2.0FOCUS OF INVESTIGATION/ ISSUE OF CONCERN

USING INTERACTIVE WRITING TO IMPROVE YEAR 5 DEDIKASI IN WRITING PARAGRAPH1.0INTRODUCTION

McDonough and Shaw (2004: pg-152) defined writing as a vehicle for language practice which communicates the writer's ideas and thought. By having people to communicate ideas and thought in written form, the process permits their cognitive development to occur as they able to generate ideas independently and creatively. The idea is supported by Defazlo & Jones (2010) who says that writing also encompasses creative inspiration, problem-solving and reflection. In Malaysia, the KSSR English language syllabus outlines that after six years of primary schooling, pupils should be able to write a range of texts using appropriate language, style and form through a variety of media. Thus, this stresses the importance developing writing skill for primary school pupils.1.1REFLECTION ON TEACHING EXPERIENCE

During my attachment to a school in Kuala Lumpur for my second phase of practicum, I had identified some learning problems encountered by the pupils. The class consisted of 35 pupils. After I had taught them in few first lessons, I discovered that the pupils level of proficiency could be classified in two levels: advanced and intermediate. The pupils were quite competent in reading skill but not in writing. I found that the previous teacher always made them copy her writing. That is why the pupils writing skill did not develop. The pupils were struggling in prompting their thought and ideas to write. They were unable to generate ideas if I asked them to write about a topic. The ideas that they threw up were minimal and in chunks of words.

In addition, I also encountered the same problem presently in my third phase of practicum when the pupils are not able to develop their ideas and thoughts in writing tasks. In the first week of practicum, before starting the lesson, I conducted a diagnostic test to see their level of writing. In the writing section I gave a picture of a situation in classroom with some words as guidance (Appendix II) which is related to them and is still in their context to ease their process in writing. Contextual learning helps students transfer knowledge and problem solving skills learned in school to other life contexts as well as help them prepare for future careers, citizenship, or continued learning (Lynch et al., 2002). I told them to write as many sentences they can within 20 minutes. I observed that a few were struggling to write and prompt out their ideas on the paper. There were also some who tried to avoid attempting the task. I marked the test for language and ideas and as expected most of them got low marks for writing section.

I have also conducted few writing lessons and most of them were guided as I have to provide few words to help them to have some ideas of what they have to write. For example, the pupils were tasked to write few sentences based on picture strips. This kind of writing task is really hard for them and it consumed so much time and they were unable to complete the task in class. Then, I tried to provide pictures and added on few words as guidance. The pupils seemed able to write sentences by referring to the words and pictures and finished their task during the class. However, when I checked their writing, I could see they were struggling to use the words to construct sentences and some of them wrote the words back in the space given. Thus, I realised that the pupils were not ready yet to write independently and guidance from teacher should be given to them.1.2RELATED THEORY/ LITERATUREIn this section, I would talk about the theory and strategy that would be adapted into this action research.

1.2.1Vygotsky's Social Constructivist Theory

Another fundamental theory evident in interactive writing is social constructivism which highlights the idea of scaffolding. As stated by Yang and Wilson (2006) in their study, scaffolding refers to the support provided by othersparents, peers, teachers or reference sources such as dictionaries which enable students to perform increasingly well and achieve great leaps forward in their language learning. The weak pupils need scaffold from teacher and peers before they are ready to write independently. By not giving enough scaffolds, it will lead to frustration and disappointment for the weak ones to write individually. In addition, this research adopts one of the most important principles of Vygotsky's work: the More Knowledgeable Other (MKO) which refers to someone who has a better understanding or higher ability level than the learners. In interactive writing, teacher or pupils themselves will be the MKO who will scaffold weak pupils to present their thoughts to construct sentences. The teacher acts as the MKO by actively engaging in creating a comfortable social setting in the classroom that encourages the learners to interact with each other and continue to actively make meaningful learning experiences. This kind of social setting is required by my pupils since the problem of writing alone is a hindrance to their emerging writing ability. 1.2.2Collaborative Learning

The theory of social constructivism is related to collaborative learning which is a process to facilitate the accomplishment of a specific end product through people working together in groups. (Dooly, 2008). Throughout interactive writing, pupils in Year 5 Dedikasi able to generate ideas together as generating ideas may not be that easy for the young learners as they may not be exposed with certain context and language which become a barrier for them to present their thoughts. By discussing thoughts and ideas with their peers and teacher as a facilitator, it allows the students to brainstorm ideas to write. Yang and Wilson (2006) stated that learning is both interactive in the sense that learners must interact with sources of ideas/knowledge in social settings, as well as in the sense that they must take an active part in reconstructing ideas/knowledge within their own mind. More importantly, it means that students are responsible for one another's learning as well as their own and that reaching the goal implies that students have helped each other to understand and learn. (Dooly, 2008). Collaboration between pupils and teacher will create positive learning environment as they motivate each others to contribute ideas on what to write. Having a positive interaction influences students motivation to learn as schoolchildren are able to learn a foreign language well if a teacher finds a way to activate and encourage their desire to invest effort in the learning activity. (Ur 2005: pg-286) 2.0FOCUS OF INVESTIGATION/ ISSUE OF CONCERN

Writing is definitely a challenging skill to develop in ESL young learners because they usually do not want to write or find writing unexciting. This is what I observed in my Year 5 Dedikasi class. The issue of concern is their difficulty to write and present ideas in writing tasks. Thus, I intend to make my writing class more interactive with a communicative purpose. 2.1PROBLEM STATEMENT

Based on some activities that I carried out in class, I found that their weakest area is in writing. Thus, I am interested to do a research on encouraging pupils to write using interactive writing. In interactive writing, pupils not only develop their writing skill but speaking and reading skills as well. Clay as cited in Button et al. (1991) explained that children are active constructors of their own language and literacy. Their competence grows as they gain inner control over constructing meaning from print. This growth does not take place without environmental support. It is with supportive instruction that children will develop in language and literacy competence (Vygotsky, 1962). For my research, I will facilitate the pupils by assisting them to prompt ideas and thoughts during their writing tasks through interactive writing strategy.2.2Preliminary Investigation

To identify the problem, I conducted a preliminary investigation. I used three methods which are observation, diagnostic test and interview. I observed pupils' behaviour during my writing class. I jotted down important details to identify their problem. To further investigate the problem, an interview session was carried out with the English teacher. Apart from that, I also carried out a diagnostic test which helped me to choose the participants.

2.2.1Observation

During teaching and learning, I observed pupils' behaviour, ability and interest towards the lesson. I found that the pupils were less interested in writing lesson as they claimed writing is boring and hard to them.

2.2.2 Interview

To support the observation, I decided to interview the cooperating teacher who is the regular English teacher. She shared details about each of the pupils as she is their class teacher and has been teaching the pupils for 3 consecutive years. There were some problems with regards to proficiency in the class but she specified that writing is the most difficult skill to teach as the pupils are not motivated in their writing class. They ended up copying the teachers sample most of the time. Besides that, she also suggested several pupils as my target participants which was really helpful as the session gave me the opportunity to obtain views and opinions from another experienced teacher regarding the topic that has been chosen. The result of the interview (Appendix I) helps me to identify my research topic and intervention that I should carry out to help the pupils.2.2.3Diagnostic test

Archuleta (2001) claimed that diagnostic tests measure students' understanding of a subject area or skills base. She added that the result will be used to provide remedial instruction.(Archuleta,2001)I carried out two diagnostic tests to test the pupils' proficiency which will pinpoint the area of concern. In the first test, pupils needed to answer comprehension questions, grammar questions, arranging words into a paragraph and constructing sentences by referring to a picture. (The writing section is appended in Appendix II) After narrowing down on skill that I want to focus in my intervention, I carried out the second test which was writing about their holiday. In the test, I just tell them to write about their holiday. Some of them were able to write but it consumed quite a long time for them to write even five sentences about the topic. I was able to find out the participants who were having difficulty presenting ideas and writing them in the writing task given. 2.3Analysis of preliminary of investigation

In the analysis stage, the data obtained from the various data collection methods was analyzed.

2.3.1Observation

A non- structured observation was carried out during the investigation where I jotted down vital information in terms of their participation and their behaviour. When the writing task was given, the pupils started to sigh and some of them procrastinated to start writing. In addition, they kept telling me that the task is hard and I have to assist them again and again to complete the task.

2.3.2 Interview

Based on interview conducted with the teacher, it is agreed that the weakest area of the participants was writing as they were hardly able to present ideas and write them down especially when writing alone. Apart from that, I found that participants hesitated and not motivated to write or express anything in English even though they have ideas in mind as they were intimidated to do so due to the lack of proficiency. The teacher suggested that scaffolding might help them to write better and the participants will show some progress.

2.3.3Diagnostic test

In the first test, I found out that the pupils were able to write simple sentences even though there were some errors. Since they were able to write despite the grammatical errors made, I continued the session with the second test. The second test required the pupils to write anything about their holiday. Some pupils were not able to describe their holiday due to low proficiency level. It was hard for them to narrate some events about their own holiday. Thus, I realized that I should carry on a research to help them improve their writing on tasks given. After some reading, I found that interactive writing may be the scaffold needed by the pupils. 2.4CRITERIA OF SELECTION

2.4.1 Workability

In terms of workability, my targeted group of students are Year 5 students. I have the opportunity to assess them as I am in charge in teaching them English during practicum. From our interactions, I am able to point out what their problem is and decide what course of action will be suitable for them. Apart from that, for this action research, I will focus only on ideas they will present after prompts posed by me. This has rendered my research to be workable as I do not have to delve into other aspects or writing.

2.4.2 Significance

The study is significant because writing is a challenging skill to teach for most teachers in an ESL classroom. Lee and Tajino (2008) agreed that writing seems to be one of the most important, yet difficult, academic skills for students to learn. Therefore, interactive writing as an intervention is significant to the pupils because the process of writing develops not only writing, but also speaking and reading too. It is because the process of interactive writing requires children to dictate a text based on questions posed by the teacher and brainstorming it into paragraph writing. The text is then will be used as reading material for the pupils. Thus, it is essential for teacher to carry out interactive writing with the pupils for their language development holistically. Besides that, my pupils will be sitting for the UPSR exam in a year's time so it is significant for them to master writing skill. It is a good platform for me to nurture them and see whether interactive writing is able to scaffold them to write. As required by curriculum specifications for Year 5, they should be able to write using at least simple language.

2.4.3Practicality

In term of practicality, the intervention will be conducted in the classroom using the resources that the students are familiar with such as marker pen, paper and drawing paper. Furthermore, the session does not require a lot of time as 20 to 30 minutes per session will be enough for the pupils. Plus, the session can be carried out during the lesson as I can focus on my target pupils to discuss details of a topic together with the help of their friends.

2.4.4 Administratively

I have the authority over this research as the research and intervention will be carried out by me alone. In other words, I will be the person in charge who will decide when and where I should conduct the implementation of this research. For instance, since I have taken English class of Year 5 Dedikasi as a whole, I can use my teaching hours during school days to do the intervention instead of holding extra classes with them.

2.4.5Collaboration

I will collaborate with the English teacher and my practicum mate for this research. Since the English teacher is also the class teacher, she will know her pupils achievement and acquisition in learning language better. Before identifying the topic of my research, I will have to collaborate with her to identify in which area the pupils are weak at and how is their proficiency level in English language. From the interview, I can focus on certain pupils who really need assistance and guidance in writing skill. Besides that, I will also collaborate with my practicum mate for several sessions as she will observe the participants' and complete the checklist provided.

2.4.6Relevance to school

Even though my intervention will be done in a small group, it is still relevant to be done in a lesson with a big group of pupils as the teacher can always implement interactive writing during writing lesson. Patsalides (2012) agrees that interactive writing can be taught in a whole class or small group instruction. In addition, my intervention can be replicated by the school teachers in other writing classes of different levels.

2.5Definition of termsThis section will define the following terms as used in the context of this study. 2.5.1Paragraph Writing

A paragraph is a group of related sentences that develop a main thought, or idea, about a single topic. The structure of a paragraph is not complex. There are usually three basic elements: (1) a topic, (2)a main idea, or topic sentence, and (3) supporting details. The topic sentence states the main point or controlling idea. The sentences that explain this main point are called supporting details. These details may be facts, reasons, or examples that provide further information about the topic sentence. (McWhorter, 2011)2.5.2Interactive Writing

Interactive writing, a form of shared writing, is part of the early literacy lesson framework developed by educators at The Ohio State University (Pinnell & McCarrier, 1994) to provide rich, educative experiences for young children, particularly those considered to be educationally at risk. (Button et al., 1996) According to Swartz, Klein and Shook (2001), interactive writing is a cooperative event in which teacher and children jointly compose and write text. they are not only sharing ideas on what to write, they also share the duties of scribe. In this study, interactive writing refers to a writing class conducted collaboratively where I prompt questions so that pupils can present ideas and write a paragraph.

3.0RESEARCH OBJECTIVES AND RESEARCH QUESTIONS

Research objectives and the research questions are crucial elements in an action research because they act as guidelines for the researcher. In this chapter, I will elaborate on the general objective, specific objectives and also the research questions for this research.

3.1 General Objective

General objective refers to the broad goal to be achieved and it states what the researcher expects to achieve by the study in general terms (Jayesh, 2013).

3.1.1Specific Objectives

Specific objective refers to the specific goal that the researcher aims to achieve at the end of this research. It systematically addresses various aspects of problem, the action that should be taken to cater the problem and the purpose of the research (Jayesh, 2013). The specific objectives of this research are:

1. To investigate whether interactive writing improve Year 5 Dedikasi pupils' paragraph writing.2. To identify how interactive writing improves Year 5 Dedikasi pupils paragraph writing.3.3Research Questions

The following research questions are the basis of this study:

1. Does interactive writing improve Year 5 Dedikasi paragraph writing?2. How does interactive writing improve Year 5 Dedikasi pupils paragraph writing?4.0TARGET PARTICIPANTS

My target participants for this study are pupils in Year 5 Dedikasi of SK Bandar Kinrara 2. My participants are all Malay and consist of two boys and two girls. Participant A is a boy who scored 30/50 in the diagnostic test. He displays quite an active behaviour during my lesson and he will try to answer my questions and accomplish tasks that being given. Participant B is also a boy. He scored 17/50 in the diagnostic test. He is quite disruptive as sometimes he tries to seek others' attention by teasing his friends. However, his behaviour is still tolerable. Next participant C is a shy girl. She scored 36/50 in her diagnostic test. Her mark is quite high as she was able to answer other sections of the paper well but low proficiency in writing section. It is very difficult to have her speak or respond during my lesson. She hardly answers my questions but she made interaction with her friends. My last participant D is also a shy girl. She is not really actively engaged in my lesson or participated in activity that I conducted but sometimes she would personally interact with me if she has anything to ask. Her diagnostic test mark is 20/50.The table below summarises details about the participant.

Participant Gender Race Diagnostic test resultBehaviour during class

A BoyMalay30/50Actively engaged during the lesson

B BoyMalay17/50Disruptive behaviour and keep teasing friends

C GirlMalay36/50Passive in lesson

D GirlMalay20/50Limited engagement and participation during lesson.

Table 1: Details on participants.5.0RECOMMENDED ACTION In this chapter, I will explain briefly the model that I have chosen to be adopted for my action research.

5.1Model of Action Research

Action research models: Kemmis and McTaggart (1988)

5.2Cycle 1

My action plan encompasses basically four stages which are planning, acting, observing and reflecting. My concern is my pupils are having difficulties in paragraph writing. Thus, I have my recommended plan for intervention which will go through a series of phases (reflect, plan, action, observe,reflect) and since projects often do not fit neatly into a cycle of planning, action, observation and reflection (Carr and Kemmis, 1986) I may need to implement the improvised intervention for my second cycle. I may discover ways to improve my action plan during the experience that I will go through and based on feedbackfrom the pupils.

Figure 1: Kemmis and McTaggart (1988) model

Figure 1 shows the four steps in action; the movement from one critical cycle to another, and the way in which progress may be made through the system. In order to make the circle above clearer, below is the explanation of those steps:

1. Reflecting is thinking back on how pupils behave when they are given any tasks or in which area they lacked on during teaching and learning lesson.

2. Planning is related to the activity planning which is going to be held by in the classroom.

3. Acting is the action after planning has been managed. It is when the intervention is implemented.4. Observing is to see how the activity is running; and to gather the data to be analysed. 5. Reflecting is the stage to reflect how the research has been carried out; from the planning to the observation stage.

5.2.1Reflecting

In this stage, I will reflect on what skill the pupils are lacked on and not interested with during my teaching and learning. I observed that the pupils will sigh when they have to write anything during writing lesson. Plus, they will try to procrastinate when I asked them to write. Thus, I realized that the pupils are not motivated to write because writing will always make them bored.

5.2.2Planning

In the planning stage of my research, after I have identified the problem encountered by the pupils, I discussed and collaborated on some related questions about the problem in the interview session with the class teacher. Throughout the interview session, I could narrow down my problem to more specific problem statement which is to improve pupils in paragraph writing. To confirm the problem identified, I asked the pupils to write a paragraph by using stimulus (words and pictures) and write on topic 'My Holiday' (Appendix I). Then, I decided to solve the problem using interactive writing. From my reading, I found that interactive writing can encourage pupils to write. To implement interactive writing as my intervention, I will prepare a schedule which consists of date of sessions and topics that will be discussed during our interactive writing. A checklist will also be prepared to assess pupils' behaviour and skill during the intervention.

5.2.3Acting

Action stage describes the course of actions taken to overcome the problem I had identified. During the pre intervention, a pre test will be conducted by asking them to write about a topic in a paragraph. This paragraph writing will be compared with the post- test during post- intervention to check on their development and progress.

Next, I will implement interactive writing to improve the participants to write in a paragraph about the few other topics which related in Year 5 Document Standard such as writing about their favourite places and people they admire in about 100 - 150 words. I will also give chance for the participants to choose a topic that they want to write. During this stage, I am scaffolding the writing process by prompting questions for the pupils to present ideas. I will discuss with the participants on their organisation of ideas and facilitate them to make it more relevant.

Besides that, I will also review the checklist with participants. For the first session of intervention, the details of checklist will be informed and discussed with the pupils to help participants to gain a better understanding of the elements of a good, complete response to a problem.

5.2.4Observing

In this observation stage, I will collaborate with my peer to observe the pupils behaviour during interactive writing using a checklist. (refer to page 26/26 of appended document). Throughout the observation and checklist, more data and information will be gathered and analysed. Furthermore, the data collection will be kept as prove so that I will be able to keep tract on participants' improvement.

5.2.5Reflecting

Based on the result of my intervention, I will identify the strengths and weaknesses that should be addressed to improve my action plan in Cycle 2. In this stage, I will reflect on the intervention by asking myself: Are they able to present their ideas and write a paragraph by using interactive writing? Do they enjoy writing interactively, thus improving their attitude towards writing skill? Is there a need to modify the intervention and if so how? Reflecting on the action plan that has been implemented is very essential as any learning technique or process should identify and meet students learning needs; affect candidate learning; and determine a professional development agenda. (NCATE, 2001, p. 4).5.3Data Gathering Methods

Data gathering method is an important aspect of any type of research study. In order to collect data for this research, I used some methods to evaluate the effectiveness of interactive writing to improve paragraph writing. The methods for my intervention are as following:

5.3.1Pre Test & Post Test

Pre test is a measurement of the learning received during the class to measure a starting point or the amount of pre- existing knowledge on the certain skills while post test is the result of learning received during the class. For my research, a pre test will be conducted before the intervention and post test will be administered after intervention. The format of both tests should be the same and the result of both tests will be compared to see the effectiveness of interactive writing to motivate pupils to write a paragraph. The format of both tests may still be guided by pictures and words.(Appendix III)

5.3.2Interview

I will be using open ended questions in the interview with participants as the interviewed subjects viewpoints are more likely to be expressed in an openly designed interview situation, than in a standardized interview (Flick, 2014 p. 207). The interview (Appendix IV) will be conducted with the participants before and after intervention to get their own opinion and how they perceive interactive writing approach. This interview data would further enhance the observation data and make them manageable for interpretation.

5.3.3Observation and checklist

Observation may take place in natural settings and avoid the observer from taking lengthy and descriptive notes of what is happening in the classroom during the intervention. The purpose of observing pupils' behavior and reactions in the classroom during the intervention is to ensure whether the strategy of interactive writing able to motivate them to write. While conducting the intervention, I will administer an observation checklist to observe the pupils interactions, behaviour, engagement and reaction during the intervention. (Appendix V). The observation will be done by my practicum mate as I will involve in the process of interactive writing.

5.3.4Document Analysis

Document analysis will be used in the research as it is useful in understanding a situation and setting a context (Kasturi, 1990). It is a concrete evidence as most documents are less likely to be manipulated (Grady, 1998). In this research, the documents, which are students work, will be analyzed and kept as evidence. For instance, I will keep their sample of writing and analyze them to find any emerging pattern to identify their problem in writing and their improvement after intervention. I choose document analysis as it allows me to collect a concrete sample of work to analyze. Through the participants written work, I will have the opportunity to scrutinize the progress they made and to better identify which aspect I want to focus on to be used as evidence in the research.5.4Data Analysis Methods

I will present data using descriptive statistics and tabulate data. The pre and post- test which will be conducted before and after the intervention which will serve as the evidence whether the use of interactive writing is able to help to improve their paragraph writing. The comparison of before and after result will be interpreted in the bar chart form and data tabulation.

Besides that, the interview that will be conducted during pre and post intervention will be transcribed so that the important parts can be analysed. In addition, participants' perception towards effectiveness of interactive writing can be identified and reflected from the interview.

Next, I will use an observation checklist throughout the session to find out how does interactive writing motivates participants to write. Throughout the checklist I can discover participants' behavior, interest and response during the intervention which will determine whether interactive writing really helps participants in writing paragraph. The checklist will be ticked by the observer if participants fulfill the requirement stated in it.

Document analysis which is the participants' written work will be analyzed qualitatively to see how they present ideas and write in a paragraph. At the post- intervention stage, their writing will again be assessed and analyzed to find any improvement in their work compared to their written work before intervention.6.0IMPLEMENTING PLAN OF ACTIONSchedule and budget are crucial in order to carry out an action research. Here I will present the schedule and budget of my research action.

6.1Schedule for Action Plan

No. ActivitiesDateRemarks

1.Pre-test 1st April 2014

2.Interview2nd April 2014

3.Implementation of cycle 1

Intervention session 1

Write a paragraph about 'My Favourite Place'

The participants brainstorm ideas about the topic among themselves and teacher facilitates.

Reflects on the action taken.6th- 7th April 2014

4. Intervention session 2

The participants suggest on topic they want to write.

The participants brainstorm ideas about the topic among themselves and teacher facilitates.

Reflects on the action taken.13th - 14th April 2014

5.Intervention session 3

Teacher gives topic of what they are going to write.

Write about the topic interactively in 150 words

Reflects on the action taken.16th- 17th April 2014

7. Post test22th April 2015

8. Analysing data

25th April 2015

6.2Budget

No.MaterialsQuantity x The unit priceTotal price

1.Drawing paper1 x RM 5.00RM 5.00

3.Marker pens4 x RM 3.50RM 14.00

4.Paper files4 x RM 1.00RM 4.00

Total RM 23.00

REFERENCES

Archuleta,N. (2001). Diagnostic Testing in Education | The Classroom | Synonym. Retrieved from http://classroom.synonym.com/diagnostic-testing-education-5096.html

Button,K., Johnson,M.J., & Furgerson,P. (1996). Interactive writing in a primary classroom.The Reading Teacher,49(6), 447.Flick, U. (2014). An Introduction to Qualitative Research. London: SAGE Publications.

Grady, M. P. (1998). Qualitative and Action Research: A Practitioner Handbook. Indiana.Carr,W., & Kemmis,S. (1986).Becoming critical: Education, knowledge, and action research. London: Falmer Press.

Defazlo,J., & Jones,J. (2010). Academic literacy: The importance and impact of writing across the curriculum a case study.Journal of the Scholarship of Teaching and Learning,10(2), 34. Retrieved from http://josotl.indiana.edu/article/view/1746Dooly,M. (2008). Constructing Knowledge Together.Telecollaborative Language Learning, 21. Retrieved from http://pagines.uab.cat/melindadooly/sites/pagines.uab.cat.melindadooly/files/Chpt1.pdfKasturi, R. (1990). Image Analysis Applications. New York: Marcel Dekker.Lee,N.S., & Tajino,A. (2008).Understanding Students Perceptions of Difficulty with Academic Writing for Teacher Development:,14. Retrieved from http://www.highedu.kyoto-u.ac.jp/kiyou/data/kiyou14/01_nancy.pdf

Lynch, R. L., & Harnish, D. (2002). Review of literature on contextual teaching and learning and qualitative case study methodology in education. Washington, DC: U.S. Department of Education.McWhorter,K.T. (2011). Part Two Reading Writing and Organizing Paragraphs. InPathways: Scenarios for sentence and paragraph writing(3rded., p.144). New York: Pearson.

NCATE (2001).Standards for professional development schools.National Council for Accreditation of Teacher Education, 1-32.Parke, C. S., Lane, S., Silver, E. A., & Magone, M. E. (2003). Using assessment to improve middlegrades mathematics teaching and learning. Reston, VA: National Council of Teachers of Mathematics.

Patsalides,L. (2012). An Overview of the Interactive Writing Process. Retrieved from www.brighthubeducation.com/teaching-elementary-school/5539-the-interactive-writing-process/

Swartz,S.L., Klein,A.F., & Shook,R.E. (2001).Interactive writing & interactive editing: Making connections between writing and reading. Carlsbad, CA: Dominie Press, Inc.Ur, Penny. 2005 , A Course in Language Teaching: Practice and Th eory (ed) .Cambridge University Press.

Yang,L., & Wilson,K. (2006). SECOND LANGUAGE CLASSROOM READING: A SOCIAL CONSTRUCTIVIST APPROACH.The Reading Matrix,6(3), 365.

Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.

APPENDIX IInterview session

Date: 6th February 2014 Venue: Staff Room Time: 9.00 a.m. Interviewee: class/ English teacher of Year 5 Dedikasi

QuestionResponses

1. What is the skill that the students really weak at?The class that you get is an intermediate class. Only a few of them are average and the others are low especially in English subject. Writing skill is quite hard for them. They are still in word and simple sentences level.

2. Since 5 Dedikasi is a mixed ability class, what are the problems you usually encounter during writing lesson?Most of the writing tasks are left incomplete. Sometimes they will pretend like they are writing but they do other things. I have to tell them again and again to finish their work first before they do other things.

3. How do you deal with the problem? Is it working?For writing class, I always ask them to copy writing from text book or I will write the text on the board and they will copy. It is the only way to get them to write and finish their writing task.

4. What kind of writing tasks would you normally do with them? Were they able to complete the task?Like I said just now, they will copy any text that related to the topic and yes they will complete their writing. If I give a task that needs them to write on their own, they will take like forever to finish it. For me, at least the students get to write anything, it is okay.

5. Did all the students really participate in the writing activity during the lesson? To what extent?

Only some of them participated in the writing activity but only if I keep forcing them to volunteer or I call names. If not, very few will volunteer. And they will only say chunks of words and not in a complete sentence.

6. Did you scaffold their writing throughout the lesson or activity? Was it enough?

I have tried to help them to write, but with a big group of class it is quite difficult. It will also consume a lot of time to scaffold them individually.

APPENDIX II

Diagnostic Test 1

Diagnostic test 2 (Topic: My Holiday)

APPENDIX IIITest 1

Test 2APPENDIX IVInterview session

Date: .........................................

Venue: .............................

Time: ........................................Interviewee: The participants

QuestionResponses

1. How do you feel about writing activities that we carry out now?

2. What do you like the most with our activity?

3. Is it easier for you to write with your friends? How do you feel when you work with your friends?

4. Do you have ideas to make our activities fun and easier for you?

5. Will you complete you writing task after this? Why do you think you should complete your task?

6. Do you think you will be able to write on your own now?

APPENDIX VOBSERVATION CHECKLIST

(Interactive Writing Session)

Participant's name: ................................

Date: ...............................

Teacher's name: ....................................

Session: .........................RATING SCALE

Almost Always- the participant consistently involve during the intervention.

Often- the participant occasionally involve during the intervention.

Sometimes- the participant seldom involve during the intervention

Almost Never- the participant never or rarely involve during the intervention.

INTERACTIVE WRITING SESSSIONAlmost AlwaysOftenSometimes Never

1.1 Participant's ability to express ideas

Does the participant understand the topic and stimulus given?

Is the participant able to put thought on papers?

Does the participant have word retrieval difficulties?

Is the thought produced logical with the topic?

Is the participant able to develop topic sentences and supporting details?

1.2 Participant's behaviour

Does the participant contribute ideas on what to write?

Does the participant take turn to present his/her ideas?

Does the participant reject his/her peers' ideas in respecting manner?

Does the participant try to distract others during the discussion?

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