Writing Ability Research Articles

Implementing of College English Course Based on a Production-Oriented Approach Combined with a Critical Thinking Process to Enhance the English Writing Ability of Non-English Major Students at Xi’an University

Background and Aims: University foreign language education is crucial in China’s higher education, holding a significant role in promoting the development of students’ knowledge, abilities, and comprehensive qualities. College English, a compulsory foundational course for the majority of non-English majors, plays an irreplaceable role in talent cultivation. The purpose of this research was: (1) to compare students’ English writing ability before and after implementing a College English Course based on a production-oriented approach combined with a critical thinking process. (2) to compare the students’ satisfaction after implementing the College English Course based on a production-oriented approach combined with a critical thinking process with the criterion set at 3.51. Materials and Methods: In this experimental study, 40 non-English major first-year students (one class) from Xi’an University were investigated. They were derived from the cluster random sampling method. The research instruments were (1) a College English Course based on a production-oriented approach combined with a critical thinking process and its six lesson plans, (2) an English writing ability test paper with a reliability of 0.931, and (3) a student’ satisfaction questionnaire with a reliability of 0.792. Data were collected and analyzed by means, standard deviation, t-test for dependent samples, and t-test for one sample. Results: After implementing College English Course based on a production-oriented approach combined with a critical thinking process in the classroom, the research results were as follows: (1), the student’s English writing ability post-test scores (M=41.08, SD=4.41) were higher than the pretest scores (M=37.08, SD=4.46) at a statistical significance level of 0.05 (t=45.61, p<.05). (2) The students’ satisfaction (M=4.44, SD=0.63) with the College English Course based on a production-oriented approach combined with a critical thinking process was high level. Conclusion: The College English Course based on a production-oriented approach combined with a critical thinking process has a significant effect on enhancing the English writing ability of non-English major students at Xi’an University. Students are satisfied with the developed College English Course based on a production-oriented approach combined with a critical thinking process.

Comparison Between Contextual And Conventional Learning on The Poetry Writing Ability of Senior High School 1 Lembang Students

Students' ability to write poetry must be more meaningful, this will not happen if Indonesian language teachers still use conventional models in their learning. Breakthroughs such as Contextual Learning are needed so that learning to write poetry is more meaningful for students. The aim of the research is to determine the differences in the poetry writing abilities of students who study using Contextual Learning and conventional models at SMAN 1 Lembang. The research used in this research is experimental, with Non-equivalent (Pretest and Posttest) Control-Group Design. The population in this study was class X students of Senior High School 1 Lembang, totaling 10 classes. The sample was determined randomly, so classes X 3 and X 7 were determined, each with 31 students. The instrument uses the Poetry Writing Ability Test. Data analysis follows the following steps: 1) Normality test with p-value > 0.05, 2) Homogeneity test with p-value < 0.05, and 3) ANOVA test with p-value < 0.05. If the data is not normal or homogeneous then a Non-Parametric test is carried out using the Wilcoxxon and Mann-Whitney U tests. The research results show that the use of Contextual Learning in learning to write poetry provides better results when compared to conventional models.

A Study on the Influence of Language Environment on English Writing Ability in Universities-Based on the Theory of Second Language Acquisition

Based on the theory of second language acquisition, this study employs a mixed-method approach to investigate the impact of language environment on English writing proficiency in higher education institutions. In the quantitative study, data were collected from 184 students with diverse English language learning backgrounds via the online questionnaire platform "Wenjuanxing" at several universities in China and in-depth interviews were conducted to gain qualitative insights. The findings indicate that the frequency and depth of writing practice, parents' education level, and early exposure to English have a notable impact on English writing ability. Students in the advanced training group demonstrated superior performance due to their increased exposure and practice opportunities, whereas students in the standard study group necessitated more structured instruction and writing practice to enhance their proficiency. The study offers a theoretical foundation and practical guidance for teaching English writing, such as the creation of a rich language environment to facilitate students' English writing abilities.

Developmental Trajectories of Multicompetent Writers: An Ecological-Historical Approach to L1/L2 Writing Abilities and L2 Proficiency

Developmental Trajectories of Multicompetent Writers: An Ecological-Historical Approach to L1/L2 Writing Abilities and L2 Proficiency

Linguistic Intelligence: Improving Writing Ability through Mind Mapping of Project Based Learning

The survey results show that students have low writing skills. One of the contributing factors is that students have difficulty developing ideas from writing, which causes the writing process to be slow. Apart from that, passive learning activities also have an impact on students' writing abilities. Based on this, the aim of this research is to analyze the influence of the Mind Mapping-based Project Based Learning (PjBL) Model on students' writing abilities. This type of research is quasi-experimental research (quasi-experimental) using a 2 x 2 factorial design. The population in this research is grade IV elementary school students, totaling 9 schools. The total sample size was 160 students. The sampling technique uses a simple random sample. The data collection method in research uses test and non-test methods. The technique used to analyze data is inferential statistics. The results of the research are that the writing ability of the group of students who were given the Mind Mapping -based Project Based Learning Model was greater than the group of students with low linguistic intelligence, the writing ability of the group of students who were given the Conventional Learning Model, after controlling for language knowledge. It was concluded that the Project Based Learning (PjBL) Model based on Mind Mapping can improve students' writing skills. The implication of this research is that the application of the Project Based Learning (PjBL) Model based on Mind Mapping can stimulate students' learning and stimulate students' thinking skills so that it has an impact on improving students' writing skills.

Analyzing the Efficacy of Digital Tools in Enhancing Imaginative Writing Abilities

Several facets of learning, include imaginative writing transformed from digital technologies. Writing creatively fosters students' creativity and critical thinking abilities, an essential part of literacy education. The long-term effects of digital technologies on imaginative writing skills (IWS), despite the increasing usage. The potential of digital tools diversions might constitute the intended benefits and the application of these technologies utilized in educational institutions. The study aims to investigate how digital tool improve writing skills and develop innovative writing abilities by fostering creativity. The research intends to identify which digital tools offer the most significant benefits and how integrated into educational practices to support imaginative writing development. This study included a total of 60 participants, including males (28) and females (32) for imaginative writing skills. Utilizing SPSS software, a statistical analysis of the data was carried out. The data was analyzed using a t-test, ANOVA, and regression analyses. These analyses demonstrated imaginative writing skills. The research findings demonstrated that digital tools greatly enhanced participant’s creative writing skills, vocabulary growth and story structure. The use of digital tools could significantly improve participant’s capacity for imaginative writing skill development.

WATCHING ENGLISH MOVIE ON IMPROVING STUDENTS' WRITING ABILITY

WATCHING ENGLISH MOVIE ON IMPROVING STUDENTS' WRITING ABILITY

The Correlation between Students’ Grammar Mastery and Writing Ability in Recount Text

The purpose of the study was to determine the relationship between eighth-grade SMP IT Fatwa Curah Kalak students' writing proficiency in recount texts and their command of grammar. The correlation method was used by the researcher. One class was used to conduct the study. There are 74 participants in this study, ranging from the first to the last class. Purposive sampling was employed to choose the twenty-four eighth grade pupils from SMP IT Fatwa as the study's sample. A grammatical mastery test was administered to the class following a teaching and learning program. The researcher administered a writing ability test consisting of 35 questions and 60 minutes. The focus of the writing test was on students recounting memorable experiences from the past into well-written pieces.The correlation value was determined using the Pearson algorithm in IBM SPSS Statistics version 22, and the correlation coefficient (r), which falls between 0.40-0.60, was found to be 0.526. It was found that there was a moderate amount of linkage. Nonetheless, in terms of relevance, the r-obtained compared with the critical value. It shown that the r-obtained value exceeds the r-critical value of 0.526 > 0.404 at the 0.05 significance level.

Research on the Design of a System based on Machine Learning Algorithms for Automatic Scoring of English Writing Ability

Research on the Design of a System based on Machine Learning Algorithms for Automatic Scoring of English Writing Ability

Lesson Study: A Systematic Routine to Enhance Students’ Social Character and Creative Writing Abilities

Lesson Study: A Systematic Routine to Enhance Students’ Social Character and Creative Writing Abilities

Picture-Cued Sequence Task: How Does It Effect to Students’ English Writing Ability?

The research aimed to find out the effect of picture-cued sequence tasks (PCST) in improving students’ writing ability and the students’ perspectives on the use of PCST in writing. This research carried out quantitative method and quasi experimental design, conducted by using pre-test, treatment, and post- test. The researchers also gave the closed questionnaire to the class who were taught by using PCST. The population was the 8th students of SMP N 6 Semarang in the academic year 2024/2025. The samples were 8F as a control group and 8H as an experimental group. The control group was taught without using PCST; however, the experimental group was taught by using PCST. The data was collected by giving the writing test about recount text and closed questionnaire to 8H class. The researchers analyzed the collected data by using a t-test. The result of data analysis showed that the value of t-count higher than t-table (9.976>2.042) at the level of significant of a 0,025 and degree of freedom is 31. It means that the (Ha) was accepted and (Ho) was rejected. To add, the result of closed questionnaire also proved that the use of PCST have an effectiveness in improving students’ writing ability.

Effectiveness Analysis of IELTS and HSK Test Based on SVM in the Development of English Writing Ability

As China develops and grows, there are an increasing number of Chinese language learners worldwide, and Chinese learners are becoming more and more interested in the Chinese Proficiency Test (HSK). The Chinese Proficiency Test (HSK) is also continuously evolving and improving. After more than 20 years of development, it has gradually been recognized by Chinese language learners at home and abroad. However, due to the short launch time, the existence of deficiencies is inevitable. But the IELTS exam was introduced in China in 1987 and has since amassed a wealth of knowledge and practice. Its framework is similar to HSK, so it can be used for HSK propositions and tests. One of the most challenging aspects of teaching Chinese is writing which involves the writing of Chinese characters, most Chinese learners have difficulty in writing. This paper mainly compares the test design and content in the writing part between HSK and IELTS, analyzes the effectiveness of the writing part of HSK, and puts forward some reference suggestions for the future writing test proposition and implementation of HSK.

Demonstration Method with TPACK Approach to Improve the Writing Ability of Procedure Text in Fourth Grade

The observation results reveal that the teacher did not integrate technology into all learning processes, resulting in poor writing skills among students. The researcher aimed to evaluate the efficacy of the TPACK-based demonstration approach in enhancing procedural text writing proficiency. A quasi experimental pre-test post-test control group design was employed to examine this effect. The target population for this study included all fourth grade students at SDN Kedaung Wetan 2. A sample of 40 students was selected, with 20 students from class 4A assigned to the control gorup and 20 students from class 4B assigned to the experimental group. The instrument used in this study was a written test. Data analysis was performed using the SPSS 27 program. Both the Paired Sample T-Test (Sig. (2-tailed) = 0.001) and the Independent Samples T-Test (Sig. (2-tailed) = 0.075) yielded statistically significant results (p = 0.05), indicating that the null hypothesis (Ho) can be rejected in favor of the alternative hypothesis (Ha). This suggests a significant difference between the learning outcomes of students receiving traditional instruction. Furthermore, the N-Gain Score analysis revealed an average improvement of 56% in the learning outcomes. This finding supports the notion that the TPACK integrated method has a positive influence on students ability to write procedure texts.

Demonstration Method with TPACK Approach to Improve the Writing Ability of Procedure Text in Fourth Grade

This research investigates wheter integrating the demonstration method with a TPACK (Technological Pedagogical Content Knowledge) approach in classroom learning can improve students ability to write procedure texts. A quasi experimental pre-test post-test control group design was employed to examine this effect. The target population for this study included all fourth grade students at SDN Kedaung Wetan 2. A sample of 40 students was selected, with 20 students from class 4A assigned to the control gorup and 20 students from class 4B assigned to the experimental group. The instrument used in this study was a written test. Data analysis was performed using the SPSS 27 program. Both the Paired Sample T-Test (Sig. (2-tailed) = 0.001) and the Independent Samples T-Test (Sig. (2-tailed) = 0.075) yielded statistically significant results (p = 0.05), indicating that the null hypothesis (Ho) can be rejected in favor of the alternative hypothesis (Ha). This suggest a significant difference between the learning outcomes of students receiving traditional instruction. Furthermore, the N-Gain Score analysis revealed an average improvement of 56% in the learning outcomes. This finding supports the notion that the TPACK integrated method has a positive inflluence on students ability to write procedure texts.

Improving Letter Writing Ability Through Demonstration Methods Assisted by Wipe Clean Worksheet Media in Group B Children RAM NU East Rowokembu

In writing learning process at RAM NU East Rowokembu, there are difficulties because students often need to remember the shape of the letters of the alphabet, so writing the letters is unclear. This condition allowed the writer to conduct classroom action research in two cycles. This research aims to improve the ability to write letters using a demonstration method assisted by wipe-clean worksheet media for children in group B RAM NU East Rowokembu. The research methods used are quantitative and qualitative. The subjects of this research were ten children in class B1 RAM NU East Rowokembu. Observation, interviews and documentation were used as data collection techniques. The data acquisition tool uses an observation sheet. Data analysis uses qualitative and quantitative descriptive. It is said that the capacity to write letters is successful if the percentage reaches 75 -100% with the criteria of developing according to expectations (BSH). The research results showed that the ability to write letters in the pre-action stage reached an average percentage value of 10%. Then improvements were made in cycle I, which increased slightly with an average percentage of 30%. After the first cycle of intervention succeeded in influencing the ability to write letters, the level of success had yet to be achieved, so the next cycle needed to be carried out. The results of cycle II showed that the ability to write letters reached the final level of 80% according to the BSH criteria. So, letter writing skills increase in class B1 RAM NU East Rowokembu

Pengaruh Strategi Pikir Plus menggunakan Metode Outdoor Study terhadap Keterampilan Menulis Puisi Kelas VIII SMP Darul Hikam

Writing ability is one of the skills that must be mastered by grade VIII students in Indonesian language learning. Students’ ability to master the vocabulary and spelling of the words they use to express their ideas is very important in writing poetry. Based on the results of observations at Darul Hikam Junior High School, it shows that there are still student obstacles in writing poetry in class so that students feel less effective in expressing their ideas and objects. In addition, teachers still use traditional Indonesian language learning methods with teacher-related approaches in daily teaching and learning activities. A teacher’s skill in choosing effective learning strategies and methods can improve students’ poetry writing skills. Learning methods and strategies that increase students’ poetry writing skills are the Think Plus Strategy with the Outdoor Study Method. This study aims to find and explain the impact of thinking and strategies using the outdoor study method on grade VIII students of Smp Darul Hikam Kuwarasan in the 2023/2024 academic year. The method applied in this research is experimental method with one group pretest and posttest design. The sample in this study was formed from 24 students. Normality and homogeneity testing using the SPSS application illustrates the significance value of Sig. 0.571 > 0.05 and 0.412 > 0.05 illustrating that the class is normally distributed and homogeneous. Data on learning outcomes were analyzed using paired sample t-test with 5% confidence level. Based on the results of the SPSS test, the Sig (two-tailed) significance value is 0.032 <0.05, so it can be said that the strategy of thinking plus with the outdoor study method has a significant effect on improving the poetry writing skills of students in grade VIII of Darul Hikam Kuwarasan Junior High School in the 2023/2024 academic year.

An Empirical Study on the Effects of Peer Assessment and Automatic Writing Evaluation on College Students' English Writing Ability

An Empirical Study on the Effects of Peer Assessment and Automatic Writing Evaluation on College Students' English Writing Ability

Improving Students’ Creative Writing Ability Through SCAMPER Technique

The acquisition of writing is considered one of the most fundamental targets of EFL learners. It is widely accepted that teaching and learning techniques are recognised as crucial factors contributing to learners’ development of language skills. The SCAMPER is an effective technique for promoting learners’ creative writing skills. The increasing number of learners of English as a foreign language has led to a number of intervention studies that have attempted to investigate the effect of the SCAMPER technique on the students’ creative writing. A small number of studies have focused on the SCAMPER’s influence on the EFL Iraqi university students’ creative writing. Hence, the main aim of this study is to examine the impact of SCAMPER intervention on improving EFL Iraqi university students’ creative writing. This study was a quantitative study which adopted the quasi-experimental design. Forty students were recruited. A pre-post writing test and a questionnaire were used to collect the data. This study showed that there is a statistically significant difference between the student’s performance in favour of the post test. The students also showed a positive attitude toward using SCAMPER technique to develop their creative writing. Furthermore, there were no statistically significant differences between the two sexes in their creative writing performance in both pre and posttests.

Cultivating Multifaceted Writing Abilities in English Major Students: Integrated Practice of Multimedia Scaffolding Instruction and Peer Assessment Mechanism

With the current context of English major education, enhancing the writing abilities of English major students has become a crucial teaching focus. This paper explores a multifaceted approach to cultivating writing abilities, integrating multimedia scaffolding instruction and peer assessment mechanisms. Through multimedia scaffolding instruction, students are able to learn and apply writing strategies in specific contexts, effectively enhancing their writing skills. Simultaneously, the introduction of peer assessment mechanisms aims to foster students critical thinking and self-reflection abilities. Through peer assessment, students can examine their own work from different perspectives, thereby promoting deep learning and understanding. The research findings demonstrate that this integrated practice significantly improves students writing proficiency, enhances their autonomous learning abilities, and fosters a spirit of collaboration. Therefore, this teaching model holds important practical significance and potential for promotion in the cultivation of writing abilities among English major students.

Students' Descriptive Writing Ability Improvement through Six Thinking Hats Strategy

This research aims to find out whether or not the use of the six thinking hats strategy improves the students’ writing ability. It was conducted by using quantitative research with a quasi-experimental research design. Its’ population was the ninth-grade students of SMP Negeri 1 Tinambung randomly taken as the sample consisting of 46 students for both the experiment and control class. The research data were obtained by giving descriptive writing tests in the form of pre-and post-test to see the effect of the six thinking hats strategy on the students’ writing improvement and its results were analyzed using the SPSS program. The data analysis resulted that the six thinking hats strategy significantly improved the writing ability of ninth-grade students proved by the mean score of the students’ pre-test in which the experimental class was 44.96 and the control class was 47.39; the mean score of students’ post-test in which the experimental class was 83.26 and the control class was 62.91; the Sig (2 tailed) value is 0.000 < 0.05 meaning that H0 was rejected and H1 was accepted. These findings conclude that the six thinking hats strategy was able to be used to effectively improve the students’ descriptive writing text.