Write Title Here: The Implementation of Cycle-Based Writing Method in English Learning at 11th Grade of SMA N 1 Jatibarang, Brebes
DOI:
https://doi.org/10.24090/nvm51c70Keywords:
cycle-based writing method, english language learning, implementation, learning challenges, writing skillsAbstract
This study aims to describe the implementation of the Cycle-Based Writing Method in English learning in the 11th grade at SMA N 1 Jatibarang Brebes and to identify the challenges faced by teachers and students during the learning process. This research is a field study with a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The data analysis techniques used included data reduction, data presentation, and conclusion drawing. The participants consisted of an English teacher and eleventh-grade students. The findings show that the Cycle-Based Writing Method is implemented through several stages, namely Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT) in writing Passive Voice. This study also found that careful planning and continuous evaluation are key factors in improving students' confidence and writing skills. However, its implementation has not been fully optimal due to several challenges faced by teachers and students. The challenges faced by teacher include time constraints in implementing all stages, difficulty in providing maximum feedback, and managing differences in students characteristics and participation. The challenges faced by students include limited mastery of vocabulary and grammar, difficultyin developing ideas and writing independently, and low self-confidence and student learning motivation. Based on these findings, it can be concluded that the Cycle-Based Writing Method positively contributes to the English writing learning process, although further adjustments and improvements are needed to make its implementation more effective.
References
Abuhabil, S., & Aswese, S. (2018). The importance of using collaborative learning strategy in learning English writing. Faculty of Arts Journal. https://doi.org/10.36602/faj.2018.n12.10
Ashari, H. P., & Novita, D. (2025). Genre based approach implementation in narrative writing instruction. Academia Open, 10(1). https://doi.org/10.21070/acopen.10.2025.11845
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153–160.
Bernard, H. R., Wutich, A., & Ryan, G. W. (2016). Analyzing qualitative data: Systematic approaches. Sage Publications.
Bhusal, D., & Shrestha, K. (2024). Genre awareness in teaching writing: A case study of public high school teachers in Nepal. Journal of Translation and Language Studies, 5(1). https://doi.org/10.48185/jtls.v5i1.879
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.
Brown, H. D., & Lee, H. (2025). Principles of language learning and teaching: A course in second language acquisition. Routledge.
Derewianka, B. (1990). Exploring how texts work. Primary English Teaching Association.
Dwinalida, K., & Setiaji, S. (2020). The correlation between learners’ motivation and language learning strategies in EFL context. JEPAL (Journal of English Pedagogy and Applied Linguistics), 1(1), 38–48.
Dwinalida, K., & Setiaji, S. (2022). Students’ motivation and English learning achievement in senior high school students. Educalitra: English Education, Linguistics, and Literature Journal, 1(1), 1–9.
Emilia, E. (2011). Pendekatan genre-based dalam pengajaran bahasa Inggris: Petunjuk untuk guru. Rizqi Press.
Feez, S. (1999). Text-based syllabus design. TESOL in Context.
Ferris, D. (2011). Treatment of error in second language student writing. University of Michigan Press.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387.
Goldstein, L. (2016). Teacher written commentary in second language writing classrooms. University of Michigan Press. https://doi.org/10.3998/mpub.6737
Gomez-Laich, M. P., Pessoa, S., & Mahboob, A. (2023). Writing development of the case analysis genre: The importance of feedback and negotiated construction in the teaching learning cycle. Educational Linguistics, 58.
Hammond, J., Burns, A., Joyce, H., Brosnan, D., & Gerot, L. (1992). English for social purposes: A handbook for teachers of adult literacy. Macquarie University.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hyland, K. (2004). Second language writing. Cambridge University Press.
Lafeti, F. (2021). The role of pre-writing activities in improving students’ writing performance. Journal of English Language Teaching Studies.
Lestari, D. (2017). The implementation of joint construction of text in teaching recount text. Journal of English Education.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
Rachmawaty, N., & Jamila, M. (2017). The effect of pre-writing activities on students’ motivation and writing ability. Journal of English Teaching Studies.
Sabiq, A. H. (2021). Cycle-based writing method in EFL classrooms. Journal of English Language Teaching and Learning.
Sundari, H., et al. (2022). Implementing cycle-based writing instruction in EFL classrooms. Journal of Language and Education Research.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Cintiya Kartika Sari
This work is licensed under a Creative Commons Attribution 4.0 International License.
