The Role of Instruction Method on Childrens Early Writing Development and Knowledge of Genre

Abstract

The purpose of this study was to analyze the role of instruction method in early writing applied by the teacher on childrens early writing development and knowledge of genre The respondents were sixty students of the first and second grades of six different elementary schools in Makassar. They were asked to compose three different types of genre: a story, a personal letter, and a shopping list each of which was analyzed qualitatively. The finding showed that the applied teaching method had a big role on the students early writing development and knowledge of genre. The emphasis of the traditional method on the neatness and correctness of the students writing caused most of the students writing to have reached the final stage of early writing development, which was correct formation and spelling of letters and words. However, the traditional method used by the teachers limited the students freedom from exploring their writing freely since they focused only on the transcription skills.