Behavioral Analysis of English Writing Process:  A Case Study of Vocational Students

Fatma Dera; Andi Naniwarsih; Rahayu Prasetyaningsih

doi:10.24256/ideas.v11i2.12798

Authors

Fatma Dera Universitas Muhammadiyah Palu, Indonesia
Andi Naniwarsih Universitas Muhammadiyah Palu, Indonesia
Rahayu Prasetyaningsih Universitas Muhammadiyah Palu, Indonesia https://orcid.org/0009-0008-9867-8640

DOI:

https://doi.org/10.24256/ideas.v11i2.12798

Keywords:

writing behavior; self-regulation in writing; vocational high school students; EFL writing process; qualitative case study

Abstract

One of the challenging English skills for Indonesian vocational high school students is writing, but their writing process is rarely studied. This study examines their writing behavior, particularly self-regulation at each stage. Through a qualitative case study, structured observational data of four students and semi-structured interviews with them and their teacher were thematically analyzed and triangulated. Self-regulation emerged, but it was not evenly distributed across stages, heavily reliant on dictionaries and digital translators, and evident in the perseverance to continue interrupted tasks. Drafting dominates writing time; the imbalance at this stage, which seems to be reinforced by the learning design, is related to writing difficulties. These findings support explicit staged writing instruction.

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