A THINK-ALOUD PROTOCOLS AS A COGNITIVE STRATEGY TO INCREASE STUDENTS’ WRITING NARRATIVE SKILL AT EFL CLASSROOM

Purwo Trapsilo

Abstract


The purpose of this study was twofold: its first aim was to know whether any differences of think-aloud potocols to develop writing narrative skill; second, to know whether which one is more effective to develop students’ writing narrative skill by using think-aloud protocols and traditional method.Students randomly assigned to an experimental and a control group. Treatment had three stages. In Stage 1, students were asked to write about a topic. InStage 2, students in the experimental group studied a model essay about that writing task and they hadthink-aloud protocol about those aspects of language that they noticed in the model essays. However inthe control group, students studied model essays for themselves and they did not have think-aloud part. InStage 3, students were asked to rewrite the writing task. The students in the experimental group showed that they got higher score in writing narrative by using think-aloud protocols than the control group. Furthermore, in the post test, experimental groupoutperformed the control group. The findings of the study suggest that thinking-aloud could be a goodstrategy for improving writing narrative performance.


Keywords


Think-aloud protocols, Writing Narrative skill, EFL

Full Text:

PDF

References


Davey, B. (1983).Think Aloud: modeling the cognitive processes of reading comprehension. Journal ofReading 27 44-47.

Ereiter, C,, and Bird, M(1985).Use of thinking aloud in identification and teaching of readingcomprehension strategies.Cognition and Instruction 2(2) 131–

Hansen, LM And Johnson JC (2006). Think-Alouds in Inquiry Science. Science & Children 44(1) 56.

Hanaoka, O. (2006). Exploring the role of models in promoting noticing in L2 writing.JACET Bulletin 421-13.

Hanaoka, O. (2007). Output, noticing, and learning: An investigation into the role of spontaneousattention to form in a four-stage writing task. Language Teaching Research 11 459-479.

Kucan, L., and Beck IL (1997). Thinking aloud and reading comprehension

research.Review ofEducational Research 67(3) 271–299.

Kuusela, H., and, Paul, P. (2000). A comparison of concurrent and retrospective verbal protocol analysis.

Oster, L. (2001). Using the think-aloud for reading instruction. The Reading Teacher 55(1) 64-69.

Qi DS and Lapkin S ( 2001). Exploring the role of noticing in a three stage second language writingtask. Journal of Second Language Writing 10(4) 277-303.

Schellings, G (2011). Applying learning strategy questionnaires: problems and

possibilities.Metacognition Learning 6 91-109.

Setiyadi, Ag. Bambang. (2006). Metode Penelitian untuk Pengajaran Bahasa Asing. Yogyakarta: Graha Ilmu Publish.

Silva, T. and Matsuda, P. K. (2002). Writing. In Schmitt, N. (2002). An introduction to applied linguistics. (pp.251-266). New York: Oxford University Press Inc.

Sugiyono (2010). MetodePenelitian Pendidikan Pendekatan Kuantitatif, kualitatif, dan R & D, Alfabeta., Bandung.

Schunk, HD (2004). Learning Theories (Pearson Publication Ltd).

Scott, DB (2008). Assessing text processing: A comparison of four methods.Journal of Literacy Research40(3) 290-316.




DOI: http://dx.doi.org/10.24127/pj.v5i2.817

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Purwo Trapsilo -

Flag Counter
Indexing:

Start counter 

DOAJ , IPI  , Portal Garuda, SINTA, University Library, Google Scholar