Narrative Writing Research Articles

Cartoon Film Media in Improving Narrative Writing Ability Of 11th Grade Science Students Of SMAN Situraja

The objectives of the research are: (1) to find out whether the students’ skill in writing narrative texts can be improved by using cartoon films. (2) to find out the effectiveness of the teaching and learning process when cartoon films are used in teaching writing narrative texts. The researcher collected the data using qualitative and quantitative data. The improvement of students’ writing skill includes: (1) having an abundance of vocabulary; (2) using correct capitalizations and spelling; (3) making sentences grammatically; (4) developing their ideas into coherent paragraphs. The effectiveness of using cartoon films shown in: (1) motivating students to write; (2) making the lesson more clearly (3) increasing their interest; (4) increasing their attention. The students’ score in pre-test was 61.77, post-test 1 in cycle 1 was 70.6, and post-test 2 in cycle 2 was 74.90. It can be concluded that the use of cartoon films can improve students’ skill in writing narrative text.

Investigation of Bilingual 7th Grade Students’ Narrative Writings in Terms of the Elements of Coherence and Cohesion

In the current study, the narratives of bilingual middle school 7th grade students who acquired Turkish as a second language were examined in terms of the elements of coherence and cohesion, which are among the criteria of textuality. The study group of the current research is comprised of 20 bilingual 7th grade students attending a middle school in the Mazıdağı district of the city of Mardin in the spring term of the 2020-2021 school year. All the students in the study group are bilingual students who first acquired Kurdish and then Turkish at school or in the social environment. The study is descriptive in nature and was carried out using the survey method. In addition, a document analysis was performed on the narrative writings obtained from the students in the study. The data obtained from the study were analyzed with the measurement tools of the “Coherence Level Evaluation Chart” and the “Cohesion Level Rubric”. In the study, the bilingual 7th grade students were asked to create another story based on a minimal story that was given to them before and combining this short story with the new story they were going to create. The students were asked to put the minimal story given to them in any part of the story according to the plot of the new story they would create. In this way, the effect of bilingualism on the students’ writing coherent and cohesive texts was investigated on the basis of the narrative texts the students had written. In the study, it was determined that the students’ mother tongue was also reflected in their narrative writings and they formed their texts in line with the language schemes they first acquired.

STUDENTS’ PERSPECTIVES ON THE TEACHERS’ WRITTEN CORRECTIVE FEEDBACK IN ONLINE PROFESSIONAL NARRATIVE WRITING CLASS

This research aimed to find out students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing classes and discover the types of the teachers' written corrective feedback that Professional Narrative Writing students prefer to help them revise their writing. Thus, the research questions of this study were (1) What are the students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing class? and (2) What are the types of the teachers' written corrective feedback that the students prefer to get to help them revise their writing in Professional Narrative Writing class? The participants of this study were thirty-four (34) students from three online Professional Narrative Writing classes in Universitas Kristen Satya Wacana. This study was conducted from September until December 2021. Also, the data collection instruments used open-ended and closed-ended questionnaires and interviews. The findings showed that the participants had positive and negative perspectives toward the teachers' written corrective feedback in online Professional Narrative Writing class. Then, the most preferred type of the teachers' written corrective feedback was indirect feedback since the participants believed it could help them revise their essays. Therefore, the findings of this study were expected to be useful for teachers in giving effective written corrective feedback. Keywords: students' perspectives, the teachers' written corrective feedback, online professional narrative writing class

The Influence of Linguistic Intellegence Level and Reading Interest on Narrative Writing Skills of Students in Fifth Grade Primary School

The influence of the level of linguistic intelligence and reading interest on the narrative writing skills of fifth-grade students. This study uses a quantitative explanation with an ex post facto research model with a total sample of 40 students. The results of this study indicate that: (1) The level of linguistic intelligence obtained an average score of 87.38, and the distribution of scores of 40 students (100%) was in the medium category. (2) Students' reading interest obtained an average score of 89.93, and the distribution of scores, as many as 38 students (95%) were in the very good category, and two students (5%) were in a good category. (3) The average score of students' narrative writing skills was 35 students (87.5%) in the very good category, while five students (12.5%) were in the good category. (4) There is no significant effect of the level of linguistic intelligence on students' narrative writing skills. (5) There is a direct influence between reading interest on students' narrative writing skills. (6) There is a positive and significant influence between the level of linguistic intelligence and reading interest on students' narrative writing skills.

Narrative Writing Progress of Rural Elementary Students in Mixed-Ability Online Pairings

This article reports on a qualitative secondary data analysis of a study of upper elementary students’ narrative writing progress in U.S. rural schools. It compares students working online in pairs with those working alone. We explain why the intervention had some positive effects for struggling writers but few effects for skilled writers. The qualitative analysis of student online writing products, student peer feedback, and teacher interviews indicated that struggling writers in the experimental group wrote more ambitious but less coherent stories than struggling writers in the control group, and that skilled writers in the experimental group received poor-quality feedback and were less inclined to revise than skilled writers in the control group. We provide suggestions for writing instruction and technology support for skilled and struggling writers.

The Role of Teacher-Generated, Learner-Generated, and Creative Content in Chinese EFL Students’ Narrative Writing: A Contextual Perspective

Task complexity has long been posited as an influential task feature inspiring much research. However, task complexity frameworks might be in need of adjustment, as they tend to emphasize the role of cognitive factors and neglect affective ones despite the fact that learner agency and potential for creativity have been linked to certain aspects of task performance, possibly exerting their influence through learners’ affects. Thus, to investigate the role of agency and creativity in task-based L2 writing, this study aimed to explore the relationship between task conditions conceptualized as the levels of learner agency and the potential for creativity in Chinese students’ English written performances on the one hand, and the possible role that the study contexts might play in the written performances in each task condition on the other. Participants of the study were two groups of Chinese intermediate learners of English studying in Hungary and China (n = 40), producing 120 narratives altogether. In our study, different aspects of task performance, i.e., syntactic and lexical complexity and accuracy, were associated with learner agency and potential for creativity. Moreover, differences were found in fluency between Chinese students studying in the different contexts, indicating the possible role of study contexts in this regard.

The Use of Joylada Application in Teaching Narrative Writing

The research aimed to increase students’ writing skills on narrative text in English lesson by using Joylada application. The subject of this research was eighth-graders at one of Junior High School in South Tangerang City which considered 40 students. The method of this research was quantitative method with pre-experimental study. The data were collected by giving pre-test and post-test as the instruments. The result of this research showed that there was increasing of student in narrative writing skill. The result was calculated by using t-test. The findings proved that the students in pre-test was 2500 with the mean score 62.5. The lowest score was 48 and the highest score was 75. Meanwhile, in the result of post-test 3336 with a mean 83.4. The lowest score was 75 and the highest score was 95. From the score result, it can be concluded that the higher score was post-test. The results of the t-test calculation showed that t-cal was 17.5 and t-table with degrees of freedom (df) 40 obtained 1.68. The significance value was less than 0.05 and t-cal > t-table. The result can be concluded that the Joylada application can be unique and an alternative for teaching narrative writing skills. The students can increase their narrative writing skills through Joylada application.

ESL Learners’ Narrative Writing in Google Classroom

ESL Learners’ Narrative Writing in Google Classroom

Students’ Perspectives of Online Collaborative Learning in Professional Narrative Writing Course

Writing becomes one of the complex processes in learning English. Students must consider many things to develop good writing, especially non-native English students in the Professional Narrative Writing course at Universitas Kristen Satya Wacana. Due to the COVID-19 that was spreading in the world, Professional Narrative Writing students had to do online writing activities, one of them was doing online collaborative learning. Therefore, the aim of this study was to investigate the students’ perspectives of online collaborative learning in the Professional Narrative Writing course. Also, this study attempted to address one research question: What are the students’ perspectives of online collaborative learning in Professional Narrative Writing course?. The participants of this study were thirty-four students from three online Professional Narrative Writing course. This study used the qualitative method with thematic analysis. Then, the data were collected using open-ended and close-ended questionnaires and interviews. The results showed that all students did online collaborative learning in the Professional Narrative Writing course. They had positive and negative feelings during the online collaborative learning. Besides that, the students had different opinions on whether online collaborative learning was beneficial or difficult for them. Although students experienced difficulties in online collaborative learning, they could deal with them well. Afterward, the results indicated the number of students who preferred online collaborative learning was higher than individual work. Hopefully, this research was fruitful for the students to find out other students’ perspectives on online collaborative learning. Also, this research may help the lecturers to determine whether online collaborative learning was suitable for students or not.

Narrative Writing as Reflective Practice: Its Therapeutic Relevance

Reflection refers to an activity or process in which our lived experience is recalled, considered, and critically evaluated. Reflective practice is an increasingly accepted methodology for professional development. Such practice develops an ability of continuous learning while creatively applying current and past experiences along with reasoning to unfamiliar events as they occur. Reflective practice helps doctors to maintain their professional competence on existing knowledge, attitude and behavior. Narrative writing, in this regard, is one of the several ways of reflective practice in which practitioners regularly write reflections about their situation, thought, and action. The reflective practice, also known as ‘Narrative medicine’, has been widely used in medical field. Such practice of narrative medicine can lead to produce more ‘humane’ doctors who can improve the treatment satisfaction in both, the doctors and patients. Hence, narrative writings can improve the treatment and increase the professional competence of the doctors.

The Effect of the Mind Mapping Method on the Narrative Writing Ability of Class V Students of School

The influence of the Mind Mapping Method on the narrative writing skills of the fifth grade students of MI Ma'arif Sentul. Thesis of Elementary School Teacher Education Study Program, Faculty of Psychology and Educational Sciences, Muhammadiyah University of Sidoarjo. This study aims to describe the effect of the mind mapping method on the ability to write narratives for fifth grade students at MI Ma'arif Sentul. This research uses quantitative research. The method used is pre-experimental design with One Group Pretest-Posttest research design. The instruments in this research consist of learning instruments in the form of syllabus, lesson plans, teaching materials, worksheets for class V MI Ma'arif Sentul students using saturated samples. Data collection in this study used tests, namely pretest and posttest on writing skills. This study determines the data analysis technique using descriptive analysis techniques and analysis in the form of normality tests and hypothesis testing, the results of the study show that the mind mapping method has an influence on writing skills.

The Effects of Problem-Based Learning Model with Environmental Literacy-Oriented on the Elementary School Students' Narrative Writing Skills

This research aimed to determine the effects of a problem-based learning model with environmental literacy-oriented on the elementary school students' narrative writing skills. Using the quasi-experimental method, this research employed a non-equivalent control group design. The research participants were 50 fifth-grade students of Islamic Elementary School (MI) Darul Qirom, consisting of 25 students in the experimental class and 25 students in the control class. The data were collected using a test instrument consisting of five questions about writing narratives. The data were then analyzed using the independent sampel t-test with the assistance of the SPSS application. The data analysis showed a significant difference between the class that used the problem-based learning model with environmental literacy-oriented and the class that used the conventional learning model, with a significant value (2-tailed) of 0.006 < 0.05. In this study, the average post-test score for the experimental class after the treatment was 5.52 higher than the control class (78.2 > 72.68). It can be concluded that the environmental literacy-oriented problem-based learning model has a significant effect on the narrative writing skills of elementary school students. Keywords: problem-based learning, environmental literacy, writing skill. Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh problem-based learning berorientasi literasi lingkungan terhadap keterampilan menulis narasi siswa sekolah dasar. Dengan menggunakan metode kuasi eksperimen , penelitian ini menggunakan non-equivalent control group design. Partisipan penelitian ini adalah 50 siswa kelas V MI Darul Qirom, terdiri dari 25 siswa kelas eksperimen dan 25 siswa kelas kontrol. Data diambil melalui instrumen tes yang terdiri dari lima soal uraian tentang menulis narasi. Data yang diperoleh kemudian dianalisis menggunakan uji t dengan bantuan aplikasi SPSS. Analisis data menunjukan adanya perbedaan yang signifikan antara kelas yang menggunakan model pembelajaran problem-based learning berorientasi literasi lingkungan dengan kelas yang menggunakan model pembelajaran konvensional, dengan nilai signifikansi (2 tailed) sebesar 0,006 < 0,05. Pada penelitian ini, nilai rata-rata post-test kelas eksperimen setelah diberikan perlakuan menjadi 5,52 lebih tinggi dibanding kelas kontrol (78,2 > 72,68). Dapat simpulkan bahwa model problem-based learning berorientasi literasi lingkungan berpengaruh signifikan terhadap keterampilan menulis narasi siswa sekolah dasar. Kata kunci: problem-based learning, literasi lingkungan, keterampilan menulis.

Developing Students' Narrative Writing Skill Through “Islamic Picture Series” in an Islamic Senior High School

This study aimed to discover whether the use of Islamic Picture Series could improve the narrative writing skills of Islamic high school students in Makassar. The method of the study was pre-experimental with one group pre-test and post-test design. The population of the study was 10th Grade students of SMA IT Wahdah Islamiyah Putri Makassar, South Sulawesi in 2020/2021 academic year. Eighteen (18) students were selected as samples of the study using random sampling technique. The instrument of this study was a writing test which administered as a pre-test and post-test. Descriptive statistics was used to analyze the data. The results of data analysis showed that the post-test mean score was 91.8. This was greater than the pre-test mean score (87.2). Furthermore, the significant value of this study (0.000) was smaller than the alpha level (0.05). This means that H0 is rejected and H1 is accepted. Therefore, it can be concluded that Islamic picture series could be used as media in developing the students’ narrative writing skill of 10th Grades of SMA IT Wahdah Islamiyah. This study implies that Islamic Picture Series possesses a positive outcome towards fostering Islamic students’ writing skill in senior high school context.

Hots Questions and Narrative Writing Ability of Lower Primary Pupils in a Vernacular School

Narrative writing is a skill given emphasis by the Ministry of Education (MoE) through the specific Content Standards (CS) and Learning Standards (LS) stipulated in the Curriculum Standard and Assessment Document (DSKP) and aligned to the Common European Framework of References (CEFR) scales. However, lower primary pupils; particularly in urban areas still struggle to produce narrative writings that show quality. This paper presents and discusses an Exploratory Case Study on the use of Higher Order Thinking Skills (HOTS) questions to improve pupils’ narrative writing skills. The study involved 6 purposively chosen lower primary pupils in a vernacular school in Sarawak. Data were collected through classroom interactions, WhatsApp interviews and document analysis. This was to ensure the validity and reliability of the data. Findings of the students’ interview responses indicated that they felt the HOTS questions helped improve their narrative writing as evident in the analysis of their writing tests. Discussions on the findings imply pedagogical, theoretical and policy implications relevant to the Malaysian education and students aspirations outlined in the Malaysian Education Blueprint 2013-2025. Meanwhile, areas for further research can focus on the effectiveness of HOTS on improving other language skills and competency.

Anaphoric Reference in Written Narratives by German-Speaking 10-Year-Olds and Adults: The Influence of Referential Function and Character Type

It has been suggested that acquiring the appropriate use of referring expressions consists of a shift from an initial focus on global accessibility factors, e.g., animacy or character type, towards primarily considering local accessibility factors, such as information status, referential function and topicality. At which age this shift takes place remains an open question. The present study investigates anaphoric reference in picture-based written narratives by German-speaking 10-year-olds and adults. We analyse and compare the extent to which referential function (maintenance vs. reintroduction), a local accessibility factor, and character type (main character vs. secondary character), a global accessibility factor, influence children’s and adults’ choice of referring expression. The results show that referential function affected referential choice in both children and adults, with significantly higher proportions of pronouns in maintenance than in reintroduction. However, character type only influenced the children, who produced a significantly higher proportion of pronouns with main characters than with secondary characters. These results suggest that children’s referring expression use is not yet fully adultlike at age 10, and that adults and children weigh local and global accessibility factors differently: global factors play a role in children’s referential choice in addition to local ones, whereas adults are primarily influenced by local accessibility factors.

The Effectiveness of Contextual Teaching and Learning Approach in Enhancing Indonesian EFL Secondary Learners’ Narrative Writing Skill

This study investigates the effectiveness of the Contextual Teaching and Learning (CTL) approach in enhancing Indonesian EFL secondary learners’ narrative writing skills and the perception of Indonesian EFL secondary schools toward applying the CTL approach. This study employed a quasi-experimental design with fifty-two eleventh-grade students as participants. The participants were divided into two groups; An experimental group received the CTL approach, and a control group received the conventional way. This study utilized a pre-posttest and perceptional questionnaire. Nonparametric tests (i.e., Mann-Whitney U test and Wilcoxon test) were run to analyze the data in this study. The Man-Whitney U test indicated a significant difference between the mean score for the experimental group with the CTL approach and the control group without the CTL approach (9.86 > 10.12). Meanwhile, the Wilcoxon test illustrated that the leading score of the pre-test (10.14) and the post-test (16.05) in the experimental group differ significantly. Implementation of the CTL approach through its components positively contributes to teaching narrative writing skills. Meanwhile, the perceptional questionnaires showed that the students' experiment group perceived the implementation of the CTL Approach positively. This study results render teachers’ insight into a practical approach to teaching writing to be able to teach narrative writing.

Feasibility, Acceptability and Qualitative Analysis of a Narrative Writing Intervention with Parents of Children in Pediatric Critical Care (S557)

Feasibility, Acceptability and Qualitative Analysis of a Narrative Writing Intervention with Parents of Children in Pediatric Critical Care (S557)

The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study

The present study contributes a systematic 5-year longitudinal investigation of the syntactic complexity development patterns in the L1 narrative writings of mainland Chinese primary school students. By adopting the longitudinal systematic approach, we aim to: (1) depict the specific trajectories of syntactic complexity development in L1 Chinese writings, (2) investigate whether, how and to what extent students’ proficiency levels influence syntactic complexity development in terms of different indices, and (3) study the effectiveness of indices and possible relationships between them. Hierarchical linear and nonlinear models and pairwise comparisons were performed to depict both the overall developmental trajectory and the detailed statistical differences between grades. All the indices have demonstrated a general growth of syntactic complexity but with different growth patterns. Similar subordination development but different coordination development trajectories were found when comparing the present findings with those previously reported in English. Evidence suggests that students’ proficiency level significantly influenced four out of the five indices in different ways. Unexpected inconsistencies between the length- and density-based indices and a possible topic limitation effect were also reported. Implications for L1 and L2 Chinese writing assessment, acquisition and instruction were provided.

Constructing Sentences for Narrative Writing Using Wh-Questions among Rural Primary Year 6 Students

Constructing Sentences for Narrative Writing Using Wh-Questions among Rural Primary Year 6 Students

A Mapping of the Twentieth-Century Urban Geography in North America Using Written Narratives and Network Analysis

Exploring the intellectual heritage of urban geography in North America (UGNA) is a valuable but daunting challenge. One practical way is to mine the written narratives about its key figures and to map the pattern of their interconnections within a historical and institutional context. Urban Geography in America, 1950–2000: Paradigms and Personalities, a book edited by Berry and Wheeler, permits such an approach. In this book, twenty-five authors primarily documented their study, research, and career experiences. Using the ties among these authors along with those who influenced their research, this article discovers, maps, and interprets the interconnections among notable U.S. urban geographers. These ties were constructed as a social network, and network analysis techniques were applied to examine the structure of the community as well as the evolution of the discipline. This analysis presents a particular view on the roles that individuals, programs, and periods played in the development of twentieth-century UGNA. Explicitly mapping the UGNA community helps geography students and scholars better understand the discipline’s intellectual heritage, historical landscape, and evolutionary trajectory.