SYSTEMATIC REVIEW: TEACHING STRATEGIES FOR WRITING SKILLS IN ENGLISH SECOND LANGUAGE CLASSROOM

Savita, Gretta Oriza 2024. Systematic Review: Teaching Strategies for Writing Skills in
English Second Language Classroom. FinalProject, English Education Study Program, Faculty of
Language and Arts Education, University of PGRI Semarang. Advisor I: Dr. Dias Andris Susanto,
S.Pd., M.Pd. Advisor II: Dra. Siti Lestari, M.Pd.
Keywords: Teaching strategies; writing skills; English second language.
This research analyzes a systematic review of published papers on writing strategies in ESL
classrooms. The examined studies span from 2016 to 2019, totaling eight. This systematic review
attempts to present empirical information derived from previous studies on writing in ESL courses.
This systematic investigation aims to address two study questions: i) what strategies are suitable
for an ESL writing classroom? ii) how significant are tactics for teaching English writing in ESL
courses? The reviews found that ESL classrooms use several methodologies, in this research was
conducted using a systematic literature review methodology. This strategies of study is applied in
studies aiming at determining the elements of hypertension incidence using media including
publications and journals from databases available on the Internet. The researcher collected
national or international journals and articles that were relevant to the research topic. During this
process, the sampling strategy was chosen to acquire accurate and relevant records. The 10 pieces
of literature that were obtained were screened using exclusion and inclusion criteria. As a
consequence of the screening, the researcher identified eight literatures for the sample. The
selected studies have met the criteria established by the researchers, including being published
between 2016 and 2019, written in English, published in journals, focusing on writing skills, and
having an abstract. This research examines the methods used by educators to teach writing skills
to students and their effects on their writing abilities.