Writing Skills Research Articles

A Systematic Literature Review of Project-Based Learning on English Writing Skills

Project-based learning (PjBL) is a student-centred approach focusing on experiential learning. The approach has been widely used in the field of sciences and mathematics but not in social sciences, particularly in English writing skills. As PjBL gains popularity as one of the 21st century teaching and learning approaches, there is a need to identify the trends, key authors, significant countries, and findings related to PjBL in writing. This paper presents a systematic literature review (SLR) conducted on 17 articles from the year 2018 to 2023 from the Scopus database following the PRISMA guideline. The study focused on PjBL and English writing, employing a systematic literature review to analyse trends, countries, authors, and journals. The analysis reveals dynamic trends of PjBL in the writing field. While the publication output fluctuated over the years, Indonesia emerged as a major contributor, signifying a global interest. A diverse distribution of articles across journals and countries underscores the global impact of PjBL, with notable contributions from Malaysia, China, and Russia. This paper synthesises the key themes from the literature review, emphasising the improvement in writing skills through PjBL and its challenges. The findings underscore PjBL's potential in transforming English writing education, emphasising the importance of addressing challenges for effective integration. The study contributes to the literature through a systematic analysis, providing insights into the trends and recommendations in PjBL in English writing research. Further research should delve into refining PjBL methodologies to maximize its innovative potential in English writing instruction.

Enhancing Scientific Writing Skills.

Enhancing Scientific Writing Skills.

Investigating the Writing Skills Alternative Assessment Strategies used in Moroccan ESP Classrooms: Teachers’ Perceptions and Prevailing Practices

Assessment is the backbone of the learning-teaching process. Several studies have proven that assessment goes hand in hand with learning. Classroom assessment can be either traditionally of learning or formatively an ongoing process for learning. The current study explores the writing skills alternative assessment strategies used by Moroccan English for Specific Purposes (ESP) teachers in their classrooms. To reach this, the study seeks to explore Moroccan ESP practitioners’ perceptions and prevailing practices of writing skills alternative assessment strategies. Similarly, the study tries to identify possible challenges that impede the proper implementation of alternative assessment pedagogy in the Moroccan ESP context. Following a qualitative research design, the current paper deploys semi-structured interviews to collect data from 10 ESP instructors working in different higher institutes and universities in Morocco. The findings reveal that the participants possess favorable opinions regarding alternative assessment methods of writing skills. Nevertheless, these optimistic viewpoints are not clearly reflected in their assessment practices. The research paper can benefit both practitioners and policymakers in the field of education.

An Analysis of Grammatical Errors Committed by Students in Writing Argumentative Paragraph

Writing skills are very important for students to master to help them prepare for their future. However, grammar is one of the obstacles for students in writing English. This research aims to analyze grammatical errors made by students in writing argumentative paragraphs and to analyze the sources of these errors. Second semester English Language Education students were chosen as the subjects of this research. Furthermore, in analyzing the data, this research applies a combination of descriptive qualitative and descriptive quantitative methods. Apart from that, data was collected through collecting documents from the end-of-semester tests. The data analysis procedure consists of three specific steps, namely data reduction, data presentation, and drawing conclusions/verification. The results of the research found that students made 11 types of errors with a total of 165 errors. Most of them made omission of article errors with 39 (23.63%) errors, then simple addition 33 (20%) errors, alternating form 27 (16.36%) errors, omission of to be 21 (12.72%) errors, then omission of preposition 17 (10.30%) errors, omission of plural –s with 15 (9.09%) errors, misordering 6 (3.63%) errors, regularization 3 (1.81%) errors, and finally double marking and archi-form each 1 ( 0.60%) error. In addition, sources of errors were found in four types: interlingual transfer, intralingual transfer, context of learning, and communication strategy. The majority of students made mistakes due to intralingual transfer, 119 (72.12%) errors were found, followed by interlingual transfer 41 (24.84%) errors, communication strategy 3 (1.81%), and context of learning 2 (1.21%) errors.

Pengaruh Implementasi Kedwibahasaan terhadap Kemampuan Kognitif dalam Keterampilan Menulis

Writing skills are an important aspect in developing a person's communication skills. However, the writing process does not only involve linguistic aspects, but also deep cognitive aspects. One factor that is often overlooked but has a significant influence on writing ability is bilingualism. This article aims to explore the influence of bilingualism on cognitive abilities in writing skills. This study uses a qualitative descriptive method through data analysis through a literature review of relevant previous research regarding the influence of bilingualism on cognitive abilities in writing skills. The study results show that there is a strong relationship between bilingualism and cognitive abilities in writing skills. Someone who is strong bilingual tends to show better cognitive abilities in building arguments, organizing ideas, and organizing information effectively in their writing. In addition, awareness of language structure and wider vocabulary is also a characteristic of participants who are good bilinguals. These findings provide in-depth experience regarding the role of bilingualism in the development of writing skills, as well as its implications in the context of education and language learning.

DEVELOPMENT OF COGNITIVE SKILLS OF STUDENTS WHEN WRITING FOR A SPECIAL PURPOSE

Writing skills include all the knowledge and abilities related to expressing ideas through the written word. Well-known writing conveys our message or information with high clarity. The purpose of the thesis is to make a survey of and analyze the cognitive capability of students to clearly communicate professional ideas through writing that is in high demand for employers in any industry, to study modern approaches and perspectives in teaching writing for professional needs from methodological, psychological and didactic positions. Written communication skills expand the connection between employer and manager, specialist and client, thus the chain continues. Methodology. The mixed methods were used, observation and comparison, the questionnaire and the individual case analysis ones inclusive. Results of research show that when it comes to writing for professional purposes writing might be beneficial to cognitive skills because it requires focusing of attention, planning and forethought, organization of one's thinking, and reflective thought, among other abilities, thereby sharpening these skills through practice and reinforcement. Thus, the author comes to the conclusion that developing structures within creative writing helps students, future young specialists, to clarify their thoughts into a logical process, as well as their emotions. They will be able to look at situations in the workplace and in the rest of their life with clarity, being able to define clear pathways in order to overcome problems in the professions. Thus, knowing students’ writing issues may not only hasten the learning/teaching process but also contribute to the development of students’ cognitive learning skills. Hence, the effects of designing supporting schemes of different types on development of students’ cognitive and communicative skills in the process of learning a foreign language is evident.

Increasing Interest in Learning by Applying Learning Summary Writing Skills Text Content Using Inspiring Stories Important Video Media for Student Class IX

The skill of writing a summary of the contents of an inspirational story text is very important for students to simplify and clarify something too long. The higher the student's writing ability, the higher the level of understanding of what has been conveyed/listened to. However, most students lack mastery of summarizing. This research aims to increase students' interest in learning by implementing learning skills in writing summaries of the contents of inspirational story texts using illustrated video media in class IX Plus students at Al-Azhar Medan Middle School, Medan Johor District, academic year 2023-2024. The subjects of this research were class IX Plus students at Al-Azhar Medan Middle School, Medan Johor District, for the 2023-2024 academic year, consisting of 40 students. The sample in this study is defined as individuals/students who constitute the entire population studied. The method used in this research is classroom action research (PTK). The indicators for this research are teachers who teach the material to write summary sentences and paragraphs on the contents of inspirational story texts. The data analysis technique used was classroom action research through Cycle I and Cycle II. Through the stages: class action plan, implementation, observation, and reflection according to the learning implementation plan (RPP) and syllabus applicable in the learning curriculum at Al-Azhar Middle School Medan. Based on data from 40 students, it was found that the percentage of classical student learning completeness in cycle I was 75% of the number of students who completed it, while 10 students did not complete it, and in cycle II it was 95% of the number of students who completed it, there were 38 students who did not complete it, while 2 did not complete it.

KEMAMPUAN MENULIS SURAT PRIBADI PADA SISWA KELAS VII SMP NEGERI 1 NANGGUNG TAHUN PELAJARAN 2023/2024

Writing skills are very important for students, one of which is writing personal letters. However, in today's digital era, personal letters are rarely used, even some students do not know what a personal letter is. This study aims to determine the ability to write personal letters to grade vii students at SMP Negeri 1 Nanggung. The subjects of this study were students of grade vii at SMP Negeri 1 Nanggung. This research uses a qualitative descriptive method, which means that the research describes the level of students' ability to write personal letters. The study used a sample of 32 people from several different classes. The data collection technique is a performance test, by means of which each student writes a personal letter. This research was conducted on April 24, 2024. With the results that the ability to write personal letters at SMPN 1 Nanggung no one scored less. So it can be concluded that the ability to write personal letters at SMPN 1 Nanggung is good even though they no longer write personal letters in communication.

The Effect of the Story Completion Technique on Creative Writing Skills

Written works are the most significant tool in transmitting a society's culture to future generations. Therefore, enhancing the effectiveness and usage of creative writing is important. Various methods and techniques are employed in writing education to foster a love for writing from a young age and to aid in producing creative writing works. One such method involves completing unfinished stories. This study aims to demonstrate the effect of the story completion technique on students' creative writing skills. The study was conducted using a pre-test, post-test control group design among experimental studies. The sample consisted of 37 fourth-grade students from a primary school in the Central Anatolia Region, Türkiye with 19 in the experimental group and 18 in the control group. The experimental group was subjected to the story completion technique, while the control group received no special treatment and followed the Turkish language curriculum as planned by the teacher. The interventions lasted for 8 weeks. Data were collected by scoring students' creative writing products using the “Creative Writing Products Evaluation Scale” and were statistically processed using the SPSS software package. In the analysis of the data, the t-test was used for paired comparisons, and significance was sought at the .05 level. The results showed that students in the experimental group, who used the story completion technique, had significantly higher writing scores than those in the control group. Furthermore, it was observed that the writing levels of students in the experimental group improved from medium to good. These results indicate that the story completion technique is effective in enhancing students' creative writing skills.

Using a Successful Intelligence-based Program for Developing English Writing Skills and their impact on Developing Attitudes towards Writing among Preparatory Schoolers

Using a Successful Intelligence-based Program for Developing English Writing Skills and their impact on Developing Attitudes towards Writing among Preparatory Schoolers

The Effects of Drawing on Children’s Second Language Writing Skills via the Channel of Inner Speech

The Effects of Drawing on Children’s Second Language Writing Skills via the Channel of Inner Speech

Improving Student’s Descriptive Writing Skill through Silent Card Shuffle Strategy

This study aims to improve students’ descriptive writing skill by applying Silent Card Shuffle Strategy. The method used this research is action research. The subject was students on semester 3 from Management Class of UPI YPTK Padang. They are chosen because they are learning the English business subject on this semester and have learned simple present tense in previous semester. Writing English Skill is important for Management students for productive skill. One of them is creating the English brochure. English brochure can be as basic media for creating business for management students. Unfortunately, most of them have not master in writing English. So lecturer has chosen Silent Card Shuffle Strategy to improve the student’s English descriptive writing skill. The instruments were used to collect the data were observation, questionnaire, Students’ writing test. Then the qualitative data were grouped based on the indicators. In addition, quantitative data has analyzed by Anggoro Formula. Then the researcher interpreted the data to get the result of this research. The research shows that Silent Card Shuffle Strategy is quite good. It can improve the students ‘English descriptive writing skill. This is evidenced by the score of students’ writing test. It increases from the pretest, cycle I and cycle II. The increasing can be seen from of students ‘mean score on pretest, cycle I and II. The students mean ‘score are 50, 5 on pretest, 67, 7 on cycle I and 83, 8 on cycle 2. Thus, the application of Silent Card Shuffle Strategy can increase the students’ descriptive writing skill.

Improving Students' Descriptive Writing Skills Through Collaborative Writing Using Canva Application

Developing descriptive writing skills equips students with the ability to communicate effectively, enhances their observation and critical thinking abilities, encourages creative expression, and fosters empathy and perspective-taking. These skills are valuable not only in academic settings but also in various personal and professional contexts, allowing students to effectively engage their audience and express themselves with clarity and impact. Thus, students need collaborative learning and appropriate instructional media to develop their descriptive writing perfectly. This study aims to determine whether the collaborative writing method using the Canva application can improve EFL students' abilities in descriptive writing. This study used one group pretest and posttest design involving 32 students at one of the junior high schools in Gresik. The data was collected through pretest and posttest in the form of essays. The results of the paired sample t-test showed a significant value of .000 less than .05, which can be interpreted that there is a significant difference in the students' pretest and posttest. The conclusion obtained that the collaborative writing method using the Canva application can improve students' descriptive writing skills. Teachers can utilize this type of research to effectively instruct pertinent subjects to their students. Additionally, it serves as a source of inspiration for other scholars, encouraging them to delve into more profound investigations.

Reading For Writing: Exploring English Language Education Study Program Students’ In Improving Their Writing Skills

This study aims to investigate how students in the English Language Education Study Program (ELESP) adopt their reading activities to stimulate improvement in writing English texts. This qualitative descriptive study focuses on participants from the Class of 2020. Data collection methods include pre-interviews, interviews, and analysis of students' writing samples. The data is subsequently analyzed using a qualitative descriptive approach. The results indicate that students' experiences significantly influence their writing skills. A lack of experience often results in lower motivation to write, which in turn leads to poorer writing performance and lower scores. Although students recognize the importance of reading for enhancing writing skills, their reading abilities alone do not necessarily translate into improved writing proficiency. The findings suggest that while engaging in reading activities can help students overcome some writing difficulties, it does not have a substantial impact on overall writing improvement. This underscores the need for more comprehensive approaches that integrate reading with other skill-enhancing activities to better support students' writing development. Further research could explore additional factors that contribute to writing proficiency and develop strategies to more effectively bridge the gap between reading and writing skills.

Analysis of the Nearpod Content Application to Test Creative Writing Skills

This study aims to analyze the content of the “Nearpod” application that engages students in interactive learning experiences; where students could participate in virtual reality; Using e-learning websites, tablet applications and smart devices to achieve the best student responses in the field of distance learning to improve the creative writing skills of Grade 10 students in Arabic language. The study targets students of the second stage to identify the availability of the digital elements that make up the application on both writing and reading axes, The study aims to measure effect of the interactive activities in the Nearpod to improve the standards of “Creative writing” which builds students writing skills (Fluency, Originality, Flexibility, Expansion). Based on the results obtained, which showed that the application included interactive activities that could be effectively invested in the design of virtual classes for creative writing in the Arabic language, which depends largely on the teacher’s effort in creating distinguished classes to attract students, monitor their responses, and follow up their interaction and development, The researcher presented a preliminary conception or proposal for the written expression classes and made recommendations regarding the necessity of exploiting the electronic content of the application “Nearpod” in designing the preparatory creative writing classes before the post-test writing.

Unlocking Creative Potential: The Impact of Sasambo Wisdom on Narrative Writing Skills

Unlocking Creative Potential: The Impact of Sasambo Wisdom on Narrative Writing Skills

A Mixed Approach Stand Effective in Developing Interest in Teaching - Learning Writing Skills among the High School Level Learners of Rural Areas: A Study

This paper is an attempt to identify the effectiveness and suitability of the mixed teaching-learning approach in developing language proficiency among learners from rural backgrounds. The survey was held to examine the views of the learners towards the application of a mixed teaching-learning approach that includes group learning and the use of online platforms in teaching English as a second language. The present study is held through a survey from which the data in the form of responses was gathered from the learners of rural areas of the Rayalaseema region of Andhra Pradesh, India. The survey data was analyzed through SPSS for statistical analysis. The interpretations of the analysis were drawn and presented through tables and figures. The paper focuses on the consent of the target learners towards the implementation of the mixed approach and the same is structured through a proper understanding of the approach, the methodology adopted, the survey held, and analysis of the data for the conclusion of the interpretations drawn after the analysis. Keywords: Mixed teaching-learning approach – group learning – cooperative learning -Technology in ELT – ICT - TPACK

The Impact of Technology-Assisted Cooperative Learning on Developing Omani 8th Graders’ English Writing Skills.

The Impact of Technology-Assisted Cooperative Learning on Developing Omani 8th Graders’ English Writing Skills.

Implementing Problem-Based Learning to Improve Collaborative Writing Skills through Lesson Study in the Indonesian Language Subject

Implementing Problem-Based Learning to Improve Collaborative Writing Skills through Lesson Study in the Indonesian Language Subject

Developing Description Writing Skills through Comic-based Story

Developing Description Writing Skills through Comic-based Story