Pre-writing Activities Research Articles

The Effects of a Pre-writing Activity Program on Fine Motor and Visual Perception in Children With Cerebral Palsy: A Pilot Study

The Effects of a Pre-writing Activity Program on Fine Motor and Visual Perception in Children With Cerebral Palsy: A Pilot Study

"Whisper and Write Game” as Pre-Writing Activity to Enhance Descriptive Writing Proficiency of Indonesian Seventh Graders

Pre-writing is a preparation process before writing where students gather ideas, organize information, and plan their writing so that pre-writing has a significant influence on student writing outcomes. This study aims to analyze the effect of using whisper and write games as students' pre-writing activities on the descriptive writing abilities of the seventh-grade students at MTs Mamba'us Sholihin Gresik. This research uses class action research (CAR). The results showed that the improvement was seen from the cycle I and cycle II learning that had been implemented, comparing between cycle I and cycle II. The increase in learning outcomes was 76.19%, the increase obtained from the evaluation results in the first cycle was 14.28% and the second cycle was 90.47%. the learning outcomes of the last cycle show that the mastery of learning exceeds the KKM of 75%. Based on the results of the study it was explained that the use of whispering and writing as pre-writing activity games can help to understand and improve students' skills in writing descriptive text. and this can be seen from the increase in the percentage of student scores in each cycle. and the application of CAR can help students achieve the KKM target. The author admits that the writing of this research has several limitations. The limitation of this study is the inappropriate timing of the research because many agendas clashed with the school, so it is hoped that further research can adjust the time to be appropriate.

A meta-analysis of almost 40 Years of research: Unreleasing the power of written expression in students with learning disabilities

The current meta-analysis aims at identifying the most effective interventions for students with Learning Disabilities (LD) in improving writing expression over the last 40 years. Specifically, the main purpose of this review was to evaluate the efficacy of interventions focused on writing and integrated reading and writing for students in Grades PreK-12. The review examined a total of 39 experimental and quasi-experimental studies to determine which interventions demonstrated greater effectiveness in enhancing student outcomes. An average effect size (ES) was calculated for all 44 interventions. Additionally, average effect sizes were calculated for 12 intervention categories: sentence combining instruction, pre-writing activities and strategy instruction, process writing without modeling, adding self-regulation to strategy instruction, feedback, no feedback, goal setting, no goal setting, peer tutoring, no peer tutoring, self-efficacy and no self-efficacy. The findings demonstrated that the interventions consistently improved students' writing quality, with the addition of self-regulation to strategy instruction proving highly effective. Moreover, it was found that multicomponent programs incorporating different practices demonstrated their effectiveness in enhancing written expression. Positive outcomes were obtained by implementing interventions into practice in small groups through systematically organized sessions and encouraging cooperation between researchers and educators.

Local Culture Topics for Prewriting and Drafting in Teaching Essay Writing at English Department UKI Toraja

The objective of this research is to find out whether or not local culture topics are preferred by the students in their prewriting activities and in writing the first draft of their essays. Bringing students closer to their own culture through the use of the Local Culture Supplementing Model or local culture as a teaching resource. Additionally, it is hoped that students would develop their essay-writing abilities or perhaps create articles on Toraja to highlight the region's distinctiveness. Students' writings and those of the younger generation can help Toraja culture advance in the writing world. Regarding the findings of this preliminary study, more than 75% of students indicated that they used the following strategies when writing essays: 1) Students needed topics on the local culture for prewriting; 2) Students require topics about local culture for drafting their essay.

Reading as A Pre-Writing Activity and the Writing Skills among Esl Students

Effective writing skills are crucial for college students in today's competitive world. This study explores the impact of reading as a pre-writing activity on ESL students' writing proficiency. This quasi-experimental research focuses on 4th year college students enrolled in the course English for Occupational Purposes, analyzing their writing proficiency in content, conventions, and structure through pre-tests, formative assessments, and post-tests. Statistical analyses were conducted on the collected data, revealing a decline in content, conventions, and structure proficiency from the pre-test to the post-test. Formative test scores indicate satisfactory proficiency in content and conventions with slight fluctuations, while structure proficiency remains generally low. No significant difference is observed between the pre-test and formative test performances, indicating stability in writing proficiency. However, a significant negative difference between the formative test and post-test performances suggests a decline in content proficiency. Most importantly, there is no significant difference between the pre-test and post-test performances mainly due to the limited teacher involvement as a sole facilitator in the process. To maximize the benefits of reading as a prewriting activity, teachers may incorporate close monitoring, give timely feedback after each writing activity, select appropriate reading materials, and set clear writing models and guidelines. Administrators may offer workshops on assessment and ensure access to supplementary reading materials. The exploration of different teacher involvement strategies in the pre-writing process is also recommended for future researchers.

Argument mapping as a pre-writing activity: Does it promote writing skills of EFL learners?

Argument mapping as a pre-writing activity: Does it promote writing skills of EFL learners?

Analisis Kualitas Stimulasi Tumbuh Kembang Anak Didik pada TK PGRI Arrahmah Subahnala Batukliang

This study aims at determining the quality of the stimulation of religious and moral aspects, the quality of stimulation of the physical-motor aspect, the quality of stimulation of the cognitive aspect, the quality of stimulation of the language aspect, the quality of stimulation of the social-emotional aspect. This study uses a descriptive qualitative approach. The results of the research are: Stimulation of religious and moral values, namely instilling children to worship Allah, and introducing God's creatures, Physical stimulation for motorized paper folding, Stimulation of cognitive aspects of presenting various objects in the form of works, stimulation of social-emotional aspects such as getting children to queue up, pre-writing activities with a variety of stationery and materials according to age levels through play.

The Problem Faced by Freshmen Students of English Education Department In Writing English Paragraph

This research is aimed to reveal new students’ obstacle in doing paragraph writing; from the pre-writing activity, writing process and also editing. Descriptive qualitative was done to conduct this research. The researchers used interview to collect data and also to verify the result of the data by doing observation on student’s work in writing process. After the results revealed, it is hoped that they are useful for teachers and also students to know the problem they probably face in paragraph writing teaching and also learning, therefore they can anticipate the problem and find solution to those obstacles. The result of this research shows that the students face difficulties in determining topic, main idea, and also the rest of content, grammatical error, vocabulary difficulty, making brainstorming phase, forgot or confused to determine conclusion, punctuation, translation and coherence problem, mistake in language (sentence structure, spelling and word choice).

The Impact of Different Kinds of Collaborative Prewriting on EFL Learners’ Degree of Engagement in Writing and Writing Self-Efficacy

Despite claims concerning the positive impact of prewriting planning, particularly of a collaborative type, research has not produced consistent results. The present study was conducted to investigate the effect of different types of prewriting planning on students’ writing self-efficacy and their cognitive, behavioral, and emotional engagement. The participants were three groups of advanced Iranian EFL students at the Iran Language Institute exposed to one of the following conditions: peer-led collaborative prewriting (PLCP), teacher-led collaborative prewriting (TLCP), and individual prewriting (IP) groups. A number of one-way ANOVAs conducted on the data drawn from the learners’ written performance and questionnaires revealed that the PLCP group outperformed the other two groups on behavioral engagement and the fluency measures of cognitive engagement. However, the TLCP group had a better performance in terms of emotional engagement. As for accuracy and complexity, the other two aspects of cognitive engagement, the three groups showed no significant difference. In addition, PLCP and TLCP groups were similar concerning their self-efficacy and outperformed the IP group in this regard. On the whole, the results showed that each of the prewriting activities employed in this study could have its own distinct role in learners’ cognitive, emotional, and behavioral engagement as well as their self-efficacy.

The Composing Process of Melancholic and Sanguine Junior High School Students in the Philippines

Composing is a process of discovering and exploring ideas and constructing a framework to best present them (Zamel, 1983). It is a private and solitary act, nondirective and personal (Hyland, 1983). Previous studies have focused on the description of learners’ composing process, while a dearth of literature as regards the description of the writing process based on the learners’ personality types has been observed. To inform and strategize the delivery and approach in teaching writing, it is interesting to explore the learners’ composing process, their writing strategies, and the latter’s relationship with their personality types. Employing the mixed methods design, the present study described the composing process of five sanguine and five melancholic junior high school students enrolled in a public school in the Philippines. The description was based on their observed writing strategies during their pre-writing, drafting, and revising and their answers to the survey questionnaire. To further validate their responses, a Focus Group Discussion was employed. The difference between the two personality types in the composing process was determined through ANOVA. Results revealed that the groups had different composing strategies. Sanguine wrote slower and used many drafts, unlike the melancholic writers, who were fast writers and consistent in their drafts. Also, sanguine utilized more pre-writing activities and showed recursion and modification in their final draft.

Training Of Learning Strategies in Writing Essay

Writing essay is still considered difficult for English students to master. The students are expected to be able to express their ideas correctly without making any chance of messages to be misinterpreted by the readers; therefore, they have to know and use the best or the most appropriate ways to write. The purpose of writing this article is to introduce learning strategies and the possibility of training of learning strategies in writing essay to English students. The first strategy is integration of strategy with the process of writing essay: pre-writing, writing draft, and post-writing activities. The second is training learning strategies, such as memory, cognitive, compensation, metacognitive, affective, and social strategies to students to make writing essay easier, faster, more enjoyable, more effective, and more self-directed to achieve the desired result in their writing. To get better result of improvement, the model of training of learning strategies in writing essay should be applied and developed based on the appropriateness of teachers, learners, subjects, and situations.

Effect of Brainstorming Technique as a Pre-Writing Activity on the Students’ Achievement in Writing Descriptive Text

The objective of this research was to find out the effect of brainstorming technique on the students’ writing achievement. The approach of the research was quantitative. The design was one group pre-test and post-test design. The population of the research was students of the first grade of SMAN 1 Pringsewu and the sample of the research was class X consisting of 33 students. The activities were started from administering pre-test, doing treatment, and administering post-test. The instruments used were writing tests. The data were analyzed by using Repeated Measure t-test. The result showed that there was a statistically significant difference of the students’ writing ability between the pre-test and the post-test with the significant level of 0.05. This suggests that brainstorming technique facilitates the students to improve their ability in writing skills.

IMPLEMENTING SEMANTIC MAPPING STRATEGY TO ENHANCE ELEVENTH GRADERS’ ORGANIZATION ASPECT OF THE WRITING SKILL

Teaching English writing skill to Indonesian secondary students encounters many obstacles since English in Indonesia is a foreign language. Elaborating and organizing the ideas in pre-writing activity is one of the problems faced by students. The objective of this study was to examine how the implementation of semantic mapping strategy could enhance the eleventh graders’ writing skill, especially the organization aspect. Semantic mapping strategy was implemented in pre-writing activity since this strategy provides the visual concept of relations of the ideas. Classroom Action Research (CAR) was used as the research design in this study, and the implementation was carried out in three meetings for one cycle through the WhatsApp group. The research subjects were students of XI Science 4 class at SMA Negeri 4 Malang which consisted of 34 students. The results showed that this strategy succeeded in enhancing students’ writing scores in one cycle. The average score before the implementation was 69.9, and it became 86.8 after the implementation. Besides, the students’ organization aspect also increased significantly. In brief, this study offers a teaching strategy to overcome the problems in writing class by implementing semantic mapping strategy.

How Do EFL Students Perceive Brainstorming in L2 Writing Classes?

Brainstorming is a valuable pre-writing activity in enabling learners to get started in writing classes. The present qualitative study explored the participants’ perceptions regarding the use of the method after experiencing it in online writing classes. The participants were selected based on convenience sampling, and their age range was 19 to 23. They had participated in private writing classes and volunteered to take part in interviews performed after the course. The interviews were also done virtually via WhatsApp, during which the respondents answered six questions. The analysis of the interviews led the researchers to extract eight significant themes, which were then divided into advantages and disadvantages. The interviewees mentioned idea generation, encouraging new ideas, becoming open-minded, enhancing motivation to write, and creating stronger rapport with classmates as the positive features of brainstorming. The disadvantages consisted of being distracted by too many ideas, being influenced by others’ ideas, and accepting ideas expressed by the majority. The study has implications for language teachers, educators, and ELT specialists.

Key strategies in scholarly writing instruction for doctor of nursing practice students: A Q-methodology study

BackgroundDevelopment of scholarly writing skills in Doctor of Nursing Practice (DNP) students is essential to their capacity to advance nursing science after graduation. ObjectivesThe purpose of this study was to inform instructional design choices and teaching strategies for DNP writing courses by examining student viewpoints before and after completing a scholarly writing course. DesignQ methodology was used to explore student self-perceptions of scholarly writing skills. SettingAn online scholarly writing course at a large university in the midwestern United States. ParticipantsTwenty-six DNP students with either a bachelor's or master's degree in nursing. MethodsBefore and after a scholarly writing course, students ranked 34 writing competency statements according to how well the statements described them. ResultsThree pre-course and four post-course factors represented student viewpoints of their scholarly writing knowledge, skills, and attitudes before and after a writing course. ConclusionsEffective instruction in scholarly writing for DNPs should include explicitly directed pre-writing activities, frequent opportunities to give and receive feedback, and training on management of emotional aspects of writing.

Peer Scaffolding Behaviors in English as a Foreign Language Writing Classroom

This study aimed to investigate the kinds of peer scaffolding behaviors occurring during English as a Foreign Language (EFL) writing activities through three steps of writing process. The participants comprised ten English major students in writing classroom in University of Phayao selected by purposive sampling. They were classified into five expert EFL learners and five novice EFL learners according to their scores of the written paragraph they wrote before participating in the study by using writing rubric. The instruments consisted of five lesson plans through writing process and an observation form. The results analyzed by Microgenetic Analysis revealed that questioning ranked first by the total frequency of peer scaffolding all learners used, but they never applied greeting to their writing activities. However, ten learners applied various types of peer scaffolding to pre-writing activity while they hardly utilized peer scaffolding in post-writing activity. Noteworthy that both expert and novice learners were able to be scaffolders for their peers by supplementing each other’s knowledge and skills because they may be expert writers in different areas, consequently they were able to produce written works by themselves.

English

There are many researches, activities and other application examples, examining the effects and importance of visuals in education. Although there are studies to develop writing skills through visuals in literature, there is no study on the development of story writing through visuals. In this study, examples of activities were developed in order to develop middle school students' story writing skills with visual aids. The study was conducted according to the qualitative research model. First, Turkey, Austria and the United Kingdom have the main story writing gains in language teaching programs and activities related to story writing skills and applications reside in the same country of which textbooks were examined. After these document reviews, the qualifications that should be found in a story were listed according to field literature data and then presented to expert opinion. Story writing activities were developed with visual support in accordance with the gains of expert opinions. The activities prepared were submitted for the approval of an examiner group consisting of a psychological counselor, a visual arts expert and three Turkish teachers, and the activities took their final form in accordance with their suggestions. As a result, validity and reliability studies were conducted and visually supported activities were produced.   Key words: Story writing, pre-writing activities, suggestion.

Use of Word Clouds for Task Based Assessment in Asynchronous E-Language Learning

Word clouds can be used as an effective tool for the teaching and learning processes in language learning, as the visual input during schemata activation, and other parts of the lesson, serve as manageable and meaningful target language input. There are emerging studies that explore their effectiveness, but less so with respect to their use in the online second language classroom. This study explores the effectiveness of word clouds for teaching English as a Foreign Language (EFL) in an asynchronous mode. The study used a mixed methods design and triangulation was used for data collection. The participant group, as bachelor's degree students at the Virtual University of Pakistan (VUP), were given word clouds based assessment activities in two communication skills courses: Eng 001 (305 students participated) and Eng 101 (1714 and 1516 students participated in two activities respectively). The scores of the students were analyzed to gauge the suitability of task-based assessment in an asynchronous mode. Furthermore, an online survey questionnaire was administered to seek their input on the assessment activities. A total of 272 (N= 272) students responded to the survey questionnaire. The results reflected that the students responded positively overall regarding the use of word clouds for reading comprehension and essay writing tasks but had mixed opinions about reading and writing skill improvement tasks. The study concludes that the use of word clouds for pre-reading and pre-writing activities for task-based EFL teaching in asynchronous learning environments can be effective with the constraints that are described.

UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA TENTANG MENULIS PERMULAAN DENGAN MENGGUNAKAN MEDIA KARTU KATA PADA SISWA KELAS SDN BAJO

The research objectives consist of (1) Increasing prewriting activity through words card at 3rd grade of SDNegeri Bajo and (2) Increasing students prewriting activities through word cards. There were 22 students became the respondents of this reearch and this research used quantitative and qualitative approach with classroom action research (CAR). The result of this research showed that there was significant difference between 1st cycle and 2nd cycle showed up that there were positive and negatively reacting respond by the students. In using word cards media showed that students were more enjoyable in learning process. Based on the research result of learning foundout that 7,1 % average. It is proved that card words media could improved students competence in learning prewriting in cycle one with categorize suficiently. While in the second cycle became 19 students passed attend their evaluation or 19 students of 20 students, thus the percentage reach 95 %. Based on the second cycle of the research, the researcher assumed that the students prewriting competence through word cards increase at 3rd grade of SDNegeri Bajo.

PREWRITING ACTIVITIES USING ASSISTED-TECHNOLOGY IN EFL JOURNALISM: A NEEDS ANALYSIS

Analysis of the needs is an imperative pace for curriculum developers in different subjects, including assisted-technology in prewriting activities in EFL Journalism. Needs are required to examine the assisted-technology demanded while EFL learners applied prewriting activities. This study aimed to study assisted-technology necessities in EFL students' prewriting activities at a private university in Indonesia. The study investigated the needs of assisted technology in prewriting activities in EFL Journalism learning. A qualitative description has been developed. Seventy-two students completed the questionnaires, and several students were also interviewed. The result revealed that students are in needs, lacks, and wants assisted-technology in prewriting activities. This study suggests that teachers and universities periodically carry out a needs analysis to develop a curriculum and teaching strategies for all of these reflective needs.