Page 131 - BUKU SYNOPSIS

“Writing instruction prepares students to complete their final tasks”. (L4)
“Of course, teaching writing helps students become proficient in English
writing, especially when they are getting ready to write their final
assignment”. (L1, L2)

However, writing in a second or foreign language differs from writing

in learner’s first language. When writing in the first language, for example,

writers must emphasize the content of their writing rather than the language

itself. In practice, writers who write in English as a second or foreign

language must divide their attention between the language component and

the text content. Writing for academic purposes necessitates the application

of students' critical thinking skills in order to expose their ideas and

construct logical arguments.

Therefore, she examined students’ views regarding the lack aspects.

The current study examined students' writing competency levels using the

Common European Framework of Reference (CEFR), extensively used in

Europe and most Asian countries, including Indonesia, to assess English

ability. It was also utilized to look into the gap between the student's goals

for learning to write and their actual level of proficiency. The students

evaluated their own writing abilities by examining the CEFR level-based

description of writing proficiency.

126