Narrative Writing and Linguistic Intelligence: An Empirical Study in Indonesian Junior High Classrooms

Eighth-grade EFL students often struggle with narrative writing due to unstructured ideas, limited vocabulary, and disengagement with traditional teaching methods. To address this, the study explores the use of comic strips as a visual and interactive instructional tool to enhance narrative writing skills. This quasi-experimental study used a non-equivalent pre-test and post-test control group design. Sixty purposively selected students were divided into experimental and control groups. The experimental group was taught narrative writing using comic strips, while the control group received conventional instruction. A 20-item narrative writing test was administered before and after the intervention. Data were analyzed through validity and reliability checks, tests for normality and homogeneity, and hypothesis testing using either an independent t-test or Mann–Whitney U test, depending on the data distribution. The experimental group showed statistically significant improvements in narrative writing performance, particularly in idea development, coherence, and creativity. The control group displayed only marginal progress. These results suggest that comic strips effectively support the organization of narrative structure and enhance expression. The findings underscore the pedagogical value of comic strips as a multimodal instructional medium. Their visual nature facilitates idea generation and supports narrative coherence, leading to more confident and creative student writing. Comic strips can be a valuable addition to EFL writing instruction. Teachers are encouraged to integrate this medium to improve students’ narrative writing skills and overall engagement.

The low level of linguistic intelligence greatly affects the learning process of students. Linguistic intelligence can be improved with the jigsaw cooperative learning model. The purpose of this research is to test the effectiveness of jigsaw cooperative learning in improving students' linguistic intelligence. This study used an experimental method with the Randomized Posttest Only Control Group design. Respondents in this study were obtained by simple random sampling technique as many as 30 class XII SMK students. This study uses a linguistic intelligence scale consisting of 15 items. Data analysis in this study used the independent sample t-test with the help of the R version 3.6.2 program. The results obtained in the experimental group were M = 38.00, SD = 3.90 and in the control group, namely M = 34.46, SD = 2.94, so that the jigsaw cooperative learning model was effective in increasing students' linguistic intelligence (t = 2.79, p = 0.00). This study has implications that the jigsaw cooperative learning model is one of the learning models that can be applied to improve students' intelligence, especially in linguistic intelligence.

This study aims to determine the effects of the learning station method on seventh grade students’ conceptual understanding levels regarding the light unit and their views about this technique. Mixed method integrating both quantitative and qualitative methods was used in the research. In the quantitative part of the research quasi-experimental pretest-posttest control group design was employed. The study group of the research consisted of 41 7th grade students attending a middle school in Eskisehir (22 experimental, 19 control group). Four open-ended questions prepared by the researcher teacher were applied to both groups as pretest and posttest. Pretest data of the experimental and control groups were compared and no significant difference between average test scores was detected. The analysis of average posttest scores of the two groups revealed that the average score of the experimental group, who learned the light unit with the learning station method, was higher than the control group, who learned the same unit with the current program. Additionally, semi-structured interviews were conducted with five students randomly selected from the experimental group. The students expressed in their answers that science lesson conducted with learning stations was efficient and fun and they learned the topic more permanently than usual. Extensive use of learning station method with diverse activities is recommended to all science teachers as a result of the study. Article visualizations:

This research paper aims to know whether there is a significant effect of Padlet application towards students’ narrative writing at the Tenth Grade of SMAN 1 Malingping Lebak-Banten In Academic Year 2023/2024. The authors paper used quantitative approach and quasiexperimental design. The technique in choosing the sample is cluster random sampling; the authors used XE 7 (36 students) as class experiment and XE 10 (36 students) as class control. The experimental group was taught narrative text in writing activity used Padlet application, where as the control group was taught used Google classroom. At the first meeting of the research, the researcher gave a pre-test to both the experimental group and the control group to measure the extent of students’ narrative writing. Then gave treatment for five meetings and the last meeting of the research, the researcher gave a post-test to find out the final results and to prove the significant effect after being given treatment using a Padlet application in the experimental group. In analyzing the data, the author used independent sample t-test by SPSS 29 for windows showed the value of t calculated> t- table was 25.100 in experimental class. And its significance value because less than 0.05 (P = 0.00 < 0.05 in experimental class). It can be concluded that the alternative hypothesis (Ha) was accepted. Therefore, the researcher concluded that the Padlet application has a good effect on Students’ Narrative Writing. In addition, this Padlet application is not only effectively used in learning writing but could also be used as an online learning medium because this Padlet application has space to communicate freely between teachers and students as well as between other students.

Objective: Premature birth and hospitalization in the intensive care unit cause many crises and stresses for mothers. In the meantime, narration writing is a method of counseling to reduce mothers' stress. Therefore, we aimed to study the effect of maternal narration on the stress of mothers of premature infants admitted to the neonatal intensive care unit. Methods: This experimental study was performed on mothers of neonates admitted to the intensive care units. The experimental and control groups were selected by simple random sampling method. In the experimental group, based on the instructions given, the mothers recorded their daily events 3 times a day. The obtained data were analyzed in SPSS V. 21 with descriptive statistics (mean and standard deviation) and inferential statistics (paired t-test, independent t-test, ANCOVA test). Results: The Mean±SD score of stress was 97.43±2.66 in the experimental group and 95.26±5.76 in the control group before the intervention. The stress level of mothers was 84.9±5.35 in the experimental group after the intervention and 87.1±5.25 in the control group. The covariance test showed a significant difference between the experimental and control groups (P=0.03 and Eta= 0.07) so that 7% of stress reduction changes are related to mothers' narration. Conclusion: This study showed that narrative writing as an effective supportive intervention has a vital role in reducing stress in mothers of neonates admitted to the intensive care unit.

This study aimed to investigate the effect of the use of active learning strategy (POSSEAR/Tanal Al-Qamar) on linguistic intelligence among the basic tenth grade students. To achieve this, the researchers prepared one objective test. Its validity and reliability were verified, to measure the students’ performance in linguistic intelligence. The sample consisted of (60) male and female students from the tenth grade of Mushairefa and Salem secondary schools. They were divided into 2 groups in the first semester of the 2019/2020 academic year. One group was randomly selected as experimental group, this group had (30) students who studied using POSSEAR strategy, and (30) students in the control group who studied the course using traditional method. The results of the study showed a statistically significant difference in linguistic intelligence between the performances of the members of the study group, in favor of the performance of the members of the experimental group. The study recommended the adoption of this strategy in teaching Arabic language in general, and linguistic intelligence in particular.

The low context of students' writing abilities, especially in creative forms like composing traditional rhyming quatrains (pantun), is caused by the students' lack of self-confidence in expressing their creative ideas, as well as feelings of boredom and disinterest in the classroom due to the limited variation and innovation in the instructional models employed by educators. Therefore, in this study, one proposed approach to address this issue is the implementation of an environmental learning instructional model.The method utilized for this research is a quasi-experimental design. Data was gathered through trial tests and data analysis. Pre-test and post-test data were collected from both the experimental and control groups of seventh-grade students at SMPN 6 Lembang. The research findings reveal several significant observations: Firstly, a notable improvement in creative writing abilities concerning traditional rhyming quatrains was observed in the seventh-grade class, particularly within the experimental group. The average scores between the pre-test and post-test in the experimental group increased from 64.5 to 82.33, while in the control group, the scores increased from 59.833 to 74.66. Secondly, students in the experimental group exhibited enhanced mastery of creative writing skills in traditional rhyming quatrains, especially with the aid of the environmental learning instructional model. In this context, the model demonstrated its effectiveness in enhancing the creative writing abilities of the students. Lastly, a significant disparity in the utilization of the Canva application within the instructional models was observed between the experimental group and the control group. Statistical table outputs indicate an Asymp.sig value of 0.001, which is lower than the significance level of 0.05. This signifies a substantial difference in the effectiveness of the Canva application in enhancing creative writing abilities in traditional rhyming quatrains between the experimental group and the control group. Consequently, the results of this research substantiate the efficacy of the environmental learning instructional model in conjunction with the Canva application to foster the development of creative writing abilities in traditional rhyming quatrains among seventh-grade students
 Keywords: Writing, Environmental Learning Model, Pantun, Canva.

The study aimed to identify the impact of the flexibility and clarification strategies on achievement and improvement of linguistic intelligence skills and attitudes towards the Arabic language subject among vocational education students in Iraq. The study adopted the semi-experimental approach, through application on two experimental and control groups of vocational education students in Iraq. The researcher selected two divisions of vocational education students in Iraq: (30) students in the experimental group and (30) students in the control group, so that the educational program was applied to the experimental group, and the control group was taught in the usual way. The educational program, the linguistic intelligence test, and the achievement test were used, and after performing the statistical treatment, the study reached the following results: There are no statistically significant differences at the level of (0.05) in the degree of achievement attributable to the student's gender, where the value of (P) is (1.43), which is not significant. Statistically, there are no statistically significant differences at the level of (0.05) in the degree of achievement due to the interaction between the group and the sex of the student, as the value of (P) reached (2.98) and it is not statistically significant, there are no statistically significant differences at the level of (0.05) In the degree of total linguistic intelligence attributable to the sex of the student, where the value of (P) was (7.09), which is not statistically significant, and there are no statistically significant differences at the level of (0.05) in the degree of total linguistic intelligence due to the interaction between the group and the student’s sex, where the value reached (P) (2.93) which is not statistically significant. The study recommended the importance of focusing in the classroom on basic skills in reading and writing, given that these skills have a great role in providing them with the necessary skills that will help them in the future in mastering the skills of reading and writing, and the focus of Arabic language curricula - specifically the lower basic stage - on investigation and storming skills. The teacher’s guide included some examples of study plans implemented through investigation and others through brainstorming.

From the perspective of sociocultural theory (SCT), knowledge of an L2 is constructed and internalized through interaction. This is at odds with the "computational model" of learning that focuses on psycholinguistic processes isolated from social context. The present study was an attempt to investigate whether scaffolding, one of the key constructs of SCT, had any significant effect on complexity and accuracy of Iranian EFL leaners' narrative writing. Thirty eight (n=38) Iranian EFL learners learning English at a language institute within two intact groups (Experimental group=18, control group=20) took part in the study. The treatment lasted for one semester during which the participants wrote four narrative writings based on their course book. The writings of the two groups were rated in terms of syntactic complexity and accuracy. The results of the study showed that scaffolding turned out to have a significant effect on complexity and accuracy of Iranian EFL learners' narrative writing. In other words, the participants in the experimental group who experienced different kinds of scaffolding i.e. expert scaffolding, reciprocal scaffolding and self-scaffolding, could write more complex and more accurate narratives, as compared with those in the control group for whom scaffolding was not practiced. Keywords: EFL, scaffolding, sociocultural theory, language teaching.

This study deals with the applications of Visual, Auditory, Kinesthetic (VAK) Learning Model on Students’ Achievement in Writing Recount Text. It was conducted by using experimental research. The objective of the study was to find out whether VAK learning model significantly effected the students’ achievement in writing recount text. This study was conducted to 2013/2014 the eighth grade of SMP N. 1 Tg.Morawa, which consisted of 324 students in nine classess. The sample was divided into two groups: experimental and control groups. The instrument used to collect the data was writing test. It was found that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance µ = 0.05 with the degree of freedom (df) 70, t-observed value 2.39 > t-table value 1.994. It means that Visual, Auditory, Kinesthetic (VAK) Learning Model has a significant effect on students’ achievement in Writing Recount Text

هدفت الدراسة إلى التعرف على أثر استخدام استراتيجيات الذکاءات المتعددة في التحصيل لدى طالبات الصف الأول المتوسط بمقرر العلوم. إجراءات الدراسة: تم استخدام المنهج التجريبي؛ بتصميم الشبه تجريبي على عينة الدراسة، وقد تکونت العينة من (79) طالبة يدرسن بالصف الأول المتوسط، موزعات على مجموعتين (تجريبية، وضابطة)، وتکونت أداة الدراسة من اختبار تحصيلي وفق مستويات التفکير الثلاثة لـ وهي (المعرفة، والاستدلال، والتطبيق)؛ حيث تم اختيار المجموعتين بالطريقة العنقودية العشوائية، منهن (39) طالبة للمجموعة الضابطة تم تدريسهن بالطريقة التقليدية، بجانب (40) طالبة للمجموعة التجريبية درسن بطريقة استخدام استراتيجيات الذکاءات المتعددة، وقد تم تطبيق الاختبار التحصيلي (القبلي، والبعدي) على المجموعتين التجريبية والضابطة. نتائج الدراسة: توصلت الدراسة إلى النتائج التالية: أظهرت نتائج الدراسة أن الذکاء الشخصي الذي هو الأکثر شيوعا لدى طالبات الصف الأول المتوسط بمقرر العلوم ، يليه الذکاء اللفظي واللغوي، وبالمرتبة الثالثة يأتي الذکاء التصوري المکاني، ثم الذکاء الاجتماعي، وبالمرتبة الخامسة بين الذکاءات السائدة لدى طالبات الصف الأول المتوسط في مقرر العلوم يأتي الذکاء المنطقي، في حين أن أقل تلک الذکاءات السائدة کان الذکاء الطبيعي. أن هناک فروقا ذات دلالة إحصائية عند مستوى (α≤0.05) في متوسط درجات الطالبات بالمجموعتين التجريبية والضابطة بالاختبار البعدي عند مستويات التفکير الثلاثة ل ـ) TIMSS المعرفة، الاستدلال، التطبيق)، وذلک لصالح الطالبات بالمجموعة التجريبية؛ مما يدل علي وجود أثر لاستراتيجيات الذکاءات المتعددة على تحصيل الطلبة في المستويات الثلاثة (المعرفة، الاستدلال، التطبيق). هناک فروق ذات دلالة إحصائية عند مستوى (α≤0.05) في الدرجة الکلية للتحصيل الدراسي بالمجموعتين التجريبية والضابطة بالاختبار البعدي، وذلک لصالح الطالبات بالمجموعة التجريبية؛ مما يدل علي وجود أثر لاستراتيجيات الذکاءات المتعددة على تحصيل الطلبة. توصيات الدراسة: في ضوء نتائج الدراسة أوصت الباحثة بعدد من التوصيات أبرزها: تدريب المشرفين التربويين والمعلمين على کيفية تطبيق استراتيجيات الذکاءات المتعددة في تدريس مقرر العلوم للصف الأول المتوسط عن طريق الدورات التدريبية وورش العمل، وتهيئة غرفة الصف بمواد ومصادر تعليمية وأساليب تقنية حديثة تتيح للمعلمات استخدام أنشطة واستراتيجيات الذکاءات المتعددة في تعليم مقرر العلوم، بجانب ضرورة تضمين محتوى مقرر العلوم أنشطة الذکاءات المتعددة في مختلف الموضوعات بما يتناسب مع الطالبات في المراحل التعليمية المختلفة. Objectives of the study: This study aimed to identify the impact of using multiple intelligences strategies in the middle first grade students achievement at the Science Course. Study procedures: The experimental method was used with a quasi-experimental design on the study sample. The sample consisted of (79) middle first grade female students Distributed on two groups (experimental and control). Study instruments consisted of an achievement test in accordance with the three levels of thinking of TIMSS Which are (knowledge، application، reasoning)، as the two groups was chosen according to the cluster random sampling، (39 students) of them were in the control group where they were taught using the traditional method، and (40 students) of them were in the experimental group where they were taught using multiple intelligences strategies method. The achievement test was applied (pre، post) on the experimental and control groups. Results: The study concluded the following results: The study results showed that the self-personal intelligence is the most common among middle first grade students at the Science Course، followed by verbal and linguistic intelligence، and at third place comes the visual spatial intelligence، followed by social intelligence، and at the fifth place of the most common intelligences among middle first grade students comes the logical intelligence، While of the less common intelligences among middle first grade students comes the natural intelligence. There were statistically significant differences at (0.05≥α) level in the mean degrees of the experimental and control groups female students in the posttest at thethree levels of thinking TIMSS(knowledge،reasoning،application) in favor of experimental group female students. Which indicates the existence of multiple intelligences strategies impact on student achievement at thethree levels of(knowledge، reasoning،application). There were statistically significant differences at (0.05≥α) level In the overall Degree of academic achievement of the experimental and control groups in the posttest in favor of experimental group female students. Which indicates the existence of multiple intelligences strategies impact on student achievement. Recommendations: In light of the results of the study the researcher recommended a number of recommendations، most notably of them: Training supervisors and teachers on how to implement the strategies of multiple intelligences In teaching Science Course for middle first grade using training courses and workshops، preparing classroom with materials and educational resources and methods of modern technology which allow teachers to use the activities and strategies of multiple intelligences In teaching Science Course، and the need to include multiple Intelligences activities on various topics of the content of Science Course as appropriate for students at different educational levels.

Narrative writing in ESL classrooms is usually seen as a complex process. However, the need to help the pupils to produce a narrative essay is becoming crucial as it is a part of the UPSR examination (Primary School Evaluation Test), which carries a very high weight-age of marks for that particular session. Therefore, Digital Storytelling used as a tool to help pupils to produce better narratives. This study reports quasiexperimental research on the use of Digital Storytelling in teaching plot development in narrative writing for year-4 pupils in an urban primary school. 30 pupils were chosen using purposive sampling in a school in Kuala Lumpur, Malaysia. A pre-test of narrative writing was administered to evaluate the participants’ writing skills. The quasi-experimental research design was used to conduct this study. The participants were separated into two different groups: one experimental group and one control group. The participants of the experimental group used Digital Storytelling, focusing on plot development to produce a narrative text while the control group received a conventional method of teaching narrative writing. Finally, all the participants answered a post-test of producing narrative writing. Besides pre-test and post-test, the data was qualitatively gathered using Feedback Form, Semi-structured Interview of 4 participants, and Document Analysis of the narrative text produced. This effective, innovative strategy can be used to develop pupils’ narrative writing skills on many levels besides year-4 pupils.

This study aims to determine the effect of the sled pulling training method on sprinting ability among seventh-grade students at MTs NW Husnul Abror. This experimental study used two groups: an experimental group that received the sled pulling training method and a control group that did not receive this training. The subjects consisted of 10 male students divided into two groups of 5 students each. The data collected included pretest and posttest sprinting ability results.The Shapiro-Wilk normality test was used to ensure that the data were normally distributed. The normality test results showed that the data were normally distributed with p-values > 0.05 for all data. The Levene's test of homogeneity was used to ensure that the variances of the two groups were homogeneous. The homogeneity test results showed that the variances of the two groups were homogeneous with p-values > 0.05. The hypothesis test using the paired t-test showed that there was a significant difference between the pretest and posttest results in the experimental group (p = 0.002), while there was no significant difference in the control group (p = 0.101). The independent t-test showed that there was a significant difference between the experimental and control groups in the posttest results (p = 0.006). The results of this study indicate that the sled pulling training method has a significant effect on improving sprinting ability among seventh-grade students at MTs NW Husnul Abror. The average improvement in sprinting ability in the experimental group was higher than in the control group, with an increase of 1.44 seconds for the experimental group and 0.36 seconds for the control group. Thus, the sled pulling training method can be recommended as an effective training method to improve sprinting ability in students.

Does playing Chess improve reading, writing, speaking, and listening skill, the components of Linguistic Intelligence? The ability to manipulate syntax, phonetics, pragmatics, and semantics of the language is defined as Linguistic Intelligence. The experimental group underwent Chess training once a week, through the year (around 25 to 30 sessions), as part of co-curricular school activity. ANCOVA showed significant gains in Verbal Reasoning (an integral part of Linguistic Intelligence) for the experimental group than the control group who were involved in other extra-curricular activities. The study used pretest–posttest with control group design with WISC IV India and Binet Kamat Test of Intelligence for the assessment. 70 children in the experimental group and 81 children in the control group were randomly selected from four schools of both genders in the age group of 5 -16. Results indicate enhanced Linguistic Intelligence, which could also lead to improved communication, critical and analytical skills.

This study aims to evaluate the effectiveness of the Project-Based Learning (PJBL) model in improving linguistic intelligence and narrative text writing skills among junior high school students. The research employs an experimental method with a quantitative approach, involving junior high school students divided into two groups: the experimental group (using PJBL) and the control group (conventional learning). Data were collected through pre- and post-intervention narrative writing tests. The results show that students who participated in PJBL experienced significant improvements in linguistic intelligence and narrative text writing skills compared to the control group. PJBL encourages students to be more active, think critically, and creatively in writing, while deepening their understanding of text structure and vocabulary. In conclusion, PJBL has been proven effective in enhancing junior high school students' narrative writing abilities and linguistic intelligence, and it is recommended to be integrated into language learning. Keywords: Linguistic intelligence, Writing skills, PJBL, Narrative text.