English Teacher’s Voices for Teaching Writing by Self–Regulated Strategy Development in ERT Amidst Pandemic
Abstract
The present study explores how English teachers' experiences and perspectives at Islamic secondary school level in implementing Self-Regulated Strategy Development (SRSD) method in teaching and learning process of writing class, especially in Emergency Remote Teaching amidst Covid-19 pandemic in Ciamis district, West Java, Indonesia. The study dealt with 20 responses from a questionnaire and six randomly chosen participants to gain interview data to dig their perspectives and experiences toward the teaching and learning process. The findings indicate that they are pedagogically still unfamiliar with the addressed method for regular and virtual meetings, especially emergency remote teaching. Practically, their comprehensions of self-regulated strategy input have already gotten along their academic setting; unfortunately, they have not implemented the strategy yet in classroom activities. From these findings, it is recommended to carry out professional development in the use of the SRSD in teaching and simultaneously by media development to apply it in the writing class for achieving effective and meaningful class.
Keywords: ERT, self-regulated strategy development, writing
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