Mentor Texts: Models to Improve False Beginners’ Writing Skills

Hesthi Herusatoto

Abstract


This research was to find out the effects of mentor texts on students’ ability to write a descriptive paragraph. Changes in the content and organization of their paragraphs were examined closely. As many as 35 students majoring in nursing who were enrolled in an English class participated in this research. In the class, the students learned to write a descriptive paragraph using some mentor texts which served to help them learn identifying and writing a topic sentence, supporting sentences, and a concluding sentence. The texts also provided them with models to make a paragraph have unity and coherence. The data were collected from the student’ paragraphs produced before and after the learning process and the paragraph they wrote in the delayed posttest. A survey was also distributed at the end of their English class to collect their responses on the use of mentor texts in their learning process. The findings of this research indicated that mentor texts indeed had positive effects on the students’ ability to write a descriptive paragraph. Their awareness to include a topic sentence, details, unity, a concluding sentence, and transition signals in their paragraph was found to significantly develop. In addition, mentor texts enhanced the students’ confidence, interest, and motivation in writing.

Full Text:

PDF

References


Abbuhl, R. (2011). Using Models in Writing Instruction: A Comparison With Native and Nonnative Speakers of English. SAGE Journals. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/2158244011426295

Bashyal, G. P. (2009). MTDP: A Model for Teaching Writing. Journal of NELTA, (14) pp. 1-2. Retrieved from http://www.nepjol.info/index.php/ NELTA/article/view/3086/2704

Bartrom, S. (2015). Mentor Texts for Writing Success. Coastal Academy. Retrieved from http://ccis.org/ member-files/spring-

Blanchard, K. & Root. (2006). Get Ready to Write: A First Composition Text. 2nd Edition. New York: Pearson Education, Inc.,

Beare, K. (2017). Teaching English to Absolute and False Beginners. Retrieved from http://esl.about.com/od/esleflteachingtechnique/a/ t afbeginners.htm

Oshima, A. & Hogue, A. (2007). Introduction to Academic Writing. 3rd Edition. New York: Pearson Education, Inc.

Premon, D.W. (2016). Picture Books as Mentor Texts for 10th Grade Struggling Writers. A thesis. BYU Scholars Archive Citation. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7368&context=etd

Sudaryat, Y. (2013). Text-based Modeling Strategy (TBMS) in Teaching Writing Skills. Indonesia University of Education. Retrieved from http://sunda.upi.edu/wp-content/uploads/2013/02/TEXT-BASED-MODELING-STRATEGY-TBMS-IN-TEACHING-WRITING-SKILLS-.pdf

Turner, K. (2015). The Impact of Using Mentor Texts and the Writing Workshop with First Grade Writers. Department of Language, Literacy, and Special Education College of Education Rowan University. Thesis. Retrieved from http://rdw.rowan.edu/cgi/viewcontent.cgi?article= 1387&context=etd

Tessema, K. A. (2005). Stimulating Writing through Project-Based Tasks. English Teaching Forum. Vol. 43, (4), 22-28. Retrieved from https://americanenglish.state.gov/files/ ae/resource files/05-43-4-d.pdf




DOI: http://dx.doi.org/10.30605/ethicallingua.v5i2.886

Refbacks

  • There are currently no refbacks.

Article Metrics

Abstract view : 93 times
PDF - 34 times



Copyright (c) 2018 Hesthi Herusatoto

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

ISSN 2540-9190 (Online) * ISSN 2355-3448 (Print)