EXPLORING THE CHALLENGES FACED BY TEACHERS IN TEACHING WRITING SKILLS AND HOW ANCHOR CHARTS CAN ADDRESS THEM
Main Article Content
Abstract
This qualitative study explores challenges faced by teachers in teaching writing skills and evaluates the effectiveness of anchor charts in addressing them. Conducted with 20 experienced teachers from major cities in Java Island, Indonesia, through semi-structured interviews, the findings reveal common challenges, including student apathy, limited instructional time, varied abilities, organization difficulties, resource constraints, assessment struggles, and diverse genre incorporation challenges. Anchor charts emerged as a powerful instructional tool, promoting student engagement, writing organization, clarity, and coherence. Students showed increased enthusiasm and motivation, while charts facilitated improved writing structure and coherence. In conclusion, anchor charts offer a promising solution to address the challenges faced by teachers in teaching writing skills. By incorporating anchor charts in writing instruction, educators can create visually engaging and interactive learning experiences that empower students to become proficient and confident writers.The study contributes practical recommendations, aligns with cognitive process and social constructivist theories, and emphasizes the value of visual aids to foster active learning and engagement. The study suggests future research with larger samples, longitudinal and cross-cultural approaches to enrich understanding. In conclusion, anchor charts integration fosters proficient and confident writers in effective expression.
Article Details
How to Cite
Endarwati, E., Anwar, K., & Maruf, N. (2023). EXPLORING THE CHALLENGES FACED BY TEACHERS IN TEACHING WRITING SKILLS AND HOW ANCHOR CHARTS CAN ADDRESS THEM. English Review: Journal of English Education, 11(3), 629-640. https://doi.org/10.25134/erjee.v11i3.8421
Issue
Section
Articles
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Arifin, S., Arifani, Y., Maruf, N., & Helingo, A. (2022). A Case Study of EFL Teacher Scaffolding of an ASD Learner’s Shared Reading with a Storybook App. The Journal of AsiaTEFL, 19(4), 1234-1249.
Adam, N., Abid, A., & Bantulu, Y. (2021). Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers. Jambura Journal of English Teaching and Literature, 2(1). https://doi.org/10.37905/jetl.v2i1.10632
Ahmad, Z. (2017). Empowering EFL Learners through a Needs-Based Academic Writing Course Design. International Journal of English Language Teaching, 5(9).
Alshareef, K. K., Imbeau, M. B., & Albiladi, W. S. (2022). Exploring the use of technology to differentiate instruction among teachers of gifted and talented students in Saudi Arabia. In Gifted and Talented International (Vol. 37, Issue 1). https://doi.org/10.1080/15332276.2022.2041507
Aprillian, D., Hente, Muh, A., & Budi. (2021). An analysis of grade eleven students’ ability in writing descriptive text. Journal of Foreign Language and Educational Research, 4(2).
Aşık, A. (2022). Digital Storytelling: An Alternative Method and a Multimodal Task to Improve Writing Skill of English Language Learners. In English Language Education (Vol. 30). https://doi.org/10.1007/978-3-031-13540-8_4
Bacchioni, S., & Kurstedt, R. L. (2019). Personalized Anchor Charts: Bridging Small-Group Work to Independence. Reading Teacher, 72(5). https://doi.org/10.1002/trtr.1772
Bingham, G. E., Quinn, M. F., McRoy, K., Zhang, X., & Gerde, H. K. (2018). Integrating Writing into the Early Childhood Curriculum: A Frame for Intentional and Meaningful Writing Experiences. Early Childhood Education Journal, 46(6). https://doi.org/10.1007/s10643-018-0894-x
Bobojonova, Z. (2020). Effective Teaching of Productive Language Skills To the English Language Learners. Science and Education, 1(7).
Brown, J. R. (2014). Hook and Hold. Teaching Children Mathematics, 21(1). https://doi.org/10.5951/teacchilmath.21.1.0046
Choudhury, A. S. (2013). Speaking, writing, and developing writing skills in English. Language in India, 13(9).
Cookson, M. D., & Stirk, P. M. R. (2019). Developing Students’ Writing Skill in English - A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6).
Demir Ayaz, A., Ozkardas, S., & Ozturan, T. (2019). Challenges of english language teaching in high schools in Turkey and possible suggestions to overcome them. Eurasian Journal of Applied Linguistics, 5(1). https://doi.org/10.32601/ejal.543778
Divani, F. A., Ghufron, M. A., & Matin, M. F. (2018). Students’ difficulties in writing efl descriptive text. Jurnal Pendidikan Edutama, 2(1).
Durga, S. . S., & Rao, C. S. (2018). Developing Students’ Writing Skills in English-A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6).
Febtiningsih, P., Ardiya, & Wibowo, A. P. (2021). Teachers’ Challenges in Teaching English Writing Skills for Visually Impaired Students at Indonesian Special Senior High Schools. ELT-Lectura, 8(1). https://doi.org/10.31849/elt-lectura.v8i1.5472
Flower, L., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4). https://doi.org/10.2307/356600
Fontanez, K. (2018). Examining the impact of art-based anchor charts on academic achievement in language arts. In Dissertation Abstracts International Section A: Humanities and Social Sciences (Vol. 79, Issues 3-A(E)).
Gregg, L. W., & Steinberg, E. R. (2016). Cognitive processes in writing. In Cognitive Processes in Writing. https://doi.org/10.4324/9781315630274
Habibi, M., Sukirno, Taufina, Sukma, E., Suriani, A., & Putera, R. F. (2020). Direct writing activity: A strategy in expanding narrative writing skills for elementary schools. Universal Journal of Educational Research, 8(10). https://doi.org/10.13189/ujer.2020.081003
Hernandez, S. (2021). Exploring Secondary Teachers’ Willingness to Differentiate Instruction for ELLs. INTESOL Journal, 18(1). https://doi.org/10.18060/25181
Hidayati, K. H. (2018). Teaching Writing to EFL Learners: An Investigation of Challenges Confronted by Indonesian Teachers. Langkawi: Journal of The Association for Arabic and English, 4(1). https://doi.org/10.31332/lkw.v4i1.772
Jack, J. D. L., & Hashim, H. (2023). A Systematic Review on the Tools Used in Teaching Writing Skills in ESL Classrooms. International Journal of Academic Research in Business and Social Sciences, 13(1). https://doi.org/10.6007/ijarbss/v13-i1/16310
Jeon, E. Y. (2018). The effect of learner-centered EFL writing instruction on Korean university students’ writing anxiety and perception. TESOL International Journal, 13(3).
Kileri, Z. H., & Listyani, L. (2021). Academic Writing Students’ Perceptions on Teacher Feedback. Prominent, 4(2). https://doi.org/10.24176/pro.v4i2.6187
Kosimov, A. A. (2021). The importance of needs analysis in teaching and enhancing english language proficiency among uzbek efl learners. Asian Journal of Research in Social Sciences and Humanities, 11(11). https://doi.org/10.5958/2249-7315.2021.00294.x
Kour, K. (2020). Audio Visual And Other Aids To Language Teaching. Journal of Critical Reviews, 7(11).
Mamaraimova, E. (2022). Effective methods of improving learners’ writing skills. Zamonaviy Lingvistik Tadqiqotlar: Xorijiy Tajribalar, Istiqbolli Izlanishlar va Tillarni o‘qitishning Innovatsion Usullari, 1. https://doi.org/10.47689/linguistic-research-vol-iss1-pp267-268
Maruf, N., & Anjely, A. M. R. (2020). Utilizing Cooperative Integrated Reading and Composition (CIRC) with mobile Learning to Enhance Students’ Reading Comprehension. British (Jurnal Bahasa Dan Sastra Inggris), 9(2), 10–19.
Maruf, N., Desembrianita, E., & Husain, D. H. (2021). Identifying ESP Course Materials for Students of Magister Management: A Needs Analysis. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(3), 5773–5788.
Maruf, N. (2023). The Interplay Of Teachers’ beliefs, Attitudes, and The Implementation Of Differentiated Instruction In Indonesian EFL Contexts. English Review: Journal of English Education, 11(2), 357-364.
Mohamad, N. S., & Muhamad Romli, T. R. (2021). Application of Theory of Social Constructivism in Teaching Arabic Teachers to Apply Higher Order Thinking Skill. International Journal of Academic Research in Progressive Education and Development, 10(2). https://doi.org/10.6007/ijarped/v10-i2/10130
Moses, E., & Lee, H. (2014). Imitate and Innovate Anchor Charts. IRA E-Ssentials. https://doi.org/10.1598/e-ssentials.8065
Murray, M. B. (2023). Writing as a Meaningful Component of the MFA Curriculum. Dance Education in Practice, 9(1). https://doi.org/10.1080/23734833.2022.2127819
Murtadho, F. (2021). Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills. Indonesian Journal of Applied Linguistics, 10(3). https://doi.org/10.17509/ijal.v10i3.31752
Nassi, A., & Nasser, A. (2019). Teaching the Writing Skill To Yemeni Efl Learners: the Importance and Challenge. South-Asian Journal of Multidisciplinary Studies (SAJMS), 3(6).
Nurfidoh, S., & Kareviati, E. (2021). An Analysis Of Students’ Difficulties In Writing Descriptive Texts. Project (Professional Journal of English Education), 4(1). https://doi.org/10.22460/project.v4i1.p16-22
Palanisamy, S. A., & Abdul Aziz, A. (2021). Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Classrooms and Suggestions to overcome them. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(4). https://doi.org/10.47405/mjssh.v6i4.749
Pandey, M. (2022). English Language Teachers’ Perception of Teaching Writing in Nepali High Schools. Journal of TESON, 3(1). https://doi.org/10.3126/jteson.v3i1.51771
Rahmawati, Siti, I. (2022). Penerapan Media Audio Visual Dalam Pembelajaran Menulis Teks Eksplanasi. Penerapan Media Audio, 6(1).
Reyes, A., Leckie, A., & Stevenson, A. (2022). Building on What We Know: Best Practices for Engaging Emergent Bilinguals in Learning. GATESOL Journal, 32(1). https://doi.org/10.52242/gatesol.157
Srinivas Rao, P. (2019). Effective Teaching of Writing Skills to the English Language Learners. International Journal of English Language, Literature and Translation Studies, 6(4).
Sundari, H. (2022). Analyzing Needs Of Online-Based Efl Academic Writing Course: Students’ Voices In Course Design. Research and Development Journal of Education, 8(1). https://doi.org/10.30998/rdje.v8i1.11215
Vygotsky, L. S. (2019). Interaction between Learning and Development. In Mind in Society. https://doi.org/10.2307/j.ctvjf9vz4.11
Wahyumi, I. (2019). An Analysis of Students’ Ability and Difficulties in Writing Descriptive Text ( AStudy at Second Grade at SMPN 3 Bontonompo). Muhammadiyah University of Makassar.
Wahyuni, D., Oktavia, W., & Addinna, A. (2021). Indonesian High School Teachers’ Approaches in Teaching Literature in English. Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020), 579. https://doi.org/10.2991/assehr.k.210914.010
Yamson (MAED), E. P., & L. Borong (EdD), N. (2022). Metacognitive Strategies for Developing Writing Skills. International Journal of Social Sciences and Humanities Invention, 9(11). https://doi.org/10.18535/ijsshi/v9i011.08
Yoandita, P. E. (2019). An Analysis Of Students’ Ability And Difficulties In Writing Descriptive Text. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 7(1). https://doi.org/10.35194/jj.v7i1.534
Zuhri, S., Anwar, K., & Maruf, N. (2021). The correlation between extensive reading , critical reading , and self- esteem in students ’ reading abilities. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 4(3).
Adam, N., Abid, A., & Bantulu, Y. (2021). Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers. Jambura Journal of English Teaching and Literature, 2(1). https://doi.org/10.37905/jetl.v2i1.10632
Ahmad, Z. (2017). Empowering EFL Learners through a Needs-Based Academic Writing Course Design. International Journal of English Language Teaching, 5(9).
Alshareef, K. K., Imbeau, M. B., & Albiladi, W. S. (2022). Exploring the use of technology to differentiate instruction among teachers of gifted and talented students in Saudi Arabia. In Gifted and Talented International (Vol. 37, Issue 1). https://doi.org/10.1080/15332276.2022.2041507
Aprillian, D., Hente, Muh, A., & Budi. (2021). An analysis of grade eleven students’ ability in writing descriptive text. Journal of Foreign Language and Educational Research, 4(2).
Aşık, A. (2022). Digital Storytelling: An Alternative Method and a Multimodal Task to Improve Writing Skill of English Language Learners. In English Language Education (Vol. 30). https://doi.org/10.1007/978-3-031-13540-8_4
Bacchioni, S., & Kurstedt, R. L. (2019). Personalized Anchor Charts: Bridging Small-Group Work to Independence. Reading Teacher, 72(5). https://doi.org/10.1002/trtr.1772
Bingham, G. E., Quinn, M. F., McRoy, K., Zhang, X., & Gerde, H. K. (2018). Integrating Writing into the Early Childhood Curriculum: A Frame for Intentional and Meaningful Writing Experiences. Early Childhood Education Journal, 46(6). https://doi.org/10.1007/s10643-018-0894-x
Bobojonova, Z. (2020). Effective Teaching of Productive Language Skills To the English Language Learners. Science and Education, 1(7).
Brown, J. R. (2014). Hook and Hold. Teaching Children Mathematics, 21(1). https://doi.org/10.5951/teacchilmath.21.1.0046
Choudhury, A. S. (2013). Speaking, writing, and developing writing skills in English. Language in India, 13(9).
Cookson, M. D., & Stirk, P. M. R. (2019). Developing Students’ Writing Skill in English - A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6).
Demir Ayaz, A., Ozkardas, S., & Ozturan, T. (2019). Challenges of english language teaching in high schools in Turkey and possible suggestions to overcome them. Eurasian Journal of Applied Linguistics, 5(1). https://doi.org/10.32601/ejal.543778
Divani, F. A., Ghufron, M. A., & Matin, M. F. (2018). Students’ difficulties in writing efl descriptive text. Jurnal Pendidikan Edutama, 2(1).
Durga, S. . S., & Rao, C. S. (2018). Developing Students’ Writing Skills in English-A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6).
Febtiningsih, P., Ardiya, & Wibowo, A. P. (2021). Teachers’ Challenges in Teaching English Writing Skills for Visually Impaired Students at Indonesian Special Senior High Schools. ELT-Lectura, 8(1). https://doi.org/10.31849/elt-lectura.v8i1.5472
Flower, L., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4). https://doi.org/10.2307/356600
Fontanez, K. (2018). Examining the impact of art-based anchor charts on academic achievement in language arts. In Dissertation Abstracts International Section A: Humanities and Social Sciences (Vol. 79, Issues 3-A(E)).
Gregg, L. W., & Steinberg, E. R. (2016). Cognitive processes in writing. In Cognitive Processes in Writing. https://doi.org/10.4324/9781315630274
Habibi, M., Sukirno, Taufina, Sukma, E., Suriani, A., & Putera, R. F. (2020). Direct writing activity: A strategy in expanding narrative writing skills for elementary schools. Universal Journal of Educational Research, 8(10). https://doi.org/10.13189/ujer.2020.081003
Hernandez, S. (2021). Exploring Secondary Teachers’ Willingness to Differentiate Instruction for ELLs. INTESOL Journal, 18(1). https://doi.org/10.18060/25181
Hidayati, K. H. (2018). Teaching Writing to EFL Learners: An Investigation of Challenges Confronted by Indonesian Teachers. Langkawi: Journal of The Association for Arabic and English, 4(1). https://doi.org/10.31332/lkw.v4i1.772
Jack, J. D. L., & Hashim, H. (2023). A Systematic Review on the Tools Used in Teaching Writing Skills in ESL Classrooms. International Journal of Academic Research in Business and Social Sciences, 13(1). https://doi.org/10.6007/ijarbss/v13-i1/16310
Jeon, E. Y. (2018). The effect of learner-centered EFL writing instruction on Korean university students’ writing anxiety and perception. TESOL International Journal, 13(3).
Kileri, Z. H., & Listyani, L. (2021). Academic Writing Students’ Perceptions on Teacher Feedback. Prominent, 4(2). https://doi.org/10.24176/pro.v4i2.6187
Kosimov, A. A. (2021). The importance of needs analysis in teaching and enhancing english language proficiency among uzbek efl learners. Asian Journal of Research in Social Sciences and Humanities, 11(11). https://doi.org/10.5958/2249-7315.2021.00294.x
Kour, K. (2020). Audio Visual And Other Aids To Language Teaching. Journal of Critical Reviews, 7(11).
Mamaraimova, E. (2022). Effective methods of improving learners’ writing skills. Zamonaviy Lingvistik Tadqiqotlar: Xorijiy Tajribalar, Istiqbolli Izlanishlar va Tillarni o‘qitishning Innovatsion Usullari, 1. https://doi.org/10.47689/linguistic-research-vol-iss1-pp267-268
Maruf, N., & Anjely, A. M. R. (2020). Utilizing Cooperative Integrated Reading and Composition (CIRC) with mobile Learning to Enhance Students’ Reading Comprehension. British (Jurnal Bahasa Dan Sastra Inggris), 9(2), 10–19.
Maruf, N., Desembrianita, E., & Husain, D. H. (2021). Identifying ESP Course Materials for Students of Magister Management: A Needs Analysis. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(3), 5773–5788.
Maruf, N. (2023). The Interplay Of Teachers’ beliefs, Attitudes, and The Implementation Of Differentiated Instruction In Indonesian EFL Contexts. English Review: Journal of English Education, 11(2), 357-364.
Mohamad, N. S., & Muhamad Romli, T. R. (2021). Application of Theory of Social Constructivism in Teaching Arabic Teachers to Apply Higher Order Thinking Skill. International Journal of Academic Research in Progressive Education and Development, 10(2). https://doi.org/10.6007/ijarped/v10-i2/10130
Moses, E., & Lee, H. (2014). Imitate and Innovate Anchor Charts. IRA E-Ssentials. https://doi.org/10.1598/e-ssentials.8065
Murray, M. B. (2023). Writing as a Meaningful Component of the MFA Curriculum. Dance Education in Practice, 9(1). https://doi.org/10.1080/23734833.2022.2127819
Murtadho, F. (2021). Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills. Indonesian Journal of Applied Linguistics, 10(3). https://doi.org/10.17509/ijal.v10i3.31752
Nassi, A., & Nasser, A. (2019). Teaching the Writing Skill To Yemeni Efl Learners: the Importance and Challenge. South-Asian Journal of Multidisciplinary Studies (SAJMS), 3(6).
Nurfidoh, S., & Kareviati, E. (2021). An Analysis Of Students’ Difficulties In Writing Descriptive Texts. Project (Professional Journal of English Education), 4(1). https://doi.org/10.22460/project.v4i1.p16-22
Palanisamy, S. A., & Abdul Aziz, A. (2021). Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Classrooms and Suggestions to overcome them. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(4). https://doi.org/10.47405/mjssh.v6i4.749
Pandey, M. (2022). English Language Teachers’ Perception of Teaching Writing in Nepali High Schools. Journal of TESON, 3(1). https://doi.org/10.3126/jteson.v3i1.51771
Rahmawati, Siti, I. (2022). Penerapan Media Audio Visual Dalam Pembelajaran Menulis Teks Eksplanasi. Penerapan Media Audio, 6(1).
Reyes, A., Leckie, A., & Stevenson, A. (2022). Building on What We Know: Best Practices for Engaging Emergent Bilinguals in Learning. GATESOL Journal, 32(1). https://doi.org/10.52242/gatesol.157
Srinivas Rao, P. (2019). Effective Teaching of Writing Skills to the English Language Learners. International Journal of English Language, Literature and Translation Studies, 6(4).
Sundari, H. (2022). Analyzing Needs Of Online-Based Efl Academic Writing Course: Students’ Voices In Course Design. Research and Development Journal of Education, 8(1). https://doi.org/10.30998/rdje.v8i1.11215
Vygotsky, L. S. (2019). Interaction between Learning and Development. In Mind in Society. https://doi.org/10.2307/j.ctvjf9vz4.11
Wahyumi, I. (2019). An Analysis of Students’ Ability and Difficulties in Writing Descriptive Text ( AStudy at Second Grade at SMPN 3 Bontonompo). Muhammadiyah University of Makassar.
Wahyuni, D., Oktavia, W., & Addinna, A. (2021). Indonesian High School Teachers’ Approaches in Teaching Literature in English. Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020), 579. https://doi.org/10.2991/assehr.k.210914.010
Yamson (MAED), E. P., & L. Borong (EdD), N. (2022). Metacognitive Strategies for Developing Writing Skills. International Journal of Social Sciences and Humanities Invention, 9(11). https://doi.org/10.18535/ijsshi/v9i011.08
Yoandita, P. E. (2019). An Analysis Of Students’ Ability And Difficulties In Writing Descriptive Text. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 7(1). https://doi.org/10.35194/jj.v7i1.534
Zuhri, S., Anwar, K., & Maruf, N. (2021). The correlation between extensive reading , critical reading , and self- esteem in students ’ reading abilities. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 4(3).