Uncovering EFL Teachers' Impact in Writing Instruction

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Explore how EFL teachers navigate teaching writing within the Independent Curriculum framework, addressing challenges, roles, and solutions. This study examines the teacher's role as motivator, resource, advisor, and evaluator within the curriculum's context.


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  1. INVESTIGATING EFL TEACHERS ROLE ON TEACHING WRITING IN IMPLEMENTATION OF INDEPENDENT CURRICULUM (KURIKULUM MERDEKA) No. Abstract: ABS-ICOLLITE-23113 Destiyana Universitas Pendidikan Indonesia

  2. INTRODUCTION 01 Indonesian Government Regulation of the teaching profession at all levels on Act about Teachers and Lecturers No. 14/2005 views teachers as professional educators whose main role is to educate, teach, guide, direct, train, assess, and evaluate students at all levels of education. 02 However, EFL Teachers might be encounter with different of problems doing their role especially in teaching writing activities. 03 The problems experienced by teachers, it is related to Independent Curriculum especially challenging for teachers in play their role on teaching writing in EFL Classroom. 03 The objective of this study is to describe the role of EFL Teachers in teaching writing classroom and To know the problems faced and solutions have done by EFL Teacher towards their role in teaching writing class based on the implementation of Independent Curriculum.

  3. LITERATURE REVIEW The Impementation of Kurikulum Merdeka in Indonesia Teaching Writing The Role of Teacher Teachers have the flexibility to choose a variety of learning tools so that learning can be adapted to the learning needs and (Kemendikbud, 2022). Referring to Sistem Informasi Kurikulum Nasional, the main characteristics of Kurikulum Merdeka are: 1) Applying Project-based development of soft skills and characters referring to the profile of Pancasila s students, 2) Focusing on the most essential learning contents to ensure sufficient time for in-depth learning of basic competencies: literacy and numeracy, 3) Providing flexibility for teachers to carry out differentiated learning according to students' adjustments to the context and local content. Harmer (2007) stated that a teacher can be described as a facilitator who is democratic rather than autocratic, someone who learner autonomy through the use of group and pair work and by acting as more sources of knowledge transmission. different role of teachers in terms of 'facilitators such as controller, prompter, participant, resource, and tutor. interests of students Harmer (2007), to help students become good writers, teachers have several important tasks that must be done. Among the tasks given to the teacher both before, during, and after students write is to demonstrate, motivate, provoke, support, respond, and evaluate. It can be concluded that in teaching writing, several role must be followed by the teacher. Teachers role are as motivator, recourse, advisor, and evaluator. and encourages learning for the The abilities and make

  4. Instrumentations Research Design The researcher adapted the interview guidance based on Haugen (1981) about a guidance to the teachers role in the Writing Program. The researcher used qualitative research design to support the research. Data Collection Data Validity The validity of the data in this study used a technique (source triangulation). The data collection method used was in-depth interview. triangulation Data Analysis Sample The data analysing techniques in this study referred to Miles and Huberman's (1994) which included data collection, data reduction, data display, and conclusion drawing/verification. The sample in this study was one Senior High School EFL Teacher and one of tenth grade Senior High School student in Bandung. RESEARCH METHOD

  5. FINDING AND DISCUSSION 1. The Role of Teachers in Teaching Writing Classroom In Prewriting The way the teacher introduces or presents assignments to students The teacher is trying to determine the learning objectives, and she set some instruction which is adjusted to the language level of the students Does the teacher provide a model for students to follow or not The teacher usually gives them an example as a model for students For the concept, teacher usually gives them written instructions, completed with further explanations, and examples. Then for the skill, she usually gives them a rubric of evaluation The way the teacher will provide instruction in the skills and concepts needed for the task In Composing

  6. FINDING AND DISCUSSION In Editing Does the teacher use proofreading techniques or not, and how does the teacher use the technique The teacher does, usually, she allows her students opportunity to be a proofreader for one and other, so let's say they do by work Does the teacher give students responsibility for editing their work or not The teacher does, usually, she gives them time to recheck their work before submitting it Her way of encouraging students to be flexible and objective in changing and improving their work The teacher guesses by giving more questions, more input, and also more examples, especially in the writing process, she also gives feedback to the students and gives them time to revise it in directly

  7. FINDING AND DISCUSSION In Follow Up Does the teacher always evaluate or give grades to student work The teacher always evaluates or gives grades to student work Does this school have school publications, If so, are the results of student writing published there The school has school publications, like a google site. The teacher means that they usually collect all the student's work on the google site or in the physical one they also have "mading"

  8. FINDING AND DISCUSSION 2. The Problems and Solutions Have Done by EFL Teacher Towards Their Role in Teaching Writing Based on the implementation of Independent Curriculum The misconception between her explanation with the student's understanding The teacher needs to simplify the instruction, or probably she also needs to give more example for students Teacher does not focus on with one approach but many approach The teacher uses different approaches in each learning process that adapted to the students need If the problem relies on the student like they are feel stuck in writing process The teacher usually tried to give them more questions as a leading question to make them aware what they need to write

  9. CONCLUSION The EFL Teachers carried out their role in teaching writing as well, namely as the facilitator, controller, prompter, resource, tutor, motivator and evaluator. 01 The teacher also uses a genre-based approach in teaching writing class but the problem faced by teacher is using different approach in each teaching and learning process, so the role of the teacher will adjust to the learning method. Other problems faced are such as students misconception and feel stuck in writing process, then the solution done by the EFL teacher is simplified the instruction, or giving more examples and questions. 02

  10. REFERENCES Cohen, L. et al. (2018). Research Methods in Education Eight Edition. New York: Routledge. Cong, X., & Jiang, X. (2021). Role of Language Teachers in the Teaching of Academic Writing: Analysis Based on Multinational Academic Writing Literature. Proceedings of the 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021), 555, 456 460. https://doi.org/https://doi.org/10.2991/assehr.k.210527.076 Cresswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Fourth Edition. Boston: Pearson Education, Inc. Derewianka, Beverly. (2004). Exploring How Texts Work. Sydney: Primary English Teaching Association. Harmer, J. (2004). How To Teach Writing. Oxford: Person Education Limited. Harmer, J. (2007). The Practice of English Language Teaching, Fourth Edition. Harlow: Pearson Longman, Ltd. Harmer, J. (2009). The Practice of English Language Teaching (4th Edition). Harlow: Pearson Longman, Ltd. Haugen, & Nancy, S. (1981). A Guide to the Teacher s Role in the Writing Program. US: Wisconsin Univ., Madison. Dept. of Curriculum and Instruction. Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press. Kemendikbud. (2022). Merdeka Belajar. Kementerian Pendidikan dan Kebudayaan. Maxwell, J. A. (2012). Qualitative Research Design: An Interactive Approach. Sage Publications, Inc., Thousand Oaks, CA. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. California: SAGE Publications.

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