy in it varies, ranging from very weak to very strong. Even though there are limited interactions, they still use social strategies to overcome the problems of implementing grammar in writing. The dominant social strategy is using corrective feedback on writing by lecturers and other students and learning from people who are more proficient in grammar. On the other hand, the significant affective strategy was trying to relax when having problems understanding grammar and motivating to master grammar. These findings have pedagogical implications for grammar learning strategies in writing to law.
Keywords: affective strategies, grammar learning strategies, social strategies, law, writing of opinion text
Keywords
Full Text:
PDFReferences
Alaka, A. M. (2010). The grammar wars come to law school. Journal of Legal Education, 59(3), 343–356.
Bai, R., Hu, G., & Gu, P. Y. (2014). The Relationship Between Use of Writing Strategies and English Proficiency in Singapore Primary Schools. Asia-Pacific Education Researcher, 23(3), 355–365. https://doi.org/10.1007/s40299-013-0110-0
Baierschmidt, J. (2012). Japanese ESL learner attitudes towards peer feedback. The Journal of Kanda University of International Studies, 24, 101–114. http://id.nii.ac.jp/1092/00000605/
Boonyarattanasoontorn, P. (2017). An investigation of Thai students’ English language writing difficulties and their use of writing strategies. Journal of Advanced Research in Social Sciences and Humanities, 2(2), 111–119. https://doi.org/10.26500/jarssh-02-2017-0205
Bowman, M. N. (2013). Engaging first-year law students through pro bono collaborations in legal writing. Journal of Legal Education, 62(4), 586–599. https://doi.org/10.2139/ssrn.1970024
Broodryk, T. (2015). Writing-Intensive Courses Across the Law Curriculum: Developing Law Students’ Critical Thinking and Writing Skills – a Post-Evaluation Assessment. Obiter, 36(3), 453–466. https://doi.org/10.17159/obiter.v36i3.11593
Butler, D. B. (2012). Essential Legal Skills: Legal Writing from an Academic Perspective. Journal of the Russian Academy of Legal Sciences, 1, 1–8.
Cheung, Y. L., Chu, Y. N. J., & Jang, H. (2021). Impact of a Socio-cognitive Approach to Teaching English Language Writing on Primary School Students’ Compositions. Iranian Journal of Language Teaching Research, 9(1), 1–22. https://doi.org/10.30466/ijltr.2021.120973
Clark, E. E. (1993). Legal Education and Professional Development -An Educational Continuum, Report of the Task Force on Law Schools and the Profession: Narrowing the Gap. Legal Education Review, 4(November), 201. https://doi.org/10.53300/001c.5993
Cohen, A. D., & Henry, A. (2019). Focus on the language learner: Styles, strategies and motivation. In An introduction to applied linguistics (pp. 165–189). Routledge.
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Merrill.
Derakhshan, A., & Hasanabbasi, S. (2015). Social Networks for Language Learning. Theory and Practice in Language Studies, 5(5), 1090. https://doi.org/10.17507/tpls.0505.25
Edwards, P., & Vance, S. (2001). Teaching Social Justice Through Legal Writing. Journal of Legal Writing Instrument, 7, 63. https://academicworks.cuny.edu/cl_pubs/34/
Elfiyanto, S., & Fukazawa, S. (2021). Three written corrective feedback sources in improving Indonesian and Japanese students’ writing achievement. International Journal of Instruction, 14(3), 433–450. https://doi.org/10.29333/iji.2021.14325a
Fellner, T., & Apple, M. (2019). Developing writing fluency and lexical complexity with blogs. The JALT CALL Journal, 2(1), 15–26. https://doi.org/10.29140/jaltcall.v2n1.19
Geist, M. (2017). Noticing grammar in L2 writing and problem-solving strategies. Studies in Second Language Learning and Teaching, 7(3), 471–487. https://doi.org/10.14746/ssllt.2017.7.3.6
Gerkman, A., & Cornett, L. (2016). Foundations for Practice: The Whole Lawyer and the Character Quotient. In AccessLex Institute Research Paper (Vol. 16, Issue 04). https://doi.org/10.2139/ssrn.2823835
Griffiths, C. (2013). The strategy factor in successful language learning. Multilingual Matters.
Griffiths, C. (2020). Language learning strategies: Is the baby still in the bathwater? Applied Linguistics, 41(4), 607–611. https://doi.org/10.1093/applin/amy024
Griffiths, C. (2021). The law schools’ “easy win”? Improving law students’ experience through embedded and non-embedded writing support. Law Teacher, 55(3), 377–391. https://doi.org/10.1080/03069400.2020.1834801
Hanaoka, O., & Izumi, S. (2012). Noticing and uptake: Addressing pre-articulated covert problems in L2 writing. Journal of Second Language Writing, 21(4), 332–347. https://doi.org/10.1016/j.jslw.2012.09.008
Harya, T. D. (2017). Language Learning Strategy Taxonomy Used by The Teacher in Teaching English. Pedagogy: Journal of English Language Teaching, 3(1), 19–28.
Hidi, S., & Boscolo, P. (2006). Motivation and writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 144–157). Guilford.
Ismail, & Dedi. (2021). Grammar Learning Strategies Practice: An Investigation of Strategies-Based Instruction Effect on Grammatical Competence. ELS Journal on Interdisciplinary Studies in Humanities, 4(3), 2021. https://doi.org/10.34050/elsjish.v4i3.17784
Jones, S., Myhill, D., & Bailey, T. (2013). Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing. Reading and Writing, 26(8), 1241–1263. https://doi.org/10.1007/s11145-012-9416-1
Knight, S., Buckingham Shum, S., Ryan, P., Sándor, Á., & Wang, X. (2018). Designing Academic Writing Analytics for Civil Law Student Self-Assessment. International Journal of Artificial Intelligence in Education, 28(1), 1–28. https://doi.org/10.1007/s40593-016-0121-0
Kosse, S. H., & ButleRitchie, D. T. (2003). How judges, practitioners, and legal writing teachers assess the writing skills of new law graduates: A comparative study. Journal of Legal Education, 53, 80.
Lateh, N. H. M., Mohamed, A. F., Nasir, N. S. M., Baharuddin, K. H., Mahmud, N., & Arif, N. N. A. N. M. (2020). Language Learning in the time of COVID 19: A Literature Review. International E-Colloquium in Language and Humanities.
MacArthur, C. A., & Philippakos, Z. A. (2013). Self-Regulated Strategy Instruction in Developmental Writing: A Design Research Project. Community College Review, 41(2), 176–195. https://doi.org/10.1177/0091552113484580
Marchand-Martella, N. E., Martella, R. C., Modderman, S. L., Petersen, H. M., & Pan, S. (2013). Key areas of effective adolescent literacy programs. Education and Treatment of Children, 36(1), 161–184. https://doi.org/10.1353/etc.2013.0005
Marks, A. B., & Moss, S. A. (2016). What Predicts Law Student Success? A Longitudinal Study Correlating Law Student Applicant Data and Law School Outcomes. Journal of Empirical Legal Studies, 13(2), 205–265. https://doi.org/10.1111/jels.12114
Moses, R. N., & Mohamad, M. (2019). Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts: A Literature Review. Creative Education, 10(13), 3385–3391. https://doi.org/10.4236/ce.2019.1013260
Muñoz, C. (2010). On how age affects foreign language learning. Advances in Research on Language Acquisition and Teaching: Selected Papers, 39–49.
Myhill, D. A., Jones, S. M., Lines, H., & Watson, A. (2012). Re-thinking grammar: The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139–166. https://doi.org/10.1080/02671522.2011.637640
Noble-allgire, A. M. (2002). Desegregating The Law School Curriculum : How to Integrate More of The Skills and Values Identified by The Maccrate Report. Nev LJ, 3, 32–60.
Nowak, A. (2021). Digital Commons @ Touro Law The Struggle with Basic Writing Skills. The Journal of the Legal Writing Institute, 25, 117–121.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.
Oxford, R. L., Lee, R. L., & Park, G. (2007). L2 Grammar Strateges: The Second Cinderella and Beyond. In A. D. Cohen & E. Macaro (Eds.), Language Learners Strategies: Thirty Years of Research and Practice (pp. 117–139). Oxford University Press.
Pawlak, M. (2013). Researching Grammar Learning Strategies: Combining The Macro-and Micro-Perspective. In Perspectives on Foreign Language Learning (pp. 193–211). Wydawnictwo Uniwersytetu Łódzkiego.
Pawlak, M. (2018). Grammar learning strategy inventory (GLSI): Another look. Studies in Second Language Learning and Teaching, 8(2 Special Issue), 351–379. https://doi.org/10.14746/ssllt.2018.8.2.8
Platsidou, M., & Kantaridou, Z. (2014). The role of attitudes and learning strategy use in predicting perceived competence in school-aged foreign language learners. Journal of Language and Literature, 5(3), 253–260. https://doi.org/10.7813/jll.2014/5-3/43
Prihatini, A. (2023). Perkembangan penelitian pembelajaran bahasa Indonesia sebagai bahasa kedua: Analisis bibliometrik. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 9(1), 56–75.
Prihatini, A., Putra, C. R. W., & Sunaryo, H. (2022). Implementasi Model Pembelajaran Kooperatif Kritis untuk Meningkatkan Kualitas Produk Pemikiran Tulis pada Matakuliah Puisi. Panrita Abdi-Jurnal Pengabdian Pada Masyarakat, 6(2), 356–368.
Prihatini, A., & Sugiartii, S. (2021). PEMBELAJARAN MULTILITERASI DALAM KONTEKS MERDEKA BELAJAR DI INDONESIA. Prosiding Seminar Nasional Sastra, Lingua, Dan Pembelajarannya (Salinga), 1(1), 37–47.
Prihatini, A., Zamahsari, G. K., & Pangesti, F. (2023). Social Media Benefit for Advancing Language Ability in E-learning Environment: A Systematic Literature Review. 2023 17th International Conference on Ubiquitous Information Management and Communication (IMCOM), January, 1–5.
Rahman, T. (2017). Teks dalam Kajian Struktur dan Kebahasaan. CV. Pilar Nusantara.
Saian, R., & Zakuan, Z. Z. M. (2017). SALeW : A Non-Law Students’ Tool for Legal Writing. Asian Journal of Management Sciences & Education, 6(3), 139–143. http://ci.nii.ac.jp/naid/40021277771/en/
Sanavi, R. V., & Nemati, M. (2014). The effect of six different corrective feedback strategies on Iranian english language learners’ IELTS writing task 2. SAGE Open, 4(2). https://doi.org/10.1177/2158244014538271
Sebastião, I. (2019). Opinion text: An integrated pathway of writing and the perceptions of students. Bellaterra Journal of Teaching and Learning Language and Literature, 12(2), 78–101. https://doi.org/10.5565/rev/jtl3.812
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286–306. https://doi.org/10.1016/j.jslw.2013.03.011
Shultz, M. M., & Zedeck, S. (2011). Predicting Lawyer Effectiveness: Broadening the Basis for Law School Admission Decisions. Law and Social Inquiry, 36(3), 620–661. https://doi.org/10.1111/j.1747-4469.2011.01245.x
Teng, L. S., & Zhang, L. J. (2016). A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies. Modern Language Journal, 100(3), 674–701. https://doi.org/10.1111/modl.12339
Thomas, V. C. (2019). From the Horse ’ s Mouth : What Research and Other Lawyering Competencies Do New Law Graduates Need to Be Successful ? From the Horse ’ s Mouth. 98 MICH B J 56, 56(October), 10–12. https://digitalcommons.wayne.edu/libsp/149
Troia, G. A., Shankland, R. K., & Wolbers, K. A. (2012). Motivation research in writing: Theoretical and empirical considerations. Reading and Writing Quarterly, 28(1), 5–28. https://doi.org/10.1080/10573569.2012.632729
Tse, A. Y. (2011). A Comparison of Language Learning Strategies Adopted by Secondary and University Students in Hong Kong. International Journal of Business and Social Science, 2(11), 29–34.
Wong, L. L. C., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144–163. https://doi.org/10.1016/j.system.2011.05.004
DOI: https://doi.org/10.21831/ltr.v22i2.53565
Refbacks
- There are currently no refbacks.
______________________
__________________________________________________________________________________________________
Litera Journal is published by the Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta in collaboration with Himpunan Sarjana Kesusasteraan Indonesia (HISKI)
The International Journal of Linguistic, Literature, and Its Teaching at http://http://journal.uny.ac.id/index.php/litera/ is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
__________________________________________________________________________________________________