Narrative Essay Research Articles

Exploring Nuanced Errors in Bangladeshi Tertiary EFL Students’ Writing Mechanics: A Pedagogical Implication

Background: Top of Form In order to enhance tertiary EFL students' formal writing skills, it is crucial that they develop proficiency in writing mechanics alongside their syntactic maturity. It is crucial because weaknesses in writing mechanics can significantly impact the overall quality of the content. Purpose: the present study aims to examine the nuances of the sub-categories of three major writing mechanics and thus bring up some implications for EFL teachers, syllabus designers, and material designers. Methodology: This study is qualitative in nature and collected 42 narrative essays from 42 tertiary students. The participants comprised both English and non-English majors from seven private and public universities in Bangladesh. The collected data were analyzed using Hsieh and Shannon's (2005) summative content analysis. Findings: The findings of the analysis indicate that the most error-prone mechanics for students are the correct usage of ending punctuation marks (specifically the full stop) and non-ending punctuation marks (such as commas), while the second most challenging mechanics are the correct spellings of di- and polysyllabic words. Further, in capitalization mechanics, they encounter difficulties in the appropriate use of uppercase letters. Research implications: The study concludes with pedagogical implications that tertiary EFL teachers, syllabus designers, and material designers should put more emphasis on the sub-categories of writing mechanics while designing writing tasks for tertiary EFL learners.

Analysis of Misuse of Eyd in Elementary School Students of SD Negeri Sangiang Jaya

Education is a process, namely the process of maturing students. This process is carried out by educators consciously and responsibly. Children who have difficulty in one or more of these difficulties usually have low achievement and grades in certain subjects. Research Focus, determining what factors cause students to have difficulty writing EYD, especially the use of capital letters, periods and commas, students' problems in using EYD (capital letters, periods, commas), problem formulation based on the background of the problem So the formulation of the problem in the research is, what difficulties do students have in using EYD, how many mistakes do students make in writing narrative essays in accordance with EYD, research objectives In accordance with the problem formulation that has been determined, the objectives to be achieved in this research namely, describing what factors cause students to have difficulty writing EYD, describing what mistakes students make in using EYD.

Analisis kesalahan ejaan bahasa jawa pada karangan narasi peserta didik kelas v sekolah dasar

Javanese language becomes important to be learned by students due to the lack of preservation of the use of Javanese language. Javanese language lessons are needed which can also preserve Indonesian culture. There are still found spelling errors in the Javanese spelling among the students. So, this study is about examine the errors of Javanese Language rules in fifth grade elementary student’s narrative essay. The aims of the study is for analyzing Javanese misspellings and the causes of these errors. This study is a qualitative research which describes the data detailed. This research data is taken from document studies of narrative text, interviews with teachers and learning observations. Data validity check used in this research are theoretical triangulation and source triangulation. This research was conducted with 12 data samples from students' narrative essays. Spelling errors that were found included errors in the use of letters, writing words, using punctuation marks and language interference. There are three dominant factors that cause language errors that occur in students, the influence of other languages that are more mastered than Javanese, lack of understanding of Javanese, lack of lessons that discuss in detail about the rules of Javanese writing.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TTW (THINK TALK WRITE) TERHADAP KETERAMPILAN MENULIS KARANGAN NARASI PESERTA DIDIK KELAS V DI SEKOLAH DASAR

This research was motivated by problems found in class V at SDN Budhi Karya, namely the lack of students' ability to write narrative essays. The type of research used by researchers is a quantitative approach with quasi-experimental or experimental research like an experiment focuses on designnonequivalent control group design. The population used by researchers is all class V students at SDN Budhi Karya, and the sample used by researchers is class VA which is the experimental class and class VB is the control class. The sample in this study used techniques sampling purposive. The instruments used in data collection were tests, namely pretests and posttests to measure students' essay writing skills after being given treatment. The results of the research show that the use of the think talk write type cooperative learning model has an influence with an effect size value of 0.37 in the medium category.

Keterampilan Menulis Karangan Narasi Siswa Kelas 5 Sekolah Dasar

This research aims to determine the narrative essay writing skills of class 5D students at SD Negeri 17 Pekanbaru. This research is a qualitative descriptive study. The subjects of this research were class V teachers, as well as all class 5D students at SD Negeri 17 Pekanbaru. The data collection techniques used were observation, interviews and documentation. The main instrument is the researcher using observation guide tools, interview guidelines, document review sheets. Data were analyzed through data reduction, data presentation, and drawing conclusions. The data validity checking technique uses triangulation of techniques and sources. The research results show that the narrative essay writing skills of class VD students at SD Negeri 17 Pekanbaru can still be said to be not optimal. This is because, there are still some students who are not correct in writing narrative essays as seen from the 5 criteria in this research, namely 1) Content, VD class students are not yet appropriate in developing content according to the theme and characters, plot and setting in students' narrative essays. clear. 2) Organizational Content, students are still wrong in determining the theme given by the teacher and the ideas written by students are not clear. 3) Grammar, students' use of grammar is still not correct. Students do not use subjects and predicates in writing narrative essays. 4) Word choice, students when writing narrative essays do not pay attention to writing capital letters and lower case letters. 5) Spelling and punctuation. The student's use of conjunctions is correct. However, students do not pay attention to the use of punctuation marks such as periods (.) and commas (,). This makes readers confused when reading students' narrative essays.

Art Students’ Error Analysis in Using Past Tense in Narrative Essay

As EFL learners, writing a narrative essay with proper grammatical rules and good chronological order is not easy. Although simple past tense has been introduced to students, previous studies found that the misuse of past tense remains a problem. A similar case also happened to art students at Sekolah Tinggi Kesenian Wilwatikta Surabaya. Thus, this study aimed to find out the students’ errors in using past tense in their narrative essays. It is seen as an urgent point since the literature about how art students deal with English subjects is very limited. Help is still required, and it begins by identifying their errors in writing. By employing qualitative content analysis of 30 students’ narrative essays, this study found a total of 197 errors. These errors were grouped into three categories: omission (98 errors), addition (67 errors), and misinformation (32 errors). A conclusion was drawn that the students committed grammatical errors in their narrative essays due to several factors such as L1 interference, different grammatical rules between Indonesia and English, insufficient grammatical knowledge, overgeneralization, rule restriction ignorance, and false hypothesis.

Effects of task-based instructions on second-language learners' comprehension of collocations to improve writing skills: A pedagogical perspective

The current study was envisioned to examine the influence of task-based writing instruction (TBWI) on learners’ knowledge of collocations and its impact on the writing performance of a sample of 20 students registered in undergraduate programs at a college in Pakistan. English language teaching (ELT) practitioners and researchers have been promoting Task based language teaching (TBLT) as an important component of language pedagogy curricula in many nations across the world. In the current study, tasks were used as the principal part of teaching, and a mixture of consciousness-raising and communicative task-based materials were used to develop learners' understanding of collocations in writing narrative essays. To enable the research process, the writing samples were collected at the start and end of the study to evaluate any language development in second language performance. Quantitative content analysis was used in terms of language complexity, fluency, and accuracy to analyze the written work to comprehend the development in the learners’ understanding of collocations and their use to improve writing skills after they have been instructed using Task Based Language teaching methodology. The results of the data implied vital signs of improvement in the level of learners’ knowledge of collocations and writing performance in terms of language performance with regards to language complexity, accuracy and fluency.

Battle of the Gr8’s: A Game-Based Strategy to improve academic writing skills of Grade 8 Learners

This classroom action with the goal of overcoming the students' academic writing challenges by enhancing the students' mechanics, organization, grammar, style, and composition determined the effectiveness of the researcher-made game-based strategy as an intervention on enhancing the academic writing skills of selected Grade 8 students in English at Goldenville School of Montessori Inc. for the school year 2022-2023. To determine the academic writing skills of the participants of the study before the intervention, pre-writing that requires students to compose a narrative essay on a specific topic has been administered. The students identified with difficulties were subjected for the intervention. The researchers held post-writing activities that determined the effectiveness of the game-based strategy in their academic writing performance in English. With a Purposive sampling method as the sampling technique to identify the ideal participants of the data gathering procedure, the researchers found several results after the implementation of the proposed intervention, specifically the significant difference between the scores of the respondents in the pre-writing and post-writing using the five-week intervention plan for Grade 8 students. Further analysis pondered that there was a significant difference in the academic performance between the pre-test and post-test scores of the Grade 8 students in terms of the game-based strategy in improving the academic writing skills of those students. Through the implications, the recommendations: conduct similar studies for Grade to Grade 10, implement this similar intervention to all quarters/grading periods and use differentiated instructional materials to make the game livelier and to catch the attention of the students.

Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions

This study examined the combined effects of written corrective feedback (WCF) and think-aloud protocols (TAPs) as two types of pedagogical intervention for improving the revision quality of second language (L2) writing. With a quasi-experimental design, it explored whether TAPs trigger deeper processing of WCF under two WCF-type conditions: direct or indirect WCF. Participants were 80 high-intermediate learners of English as a second language (ESL) at a US university who were divided into (1) direct WCF+TAPs; (2) direct WCF-only; (3) indirect WCF+TAPs; and (4) indirect WCF-only. The impacts of the interventions were gauged by changes in seven subsystems of complexity–accuracy–lexis (CAL) between the first and final drafts of narrative essays. Results showed differential impacts of the four conditions depending on the linguistic dimensions, including some negative impacts of TAPs. Participants’ comments during TAP sessions were used to triangulate the interventions’ effects. We conclude that WCF and TAPs promoted different types of processing; while WCF contributed to the potential restructuring of learners’ interlanguage systems, TAPs triggered learners’ higher-order thinking and served as a self-reflection tool to make strategic decisions in revising the text.

Discarding Information

In this narrative essay, a neonatologist describes the importance of giving patients the respect and space to decide the value of medical information themselves.

Integrative Study of Continuation Task in High School based on Themetic Progression

The writing component of college entrance exams now includes a brand-new form of test called a continuation task. In high school, a well-defined form of thematic growth is a midwife to improving its coherence, articulation, and logic. The narrative essay's mode of thematic progression in this study is examined using the examples “My Amazing Naadam Experience” from Unit 1 Festival and Celebration, “Li Lan’s Travel Journal” from Unit 3 Diverse Culture, in PEP Compulsory Three, and “Seeing the True North via Rail: Vancouver and the Heart of Canada” from Unit 4 Journey Across, in Selective Compulsory Two. The concept and tips for the test question “Continuation Task” from the New Curriculum II Paper 2022 were examined in this study, using it as an example. The “six elements and four patterns” technique is offered, along with the evaluation criteria, hoping that this can give front-line teachers a reference for teaching the continuing assignment.

Hubungan Kemampuan Berpikir Kreatif Dan Menulis Deskripsi Pada Siswa Kelas II Sekolah Dasar

Writing activities are creative activities, through learning to write students can develop their creative potential. There are many benefits that can be gained from writing, including increasing intelligence, developing initiative and creativity, growing courage, encouraging the will and ability to gather information. However, the reality in the field shows that students in writing narrative essays have not been able to express their correct ideas as clearly as possible. This shows that students' creative thinking skills in writing narrative essays are still low and causes only a few students to be capable of creative thinking skills in writing narrative essays, especially in the lower classes. The aim to be achieved in this research is to determine the relationship between creative thinking and elementary school students' descriptive writing abilities. This research is correlational research (Correlational Studies) to determine the relationship between the ability to think creatively and the ability to write descriptions. The results of the research concluded that there is a relationship between creative thinking and elementary school students' descriptive writing abilities.

PENERAPAN MODEL BRAIN WRITING UNTUK MENINGKATKAN KETERAMPILAN MENULIS KARANGAN NARASI SISWA SEKOLAH DASAR

This study aims to determine the improvement of narrative writing skills by applying the Brain Writing model to the fifth grade students of SDN 012 Langgini. This type of research is classroom action research (CAR) which is carried out in two cycles. Each cycle consists of two meetings and four stages, namely planning, implementation, observation, and reflection. Data collection techniques are documentation, tests and observations. The results of this study can be concluded that in the skills of writing narrative essays for class V SDN 012 Langgini in the first cycle of the first meeting, there were 8 students with a percentage of 47.05%. Furthermore, in the first cycle of the second meeting of the students who completed there were 9 students with a percentage of 52.94%. While in the second cycle of the first meeting, 11 students completed the first meeting with a percentage of 64.70%. Finally, in the second cycle of the second meeting, there were 14 students who completed the second meeting with a percentage of 82.35%. Thus, it can be concluded that the application of the Brain Writing model can improve the skills of writing narrative essays in the fifth grade of SDN 012 Langgini.

Exploring Academic Writing Proficiency of Tertiary EFL Learners of Bangladesh: A Pedagogical Implication

It is essential that tertiary EFL students become proficient in all key aspects of writing, such as content, arrangement of ideas, usage of appropriate vocabulary, use of language and grammatical precision, and mechanics, in order to improve their formal writing skills. As a result, the current study's objective is to assess the level of writing competency of tertiary EFL students in terms of the key writing components and to provide some recommendations for EFL teachers, syllabus writers, and material designers. This study is qualitative in nature that collected 49 narrative essays from 49 tertiary students. The participants comprised both English and non-English majors from seven private and public universities in Bangladesh. The data were generated from English writing tests where students wrote one narrative essay. The texts were then analyzed on the basis of the analytic writing rubrics proposed by Jacobs et al. (1981) to see students’ writing ability in general. The findings of the analysis indicate that Bangladeshi tertiary EFL learners’ proficiency in all the major components falls in the category of Fair to Poor. The findings also indicate that the most challenging writing skills for the learners are the use of language and the use of vocabulary. The study concludes with some pedagogical suggestions for tertiary EFL teachers, syllabus designers, and material designers. This study stands out as unique and important since little research has previously attempted to evaluate the writing proficiency levels of Bangladeshi tertiary students under the key writing components.

Utilizing Critical and Creativity Thinking to Enhance ESL Grammar and Vocabulary in Narrative Essay Writing among Malaysian Form-Four Learners

English as a Second Language (ESL)learners need to master all the four language skills which are listening, speaking, reading, and writing unconditionally. Nevertheless, most Malaysian ESL learners face a major problem in writing skill when compared with the other three skills. The 21stcentury learning skills are divided into the main four skills which are communication, collaboration, critical thinking, and creativity thinking. Henceforth, this study attempts to assess the usefulness of utilizing critical and creativity thinking-based activities among Malaysian upper secondary ESL learners in developing their grammar and vocabulary features to enable them to construct an appropriate and good piece of narrative essay. The participants of this research encompassed 17 Form-Four ESL learners from a secondary school in Penang, Malaysia. It was a mixed-method study, in which data were collected quantitatively by conducting pre-test and post-test, while the data were gathered qualitatively by using participant observation and document analysis. The findings indicated that relevant grammar and vocabulary activities by incorporating critical and creativity thinking of the 21stcentury main skills showed positive responses among the participants. It is hoped that the critical and creativity thinking-based activities would assist in learning and teaching narrative writing skills.

Pengaruh Strategi Critical Incident terhadap Hasil Belajar Menulis Karangan Narasi Siswa Kelas V SDN 19 Malela Kecamatan Suli

The aim of this study was to determine the effect of the critical incident strategy on learning outcomes in writing narrative essays. This research is a descriptive type. The population of this study were fifth grade students at SDN 19 Malela for the 2022/2023 academic year, consisting of one class. The sample in this study were all Class V students at SDN 19 Malela, Suli District, totaling 27 students. Sampling used a total sampling technique. Data collection techniques used in this study were tests (pre-test and post-test), observation and documentation. Learning outcomes after applying active learning strategies based on calculations with 26 degrees of freedom, produce t-count = 5.0144 and t-table = 2.056. The results of these calculations show that t count ≥ t table (5.0144 ≥ 2.056). It can be concluded that the use of active learning strategies in critical incidents has an impact on the learning outcomes of fifth grade students at SDN 19 Malela, Suli District, Luwu Regency.

Exploring hidden curriculum in responsible management education: A narrative inquiry of students' lived experience in management and leadership training programmes

The purpose of this article is to reflect on responsible management education by exploring possible disjunctions between formal and Hidden Curricula in a Business and Management Faculty in Northern Uganda. Using the United Nations (UN) initiated Principles of Responsible Management Education (PRME) as point of departure, we explore intertextual links between the PRME document and two formal master's degree curricula. To unpack Hidden Curricula, we analyse narratives by master's degree students in their final year of study. For this purpose, we apply narrative analysis combined with corpus-assisted genre analysis to identity frequently occurring themes. Our data consists of three documents (PRME, MBA and MPA curricula) and narrative essays from 10 students.While the keywords ‘ethical’, ‘sustainable’ and ‘responsible management’ were salient in the PRME document, themes such as ‘management’, ‘leadership’ and ‘business’ turned out to be more prominent in the formal Master's degree curricula, thus indicating some intertextuality. However, the intertextual relationship between the students' narratives and the PRME was weak.Based on our findings we argue a need for strengthening business and management education along the lines of PRME by paying more attention to the Hidden Curriculum for building ethical, sustainable and responsible competencies.

Kesalahan Morfologi dalam Karangan Narasi Siswa SMA Kelas XI Muhammadiyah Lamahala Adonara Timur Kabupaten Flores Timur


 
 
 
 This study aims to describe the forms of morphological affixation errors in students' narrative essays, especially prefixes, suffixes, infixes, and confixes. The subjects of this study were students of class XI SMA Muhammadiyah Lamahala. The data collected amounted to twenty narrative essays. The method used in this research is qualitative method . After the data is collected from the results of the analysis in written form. The analysis technique used is note-taking technique and reading technique. In composing narrative essays students are asked to write narrative essays in the form of personal experiences related to life stories both about family, friends, environmental conditions and others. The results of this study showed that of the twenty narrative essays analyzed, all students' narrative essays were obtained, namely the use of prefixes with 26 errors, 11 errors in the use of suffixes, and 3 errors in the use of confixes. Meanwhile, the use of infixes did not find errors.
 
 
 

Analyzing Students' Skills in Writing Narrative Texts at SDN Cemorokondang 4 Malang

This study aims to determine the ability to write narrative essays of fifth grade elementary school students. In this study, there are 2 types of narrative essays, namely expository narrative essays and suggestive narrative essays. In this study used a descriptive research method, a qualitative approach. The subjects in this study were 20 students of class V at SDN Cemorokandang 4, Malang City. The instrument used is the instrument for students' ability to write narrative essays. The data analysis technique used is the Milles and Huberman model, which consists of data reduction, data presentation, and verification/conclusion. Based on the results of an analysis of the ability to write narrative essays for fifth grade students at Cemorokandang 4 Elementary School, Malang City, the assessment guidelines for writing narrative essays consist of 6 aspects, namely plot, characters, setting, content, style (choice and vocabulary structure), and spelling and punctuation. The results category for writing expository narrative essays showed 15 students had good criteria, 4 students had enough criteria, and 1 student lacked criteria. The category of students' suggestive narrative writing results showed 2 students with very good criteria, 9 students for good criteria, 3 students for sufficient criteria, and 6 students for poor criteria.

PENERAPAN PROJECT BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN MENULIS PADA MATA PELAJARAN BAHASA INDONESIA DI KELAS IV SDN 196 SUKARASA KOTA BANDUNG

The background of this study is the low writing skills of students, especially in writing narrative essay writing skills. This research was conducted in class IV SDN 196 Sukarasa, Bandung. The learning model applied is the Project Based Learning model. The research method used in this research is Classroom Action Research which consists of two cycles, where each cycle consists of two meetings. The purpose of this research is to design a narrative essay writing lesson through the application of a project based learning (PJBL) model for fourth grade students at SDN 196 Sukarasa, Bandung City; To determine the increase in project-based learning outcomes (PJBL) can improve the skills of writing narrative essays in grade 4 students at SDN 196 Sukarasa, Bandung City. Research data obtained through observation and assignment. From the results of this study it can be concluded that the application of the Project Based Learning model can improve the skills of writing narrative essays to increase, it can be seen from the results of student learning completeness in the pre-cycle or initial test obtained 5 students or 23% who achieved 23% mastery in the pre-cycle before implementing the model learning Project Based Learning (PJBL) increased by 54% to 77% in cycle I with the application of the Project Based Learning (PJBL) learning model and experienced an increase of 12%, namely 89% in cycle II. Of the 22 students, there were 5 students who had not achieved completeness in cycle I and in cycle II it decreased so that all students achieved completeness.