Writing Skills Research Articles

The effectiveness of using sheltered instruction for Developing EFL Writing skills among preparatory official language school pupils

The effectiveness of using sheltered instruction for Developing EFL Writing skills among preparatory official language school pupils

The Application Of Project-Based Learning (Pjbl) Model Through Series Picture Media As An Improvement Of Narrative Writing Skills Of Grade Iv Elementary School Students

Implementing Indonesian language learning in elementary schools, educators or teachers certainly have learning models that are suitable to the material to be delivered. This learning model is very important because with the right learning model it will trigger students to be active and creative. The Project Based learning model is a learning model that guides students to increase creativity in learning. The aim of this research is to determine students understanding in learning Indonesian through picture series media to improve the narrative essay writing skills of class IV students in the Indonesian language subject. This study used descriptive qualitative method. Data collection techniques use observation, interview and documentation. This results of the research show that the project Based Learning model is very suitable to apply to increase student creativity in learning Indonesian through the media of picture series. It was proven that out of 28 student, 5 student began to develop, 17 student develop according to expectations, 6 student developed very well. The conclusion is that the innovation conduct by Project Based Learning model through the media of pictures series has a great influence on improving narrative essay writing skills in grade IV elementary school students.

The Impact of the Connectivist Learning Model on the Writing Skills of Pakistani Digital Natives

The Impact of the Connectivist Learning Model on the Writing Skills of Pakistani Digital Natives

AN ANALYSIS OF THE EFFECT OF USING COLLABORATIVE STORY MAPS ON STORY WRITING SKILLS

AN ANALYSIS OF THE EFFECT OF USING COLLABORATIVE STORY MAPS ON STORY WRITING SKILLS

Effects of Colloquial Language on the Writing Skills of Grade 11 Students

This study aimed to investigate the effects of colloquial language on the English writing skills of Grade-11 students. It evaluates the prevalence of colloquial language usage, encompassing contractions, abbreviations, and sentence structures. Concurrently, it conducts a comprehensive assessment of students' writing skills, specifically emphasizing grammar, spelling, and coherence. The research methodology employed a quantitative approach, implementing a descriptive-correlational design. A rigorously selected random sample of 83 Grade 11 students from San Juan National High School forms the basis of this study. Data collection procedures include the utilization of a validated researcher-designed survey questionnaire coupled with the systematic analysis of written essays through the application of analytical rubrics. Empirical findings stemming from this investigation underscore the commendable writing proficiency of the students, with 30% demonstrating proficiency in grammar, 80% in spelling, and 28% in coherence. The p>0.05 indicates that there is no significant correlation between colloquial language usage and the level of writing skills of the participants. These findings offer valuable insights into the limited impact of colloquial language on the development of writing skills, irrespective of prevailing linguistic variations within society. Consequently, educators are encouraged to consider the judicious integration of opportunities for students to engage with colloquial language within contextually appropriate boundaries.

Incidental Writing Skills Acquisition Through Using Literature-Based Instruction

This study delves into the transformative potential of Literature-Based Instruction on the incidental acquisition of writing skills among ESL/EFL students in Salalah, Oman. Acknowledging the pressing need for effective teaching methodologies that bolster writing proficiency, this research employs a mixed-methods approach to evaluate the effectiveness of LBI in enhancing students’ writing abilities. The study involves a sample of 100 intermediate-level students divided into control and experimental groups. The experimental group received instruction through literary texts, while the control group followed a conventional curriculum. Data were collected through pre-tests, post-tests, and observations. The findings reveal that students exposed to LBI demonstrated significantly improved writing fluency, coherence, and grammatical accuracy compared to the control group. Additionally, qualitative data indicate increased student motivation and engagement with the learning material. The study underscores the potential of LBI to foster incidental writing skills acquisition and suggests practical implications for curriculum designers and educators in similar linguistic and cultural contexts. Educators can create a more enriching and effective learning environment that improves language skills and nurtures a lifelong appreciation for literature by integrating literature into language instruction.

Improving Poetry Writing Skills with Contextual Teaching and Learning Model assisted by Audiovisual Media for Fifth Grade Students

This study originated from a problem in grade V students of SDN Bojong 03, namely the low student learning outcomes in the material of poetry writing skills. Writing poetry as a skill needs to be trained so that the expected results can be achieved, one of the efforts to improve poetry writing skills is to apply the Contextual Teaching and Learning (CTL) model assisted by audiovisual media. The purpose of this study is to explain the process and results of improving poetry writing skills with the Contextual Teaching and Learning (CTL) model assisted by audiovisual media. This research was conducted at SDN Bojong 03 in class V with a total of 26 students. This research method uses a classroom action research method conducted over three cycles. Each cycle consists of four stages, namely, planning, implementation, observation or observation and reflection. Each cycle was carried out for three meetings, one meeting lasted 2x35JP. The results of this study have increased learning outcomes in each cycle. In cycle I, the score ≥ 70 was 12 students with a percentage of 48%, in cycle II, the number of students who received a complete score ≥ 70 was 17 students, and the third cycle, the number of students who were complete was 22 students with a percentage of 85% and the average score was 77. Based on the increase in learning outcomes, it can be concluded that the use of Contextual Teaching and Learning (CTL) models is assisted by audiovisual media.

Rolling Ball Media on the Writing Skills Rhyme for Fifth Grade Students of Elementary School

In the world of education, creating a learning environment that inspires and motivates students is an important task of a teacher. One way that can be used to achieve this goal is by utilizing learning media. This research aims to analyze students' pantun writing skills in a study Pre-Eksperimental Design by design One Group Pretest-Posttest Design. This research process involves preparation, implementation and data analysis stages related to rhyme writing skills and student responses. The subjects of this research were 20 fifth grade students, who received special treatment using media Rolling Ball to measure the effectiveness of this media on the development of their pantun writing skills. The required data is collected through observation and tests. The results of data analysis using the methoddescriptive and inferential statistics. Pretest exam 0.07 and the posttest value of 0.28 is greater than the alpha value of 0.05, this shows that the pretest value and posttest data are normally distributed. The homogeneity test using the t test obtained a value of -8.529 with a 2-tailed sig of 0.000, greater than the alpha value of 0.05, so it can be concluded that there is a difference in the average pretest and posttest rhyme writing skills after using media treatment Roling Ball.

Students’ Views On Using Collaborative Strategic Reading (CSR) To Develop Arabic Composition Writing Skills

Students’ Views On Using Collaborative Strategic Reading (CSR) To Develop Arabic Composition Writing Skills

Assessment Of Arabic Writing Skills In Differentiated Learning Based On Project-Based Learning

Assessment Of Arabic Writing Skills In Differentiated Learning Based On Project-Based Learning

The Application of Writing Skill in Arabic Writing for Students in Middle School

This study aims to reveal the application of maharah kitabah in Arabic writing of seventh grade students at MTs Uswatun Hasanah Binjai. The importance lies in the realization that writing skills in Arabic are a major component in the Arabic language learning process. This research uses a qualitative descriptive approach, namely the field study method. Respondents of this study were seventh grade students of MTS Uswatun Hasanah Binjai totaling 30 students, while the data collection techniques were observation, interview and documentation. Data processing techniques, namely data reduction, data presentation, conclusion drawing and verification. To test the credibility of the author using triangulation techniques with various data collection techniques and various data sources. The research subject focuses on the person who applies maharah kitabah, namely the seventh grade Arabic teacher of MTS Uswatun Hasanah and the seventh grade students of MTS Uswatun Hasanah Binjai. Research results found in this study are learning materials Arabic teachers use Student Worksheets (LKS) as one of the learning tools, in the learning process of maharah kitabah, teachers apply thematic methods where all learning elements are integrated in one topic in one learning session. The technique used is writing, which involves writing a simple sentence or number of sentences from the LKS material used. students do a personal demonstration of expression by doing writing exercises, starting from forming letters into words, combining words into sentences, and involving translation exercises between Arabic and Indonesian.

Evaluasi Pembelajaran pada Keterampilan Menulis di Kelas Tinggi

Writing skills are one of the main competencies that must be mastered by students in the upper grades of elementary school. This article discusses the evaluation of writing skills learning in elementary school classes. The purpose of this research is to explore the role of formative and summative evaluations, as well as authentic evaluations in improving students' writing abilities. The literature study method was used to collect information related to writing learning evaluation. The subjects of this research were elementary school students, with research objects including aspects such as sentence structure, vocabulary, and organization of ideas in writing. The research results show that evaluation of writing learning has an important role in improving students' writing skills. Evaluation helps in measuring student progress, provides appropriate feedback, supports instructional planning, and encourages reflection for both teachers and students. The implication of this research is the importance of carrying out systematic evaluations by educators in order to create a quality learning environment, especially in terms of improving students' writing skills in the upper grades of elementary school. Thus, this article provides valuable insight for educational practitioners in improving writing learning evaluation methods that are effective and have a positive impact on student development.

Challenges of Teaching and Learning Writing Skills in Nepalese English Classes

Challenges of Teaching and Learning Writing Skills in Nepalese English Classes

Impact of the Journaling Method on the Essay Writing Skills of Senior Secondary School Students in Keana Local Government Area

This study was carried out to examine the impact of the journaling method on the essay writing skills of senior secondary school students in Keana Local Government Area. This study utilised the quasi-experimental research design. The population for this study consisted of all public senior secondary school two students in Keana LGA, with a population of 3,012. The sample for the study were 103 students selected from 2. The intact group system was used were all the SS 2 students in the selected schools were used as sample size. The instrument used for data collection in this study was the Essay Writing Achievement Test (EWAT). The experimental group received instruction using the journaling method, focusing on idea generation, organization and punctuation in essay writing. The control group received normal classroom discussion-based instruction on essay writing. The treatment lasted for two weeks, with 80 minutes per week dedicated to it. The post-test was administered to both the experimental and control groups following the completion of the treatment. The findings indicated that students who were exposed to journaling method performed better in terms of organization, content development, mechanical accuracy and idea expression. It was recommended that teachers should recognize that different writing skills may benefit from different approaches, government can offer professional development opportunities for teachers to enhance their understanding and implementation of the journaling method.

Assessment of Factors that Affect Students’ Business Writing Skills

Writing is a language skill that used for effective communication. The research set out to identify the most common reasons why students struggle with business writing and to provide them with strategies to become better writers overall. Nazareth Art and Science College undergraduates have been the focus of this study, which has employed qualitative and quantitative methodologies to probe the difficulties they face. A total of 106 students from Nazareth College of Art and Science took part in the study. Questionnaire was employed for data collection. The researchers analyzed the survey data using descriptive statistics. The results of this research show that learners had a lot of trouble with their business writing. Business writing can be challenging for students for a variety of reasons, including traditional teaching approach, insufficient practice, lack of motivation and lack of sufficient vocabularies. The study suggests that students' writing could be enhanced with enough practice, the right methods of teaching writing, smaller class sizes, frequent feedback on errors, and encouraging students to shift their perspective on the importance of writing.

English Education Student's Perception And Motivation in Learning Descriptive Writing Skills Through Instagram

English Education Student's Perception And Motivation in Learning Descriptive Writing Skills Through Instagram

Improving Narrative Essay Writing Skills Through the Use of the Classroom Reading Program Method for Class V Students at SDN 1 Nunggi

The aim of this research is: to determine the increase in learning outcomes in the ability to write narrative essays using the student class reading program method. The target of the activity was 26 class students at SDN 1 Nunggi, the activity was carried out by researchers and Indonesian language teachers and the school principal helped with its implementation. Information is collected through observation, inspection and documentation. Research materials were analyzed using quantitative and qualitative data analysis. The results of the research show that the classroom reading program method can improve the narrative essay writing skills of fifth grade students at SDN 1 Nunggi. The results of the evaluation of narrative essay writing skills show the average words achieved by students in the initial situation, namely. 56.42, while the average for cycle I was 65.6, which is an increase compared to the initial state of 9.18. In the second fall, the average student score was 71.9, i.e. increased by 6.3 compared to the average score of cycle I tests. The proportion of those who reached the completion criteria also increased, i.e. in the initial state it was 31% in the first cycle. 62% or experienced an increase in fullness criteria by 31% at the beginning and Cycle II reached 88% or an increase of 26% compared to Cycle I

Determination of Creative Story Writing Skill Levels of Secondary School 7th Grade Students

Determination of Creative Story Writing Skill Levels of Secondary School 7th Grade Students

Assessing Language Learning Strategies in Enhancing Writing Skills among ESL Year 6 Primary School Pupils

Assessing Language Learning Strategies in Enhancing Writing Skills among ESL Year 6 Primary School Pupils

Analysis of Indonesian Language Learning on Poetry Writing Skill in Elementary Schools

Analysis of Indonesian Language Learning on Poetry Writing Skill in Elementary Schools