Writing Ability Research Articles

A Review of the Effects of Automated Writing Evaluation on Learners English Writing Ability

With the aid of advanced technology and the popularity of electronic devices, more and more English learners use automated writing evaluation (AWE) tools as an aid in their English writing. AWE tools score written works and analyze them, which provide immediate feedback and personal suggestions on how to correct errors in terms of grammar, punctuation, and other aspects. Using AWE tools for scoring papers offer privacy and convenience for students, and teachers in high schools and universities widely use these AWE tools to assist their courses. Therefore, a lot of research based on the usage, effects, and advantages of AWE tools is done. This paper critically reviews 20 papers related to AWE tools in three different aspectsstudents test performance, learners revision, and their writing self-efficacy. These papers include a comparison of students test results (both before and after using AWE tools), interviews about students opinions on AWE tools, and an analysis of how AWE tools help English learners enhance their writing ability. The authors believe that great benefits from different aspects of improving students overall writing skills are shown when using AWE tools. However, the degree of influence varies in students English proficiency.

Use of English Textism: A Study of the Impact of Text Messaging on the Academic Writing Abilities of University Students

This study aimed to investigate the ramifications of excessive text messaging on the written proficiency of students in their acquisition of a second language. It investigated WhatsApp and other text messaging portals had an influence on students’ written English Language. The popularity of Mobile Instant Messaging (MIM), has given rise to the fabrication of more simplified language terms called “textisms”, which in turn, have impacted their “textiquettes'. A reasonable number of language students from a private university were taken under consideration for conducting the study. The data was collected from each student in three forms: one in the form of students’ rough or during lecture note jotting, other their internal and summative assessments like quizzes and exam papers, third their daily emails. This data was compared against another form of data that was actually the collection of text messages of each student. It provided the researcher with the evidence of recurrent short forms and contractions used by the sample students during texting. The technique of content analysis was employed. The results indicated that text messaging impacted their language usage in informal situations. But, when students were brought to their formal register, they did not deviate from the normal pattern of writing. Mistakes pertaining to spellings and punctuations were plethoric in both the registers. It was also found that they generally got affected by automatic keyboard responses which caused them to forget the actual spellings of words. The text messages assisted students to impart knowledge and information concisely.

Developing Writing Ability Through Theme and Rheme of Narrative Text

This research aims (1) To find out the development of students' ability to write narrative texts (2) To find out the dominant type of theme in student writing (3) To find out the factors that influence students' ability to write narrative text. This research is quantitative and qualitative in nature and was conducted in February 2023 to students of class. In this research, samples were taken by means of cluster random sampling of 33 students. Data were collected through tests in the form of narrative texts written by students using themes and rhemes according to the assessment aspect rubric and through pretest and posttest. The pre-test was given to determine students' ability in writing skills before being given treatment, while the post-test was given to determine students' abilities in writing skills after being given treatment. Then the collected data will be presented in the form of descriptions and diagrams. The results showed that the average pretest score was lower than the posttest average score (60.24<81.88). That is, the set of themes and rhymes can develop students' writing skills significantly. From the results of the qualitative description, the type of theme that is most widely used is the type of topical theme with a percentage (84.84%). This was also shown by the questionnaire data before treatment was lower than after receiving treatment with (65.82 <68.48). This study concluded that the theme and rheme sets can develop students' writing skills

Application of the Think-Talk-Write Model of Cooperative Learning for Improving Paragraph Writing Abilities

The purpose of this study was to analyze the ability of paragraph writing abilities by using the Think-Talk-Write Model of cooperative learning in IV graders of MI Darul Ma'arif, Tangerang City. The descriptive-qualitative study was conducted at MI Darul Ma'arif Tangerang City to achieve this objective. The data in this study were in the form of the application of the Think-Talk-Write Model of Cooperative Learning, the ability to write paragraphs, and data sources (Indonesian language teachers and fourth-grade students of MI Darul Ma'arif). Data collection techniques were carried out through interviews and documentation. Data analysis techniques included data reduction through the application of the Think-Talk-Write Model of Cooperative Learning and paragraph writing abilities. Data presentation, critically analyzing the data presented with relevant theories and juxtaposing it with several related studies, conclusion drawing, and verification. The results showed that the fourth-grade students of Madrasah Ibtidaiyah Darul Ma'arif, Tangerang City, had diverse potential, namely 62% of students in the good category and 38% of students in the bad category, in making free essays focused on paragraph writing abilities. Based on the data analysis, it can be concluded that the paragraph text written by fourth-grade students of MI Darul Ma'arif still needs development in terms of learning models, self-motivation, the surrounding environment, and the teacher's ability to provide teaching to students. The importance of good cooperation between teachers and parents.

The Effectiveness of the Discovery Learning Model on Poetry Writing Ability

The reason for choosing the discovery learning model because it is an active learning model that can help the student’s writing skills. By using this learning model, students can learn to think, analyze, and solve problems. The purpose of the research is to find the effect of the discovery learning model on students’ ability in writing a poetry at Sekolah Menengah Atas (SMA) Negeri 1 Pangkalan Kerinci. This research was experimental research with a form of quasi-experimental design. The sample of this study was two classes, the control class and the experimental class, from Grade X SMA Negeri 1 Pangkalan Kerinci. The number of each class consisted of 32 students. In the experimental class, discovery learning is applied as a treatment, while the control class still uses a conventional learning model. The data analysis used descriptive statistics. The results of the study revealed that learning using the discovery learning model in students’ ability in writing poetry obtains the value of learning completeness at 86.7% which is higher than the conventional learning model. Based on the significant value of Sig (2-tailed) between discovery learning and the ability to write poetry is 0.000 < 0.0. It means that there is a significant effect between discovery learning and student’s ability in writing poetry. From the results of the study, it can be concluded that the writing ability in the poetry of SMAN 1 Pangkalan Kerinci students is high by using discovery learning.

The Effect of Summarization Strategy on Reading Comprehension through Summary Writing Ability

This study was conducted to investigate the role of summarizing ability as mediator of the effect of summarization strategy on reading comprehension. The study employed a quasi-experimental pre-test and post-test control group design. It was carried out at Azezo Tseda kifleketema Atse Fasil Elementary School. Intact classes of 7th1 (n=54) and 7th2 (n=55) students participated as experimental and control groups, respectively. Students in the treatment and controle groups completed eight reading comprehension lessons using the summarization strategy and the conventional strategy respectively. From them, pre- and post-intervention data were obtained through tests. The data were analyzed through covariate-based structural equation modeling (CB-SEM) using SPSS AMOS v.20. Pretest datawere covariated and controlled. The statistical model showed that summarization strategy has a significant positive direct effect (β = 2.410, CR = 3.948, p< .005) on summarizing ability; on the other hand, summarizing ability has no significant direct effect (β =.178, CR = 1.460, p =.108) on reading comprehension. The strategy also has no significant indirect effect on reading comprehension through summarizing ability (β =.430, p =.109). Therefore, summarizing ability has no mediation role in the relationship between summarization strategy and reading comprehension. Based on the findings, pedagogical and research implications and suggestions were discussed and indicated.

APPLYING INTRODUCTION, BODY, LANGUAGE STRATEGY TO ENRICH THE STUDENTS WRITING ABILITY

APPLYING INTRODUCTION, BODY, LANGUAGE STRATEGY TO ENRICH THE STUDENTS WRITING ABILITY

The Use of Short Animation Film to Improve The Students’ Narrative Writing Ability of The Eight Grade Students of SMP Negeri 5 Pinrang

The Use of Short Animation Film to Improve The Students’ Narrative Writing Ability of The Eight Grade Students of SMP Negeri 5 Pinrang

The Impact of Parental Involvement on Student Writing Ability: A Meta-Analysis

The impact of parental involvement on student academic achievement has been confirmed by many studies. However, researchers differ on whether parental involvement can statistically improve student writing skills. Furthermore, the association between parental intervention duration and student writing ability is unclear. Consequently, this study examines the impact of parental involvement on student writing ability through a meta-analysis of 13 studies conducted between 1996 and 2021, with effect sizes of 117 and 1449 participants. Three main findings in the meta-analysis results werek identified. First, the overall effect of parent writing participation on student writing ability was statistically significant, resulting in a moderate positive effect (g = 0.666 95% CI [0.324, 1.008]), p < 0.001). Second, parental participation behavior methods and student educational stages had no significant impact on student writing ability. Third, differences in school area and parental intervention duration had a significant impact on student writing ability, suggesting that parental involvement has a greater role in promoting an improvement in student writing ability in urban schools, and that long-term intervention is more conducive to improving student writing ability.

Strengthening Writing Ability Among Students Learning Chinese as a Second Language Through Creative Thinking Spiral Teaching Strategy

This study investigated the effect of educational board games and the creative thinking spiral teaching strategy (CTSTS) on the learning outcomes of beginner-level Chinese language learners. Two dimensions were measured: learning outcome and writing ability. A total of 82 learners from one university in Taiwan participated in this study. Participants were non-randomly selected using convenience sampling. The participants were divided into the control group (40 participants) and experimental group (42 participants). In the control group, the teacher used the board game “Conveyance GO” as a teaching tool; in the experimental group, both Conveyance GO and CTSTS were used to teach the Chinese language. The results indicate no significant difference in learning outcomes between the groups. However, the experimental group exhibited a significantly larger improvement in writing abilities than did the control group, especially in terms of cohesion, coherence, and grammatical accuracy.

Identify the Writing Ability of 5-6 Years Old

<em>This descriptive quantitative research is intended to observe the stimulation used and identify writing skills in children aged (5-6) years, then analyze according to the stages of writing development in children in PAUD Mentari Jaya, OKU Regency. With a total sample of 9 children. Data was collected through observation, interview and documentation techniques. Referring to previous research, data collection in this study used more complex instruments. The results showed that the children's writing ability was at a very well-developed stage, indicated by a score of 3.8 for holding a tripod grasp writing instrument. The ability to copy the cross marks a score of 3.7. The ability to copy triangular shapes gets a score of 3.6. A score of 3.3 for the ability to recognize between large and small curve lines. The ability to make scribbles such as shapes, marks, and directed lines gets a score of 3.4. A score of 3.3 for being able to write letters randomly to form a word. A score of 3.3 for the ability to distinguish similar letters. A score of 3.8 for the ability to trace simple writing. A score of 3.7 on the ability to copy simple text. And a 3.4 in the ability to write his name correctly. It was concluded that the writing ability based on the average score of each child and based on the ability of each indicator varied. Some indicators have developed well, and some still need further stimulation.</em>

The Effectiveness of the Think Talk Write (TTW) Learning Technique Aided by Word Cards Media in Improving Sentence Writing Ability

This research aims to examine the effectiveness of the Think Talk Write (TTW) technique supported by word cards in enhancing sentence writing skills. The research method is quasi-experimental, utilizing a nonequivalent group's pretest-posttest design. Data collection techniques encompassed sentence writing tests and angle distribution. The research sample comprised Class IX C as the experimental group and Class IX A as the control group. Data processing techniques included the Shapiro-Wilk test to assess data normality, paired sample T-tests, and the NGain-Score test. The paired sample T-tests for the experimental group yielded a Sig. (2-tailed) value of 0.00 < 0.005, indicating a significant distinction between the pretest and posttest scores. Similarly, the paired sample T-test outcomes for the control group demonstrated a Sig. (2-tailed) value of 0.00 < 0.005. Moreover, based on the NGain-Score calculation, the average gain score for the experimental group was 71.25. In contrast, for the control group, it stood at 50.28, implying that the Think Talk Write (TTW) model, supplemented by word cards, effectively improves sentence writing skills.

THE INFLUENCE OF PERCEPTION ON LEARNING TECHNIQUES AND VOCABULARY MASTERY TOWARD ENGLISH WRITING ABILITY (Survey on Students of Public Vocational High School in Central Jakarta)

<p align="justify"><strong>Abstract: The Influence of Perceptions </strong><strong>on</strong><strong> Learning Techniques and Vocabulary Mastery </strong><strong>toward</strong><strong> English Writing Ability (Survey on </strong><strong>Students</strong><strong> of </strong><strong>Public </strong><strong>Vocational </strong><strong>High School in Central Jakarta).</strong> The purpose of this study was to determine the effect of learning technique and vocabulary mastery on the English writing ability of students of XI grade of Public Vocational High School (SMK Negeri) in Jakarta Pusata. The research method used is quantitative research with correlational survey research techniques. The analysis technique used in this research is Path Analysis. The population in this study was students of XI grade of Public Vocational High School (SMK Negeri) in Central Jakarta. The sample in this study was 110 students. The results of the study prove that: (1) there is an effect of perception of learning technique on English writing ability as indicated by the t-count = 1.865 (2) there is an effect of perception on vocabulary mastery on English writing ability as indicated by the t-count value = 16,733 (3) there is an effect of perception on learning technique and vocabulary mastery together on the ability to write English as indicated by the value of F-table = 161.202. The results of this study can provide input to vocational level teachers, especially English teachers to improve their competence in order to develop learning techniques and improve students’ vocabulary mastery, so as to optimize students' English writing ability.</p><p align="justify"> </p><p>Keywords: learning techniques, vocabulary mastery, and writing ability</p>

Learning Model Inquiry-Based Local Wisdom Dilemmas Stories and Their Effects on Critical Thinking and Scientific Writing Abilities

The findings of this study reveal a mismatch between competence criteria and the reality of students' critical thinking and scientific writing abilities. As a result, it is critical to find a solution to this problem as soon as possible. This study aims to implement the inquiry-based learning model of local wisdom dilemmas stories (ILWDS) and examine its effect on improving critical thinking and writing abilities. The research design is a quasi-experimental pretest-posttest control group design. The research sample consisted of 2 senior high schools—the samples consisted of 62 students in the experimental and 62 in the control group. Data on students' critical thinking abilities were obtained through test instruments. The data obtained were analyzed descriptively and inferentially using MANOVA. Additional studies to evaluate the number of the treatment's effects on the capacity to think critically and write scientifically used Cohen's d equation. The results showed that the mean score of the experimental group's critical thinking abilities and scientific writing was higher than that of the control group. The results of the MANOVA analysis show that there is a significant influence of the ILWDS learning model on students' critical thinking abilities and scientific writing. This model is effective in the high category. Therefore, the ILWDS learning model is recommended to be applied in senior high schools which need help improving critical thinking abilities and scientific writing.

IMPROVING STUDENTS’ WRITING ABILITY IN SHORT MESSAGE THROUGH PJBL STRATEGY (A Classroom Action Research at 8th Grade Students of SMPN 43 Surabaya)

Writing is one of skills which is difficult to master. In teaching writing, a teacher must be capable of employing strategies that engage students and motivate them in the learning process. One such strategy is Project Based Learning (PjBL), which aims to make the teaching of writing easier and more interesting. This study utilized a classroom action research design and involved 31 students from VIII F of SMPN 43 Surabaya. It was conducted in two cycles, each consisting of two meetings, and followed four steps: planning, implementation, observation, and reflection. After each cycle, an evaluation test was administered to assess the students' improvement in writing short messages. The research utilized test data collection, interviews with the English teacher and students, and an observation sheet as research instruments. The findings demonstrated that the implementation of the Project Based Learning (PjBL) strategy effectively enhanced the students' ability to write short messages, as evidenced by an improvement in the average test scores. In the preliminary test, 7 students (22.58%) met the success criteria, while in the first cycle, 22 students (70.96%) achieved success. By the second cycle, 28 students (90.32%) met the success criteria. Factors such as the teacher's explanation in the classroom and the students' attention, participation, and interest played a significant role in improving the students' writing ability. Consequently, the Project Based Learning strategy is recommended as an alternative approach for English teachers to enhance students' writing skills. Furthermore, future researchers can use this study as a reference for conducting further research on improving writing abilities.

The effect of working memory updating training on the Chinese writing ability of primary school students.

This study aimed to explore the effects of working memory updating training on primary school students' writing ability and performance. A total of 46 fourth-grade Chinese primary school students were recruited; their performance in the Chinese character N-back training task, the Writing Ability Questionnaire, and a time-limited writing task was assessed. The paired-sample t-test revealed that working memory updating training significantly improved the experimental group's working memory level. After training, a repeated measures ANOVA revealed that the experimental group's performance on the Writing Ability Questionnaire improved and was higher than that of the control group. In the time-limited writing task, independent-sample t-tests revealed that the experimental group's writing fluency increased and was higher than that of the control group, while the latter's grammatical accuracy and complexity decreased and were lower than those of the former. Working memory updating training can be used as auxiliary cognitive training to improve primary school students' working memory level, thereby promoting their writing development.

ENHANCING THE STUDENTS’ IN MASTERING WRITING ABILITY THROUGH CASE BASED METHOD


 The title of this research is Enhacing the Students’ in Mastering Writing Ability Through Case Based Method ( A Collaborative Classroom Action Research to the second year students of SMAN 2 Bireuen). The researcher found some problems of the research : First, How does Case Based Method enhance the students’ writing ability at the second year students of SMAN 2 Bireuen?. The second, How do the students’ response when teacher implemented Case Based Method used in teaching writing to the second year of SMAN 2 Bireuen?. The purposes of the research: First, To find out the use of Case Based Method enhanced the students of SMAN 2 Bireuen in writing ability. Second, To find out the students’ response toward the teacher implementing Case Based Method in teaching writing to the second year students of SMAN 2 Bireuen. The methodology used in this research is a collaborative Classroom Action Research. The instruments used in this research were: test, observation, questionnaire and field notes. Both qualitative and quantitative were combined in this research. Instruments used for qualitative research methodology were observation sheet for the teacher, observation sheet for the students, questionnaire and filed notes. Instruments used for quantitave was test. The result of this research show that Case Based Method was sucsess in enhancing the students’ writing ability, it is proved by mean score of the students test in the first cycle was 65.25% while the mean score of the students in cycle 2 was 78.6%. Futhermore, the mean score of the students response toward the implementation of Case Based Method was categorized strongly agree, it proved that the students had positive response toward the implementation of Case Based Method. The mean score of the teacher’s performance in the first cycle was 62,5% , while in the second cycle was 86,87%. The students were actively involved in teaching and learning process in the first cycle was 67,5% and in the second cycle was 86,25%. In conclusion, Case Based Method has successfull improved the students’ writing ability and the students had positive response toward the implementation of the Method.

Assessing Writing Abilities using AI-Powered Writing Evaluations

This study aims to investigate the effectiveness of AI software, Automated Writing Evaluation (AWE), in identifying grammatical errors and increasing writing abilities among Malaysian public university students, as well as their perspectives on AI software in enhancing writing skills. The outcomes of this study reveal that students have good attitudes toward the implementation of AWE. The findings have implications for using artificial intelligence (AI) software (AWE) in ESL writing classes. Moreover, future scholars are anticipated to do similar research to increase the effect and relevance of this work. Keywords: Artificial Intelligence; Automated Writing Evaluation; Writing Skills; Technology eISSN 2514-7528 ©2023. The Authors. Published for AMER & cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under the responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), and cE-Bs (Centre for Environment-Behaviour StudiesCollege of Built Environment, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/jabs.v8i24.420

The Effect of "Cipit Bar" Poetry Learning Model on Poetry Writing Ability and Poetry Appreciation of Elementary School Students

This study aims to analyze the effect of using the Cipit Baru Poetry Learning Model on the reading comprehension ability and reading interest of fourth grade elementary school students. A quasi-experimental design with a post test only-non-equivalent control group focus was applied to all fourth grade students (total sampling). Research data were collected through poetry writing ability tests and poetry appreciation with two assessment rubrics. The results showed that there was a partial and simultaneous effect of the use of the "CIPIT BARU" Poetry Learning Model on the ability to write poetry and appreciate poetry in grade IV elementary school students at both research loci. The conclusion of this study is that the use of the "CIPIT BARU" Poetry Learning Model can improve the ability to write poetry and appreciate poetry in grade IV elementary school students, as well as the importance of applying an innovative poetry learning approach in increasing students' reading interest and comprehension.

Pengembangan Media Pocket Book Guna Melatih Keterampilan Menulis Huruf Tegak Bersambung 2 SD

Writing ability is the ability to convey messages to others in writing, but there are still many problems with writing skills, one of which is writing cursive letters. The problems that occur are, some students still have difficulty in arranging and connecting concatenated letters, some students have difficulty arranging loose letters, and some students are tired of writing too many cursive letters. This study aims to provide education for children in writing cursive letters through the development of Pocket Book media. This study uses the R&D (Research and Development) research method and uses the ADDIE development model. There are 5 Development Processes that have been implemented in this research, namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation, 5) Evaluation. The Pocket Book media assessment was carried out by media, material, educator responses and student responses for grade 2 SDN Ceweng Jombang. The results of Pocket Book media development research show that the percentage obtained from media expert validators is 88.24% with a very valid and appropriate category for use, material expert validators are 85.29% in a very valid and suitable category for use. Furthermore, the results of trials or educators are 92% with a suitable category for use. The results of field trials with 17 students with a percentage of 91% with a very interesting category. Based on the results of the analysis, Pocket Book media is feasible to be used as a learning medium