Research Article
Narrative Inquiry Study in Fostering Teachers‘ Knowledge of Collaborative EFL Writing
@INPROCEEDINGS{10.4108/eai.28-9-2019.2291086, author={Ikariya Sugesti and Dwi Rukmini and Abdurrachman Faridi and Sri Wuli Fitriati}, title={Narrative Inquiry Study in Fostering Teachers‘ Knowledge of Collaborative EFL Writing}, proceedings={Proceedings of the 2nd International Conference on Education, ICE 2019, 27-28 September 2019, Universitas Muhammadiyah Purworejo, Indonesia}, publisher={EAI}, proceedings_a={ICE}, year={2020}, month={2}, keywords={collaborative writing efl writing context narrative inquiry teachers knowledge }, doi={10.4108/eai.28-9-2019.2291086} }- Ikariya Sugesti
Dwi Rukmini
Abdurrachman Faridi
Sri Wuli Fitriati
Year: 2020
Narrative Inquiry Study in Fostering Teachers‘ Knowledge of Collaborative EFL Writing
ICE
EAI
DOI: 10.4108/eai.28-9-2019.2291086
Abstract
This study explored teachers knowledge needed in teaching CW for high school English teachers especially in teaching CW. Narrative inquiry is used to capture teachers knowledge based on their experiences in teaching CW told in narrative frame. Their experiences show their potential in teaching CW. This study gives an understanding of teachers knowledge to improve their ability in mastering CW and to make writing innovations more successful. There are six English teachers from three senior high schools in Cirebon, West Java, Indonesia who became the participants in this study. The schools are chosen based on the average results of the national exam scores 2018/2019 academic years, they categorize as high, moderate and low level of school. Their narratives told that they have been still at the initial stage of applying CW. It can be seen from the unavailability on the fixed guidelines of CW. However teachers have tried to make some changes to find better CW class. The teachers’ main reason of applying CW is to fulfill students’ need to interact with and learn from others. In applying CW, teachers find that CW gives them opportunity to make their teaching more effective and efficient. However, they still do not have sufficient support for a rubric to assess collaborative work, a model of CW, and a monitoring system.
