Writing Learning Outcomes Research Articles

Leveraging ChatGPT to enhance students’ writing skills, engagement, and feedback literacy

The rapid development of technology has dramatically increased the use of AI chatbots in English Language Teaching (ELT). This research investigates the role of AI chatbots in English as Foreign Language (EFL) students’ writing by addressing the following three main goals: (1) to measure how AI chatbots affect students' writing learning outcomes, (2) to evaluate their impact on writing feedback literacy and engagement, and (3) to explore how students use AI chatbots to improve these areas. Fifty Indonesian university students undertaking an Economic English course participated in this mixed-methods study, divided into an experimental group and a control group, each with 25 students. Data collection instruments included tests, questionnaires, and interviews. Quantitative data were analyzed statistically, while qualitative data were examined through thematic analysis. The findings revealed that the experimental group using AI chatbots showed significant improvements in writing outcomes. Additionally, this group demonstrated notable advancements in both writing feedback literacy and engagement. Students employed various strategies such as interactive writing practice, personalized learning plans, guidance on reading materials, acting upon feedback, peer feedback, gamified learning, and community building to enhance these areas. These results advance our understanding of the role of AI chatbots and inform instructional strategies in ELT.

The effect of text genre multiliteracy learning models and learning motivation on inspirational story writing learning outcomes of ninth graders at SMP negeri 1 Kwandang

This research is aimed at analyzing (1) different effects of the uses of text genre multiliteracy and conventional learning models on inspirational story writing learning outcomes of ninth graders SMP Negeri 1 Kwandang and (2) the effect of interaction between the text genre multiliteracy learning model and learning motivation on inspirational story writing learning outcomes of ninth graders SMP Negeri 1 Kwandang. This experimental research used a 2 × 2 factorial design. Instruments to measure motivation and learning outcomes were questionnaires and a competency test, respectively. The data analysis technique was two-way ANOVA. Results demonstrated (1) significantly different effects between text genre multiliteracy and conventional learning models on inspirational story writing learning outcomes at a p-value of 0.000 < 0.05. The group using the text genre multiliteracy learning model scored higher (better) compared to that using a conventional one at a mean difference of 10.7 and (2) a significant effect of interaction between the text genre multiliteracy learning model and learning motivation on inspirational story writing learning outcomes at a p-value of 0.014 < 0.05.

DEVELOPMENT OF TEACHING MATERIALS BASED ON PROJECT BASED LEARNING FOR EDITING COURSE

The aim of this study was to provide project-based learning-based teaching materials for editing courses. This study makes use of the ADDIE paradigm for research and development. Writing learning outcomes, questionnaires, and observation were utilized to collect research data. Expert and peer assessments provided the data for the analysis. The findings demonstrated that successful learning outcomes were achieved by developing project-based learning-based teaching materials for fourth-year Indonesian Language and Literature Education Study Program students in the Editing course. This helps students revise their writing more effectively, which enhances their writing abilities. Thus, the research's implications concern students' comprehension of modifying and creating instructional materials in order to meet learning objectives. This tactic has a big impact on learning.

Alignment between Course Learning Outcomes and Assessments: An Analysis within Linguistic Programs at a University in Vietnam

Internationally, the trend of student-centered learning in higher education has emphasized the importance of aligning student learning outcomes with corresponding assessment methods. This study is conducted at a university in Vietnam by investigating 32 sets of syllabi and test specifications varied from English Language programs to English as a Medium of Instruction (EMI) courses. The findings reveal that a lack of precision in verb usage within learning outcomes can introduce ambiguity, potentially hindering the effectiveness of both teaching and assessment. The study also highlights the significance of balancing the quantities of requirements within a single learning outcome to foster a positive and manageable learning experience. As a result, it is believed that a careful selection of verbs in writing learning outcomes, coupled with a balanced approach to requirements, can contribute to a more coherent and effective curriculum within linguistic programs.

Persepsi Pengajar dan Pembelajar Bahasa Inggris Terhadap Penggunaan Artificial Intelligence (AI) untuk Literary Writing

<em><em><span lang="IN">Literary Writing focuses on writing literary works, such as poetry, drama, short stories and other types of literary writing. The practice of writing Literary Writing provides an experience that is not easy for English language learners. This research is a case study with the research subjects being English teachers and learners. Research data was taken from the results of the questionnaire. This research aims to identify the use of Artificial Intelligence (AI) for learning Literary Writing as seen from the perceptions of English language teachers and learners. The research results show that Artificial Intelligence (AI) helps English teachers to prepare learning plans and materials, create an interactive and </span></em></em><em>attractive learning atmosphere, and evaluate Literary Writing learning outcomes. Furthermore, research shows that the use of Artificial Intelligence (AI) for English learners is useful for developing ideas and improving writing skills, correcting English grammatical errors, and enriching vocabulary. Apart from that, there is a negative side to using Artificial Intelligence (AI), namely dependency which limits creativity and critical thinking skills for English language learners. Thus, English teachers must monitor the use of Artificial Intelligence (AI) when used in classroom learning activities.</em>

UPAYA MENINGKATKAN KETERAMPILAN MENULIS BAHASA INGGRIS MELALUI TEKNIK EGRU PADA SISWA KELAS X SMK NEGERI 1 ENDE

This research aims to improve students' writing skills and improve mastery of sentence patterns and vocabulary in learning English and improve students' writing learning outcomes, especially in class X of SMK Negeri 1 Ende, Mautapaga Village, East Ende District, Ende Regency, East Nusa Tenggara. The subjects of this research were 39 students of class X- SMK Negeri 1 Ende. This research was carried out in three cycles, namely cycle I presented short message texts with the topic "Announcement", while cycles II and III presented descriptive texts with the topic "Description of people or things". In both cycles using the EGRU-based Literacy learning model, the results of data analysis showed that the average writing test score in cycle I was 65.38, the average writing test score in cycle II was 70.83 and in cycle III was 74.84. In cycle I there were 56.41% of students classified as active and very active, in cycle II there were 97.44% of students classified as active and very active, while in cycle III all students appeared active. Based on the student response questionnaire, out of 39 people, 36 people stated that they agreed to use EGRU in learning English, especially writing. Based on this classroom action research, EGRU has a big influence on students' writing activities, skills and learning outcomes. Therefore, it is hoped that similar teachers will use EGRU with a literacy approach in learning English, especially writing.

Peningkatan Hasil Belajar Menulis Recoun Text pada Siswa Kelas Viiig Melalui Model Pembelajaran Problem-Based Learning di SMP Negeri 1 Sambungmacan

This research aims to enhance the learning outcomes of recount text writing for kelas VIIIG SMP Negeri 1 Sambungmacan in the academic year 2023—2024 through the implementation of the problem-based learning instructional model. The objectives of this research are (a) to ascertain the effectiveness of the problem-based learning model in improving the ability to write recount texts, (b) to understand the process of students' learning outcomes improvement, and (c) to determine the extent of the improvement in recount text writing skills for eighth-grade students at SMP Negeri 1 Sambungmacan in the academic year 2023—2024 before and after the implementation of the problem-based learning model. This study follows a Classroom Action Research (CAR) design, conducted over two cycles, each involving four stages: planning, implementation, observation, and reflection. The research subjects are 30 students kelas VIIIG at SMP Negeri 1 Sambungmacan in the academic year 2023—2024. Both quantitative and qualitative analyses were employed for data analysis. The results of the analysis indicate an improvement in recount text writing learning outcomes in the first cycle with the topic of "unforgettable experiences," where the average score was 73.53, falling into the less satisfactory category. However, in the same material in the second cycle, the average score increased to 84.03. Based on these findings, it is concluded that the problem-based learning model is suitable for enhancing students' learning outcomes in recount text writing with the topic of "unforgettable experiences." Moreover, the problem-based learning model can be applied to other English language topics and across various subjects.

Model Pembelajaran Pair Check untuk Keterampilan Menulis Siswa SD/MI

When learning Indonesian in SD/MI, teachers need a learning model to support the smooth running of teaching and learning activities in the classroom. One of the obstacles in learning to write in SD/MI is low interest and writing skills. The Pair Check learning model was chosen by researchers to be used in learning to write in SD/MI so that students can learn independently and responsibly. The research method used by researchers is a qualitative method with a literature study research approach. Data sources in this research include several journals and scientific works according to the research title. The literature is related to the field of pair check learning models and writing skills in SD/MI. Data sources were found in printed and electronic literature. Researchers found ten relevant research journals, but there were three scientific works and journals used. The literature study was carried out by the author looking for scientific works and research journals that were relevant to the research title. Based on the results of literature studies in three journals, it can be concluded that elementary/MI students' writing skills have improved by using the Pair Share learning model. Improvement is not only in student learning outcomes but also student activity and interest. So, implementing the Pair Share learning model can be a solution and a varied learning model and provide innovation to teachers when implementing writing lessons. Apart from that, this learning model is also expected to be able to improve students' writing learning outcomes in SD/MI.

Understanding Technological Evolution in Teaching: A Qualitative Data Analysis

Abstract—Every evolution, rooted in its principles, presents a time-relevant paradigm shift. In the regards, technological evolution has been a significant milestone in the journey of educational contributions. It has today become an integral part of the education eco-system. While generation-z students are characteristically tech-savvy, at the same time it questions the caliber of the faculty to address the needs of these students. To understand the evolution of teaching pedagogies of the classroom, a qualitative study was conducted with Connectivism as the underlying theoretical framework. Through the semi-structured interviews, twenty seven faculty were interviewed with five questions. The first round of coding was carried out using the descriptive and vivo methods and second was carried out using the focused coding. Five themes have been discussed from the round one coding and summarized using the round two. The paper presents the results and discussion of this qualitative study and opens the potential space for future technology-related research questions. Writing learning outcomes, evolving classrooms and selecting technology have been discussed with respect to technological implications. The study concludes that the research groups need to develop philosophies by integrating the technology into the learning styles. Keywords—Connectivism; Education; Evolution; Teacher; Technology.

The Power of PBL and TPACK: Catalysts for Elevating Students' Writing Learning Outcomes

The English writing learning process is crucial in English language education, but it often faces challenges such as limited resources and ineffective teaching methods. To address these issues, this study explores the use of Problem-Based Learning (PBL) integrated with Technological Pedagogical Content Knowledge (TPACK) in the context of English as a foreign language (EFL) learning, specifically in the writing course. The research aims to investigate how the integration of PBL and TPACK can enhance students' writing learning outcomes (assessing their content and clarity, structure of the writing, and language quality). The research follows a Classroom Action Research (CAR) design with a quantitative approach. The subjects consist of 10th-grade students from a public high school in Pasuruan Regency, with a total of 33 participants. Data collection instruments include pre and post writing tests and observation. Data analysis is conducted using Microsoft Excel, employing percentages. The findings demonstrate that the implementation of PBL integrated with TPACK leads to significant improvements in students' writing learning outcomes. In the pre-cycle, the pass percentage was only 39.39%, while in cycle I, it increased to 75.76%, and in cycle II, it reached 93.94%. This study contributes to the development of curricula and teaching methods for English writing. These findings have important implications for future writing instruction that can help improve students' writing learning outcomes. This study’s limitations are constraining the applicability of its findings to diverse educational environments and a relatively brief timeframe. Future research could explore cross-cultural variations, delve into extended research periods, and compare the effectiveness of PBL and TPACK with alternative teaching models in EFL education.

MENINGKATKAN KEMAMPUAN SISWA DALAM MENULIS TEKS DESKRIPSI DENGAN PENERAPAN MODEL PEMBELAJARAN TEAM GROUP TOURNAMENT

The use of Team Game Tournament learning model in the classroom is still rarely used in classes in Indonesia. However, this Classroom Action Research shows an increase in each cycle that occurs when conducting research. The purpose of this study was to determine the impact of using the TGT (Team Group Tournament) learning model to improve students' writing learning outcomes in English lessons.

Pengaruh Metode Poster Comment Terhadap Kemampuan Menulis Deskripsi Siswa Kelas V SD Upt SDN No. 181 Pattopakang Kecamatan Mangarabombang Kabupaten Takalar

The Effect of the Poster Comment Method on Learning Outcomes of Writing Description of Class V Students of UPT SDN No 181 Pattopakang, Mangarabombang District, Takalar Regency. A Thesis of Primary School Teacher Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Makassar. Supervised by Munirah Madeamin as the first supervisor and Tarman A Arif as the second supervisor.This research discusses about the effect of poster comment method on the Indonesian language writing learning outcomes of the 5th grade student of V UPT SDN No 181 Pattopakang District, Takalar Regency. This research used pre- experimental design. The research population consisted of students of V UPT SDN No 181 Pattopakang , Mangarabombang District, Takalar regency. The research used purposive sampling technique, while the samples in this research were the 5th grade students, which consisted of 21 students. The research instruments were; observation and test of learning outcomes.

PENGARUH METODE KARYAWISATA TERHADAP HASIL BELAJAR MENULIS TEKS PUISI

The Effect of the Field Trip Method on Students' Poetry Text Writing Learning Outcomes. This study aims to determine the effect of the field trip method on the learning outcomes of writing poetry texts for class VII students of SMPN 1 Turikale Maros. This research is an experiment with a sample of 32 students. Data collection techniques used by researchers in the form of tests in the form of pretests and posttests The collected data is then processed and analyzed using inferential statistical analysis and descriptive statistics. The research results show that the use of the field trip method has an effect on learning to write poetry texts. The field trip method can provide a stimulus for students to express ideas and ideas in writing poetry based on objects that are felt, seen, and heard.

Basic Knowledge of Middle School English Teachers in Indonesia in Assessing Students ' Writing Ability

<p>The capacity to plan lessons and assess students’ learning defines junior high school teachers’ professionalism. Because it significantly affects how they evaluate students’ writing learning outcomes, junior high school English teacher must have a solid foundation in assessing writing. 87 Junior high school teachers from the district and 38 junior high school teachers from the municipality were asked to participate in this quantitatively descriptive study by completing questionnaires regarding their fundamental writing assessment knowledge. Only 16.09% of district teachers and 26.32% of municipal teachers received scores above 60 as a result. These teachers still have significant difficulties planning, implementing, and evaluating writing even though they are all credentialed and routinely report significant professional activities. All stakeholders, particularly schools and the ministry of education.</p>

IMPLEMENTATION OF GOOGLE CLASSROOM APPS TO IMPROVE CREATIVE WRITING SKILLS

The purpose of this research is to describe the implementation of the Google Classroom application to improve creative writing skills in students of the PGSD FKIP Unismuh Makassar study program. This research is a quantitative research. The research sample is 30 people. The instruments to be used in this research are: observation notes, questionnaires and performance tests. The data obtained were analyzed using quantitative descriptive analysis using the SPSS 25.0 for windows program. Based on the research results, it is known that there is an increase in creative writing learning outcomes of 23.98%. These results indicate that the Google Classroom application can improve creative writing learning outcomes and improve student performance in online learning.

A Bibliometric analysis on writing and learning outcome research around the world

This study uses bibliometric analysis to assess the most relevant themes linked to Writing Learning Outcomes, allowing readers to gain a holistic understanding of WLO and the most recent developments in the field. Publication data from Scopus is employed since it is considered as the gold standard for Bibliometric analysis, allowing for the visualization of information concerning the network of nations, keywords, authors, and trends. On September 14, 2022, this study examined 1,053 files spanning the years 1980 and 2022. The findings revealed that the quantity of published works on WLO generally increased, albeit with some years showing a modest decline. Analysing search terms for "Writing Learning Outcomes" (WLO) reveals a central interest in topics including learning goals, assessment, and instructional strategies. Important WLO publications are also discussed in the study. This study presented bibliometric analysis on the relationship between the most prominent themes in WLO research and classroom practice to be used for finding novelty in the area of WLO research.

EXPERIENCE OF STUDENTS’ ENGAGEMENT IN FLIPPED CLASSROOM STRATEGY TO LEARN ENGLISH WRITING SKILL IN JUNIOR HIGH SCHOOL

To improve their writing learning outcomes, it is necessary to carry out learning activities that involve student participation (student-centered). This can be achieved by using the Flipped Classroom technique as an appropriate teaching strategy. Because the flipped classroom is a relatively new method among Indonesian educators, it might be considered a new variation of imaginative learning. The current research, which is based on a descriptive case study, strives to provide a thorough and contextualized image of a specific phenomenon it is used to explain phenomena and circumstances that occur in real life. This was done through a google form using mobile phones and the internet to find out students'' perceptions of writing English. Practically speaking, the interviews were addressed to six participants (three men and three women). The outcomes of the semi-structured interviews reveal some similar patterns in general. Different participants had a degree of resemblance with their English class interviews. Second, while numerous other respondents claimed to be involved at the same level, the reasons for their statements differed. This perspective can help guide the design of questions so that students'' ideas about their participation in English e-learning are captured accurately. The aim of this study is to highlight the problems and solutions associated with teaching English writing to junior high school students. On the one hand, these difficulties include student talent On the other hand, the difficulties include students'' failure to generate ideas for writing in English, students'' lack of knowledge of English vocabulary, and students'' lack of motivation to learn to write in English

EFEKTIVITAS PENGGUNAAN MEDIA SCRAPBOOK PADA KETERAMPILAN MENULIS NARASI SISWA KELAS VI SEKOLAH DASAR

This research is motivated by the low skills of students in writing narratives. This study aimed to describe the effectiveness of using Scrapbook media on the narrative writing skills of sixth-grade elementary school students. This research uses a descriptive qualitative research method. This study’s subjects were sixth-grade elementary school students of SD 1 Jepang. The sampling technique used is purposive sampling, which uses the entire sixth grade, which consists of 32 students. Data collection techniques using observation, interviews, and documentation. Data analysis techniques in research take place before in the field and during the field. The results showed that it was easier for students to write narratives using Scrapbook media. Interest in learning also increases with the use of these media. In addition, students' narrative writing learning outcomes also increased to an average of 75. From the results of this study, it can be concluded that Scrapbook media is effectively used in the narrative writing skills of sixth-grade elementary school students.

Dungeons and dragons and digital writing: A case study of worldbuilding

Collaborative worldbuilding is an ideal digital writing project for promoting critical thinking about contemporary issues, developing and applying disciplinary expertise writing transfer, and building digital literacies. In the context of the global Covid-19 pandemic where the student experience was characterised by isolation, collaborative worldbuilding also offered a powerful means of building solidarity and community. This paper presents a case study of using collaborative worldbuilding for gaming to achieve key digital writing learning outcomes. The case study shows how this innovative pedagogical approach can be mapped to two key frameworks for information and digital literacies: the Digital Competence Framework for Citizens and the Framework for Information Literacy in Higher Education of the Association of College and Research Libraries. The case study also illustrates how a MediaWiki installation can be used for worldbuilding and as a means of critically introducing students to Wikipedia itself. Qualitative feedback from the students shows that the class achieved its key learning outcomes. More importantly, student engagement during the class and their feedback ascertains that collaborative worldbuilding is a powerful means of building connections and empathy between students in the context of isolation, amid a global pandemic.

A unified approach to faculty development

Due to the effect of the global pandemic and rising student cohort numbers, simulated practice placements are being implemented into nursing curricula. To deliver simulation-based education (SBE) within the Higher Education Institutions (HEI) staff must be adequately prepared. For SBE to be effective, thoughtful consideration to appropriate staff training is important [1]. A structured unified approach is more beneficial as it sets the same aspirations and contributes to a shared philosophy [2]. This unified approach meant both Health Board and HEI staff were being trained to delivery simulation in the same way, which was new for this HEI. Creating a faculty for simulation emulates a community of practice and also comprises essential networking with other simulationists [2]. It helps support Benner’s novice to expert theory as staff start of as novices and subsequently develop emulating that robust educational training for SBE faculty development is essential [3]. Importantly, it addresses quality assurance and governance frameworks in meeting the requirement of the International Nursing Association for Clinical Simulation Learning (INACSL) [3], Association for Simulated Practice in Healthcare (ASPiH), and Nursing and Midwifery Council (NMC) standards. The overall aim of this innovation was to implement a unified approach to faculty development training for academic staff within an HEI. Three training sessions were delivered in January and February 2022. HEI staff attended a one-day session. Health Board Simulation Educators facilitated the sessions for the HEI Academic Staff. Using a unified approach to this faculty development had a positive outcome in supporting HEI staff to be upskilled in the delivery of SBE. It has also resulted in the subsequent development and implementation of a 2-day training course comprising the following sessions: Session 1 – Introduction to clinical skills and simulation and writing learning outcomes and scenarios; Session 2: Technology supporting simulation; Session 3: Preparation, briefing, and debriefing; Session 4: Running an immersive simulation session. This in-house training programme will continue to be delivered to HEI staff undertaking SBE and evaluated. Using a unified approach enhances the quality and parity of the delivery of SBE within the HEI. A unified approach to faculty development within the HEI will continue to be delivered to upskill staff in SBE. Collaboration with clinical partners in faculty development is crucial in the delivery of SBE to ensure a unified evidence-based approach. 1. Bryant K, Aebersold ML, Jeffries PR, Kardong-Edgren S. Innovations in simulation: Nursing leaders’ exchange of best practices. Clinical Simulation in Nursing. 2020;41:33–40. 2. Peterson DT, Watts PI, Epps CA, White ML. Simulation faculty development: a tiered approach. Simulation in Healthcare. 2017;12(4):254–259. 3. Hallmark BF. Faculty development in simulation education. Nursing Clinics. 2015;50(2):389–397.