Prijambodo, V. Luluk (2009) The learning experience in efl writing of an Indonesian writer: a case study on Budi Darma / V. Luluk Prijambodo. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Abstrak Learning to write well is a difficult and lengthy process demanding the learners to fulfill some writing properties in order that what they write are judged as a good writing for having satisfied the writing convention. Despite its complexity writing is very important to learn and master because it becomes the important part of human s academic personal community and professional life. One of the sources of learning how to write is a skilled writer s learning experience in developing his EFL writing skill. Budi Darma one of Indonesia s great authors has passed over the laborious process of learning to write in EFL and become a prolifically skilled writer. That is why Budi Darma s learning experience in mastering EFL writing skill is worth investigating. As reflected in its title this in-depth study focuses on investigating Budi Darma s learning experience in developing his EFL writing skill. Relevantly three research questions are formulated namely 1) How did Budi Darma learn to master EFL writing skill successfully 2) What does he as a skilled writer do to produce quality English writings and 3) How does he view his successful learning experience in developing his EFL writing skill To conduct this study qualitative approach was used. Accordingly in this qualitative case study the researcher played a role as the human or key instrument. Then to trace back the learning experience life history was chosen as the working frame. The primary data-the words (the opinions statements and/or the information concerning Budi Darma s learning experience in EFL writing) were collected through the interview series. The secondary data to complete and confirm the primary data were gathered from the available documents (Budi Darma s written works the other writers written works about Budi Darma video tapes about Budi Darma and other information from the other sources). The interview series consists of three stages of interview. Interview one was intended to gather the information to answer the first research question interview two to answer the second research question and interview three to answer the third research question. To help the researcher focus on the interviews the interview guides were prepared and tried out before use. An additional interview was conducted to obtain the additional data. Since the interviews were carried out in English no translation was needed in the data conversion. Translation into English was just carried out to convert the other found relevant data produced in Indonesian. The interviews were recorded and then transcribed verbatim. The transcribed interviews were then analyzed inductively based on the three concurrent flows of activity data reduction data display and conclusion drawing/verification. To establish the credibility of the research findings the data ferreted from the interviews and the documents were related to each other. Besides the related theories were reviewed to support the data analysis. The research findings indicate that Budi Darma s learning to successfully develop his EFL writing skill was not an instant process. He was interested in writing since his junior high school education. His hobby of reading his critical thinking power his inside motivation to write his positive attitude towards English his personality (tough flexible and independent) his decision to select the language department at the senior high school his journalistic experience from working for a newspaper after school and joining the campus journalism his study at the Department of Western Literature and Culture of the Faculty of Letters of Gadjah Mada University Yogyakarta and his overseas life experience (his stay in Hawaii for a year to set up a Basic Humanities curriculum and in Bloomington Indiana to study at Indiana University for his Master and doctoral degree in Creative Writing) were the blending factors that influenced his success in developing his EFL writing skill. He is now able to skilfully write various genres of writing. His quality writings deserved him to receive some prestigious awards from the governmental and private domestic and overseas institutions. He is widely known not only as an academician a campus bureaucrat and an author but also as a scientist a literary critic and a culturalist. Budi Darma s composing process is unique. He never puts off writing whenever he gets an inspiration to write and has the opportunity to write. He can write productively when his mood is good the situation is conducive and no interruption breaks his composing process. He starts writing by thinking about the theme. When writing non-fictions sometimes he drafts his ideas first. When writing fictions however he never drafts what he has to write. Reading a lot observing the surroundings taking a walk and mingling with the people surrounding are his strategy to gather the ideas and inspiration to write in order to keep on writing prolifically and avoid the writer s block. Straightforward lively flowing short-but-effective sentences and broad-mindedness characterize his language or writing style. Reflecting his success in developing his EFL writing skill Budi Darma thinks that a writer has to read a lot to maintain the constant obsession to write and write freely based on his own concern. When writing s/he should not concentrate too much on the writing mechanism since it will only make the composing process get stuck. Writing should be done for the sake of writing itself (writing as an art) not for the sake of the writing benefits the benefits of writing are the automatic effect of quality writing. Olenka which was written in an ideal situation of composing process (good mood peaceful surroundings enjoyable momentum and no interruption) and has become his masterpiece received some prestigious writing awards. Based on the research findings it is suggested that the teaching and learning of EFL writing pay a greater attention to the individuals potentials contributing to their learning success accordingly a class of writing course should contain no more than 20 learners. It is also recommended that the teaching of writing give the learners enough freedom to write what they want to write motivate them to independently learn in order to keep developing their writing skill when they finish their study and encourage them to read and write more. Thus ideally the teaching of writing and reading skill is handled by the same teacher/lecturer. Then to enable the comparison of the findings of the related studies a further study investigating the Indonesian who is skillful in EFL writing and is majoring in English but has no overseas learning experience or the Indonesian who is skillful in EFL writing and has overseas learning experience but s/he is not majoring in English is worth researching.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 28 May 2009 04:29 |
| Last Modified: | 09 Sep 2009 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/64391 |
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