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Journal articles on the topic 'Pre-writing techniques'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Gülşah, Geyimci. "Pre-writing Techniques In The Writing Process For The L2 Classroom." International Journal of English Language and Translation Studies 02, no. 03 (2014): 77–84. https://doi.org/10.5281/zenodo.15954.

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This study investigated pre-writing techniques in the learning process to improve written communication skills of learners using qualitative research methods. This study was performed in a public school, Suphi Öner Primary School in Turkey, in Mersin. Students were seventh grade class that their level was preintermediate. This class was made up of twenty students. It took three weeks, the students' samples, drawings and blogs were documented by the students. In order to examine the results, 6+1 Trait Analytical Model for assessing and teaching writing was used. The study found that th

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Papaevangelou, Olympia, Rousaki Soultana, Dimitrios Syndoukas, and Stavros Kalogiannidis. "Applying rhetorical methods to teach writing techniques to pre-service teachers." International Journal of Education and Practice 12, no. 2 (2024): 406–20. http://dx.doi.org/10.18488/61.v12i2.3694.

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This study explores the impact of rhetorical strategies on the writing techniques of pre-service teachers. It specifically examines how process-based writing instruction, rooted in Systemic Functional Linguistics (SFL), enhances the ability of student teachers to employ effective writing methods in crafting argumentative essays. Utilizing a sample of 98 student teachers from Greece, the research was conducted through a performance-based essay task, supported by two think-aloud protocols. This approach allowed for a detailed examination of the writing techniques used by pre-service teachers, bo

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Paris, Atika Salman, Mul Muliadi, and Baiq Santika Lestari. "SELF AND PEER-CORRECTION TECHNIQUES IN TEACHING WRITING." JURNAL ILMIAH GLOBAL EDUCATION 3, no. 2 (2022): 102–7. http://dx.doi.org/10.55681/jige.v3i2.268.

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This quantitative study aimed at finding out the effectiveness of self and peer-correction techniques in teaching writing at the twelfth graders of MAS Muallimin NW Boro Tumbuh in the academic year 2022/2023. The samples of this study were taken through random sampling technique consisting of 25 students. The data were collected from pre-test and post-test. The gained data were analyzed using descriptive statistics and paired sample t-test. This test was administrated to know answer the hypothesis. The result of the study indicated that self and peer-correction technique was significantly effe

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Muliadi, Mul, Khalqir Rahman, Samsul Rizal, and Azhar Azhar. "THE EFFECT OF ESTAFET WRITING TECHNIQUE ON WRITING RECOUNT TEXT." NUSRA: Jurnal Penelitian dan Ilmu Pendidikan 4, no. 3 (2023): 592–603. http://dx.doi.org/10.55681/nusra.v4i3.1326.

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This research is intended to investigate the effect of Estafet Writing Technique on writing Recount Text at XI Grade Students of SMA IT Dhiaul Fikri. The problems in writing Recount Text were: 1) The students have lack in vocabulary, 2) The students are difficult to start writing 3) The students are difficult to comprehend the tenses 4) the teacher does not have various techniques in teaching writing. The research formulations of the problem were: is there the effect of Estafet writing technique in improving students’ writing skill in recount text and to what extent is the effect of Estafet wr

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Jumaniyazova, Lobar Sirojiddin qizi. "THE EFFECTIVENESS OF SCAFFOLDING TECHNIQUES IN TEACHING ENGLISH WRITING." ACTIVE RESEARCHER 2, no. 1 (2025): 4–7. https://doi.org/10.5281/zenodo.15375563.

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<em>      Scaffolding techniques, rooted in Vygotsky’s sociocultural theory, have been widely adopted in English as a Foreign Language (EFL) classrooms to enhance students’ writing skills. This study investigates the impact of various scaffolding strategies on EFL learners’ writing proficiency. Through a mixed-methods approach involving pre-tests, post-tests, classroom observations, and student surveys, the research examines how techniques such as modeling, guided practice, and feedback influence students’ writing performance. Findings indicate

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Munjayana, Siti. "Pembelajaran Menulis Teks Narasi dengan Metode Mind Mapping pada Siswa MI." FONDATIA 8, no. 1 (2024): 66–76. http://dx.doi.org/10.36088/fondatia.v8i1.4536.

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The purpose of this study was to determine the skills of writing narrative texts using the mind mapping method for fifth grade students of MI Muhammadiyah Al Qomariyah Wates Boyolali at the pre-writing, during writing, and post-writing stages. The research method used descriptive qualitative. Data collection techniques used observation, interviews, and documentation. Data analysis techniques used data reduction, data presentation, and conclusion drawing/verification. The results showed that the application of mind mapping method contributed positively to the improvement of students' skills in

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Jamaluddin, Jupri, Arif Rahman, and Ahmad Javed Hassan. "Improving Students’ Writing Skills in Composing Descriptive Texts with Clustering Technique: A Lesson Learned from Vocational Schools." Journal of Language and Literature Studies 4, no. 2 (2024): 361–75. http://dx.doi.org/10.36312/jolls.v4i2.1943.

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This study investigates the use of clustering techniques to improve students' writing skills in composing descriptive texts. This study used Classroom Action Search (CAR) as the research method. This study consisted of two cycles. Each cycle consists of four steps: Planing, Action, Observation, and Reflection. The researchers conducted this study over almost a month, as each cycle was conducted in three sessions. To collect and analyze the data, the study used information from interviews, observations, questionnaires, and students' pre-test and post-test performance to corroborate the data col

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Macías-Mieles, María Virginia, and Maria Susana Nuñez-Reinoso. "Las técnicas grafoplásticas en el desarrollo de la preescritura en niños de 4 a 5 años." Multidisciplinary Latin American Journal (MLAJ) 3, no. 1 (2025): 650–62. https://doi.org/10.62131/mlaj-v3-n1-032.

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Graphoplastic techniques are essential in the development of pre-writing in children 4 to 5 years old, offering a playful and creative way to learn motor skills that are fundamental for future writing. These techniques involve a variety of activities, such as drawing, painting, modeling with plasticine and the use of recycled materials, allowing children to explore different textures and shapes. Through these activities, children not only have fun, but also work on their fine motor coordination, which is crucial for handling writing tools such as pencils and scissors. In addition, these techni

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Sidky, Gihan. "Developing Students’ Writing through Scaffolding Techniques in a Workshop Forum." Journal of Language Teaching and Research 10, no. 5 (2019): 963. http://dx.doi.org/10.17507/jltr.1005.07.

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This study aimed at enhancing students’ essay writing skills at the secondary stage through scaffolding techniques in a workshop forum. The participants of the study were 40 students at the first secondary stage in a governmental language school. Qualitative methods were used in data analysis; a sample of students’ writings was analyzed in light of the academic writing assessment criteria (Rose et al. 2008). A pre-posttest was administered to highlight progress in students’ writing in the three genres. Scaffolding techniques proved to be effective in improving students’ writing skills, specifi

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Bongga, Murniati, Hj Nurfaisah Sahib, and Rampeng Rampeng. "INCREASING STUDENTS’ WRITING SKILL IN WRITING PARAGRAPH THROUGH OUTLINE TECHNIQUE OF SECOND GRADE AT SMPN 35 MAKKASAR." ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL 6, no. 2 (2021): 34–44. http://dx.doi.org/10.52208/aellj.v6i2.170.

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The research aimed to find out whether the use of outline techniques can increase students’ writing skill in writing paragraph descriptive text of second grade at SMPN 35 Makassar. Design of the research was pre experimental method with three steps such as pre-test, treatment and post-test one class. This research was conducted at SMPN 35 Makassar by deciding second grade as population and choosing class VIII.3 which amount 25 students as a sample. Technique of collecting data was done by giving test. In analyzing the numerical data the writer used SPSS 16. Based on the data analysis, the writ

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Lodo, Rozita Y., Chamelya Vivi Crystanty Sene, and Mansuetus Mola. "Using Pictures to Enhance Descriptive Text Writing Skills for Ninth Grade Students at Smpk Muder Teresa Kupang in the School Year 2023/2024." Journal Emerging Technologies in Education 2, no. 1 (2024): 1–7. http://dx.doi.org/10.70177/jete.v2i1.716.

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This study aims to determine whether there is a significant impact from using pictures in descriptive writing instruction for ninth grade students at SMPK Muder Teresa Kupang in the academic year 2023–2024. This pre-experimental research used a pre-test-treatment-post-test design. It uses 2 pre-test-post-test cycles and uses tests as instruments. This research involved five students in class IX at SMPK Muder Teresa Kupang. Research data was collected by giving students written descriptive text tests before and after the test. According to data analysis, According to this study, the pre- and po

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Wahid, Abdul, and Sudjoko Sudjoko. "Students’ Competency Development in Writing Fiction through Mind Mapping Techniques." Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara 14, no. 2 (2023): 144–55. http://dx.doi.org/10.37640/jip.v14i2.1564.

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This study aims to improve Students’ writing competence on fiction to the 4th grade students in Elementary School. This research conducted in the Cijantung 03 Pagi of public elementary school. The teaching learning process was conducted in 2 cycles. On the pre-research, students’ competence on fiction was still low. It yelled 55% of students or 20 of 32 students had lower score (below the minimum completeness criteria/Kriteria Ketuntasan Minimum), after teaching learning process on the first cycle, students ‘writing skill on fiction increased till 75%, then in the 2nd cycle increased to 95%. I

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Nguyen, Thi Nhung. "Scaffolding Techniques in Teaching Writing to First-Year University Students: An Empirical Study at a University in Hanoi." International Journal of Social Science and Human Research 07, no. 09 (2024): 7195–206. https://doi.org/10.5281/zenodo.13840242.

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This study explores the application and effectiveness of various scaffolding techniques in improving the writing performance of first-year university students. The research focuses on three key questions: (1) how are scaffolding techniques applied in teaching writing? (2) What impact do these techniques have on students' writing performance? (3) Which scaffolding techniques are most effective in enhancing writing skills? A quantitative research design was employed, collecting data from 114 first-year students through pre-test and post-test assessments, as well as a survey among 12 teachers. Th

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Herawati, Ayu, and Siti Isnaniah. "Application of Acrostic Techniques to Improve Poetry Writing Skills." SEAQIL Journal of Language Education 1, no. 1 (2022): 1–9. http://dx.doi.org/10.70046/sjle.1.1.1-9.

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This classroom action research aims to improve students’ poetry text-writing skills. The technique used is the Acrostic Technique which can help students more easily come up with ideas in writing poetry texts. The results of the poetry text written with this technique also look unique. Students first write an exciting poem title. Furthermore, the title of this poem is written vertically and used as the first letter of each line of poetry written by students. This research was conducted on students of class X MIPA 2, SMA Negeri 2 Wates, Kulon Progo, Yogyakarta. Before taking action, the student

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ALKaab, Sahar Naeem Sabhan. "Improving Students’ Creative Writing Ability Through SCAMPER Technique." Theory and Practice in Language Studies 14, no. 5 (2024): 1576–81. http://dx.doi.org/10.17507/tpls.1405.31.

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The acquisition of writing is considered one of the most fundamental targets of EFL learners. It is widely accepted that teaching and learning techniques are recognised as crucial factors contributing to learners’ development of language skills. The SCAMPER is an effective technique for promoting learners’ creative writing skills. The increasing number of learners of English as a foreign language has led to a number of intervention studies that have attempted to investigate the effect of the SCAMPER technique on the students’ creative writing. A small number of studies have focused on the SCAM

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Yusufzoda, Shabnami Yunus. "WRITING TECHNIQUE DURING LITERACY TEACHING ON TEACHING." THEORETICAL ASPECTS IN THE FORMATION OF PEDAGOGICAL SCIENCES 2, no. 16 (2023): 44–49. https://doi.org/10.5281/zenodo.8285240.

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In the article describes the unique features and methods of teaching writing techniques in the alphabet period. When explaining the shape of the letter and its elements, first write it on the board, eliminate mistakes and shortcomings in writing. From the pre-alphabetic era, the stages of learning to write a letter and its elements at the same height, slope and thickness are shown.

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Sonia, Valizadeh, and Sahmaniasl Reza. "The Impact of brainstorming (Note taking) strategy on Iranian intermediate EFL Learners' writing skill." International Journal of Multidisciplinary Research and Growth Evaluation 4, no. 3 (2023): 636–40. https://doi.org/10.5281/zenodo.8188553.

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The present study aimed at investigating the effect of brainstorming techniques, note taking on EFL learners’ writing performance. To this end, 54 Iranian EFL intermediate learners were invited to participate in this study. The sample was distributed into two classes. Class A represents the experimental group totaling thirty students taught through brainstorming strategy, and note taking and class B represents the control group with 24 students. Their performance on the pre-test and post-test in both experimental and control groups was compared. As data analysis indicated, the experiment

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Pratiwi, Dian Fera, and Rahmah Julianti. "IMPROVING STUDENTS’ EXPRESSIVE WRITING ABILITY USING BRAINSTORMING TECHNIQUES." ELITERATE : Journal of English Linguistics and Literature Studies 2, no. 1 (2022): 107. https://doi.org/10.26858/eliterate.v2i1.44347.

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This research aims to find out whether the use of brainstorming significantly improves the expressive writing ability of the first-year students of the accommodation department of SMK Negeri 8 Makassar, South-Sulawesi, Indonesia. The research employed a pre-experimental method with a one-group pretest and posttest design. The sample was chosen by applying a cluster random sampling technique. The data were collected through writing tests. The results of the test were analyzed using the SPSS 16.00 version. The use of brainstorming as part of the treatment was chosen because it can attract the in

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Triana, Neni, and Yusrida Yusrida. "The Use of Peer Evaluation to Improve Writing Ability Students of SMP Negeri 1 Rambah Hilir." Acitya: Journal of Teaching and Education 4, no. 1 (2022): 1–15. http://dx.doi.org/10.30650/ajte.v4i1.2283.

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The main purpose of this research is to find out of the improving students writing ability using peer evaluation at SMP Negeri 1 Rambah Hilir. The design of this research is classroom action research the data were collected by distributing the test to the students of participants. There were two techniques in collecting the data. They were pre-test and post-test. Pre-test has been conducted to find the ability of students’ writing ability before teaching by using Peer Evaluation. After giving pre-test, the treatment has been done by using Peer Evaluation. The participants of this research were

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Mueller-Lyaskovets, Tetyana, and Olena Horner. "Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany." Journal of Academic Writing 11, no. 1 (2021): 62–79. http://dx.doi.org/10.18552/joaw.v11i1.499.

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Timed single-draft essays as summative assessment tasks have been argued to be inadequate for both teaching and assessing writing in the context of process writing. This is because single draft essays assess product rather than process. To address this concern, the authors developed, implemented, and evaluated two FL (foreign language) English writing courses that integrate various formative assessment activities for teaching writing. The course-embedded evaluation methodology included three techniques: pre-testing, collecting teacher-student conference reports, and administering a student opi

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Hidayad, Ferri, Ariya Agustin, Muhammad Iqbal, and M. Bambang Purwanto. "THE USE OF PROCESS GENRE TECHNIQUE TO IMPROVE WRITING SKILL." Language and Education Journal 8, no. 1 (2023): 60–70. http://dx.doi.org/10.52237/lej.v8i1.414.

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This study was conducted to evaluate the outcomes of process-genre training in the EFL writing course. It also looked at how they used rhetorical devices and techniques in their essay. Additionally, the success of the intervention was evaluated according to how the pupils perceived it. At SMP N 2 Sungai Lilin's eighth grade, it was circumscribed. A quasi-experimental design was used to achieve this. Using the simple random sample procedure, Sections A (N=42) and C (N=41) comprised the study's experimental group (EG) and control group (CG), respectively. While the CG received the customary writ

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Yopie A.T. Pangemanan, Jane E. Scipio, James Ed. Lalira, Morshe E. Lumansik, and Barrylyn S.H. Kussoy. "THE IMPLEMENTATION OF CLUSTERING TECHNIQUE IN LEARNING WRITING DESCRIPTTIVE TEXT AT 8TH GRADE OF SMP N 5 RANOYAPO." Santhet (Jurnal Sejarah Pendidikan Dan Humaniora) 8, no. 2 (2024): 12495–504. https://doi.org/10.36526/santhet.v8i2.4286.

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The purpose of this research is to find out 1) whether there is a significant increase in students' ability to write texts with clustering techniques, and 2) any difficulties that are associated with students in using clustering techniques. The test used is a test writing descriptive text and questionnaires. The method in this research is Post-Test Pre-Test Unit Design. The research design uses one class as an experimental class which gets two consultations using the Clustering technique. The sample used was 20 students in class VIII SMP N 5 Ranoyapo. Research data were collected through pre-t

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Rakhmanina, Lisa. "3 Steps Writing Strategy: Imitating-Reworking-Developing to Attract Interest in Writing Descriptive Writing in Improving Students Writing Ability." Linguists: Journal of Linguistics and Language Teaching 5, no. 1 (2019): 36. http://dx.doi.org/10.29300/ling.v5i1.1961.

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This study aims to find out whether 3-step-writing strategy could have a significant impact on the students 'writing results in descriptive writing and also to find out whether there is an impact of the interaction between 3-step-writing strategy on students' writing interest. The population in this study were Law Faculty students in the 2017-2018 academic year with a total of 25 students. In this study, sampling using purposive techniques that took two classes as samples and divided into two groups, namely: Experimental Group and Control Group. The Experimental Group learned to Write Descript

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Dhananjaya, Putu Aditya, Festi Himatu Karima, and Ngasbun Egar. "Improving Students' Writing Skill in Writing Descriptive Text using Brainstorming Plus Webbing Techniques." Journal of Nusantara Education 3, no. 2 (2024): 69–78. http://dx.doi.org/10.57176/jn.v3i2.100.

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Improving students' writing skills is the most important thing in their academic journey, yet it often poses some difficulties. This research was aimed to explore into this critical area, specifically focusing on improving students' ability in writing descriptive text. Moreover, it seeks to determine the effectiveness of applying either one or two writing techniques in order to achieve this objective.The study was conducted among 25 students in the VIII H class at SMP Negeri 29 Semarang. To measure the impact of different writing techniques, pre-tests and post-tests were conducted as research

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Nafi'yah, Siti, and Jenny Ika Misela. "THE EFFECTIVENESS OF STUDENTS’ CREATIVE WRITING ABILITY THROUGH COLLABORATIVE CLUSTERING TECHNIQUE AND ICT (INFORMATION AND COMMUNICATIONS TECHNOLOGY) IN THE SECOND SEMESTER OF IAIN KEDIRI." JURNAL KOULUTUS 2, no. 1 (2019): 183–93. https://doi.org/10.51158/xskgdq43.

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The purpose of this study is to observe the effectiveness of learning to develop writing through Clustering Technique and ICT, ICT used is using Edmodo.so this can reduce teacher solutions to overcome problems encountered in teaching and learning activities in writing text writing. This type of research is quantitative, namely pre-experiment. The techniques used in this study are observation, interviews, pre-test, treatment then post-test. Data from this study are information from students and teachers about the teaching techniques used by lecturers when teaching in class. The subjects of this

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Sinaga, Asima Rohana, Firinta Togatorop, Tiarma Intan Marpaung, and Rudiarman Purba. "The effect of free writing technique on students’ writing ability." Jurnal Pendidikan, Sains Sosial, dan Agama 8, no. 1 (2022): 352–61. http://dx.doi.org/10.53565/pssa.v8i1.495.

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The purpose of this research is to solve students' problems in writing narrative text, such as they lack vocabulary and they are difficult in certain generic structures. Students are not interested in Writing skills. Students still have difficulty expressing their ideas and they are bored in writing. Students' writing skills, especially narrative texts, are still low. This research is an experimental research. The purpose of this study was to find out which is more significant between the influence of Free Writing Techniques on Students' Writing Ability in writing narrative texts. Teaching wri

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Rahmayati, Septi, Tsabitha Nusaibah, Annisa Ramadhani, Muhammad Al Zikra, Reihan Lutviansyah Adhani, and Prima Aulia. "Efektivitas Expressive Writing terhadap Penurunan Tingkat Kecemasan pada Mahasiswa Psikologi Angkatan 2022 Kelas K Universitas Negeri Padang." MASALIQ 4, no. 4 (2024): 818–25. http://dx.doi.org/10.58578/masaliq.v4i4.3182.

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The research was conducted to see if expressive writing techniques are effective for reducing anxiety. And also can overcome excessive anxiety that exists in individuals. Data collection is carried out using expressive writing techniques during the technique process. This research is a quasi-experiment in the form of a one group pre test, post test design. The expressive writing technique was carried out for four days with 5 research subjects who were psychology students of class 2022, class K, Padang State University. The subjects were measured using a pre test, then given treatment, then giv

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Eng, Anne-Lise, Stine Torp Løkkeberg, and Lars Rune Halvorsen. "Evaluering av et pedagogisk undervisningsopplegg i akademisk skriving." Nordic Journal of Information Literacy in Higher Education 14, no. 1 (2025): 50–64. https://doi.org/10.15845/noril.v14i1.4227.

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At Østfold University College, we have focused on interdisciplinary collaboration to provide a comprehensive introduction to academic writing for first-year students, emphasizing a standardized program to ensure consistency in instruction. The article is divided into two studies. Both studies aimed to improve first-year students' academic writing skills by evaluating different instructional methods. The research questions for the studies were as follows: Study 1: Can the use of pre- and post-tests in an e-learning course in academic writing help students acquire new knowledge? Study 2: How do

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Elbalqis, Putri, and Hery Yufrizal. "Integrating Brain-Writing and Small Group Discussion to Enhance Students’ Writing Ability in Descriptive Text." English Education: Jurnal Tadris Bahasa Inggris 16, no. 1 (2023): 69–89. http://dx.doi.org/10.24042/ee-jtbi.v16i1.15557.

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The use of a technique in the process of teaching writing as a complex skill has a crucial role. This research, the integration of the two techniques; brain-writing and small group discussion was applied in teaching writing descriptive text. The objectives of the research were to find out (1) a significant difference of students’ writing ability before and after being taught by using the integration the two techniques, (2) the aspect of writing which is affected the most by using the integration of the two techniques, (3) the students’ perception towards the implementation of the integration o

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Yulianawati, Ida, Mursid Saleh, Januarius Mujiyanto, and Djoko Sutopo. "The effectiveness of writing techniques in improving students’ writing ability with different self-esteem." Studies in English Language and Education 9, no. 1 (2022): 30–44. http://dx.doi.org/10.24815/siele.v9i1.21725.

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Identifying appropriate writing techniques to help students with different self-esteem improve their writing ability needs to be considered by educators. This study attempted to examine the effectiveness of two writing techniques, Reflective Learning Portfolio (RLP) and Dialogue Journal Writing (DJW) in improving the writing ability of undergraduate students with different self-esteem. A quasi-experimental design was employed in this study. The participants of the study were 62 undergraduate students from a private university in West Java, Indonesia, which were divided into two groups that rec

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Iswahyuni, Dwi, and Sri Kiswati. "DEVELOPING STUDENTS’ WRITING SKILL THROUGH JIGSAW, MIND-MAPPING, AND ROUNDTABLE TECHNIQUES." Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan 7, no. 1 (2019): 82–93. http://dx.doi.org/10.35438/e.v7i1.165.

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Writing skill seems to be a difficult skill for many students. Whereas, they are demanded to be able to write at text level. This study investigates how students’ writing skill can be developed through the combination of jigsaw, mind-mapping, and roundtable techniques. The aim of the study was to find out in what ways the combination of jigsaw, mind-mapping, and roundtable techniques can develop students’ writing skill. Moreover, this study belonged to a pre-experimental study and the instruments employed in this study were tests and field notes. The results of the study showed that almost all

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Yulianawati, Ida. "THE EFFECT OF ESTAFET WRITING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT." Wiralodra English Journal 3, no. 1 (2019): 244–59. http://dx.doi.org/10.31943/wej.v3i1.46.

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This study aimed to know the effect of estafet writing to improve students’s ability in writing procedur text. Writing is one of the most important skill that should be mastered by students. But, sometimes the students have difficulties to express their writing because of many factors. The problem that faced by the students in writing are the students have problem in spelling, grammar, punctuation, uninterested media, do not have enough vocabulary so the students repeating the same words, and they often made grammatical errors. Estafet Writing is one of the active learning technique and also a

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Aslan, Ayşe Nur, and Banu Özdemir. "The Effect of the Four-Square Writing Method on 7th-Grade Middle School Students’ Informative Text Writing Skills." Ana Dili Eğitimi Dergisi 13, no. 3 (2025): 579–97. https://doi.org/10.16916/aded.1647776.

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Many methods and techniques have been developed in line with the theories and practices put forward for the development of writing skills. The purpose of the current study is to determine whether the Four Square writing method has an effect on the success of 7th-grade middle school students in writing informative texts. The study is a quasi-experimental study with a pre-test and post-test design. The study group consists of 36 7th-grade students from the central district of Kütahya. The study lasted a total of 8 weeks including the administration of a pre-test and post-test and Four Square wri

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Miri, Fatemeh, and Danial Babajani Azizi. "The Effect of Teaching Critical Thinking on Iranian EFL Learners' Essay Writing." Theory and Practice in Language Studies 8, no. 5 (2018): 509. http://dx.doi.org/10.17507/tpls.0805.08.

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The present study made an attempt to determine the effect of teaching critical thinking skills on Iranian EFL learners' essay writing ability. To do this, a sample of 60 EFL learners was selected based on their performance on Preliminary English Test (PET). The participants were randomly assigned to two equal groups of control and experimental. An essay-writing test functioning as pre-test was administered on both groups in order to ensure their homogeneity in terms of writing ability. The groups received 10 sessions of writing instruction; however, experimental group received additional instr

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Nguyen, Trang. "Essay Writing Strategies Employed by English-Majored Sophomores at A University in Vietnam." International Journal of Language and Literary Studies 6, no. 1 (2024): 259. http://dx.doi.org/10.36892/ijlls.v6i1.1533.

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This study investigates students’ use of essay writing strategies in different stages of the writing process. The participants included 105 English-majored sophomores at Hanoi Law University who have completed two courses in paragraph and essay writing instruction. A 5-level Likert close-ended survey questionnaire was designed to collect quantitative data regarding students’ frequency of applying overall and specific writing strategies in pre-writing, while-writing, and post-writing stages. The results revealed that while-writing strategies were used at high frequency by the participants while

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Windari, Tutut. "Penerapan Media Gambar Berseri Berbantuan Teknik Montase Pada Pembelajaran Keterampilan Menulis Narasi Siswa Kelas V Sekolah Dasar." Socratika: Journal of Progressive Education and Social Inquiry 1, no. 2 (2024): 133–40. http://dx.doi.org/10.58230/socratika.v1i2.199.

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This research aims to determine the ability of narrative writing skills through serial image media assisted by montage techniques. This type of research is classroom action research which consists of two cycles. Data analysis techniques were carried out descriptively, quantitatively and qualitatively. The subjects of this research were teachers and students of class V at SDN 5 Salamae, Palopo City. Based on the research results, it was found that the increase in writing skills in the pre-cycle was 47.30%, the results of learning to write narratives using serial image media assisted by montage

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Noyan, Ebru, and Zeynep Kocoglu. "Developing EFL Writing Skills through WhatsApp Dialogue Journaling." Advances in Language and Literary Studies 10, no. 2 (2019): 38. http://dx.doi.org/10.7575/aiac.alls.v.10n.2p.38.

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The present study attempts to explore the effects of WhatsApp and Pen/Paper dialogue journal writing techniques on university students’ writing performance. 45 freshmen students from Sociology department of State University in Turkey, participated in the current study forming three homogenous groups of 15, namely WhatsApp dialogue journaling (WDJ), pen/paper dialogue journaling (Pap DJW) and the control group. The experimental groups (WDJ and Pap DJW) received 12 treatment sessions expecting students to create dialogues through dialogue journaling while the control group had no treatment excep

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Frilia, Festi, Nurfaizah Sahib, and Muliati Muliati. "THE USE OF GUIDING QUESTIONS TECHNIQUE TO IMPROVE WRITING SKILL AT THE EIGHTH STUDENTS OF SMP NEGERI 35 MAKASSAR." ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL 8, no. 1 (2023): 13–23. http://dx.doi.org/10.52208/aellj.v8i1.280.

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The purpose of this study was to determine the use of guiding questions technique in improvement students' writing skills of class VIII at SMPN 35 Makassar. This study used the method of quantitative experimental. This study was conducted in three steps such as pre-test, treatment, and post-test. The subjects of this study were students of class VIIl-6 with a total sample of 26 students. Data was collected by giving a descriptive text writing test. Based on the results of data analysis, the students' pre-test results were 42.12 then after receiving treatment the student's score increased to 79

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James, Sahaya Restina, and Dr B. R. Veeramani. "Examining the Interplay Between Pre-Writing for Expository Writing and Argumentative Reasoning in Graduates of Business Education." International Journal of English Language, Education and Literature Studies (IJEEL) 4, no. 4 (2025): 13–19. https://doi.org/10.22161/ijeel.4.4.3.

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This study explored the relationship between prewriting strategies for expository writing and the development of argumentative reasoning skills in MBA students. 30 MBA students participated in a research design involving thematic analysis of prewriting exercises, classroom observations, and instructor feedback. The findings revealed a strong correlation between the use of effective prewriting techniques, such as brainstorming, outlining, and freewriting, and the ability to construct well-supported arguments. Students who engaged in thorough prewriting activities demonstrated improved critical

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Ahmed, Mahdi Aben. "Writing to Learn: Reflective Writing as an Educational Method for Saudi EFL Students." Theory and Practice in Language Studies 14, no. 6 (2024): 1811–17. http://dx.doi.org/10.17507/tpls.1406.22.

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This study explores the implications of training English as a Foreign Language (EFL) students in reflective writing and its impact on their writing ability. Reflective writing refers to critical analysis of an experience, recording its impact on the self, and planning the use of the newly gained knowledge. The study was conducted with 28 EFL students at a Saudi university with half of them exposed to reflective writing techniques and writing output compared in the pre-post-test design. Results showed that students in the experimental group performed noticeably better on their writing assignmen

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Ahmadi, Anas. "Teaching creative (Literary) writing: Indigenous psychological perspective." Cypriot Journal of Educational Sciences 16, no. 4 (2021): 1422–33. http://dx.doi.org/10.18844/cjes.v16i4.5997.

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This study aims to explore the teaching of creative writing through an indigenous perspective. This study used qualitative methods based on narrative interpretation and exposure. The respondents of this study were 40 students. Data collection techniques were conducted using creative writing, picking, and interviews. The data analysis technique consisted of three stages, namely pre-writing, writing process, and post-writing. The results showed that 77.5% of students answered very well, 17.5% answered well, 32% answered mediocre about the learning process of creative writing uses the perspective

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Espinoza Llanos, Angélica Rosario. "The development of creative ideas for pre-writing in the english language case: “Francisco Huerta Rendón” high school." Revista Boletín Redipe 9, no. 5 (2020): 188–98. http://dx.doi.org/10.36260/rbr.v9i5.987.

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The purpose of this article was to establish the incidence of techniques to generate ideas in pre-writing in the students of Basic General Education of "Francisco Huerta Rendón" High School of Guayaquil in the period 2019-2020.Aqualitative-quantitative methodological approach was used, 59 students of 151 belonging to the tenth year were evaluated, of which 44% were men and 56% women, using an observation guide based on the Likert scale, to determine the incidence of the problem in the sample studied. The results showed that 29% agree that it is difficult for them to organize their ideas and it

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Çetin, Didem, Nigar İpek Eğilmez, and Mustafa Volkan Coşkun. "Thinking Development Techniques Used By Pre-service Turkish Language Teachers in Informative Text Writing." Educational Policy Analysis and Strategic Research 13, no. 3 (2018): 89–99. http://dx.doi.org/10.29329/epasr.2018.150.5.

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Rahman, Abdul, and Humaira Irfan. "Impact of Creative Writing Techniques as the Pedagogical Intervention on English Language Writing Skills of Undergraduate Students in Pakistani Universities." Global Language Review VII, no. I (2022): 71–79. http://dx.doi.org/10.31703/glr.2022(vii-i).07.

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This study unfolds the impact of creative writing technique on improving the writing skills of a public sector university’ fifty undergraduates studying English language-related course, but their writing skills' proficiency is not up to the mark because of their use of L1 in learning other courses. The researchers held a pre-test to know grammatical, spelling, and overall syntactical errors. Later on, a series of lectures on how to minimize errors in English by using L2 was organized and eventually, a post-test was taken to know the results of the creative writing technique as a pedagogical in

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Harahap, Susi melyana, and Nazriani Lubis. "Improving Students’ Writing Skill by Applying Fishbone Techniques at the Grade X MAN 2 Padang Lawas." Indonesian Journal of ELT and Applied Linguistics 2, no. 2 (2023): 7–14. http://dx.doi.org/10.32696/ijeal.v2i2.2193.

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This study aims to determine the improvement achieved by students in the ability to write descriptive text using the fishbone technique. This research was conducted by applying quantitative research method and an experimental research design consisting of pre-test, treatment and post-test to improve students' descriptive writing skills using the fishbone technique in class X MAN 2 Padang Lawas. The instruments used are writing descriptive text materials based on a given topic, written test, fishbone improved by the students and lesson plan (RPP). To assess students' performance in writing desc

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Ningsih, Nuri Ati. "Teaching Writing Recount Text by Using Powtoon Video." English Teaching Journal : A Journal of English Literature, Language and Education 9, no. 1 (2021): 60. http://dx.doi.org/10.25273/etj.v9i1.9525.

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Powtoon. video and finding the advantages of using it. This research was a qualitative descriptive method. It was done in class IX of SMPN 6 Madiun. The sample of this research is class IX H. The data were collected by doing observation, interview, and documentation. Then, it was analyzed through three techniques. They involve data reduction. Displaying data, conclusion and verification. The result of reserach shows that using Powtoon. Powtoon video in teaching writing recount text done in three-phase technique. It involves pre activities, main activities and post activities. The process of wr

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Amin, Ruhul. "DEVELOPING WRITING SKILLS THROUGH EFFECTIVE WRITING APPROACHES." International Journal of Social Sciences & Humanities (IJSSH) 8, no. 1 (2023): 19–26. http://dx.doi.org/10.58885/ijssh.v08i1.19.ra.

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The purpose of the article is to discuss writing as an effective and productive skill while proposing six different approaches that successfully marry both the linguistic dimension and the task-related awareness students need to acquire in order to successfully express themselves in written forms. Grasping proficient levels of literacy is a universal goal for all children in the elementary classroom. This objective is especially challenging for English language learners particularly in the domain of writing. Writing has been identified as one of the most essential skills because the world has

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M. Hassoon, Israa. "Fish Species Identification Techniques: A Review." Al-Nahrain Journal of Science 25, no. 2 (2022): 39–44. http://dx.doi.org/10.22401/anjs.25.2.08.

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Fish species identification process is still problematical and time consuming, so automated fish identification is important. The performance of various fish identification techniques is compared depending on pre-processing, number of significant characteristics and identification correctness. The reason for writing this review stems from the importance of fish for humans as food and as a wealth which support the economy of countries. Therefore, it is necessary to shed light on fish and how to distinguish the beneficial and harmful ones, discover and identify fish diseases, and so on, which co

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Yanti, Ade, Abdul Hadi, and Dodi Settiawan. "Using Self-Correction and Peer-Correction Techniques to Improve Students’ Writing Skills: A Comparative Study." Indonesian Journal of Integrated English Language Teaching 8, no. 1 (2022): 1. http://dx.doi.org/10.24014/ijielt.v8i1.18494.

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This research aimed to examine and compare the effects of using self-correction and peer-correction techniques on improvement of students’ writing skills at Language Development Centre of a state Islamic university in Sumatera. The data were gathered using pre-test, post-test, writing assessment sheet and guidance sheet of self and peer correction techniques. This quantitative research was carried out by using an experimental method. The population consisted of 34 classes, and the samples were taken through cluster random sampling. As a result, 3 classes, consisting of 77 second-semester stude

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Anggrarini, Natalia, Intan Ali Indah, and Kardi Nurhadi. "EXAMINING THE EFFECTIVENESS OF CLUSTERING TECHNIQUE IN TEACHING WRITING RECOUNT TEXT." ENGLISH JOURNAL OF INDRAGIRI 7, no. 1 (2023): 168–75. http://dx.doi.org/10.32520/eji.v7i1.2295.

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Writing is the skill of conveying ideas in written form that can be understood, and the meaning of writing can be conveyed. However, writing is also difficult to master and learn at all levels, as it requires a lot of thought to generate ideas and produce words and sentences. Therefore, researchers use this clustering technique as a learning method before writing activities to design ideas that support the writing of their texts. The main objective of this study was to determine the effectiveness of the clustering technique in teaching writing recount text. The researcher used quantitative res

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