SWELL or Social-Interactive Writing for English Language Learners cognizable as one of methodology for teaching English writing competence that firstly introduced by Adeline Teo, a professor at Chun Shan Medical University, Taiwan. It is basically a writing technique that is supported by several theories related to collaborative writing theories, technique of teaching writing, and teacher as feedback provider.
The collaborative writing for the most teacher-researchers state that in essence, collaborative writing means that the student teams up with one or more peers to go through the writing process. Collaborative writing in class is a way to prepare students for future assignments where team abilities are required. Widdowson stated as cited in Montero that points out that when students work together they are dialoguing and making decisions due to constant feedback. The classroom technique of collaborative learning of writing skills is strongly advised in our setting where students must be the center of the class and interact as much as possible with their classmates.
English teachers are also required to encourage peer and self- correction. Which that collaborative writing presents not only a highly motivating learning experience for EFL/ESL students, but also a creative pedagogical tool for teachers. Because of that, SWELL includes one of techniques in collaborative learning.
Whereas in Vygotsky theory, he believed that this life long process of development was dependent on social interaction and that social learning actually leads to cognitive development. This phenomenon is called the Zone of Proximal development. Vygotsky describes it as "the distance between the actual developments levels as determined by independent problem solving and the level of potent ial development as determined through problem solving under adult guidance or in collaboration with more capable peers". In other words, a student can perform a task under adult guidance or with peer collaboration that could not be achieved alone. The Zone of Proximal Development bridges that gap between what is known and what can be known. That is from the teacher as feedback provider which the result from the teacher‟s comments do affect revision.
Therefore SWELL made by Adeline Teo which that formerly, SWELL method have been adapted by Teo with Topping‟s Method namely paired writing method that is kind of peer-assisted writing. Where Topping uses single-word questions (e.g. Who? Do? What?) To generate ideas, however in SWELL uses complete structured and directive questions beginning with WH-words, such as “Who did what to whom?” This modification helps learners generate ideas for their writing and provides the temporary support, or “scaffolding,” that Peregoy and Boyle believe is necessary to permit lear ners to participate in a complex process before they are able to do so unassisted. and added some revision will be done with Teo in process of the implementation of SWELL until got a great result of students‟ development in writing task.
SWELL method covered six steps; generating idea, drafting, reading aloud, editing, best copying, and teacher‟s evaluating. Like own mean of SWELL students are firstly divided into pairs based on their English level proficiency. There are the higher and lowers level student who play the role as the helper and writer to work collaboratively. Wishful, the higher level students can help the lower level not only knowledgeable but also understand more about language. Hence, the selection of membership in a group or pair influences productivity.
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