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Journal articles on the topic 'Writing skills improvement'

Author: Grafiati

Published: 7 June 2025

Last updated: 17 July 2025

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HATAKEYAMA, Tamami. "Improvement in writing skills." Journal of Information Processing and Management 52, no. 11 (2010): 675–77. http://dx.doi.org/10.1241/johokanri.52.675.

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Ashbaugh, Hollis, Karla M. Johnstone, and Terry D. Warfield. "Outcome Assessment of a Writing-Skill Improvement Initiative: Results and Methodological Implications." Issues in Accounting Education 17, no. 2 (2002): 123–48. http://dx.doi.org/10.2308/iace.2002.17.2.123.

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This paper reports the outcome assessment of our accounting department's writing-skill improvement initiative. We employ complementary experimental designs to examine the effects of professionally relevant writing experiences on accounting students' writing-skill development. Using a between-subjects experimental design, we compare the writing skills of accounting students who participated in our writing initiative with the writing skills of other business students who did not participate. Using a within-subjects experimental design, we track improvements of accounting students' writing skills over time. Results from both outcome assessment methodologies indicate that accounting students' writing skills improve as students participate in our writing initiative. This paper provides insight into the features of a successful writing initiative and offers methodological suggestions for conducting outcome assessments of writing initiatives.

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Cooney, Adeline, Eamon Darcy, and Denis Casey. "Integrating reading and writing: supporting students' writing from source." Journal of University Teaching and Learning Practice 15, no. 5 (2018): 17–35. http://dx.doi.org/10.53761/1.15.5.3.

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Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of student texts suggest significant improvement in some skills, for example, finding, interpreting and synthesising content across sources. Other skills showed less marked improvement, for example, critiquing sources and creating new text. This paper shares the lesson and makes suggestions for future iterations of the lesson.

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Izmaylova, N. S. "Improvement of Skills English Essay Writing." Nauchnyy dialog, no. 7 (2018): 308–19. http://dx.doi.org/10.24224/2227-1295-2018-7-308-319.

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Nurjanah, Kokom, and Santi Setiyaningsih. "CRITICAL READING SKILLS, ACADEMIC VOCABULARY MASTERY, AND ARGUMENTATION WRITING SKILLS." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 6, no. 1 (2022): 007–10. http://dx.doi.org/10.33751/jhss.v6i1.4979.

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The purpose of this study was to investigate argumentation writing skills in terms of critical reading and student academic vocabulary mastery. This research was conducted at the Department of English Education, Semester VII, STKIP Kusuma Negara Cijantung. The research method used is a correlation survey with technical regression analysis. Collecting data from research variables using test instruments. The results of this study reveal that: (1) critical reading has a positive effect on students' argumentation writing skills; (2) academic vocabulary mastery has a positive influence on students' argumentative writing skills; and (3) critical reading and mastery of academic vocabulary have a positive influence on students' argumentative writing skills. Therefore, it can be concluded that the improvement of critical reading skills, mastery of academic vocabulary supports the improvement of students' argumentation writing

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Revutska, S. "Writing skills improvement and development of critical thinking." Teaching languages at higher institutions, no. 45 (December 30, 2024): 73–89. https://doi.org/10.26565/2073-4379-2024-45-05.

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The article discusses the importance of improving writing skills along with the development of critical thinking. Despite significant achievements in this area, the study of critical thinking and its individual aspects as a complex phenomenon, as a necessary component of the process of improving writing skills, remains relevant. The interest in this topic will not diminish. The aim of the article is to substantiate the necessity of a comprehensive approach to writing skills improvement, that should be based on the simultaneous development of both writing skills and critical thinking skills for higher education students; to describe teaching techniques and technologies effective for the development of writing in a foreign language using critical thinking skills. The process of developing critical thinking takes place within the framework of improving discourse competence (coherence and cohesion), one of the four components (grammatical, sociolinguistic, discourse, strategic) defined as parts of the general communicative competence. Discourse competence can be improved when the development and strengthening of the grammatical competence component (words and rules) have already been completed. As the work on improving writing skills in foreign language classes for higher education students is supposed to adopt a holistic and comprehensive approach the Complex for improving writing skills is offered. The main requirements for the Complex for improving writing skills are as follows: grammatical competence (words and rules) is supposed to be basically formed; critical thinking skills should correspond to the accompanying mental operations; it is mandatory to work on words and phrases that enable logical transitions between between pieces of information in narration ; it is mandatory to work on techniques that train emotional control, the ability to communicate effectively under pressure while maintaining neutrality; and the development of cooperation skills and self-organization with the use of digital tools is essential. A detailed list of technics is offered that are parts of the Complex for Improving Writing Skills, which consists of 3 stages (1) accumulation of information from various sources; 2) research/processing of information (comparison, analysis, evaluation, ordering; sorting; testing different points of view, different possibilities and justification); 3) conclusion, recognition and analysis of errors, decision-making). The Complex for Improving Writing Skills aligns with the core requirements for fostering critical thinking while enhancing communicative competence in foreign language classes at higher education institutions.

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Nasution, Rafika Dewi, Marisi Debora, Bahagia Saragih, Johannes Jefria Gultom, and Safrida Lubis. "Virtual Writing Tutor (VWT) on Students’ Writing Skill Improvement at Writing Class." Asian TESOL Journal 3, no. 1 (2023): 15–18. http://dx.doi.org/10.35307/asiantj.v3i1.42.

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The study aimed to investigate Virtual Writing Tutor (VWT) on students’ writing skill at writing class. The study involved 30 participants taking writing subject at English and Literature Department, Language and Art Faculty, Universitas Negeri Medan. The qualitative method was conducted in this study. An observation sheet, questionnaire, and interview guidance were the instruments of study. The findings of the study showed that 100% of students are interested in using the media in practicing their writing skills. However, 45% of students stated that the choice of essay types was limited. Furthermore, 15% of students stated that there are features that cannot be accessed for free because they must have a premium (paid) account. Thus, , it is still necessary to be highlighted that using VWT is not the only way to get better at writing. It ought to be utilized in conjunction with classroom instruction and lecturer directions.

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Cequeña, Maria, and Leah Gustilo. "Can weblogs reduce writing anxiety and facilitate improvement in writing skills?" Asian Journal of English Language Studies 2, no. 1 (2014): 1–23. http://dx.doi.org/10.59960/2.a1.

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Nasir, Gamar Abdul, Ramadhan Jamhar, and Serviana Yurnialus. "Peningkatan Keterampilan Menulis Karangan dengan Metode Quantum Teaching pada Siswa Kelas XI SMA Muhammadiyah Kupang Tahun Ajaran 2019/2020." Prosiding Seminar Nasional IKIP Budi Utomo 1, no. 01 (2020): 519–611. http://dx.doi.org/10.33503/prosiding.v1i01.1065.

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Indonesia language learning is integrated into four language skills, namely listening skill, speaking skill, reading skill, and writing skill. Writing skill is more difficult to master than the other three language skills even for native speaker of the language concerned. Writing skill is not automatically mastered but it should be practice regularly. This research was conducted on 30 students in eleventh grade science students of SMA Muhammadiyah Kupang 2019/2020 academic year. The study aimed at describing the improvement of the process and the improvement of learning outcomes on writing essay skill using Quantum Teaching method. This Classroom Action Research was conducted for two cycles. The data were obtained through interview, observation, test, questionnaire and documentation. Then, the data were analyzed quantitatively and qualitatively. The results showed that the Quantum Teaching method could improve the process and the score of students' writing essay skill.

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Yunus, Syarifudin, and Maguna Eliastuti. "Improvement of Scientific Writing Ability Through Dyadic Essay Techniques." LINGUA : JURNAL ILMIAH 16, no. 1 (2020): 45–57. http://dx.doi.org/10.35962/lingua.v16i1.23.

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Students' scientific writing skills tend to be inadequate. Students find it difficult to express ideas and ideas in a scientific context. Observations made on Indonesian Language Education Students Semester VII of Indraprasta University PGRI showed symptoms of a lack of student scientific writing activity. Structured Dyadic Methods cooperative learning model basically can be applied by lecturers in scientific writing lectures. Structured Dyadic Methods (SDM) is a paired system, which emphasizes collaboration that enhances students' scientific writing skills. So the Dyadic Essay technique should be suspected to be able to improve students' scientific writing skills. After going through a series of research processes, the dyadic essay technique as one of the cooperative learning models that only involves two members in one group (in pairs) and using structured techniques is proven to be able to improve scientific writing skills based on facts and data so that it is more easily poured into works scientifically coherent and systematic. There is sufficient influence between the dyadic essay technique on the scientific writing ability of Semester VII students in the Indonesian Language Study Program, with a r coefficient of 0.655. Through dyadic essay techniques, students with high levels of creativity have better writing skills so that there is interaction between and creativity in learning to write science.

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Balch Samora, Julie, Sandra P. Spencer, Jahnavi Valleru, et al. "Writing Group Increases Quality Improvement Writing Competency." American Journal of Medical Quality 35, no. 4 (2019): 349–54. http://dx.doi.org/10.1177/1062860619886910.

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Quality improvement (QI) is critically important in current medical practice. Although many QI courses teach improvement science and methods, formal education in writing QI manuscripts for academic journal publication is lacking. The authors developed a QI Writing program, consisting of educational sessions with both coach and peer mentors, to improve comfort and productivity in preparing QI manuscripts for publication. Program participants conducted pre- and post-course QI writing skills self-evaluations in 4 competency domains: SQUIRE guidelines, writing for peer-reviewed journals, QI publication submission steps, and critically examining QI results. Course success was measured by the number of manuscripts submitted for publication. QI writing competencies doubled in 3 of 4 domains and increased 70% in the fourth. Fifteen of 17 (88%) course participants submitted manuscripts to a peer-reviewed journal, and 12 have been accepted to date. A formal writing group with didactic content and committed mentors increases QI writing competencies and manuscript submissions to peer-reviewed journals.

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Murаdоv, Utkir Nurillаyеvich, та Khumоrа Ziyоvuddin qizi Rаhimjоnоvа. "IMPRОVING WRITING SKILLS TО ЕNHАNCЕ STUDЕNTS' LЕАRNING". Educational Research in Universal Sciences 3, № 4 (2024): 113–17. https://doi.org/10.5281/zenodo.10651641.

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Enhancing students’ learning outcomes through the improvement of writing skills is a critical aspect of education. This article explores the importance of developing students’ writing abilities to help them effectively convey their thoughts and ideas. By providing opportunities for practice, feedback, and integration of writing assignments across disciplines, educators can empower students to become more effective communicators and critical thinkers. Ultimately, prioritizing the improvement of writing skills in the curriculum can lead to enhanced learning experiences and academic success for students.

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Aulia, Vivi. "A SYSTEMATIC REVIEW OF THE GENRE-BASED APPROACH IMPLEMENTATION TO IMPROVE EFL STUDENTS’ WRITING SKILLS." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 13, no. 1 (2024): 312–25. https://doi.org/10.26618/exposure.v13i1.13647.

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The genre-based approach (GBA) was one of the writing approaches that helps and facilitates students to explore a focused piece of writing. When students were required to create such a writing form, most of them tended to have difficulties in constructing structured writing. The GBA approach allowed students to improve their writing skills by following specific steps. This systematic literature review reviewed research articles discussing the improvements made in students’ writing outcomes by implementing the GBA. Fifteen research articles from nine different countries were selected from the ERIC, Google Scholars, and Semantic Scholars online article databases. They were analyzed to determine improvements in students’ writing skills based on the results of the research in these nine countries. The results showed that students investigated from research articles in the nine countries showed three types of improvement in writing: writing performance, writing achievement, and writing attitude. Specifically, 8 of 15 research results show that the implementation of GBA provides benefits to improve writing performance. Meanwhile, 5 of 15 research results mention that the students’ writing achievement in terms of their writing score is much better after implementing the GBA. Finally, two research showed an improvement in their writing attitude after the GBA implementation. The conclusion of this research indicates that the utilization of GBA can help and facilitate students to be more productive as well as improve their writing

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Septy, Adzanil Prima, Yollanda Angelina, and Fuad Nabil Adzanil. "Students’ Collaborative Learning Strategy of Think-Pair-Share toward Writing Skill Improvement." Journal of Education and Culture 5, no. 1 (2025): 9–20. https://doi.org/10.58707/jec.v5i1.1055.

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This descriptive research aimed to identify the writing skills of students engaged in the Think-Pair-Share (TPS) collaborative learning during English classroom activities. The study focused on 32 students from the Fashion 4 Department at SMKN 3 Payakumbuh Vocational High School, selected through purposive sampling. Data were collected using a set of writing tests, where students collaboratively wrote personal letters being involved in the TPS, and a set of questionnaires to gather feedback from both students and the teacher regarding the implementation of the TPS. The results revealed that students demonstrated strong writing skills in various aspects of personal letter writing, including generic structures, vocabulary usage, grammar, and mechanics. According to the school's Criteria of Learning Mastery (KKM), the students' writing skills were classified as above average, with scores ranging from 75.5 to 94, indicating the effectiveness of the TPS collaborative activities in enhancing writing skills. Based on these findings, several recommendations are proposed for teachers, students, and future researchers. Teachers should continue to facilitate and oversee the use of TPS in writing instruction. Students are encouraged to practice letter-writing extensively, particularly focusing on improving their paragraph writing skills. Future researchers should explore the challenges students face in organizing paragraphs while writing various types of letters.

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Triningsih, Renatalia, Gusti Yarmi, and Nina Nurhasanah. "Pengembangan Video Pembelajaran Animasi untuk Meningkatkan Keterampilan Menulis Teks Naratif di Kelas IV Sekolah Dasar." Cetta: Jurnal Ilmu Pendidikan 8, no. 1 (2025): 277–85. https://doi.org/10.37329/cetta.v8i1.3839.

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This study aims to determine the feasibility and effectiveness of animated learning video media in improving narrative text writing skills among fourth-grade elementary school students. The background of this research is that writing skills are often regarded as the final skill in the hierarchy of language skills taught in Indonesian language lessons. Writing is the last skill developed after reading, listening, and speaking. Narrative text writing is one of the essential competencies that students must master. Therefore, alternative methods are needed to enhance the teaching of Indonesian language skills, particularly narrative text writing. This necessity drives researchers to develop animated learning videos to make the learning process more enjoyable. The development model employed in this study is ADDIE (Analysis, Design, Development, Implementation, Evaluation). The findings reveal a significant improvement in narrative text writing skills following trials conducted with fourth-grade elementary school students. Thus, this media can be considered an effective alternative for teaching the Indonesian language. These findings affirm that animated learning videos are a potent tool for enhancing narrative text writing skills in elementary education.

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Miranty, Delsa, Utami Widiati, Bambang Yudi Cahyono, and Tengku Intan Suzila. "Automated writing evaluation tools for Indonesian undergraduate English as a foreign language students’ writing." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1705. http://dx.doi.org/10.11591/ijere.v12i3.24958.

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Nowadays, many computer programs are used in the teaching of writing in the context of English as a foreign language (EFL). One of the functions of the computer programs is to provide feedback to EFL students’ writing so that the quality of their writing can be improved. This study aimed to investigate whether the use of free automated writing evaluation (AWE) tools affect undergraduate EFL students’ writing skills. In this experimental study, 35 Indonesian undergraduate students of English education department were asked to use two AWE tools, Grammarly and Grammark, in the writing course over four months. Data for this study were collected by using tests and questionnaire. Pre-test, middle test, and post-test were administered to examine the students’ writing skill improvement. The findings indicate that the sequenced use of two AWE tools, Grammarly followed by Grammark, had a beneficial effect on students’ writing skill improvement. This study confirms the benefits of free AWE tools in enhancing EFL students’ writing skills.

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Miranty, Delsa, Utami Widiati, Bambang Yudi Cahyono, and Tengku Intan Suzila Tengku Sharif. "Automated writing evaluation tools for Indonesian undergraduate English as a foreign language students' writing." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1705–15. https://doi.org/10.11591/ijere.v12i3.24958.

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Nowadays, many computer programs are used in the teaching of writing in the context of English as a foreign language (EFL). One of the functions of the computer programs is to provide feedback to EFL students’ writing so that the quality of their writing can be improved. This study aimed to investigate whether the use of free automated writing evaluation (AWE) tools affect undergraduate EFL students’ writing skills. In this experimental study, 35 Indonesian undergraduate students of English education department were asked to use two AWE tools, Grammarly and Grammark, in the writing course over four months. Data for this study were collected by using tests and questionnaire. Pre-test, middle test, and post-test were administered to examine the students’ writing skill improvement. The findings indicate that the sequenced use of two AWE tools, Grammarly followed by Grammark, had a beneficial effect on students’ writing skill improvement. This study confirms the benefits of free AWE tools in enhancing EFL students’ writing skills.

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Nasution, Sukma Septian, Ahmad Jamalulael, Laksmy Ady Kusumoriny, Nur Najibah Sukmawati, and Setiana Sri Wahyuni Sitepu. "Genre-Based Instruction: Improving the Students’ Skill in Writing Descriptive Text." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 2 (2022): 1724–34. http://dx.doi.org/10.24256/ideas.v10i2.2986.

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The objective of the study is to investigate the improvement of the students' skills in writing descriptive text by using Genre-Based Approach in seventh-grade students at MTs Daarul Muttaqien, South Tangerang. This is a Classroom Action Research with students in VII grade consisting of 22 students as subjects of the study. The main instrument employed to collect the data is writing test supported by observation and interview to meet triangulation validity. The result showed there is an improvement in the students’ skills in writing descriptive text. It was shown from the test results where the mean score: the pre-test was 59.95 and only 22.7% of the students who passed the test. Then, it improved to 73.23 for the mean score of post test 1 that 59.1% of them passed the test. The improvement also occurred in post-test II where the mean score reaches 84.36 with a percentage of 95.5% of students who successfully did the test. The improvement was supported by the observation result that the students were active and enthusiastic in every step genre-based instruction offers. Most of the students also found it joyful and effective to improve their writing skill. In conclusion, Genre-Based Approach can improve the students’ writing skills, especially in writing descriptive text.

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Pilongo, Jolanda Hulda Debora, Yunita Hatibie, and Megi Sepriyanti Gobel. "Reading For Writing: Exploring English Language Education Study Program Students’ In Improving Their Writing Skills." Research Review: Jurnal Ilmiah Multidisiplin 3, no. 1 (2024): 66–72. http://dx.doi.org/10.54923/researchreview.v3i1.78.

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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.

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Bacon, Donald R., and Elizabeth Scott Anderson. "Assessing and Enhancing the Basic Writing Skills of Marketing Students." Business Communication Quarterly 67, no. 4 (2004): 443–54. http://dx.doi.org/10.1177/1080569904271083.

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Employers consistently rank communication skills, in particular writing ability, among the most important skills for undergraduate business students to possess. However, improving writing skills, especially with respect to punctuation, grammar, and word choice, often requires substantial teacher time and effort. To assess and improve student writing skills in a time-efficient manner, the authors developed a computer-scored measure of students’ ability to edit for writing mechanics. The authors tested the method with a pretest and posttest design and found that when students were held accountable for improvement (with 5% of the course grade dependent on improvement), there was a significant increase in students’ ability to edit. Without that accountability, improvement did not occur.

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Ashraf, Samina, Musarrat Jahan, Saamia Aqib, and Rabia Bahoo. "Improvement of Writing Skills Among Students With Hearing Impairment Using the Cognitive Model: An Experimental Study." Review of Applied Management and Social Sciences 4, no. 3 (2021): 641–50. http://dx.doi.org/10.47067/ramss.v4i3.169.

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Being a vital aspect of literacy, writing skills have great importance in the academics of students with hearing impairment. Improvement in writing skills is one of the prominent purposes of school education. Limitations in hearing impact the writing skills of students with hearing impairment (SWHI) in addition to reading skills. The present study was designed to highlight the writing problems of SWHI and to improve their creative writing skills using a cognitive model of teaching writing skills proposed by Flower and Hayes. The true experimental research design was used to see the impact of cognitive-based teaching strategies on the writing skills of SWHI. Pretest, treatment, posttest design were used to conduct this study. The targeted population for this research was SWHI studying in the grade 7th in the schools of Lahore city. A total number of 10 SWHI of Grade 7th was selected from one school in Lahore city. An equal number of students were assigned to control (N=5) and experimental group(N=5). Four different types of instruments were used to conduct the study. The experiment was conducted in one school in Lahore city for two months. The treatment comprised of instructional strategies developed in the light of Flower and Hayes's model of cognitive development. The study explored a statistically significantdifference between the writing skills of the students of the experimental group (EG) than the writing skills of the control group's students. The writing skills of students who belong to EG have upgraded after receiving treatment. The study recommended the use of cognitive-based strategies for the improvement of writing skills of students with hearing impairment.

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Faiza, Dinar, and Meilina Haris Mayekti. "FICTION WRITING IN WATTPAD AS A LEARNING MEDIA FOR IMPROVING THE STUDENTS’ WRITING SKILL IN ENGLISH LANGUAGE TEACHING DEPARTMENT UNU PURWOKERTO." Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris 9, no. 1 (2022): 1–12. http://dx.doi.org/10.34001/edulingua.v9i1.2515.

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The research contains the analysis of the use of Wattpad for practicing a fiction writing as an alternative learning media and method to improve the students’ writing skills, It was conducted in English Language Teaching Department, UNU Purwokert by taking 37 students as research object. This study used mix method approach by using qualitative and quantitative. Data collection was carried out by purposive sampling where researchers collected data through pre-test and post-test, questionnaires and interview to 37 students. It aimed to perceive the improvement of students’ writing skill, the students’ perception about Wattpad in building writing habit, interest, motivation and confidence in writing. The result of study showed there are improvements in writing skill after treatment mainly in idea/imagination development, organization such as building plot, characterizations and conflict. For grammar wise, it showed the improvement in vocabulary, part of speech and tenses, The activity also stimulates students' motivation and confidence to learn English, especially in terms of writing. It affects to the classroom atmosphere between lecturers and students because the class becomes more lively and interactive.

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Rileigh, Kathryn K. "Teaching Communication Skills in Psychology." Teaching of Psychology 25, no. 4 (1998): 279–82. http://dx.doi.org/10.1080/00986289809709715.

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In this article, I describe a sophomore-level course on communication skills in psychology that includes library research skills, writing research reports and term papers in American Psychological Association (APA) style, making behavioral observation notes, and giving oral presentations. Students learn by listening to topical minilectures, seeing examples of students' writing, and doing their own writing and editing. Scores on written examinations testing knowledge of specific APA principles and application in writing showed steady improvement throughout the course. Student evaluations also reflected satisfaction with the course. The article includes suggestions for future refinement.

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Rizkiyanti, Anita, Saifur Rahman, and Fathiaty Murtadho. "Development of Teaching Materials for Writing Short Story Texts Based on the KBM (Community Can Write) Application by Asma Nadia and Isa Alamsyah in Creative Thinking Skills for Junior High School Students." Dinasti International Journal of Education Management And Social Science 6, no. 5 (2025): 3585–93. https://doi.org/10.38035/dijemss.v6i5.4601.

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This study aims to develop and evaluate a short story writing instructional material based on the "Komunitas Bisa Menulis" (KBM) application using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. This instructional material is designed to improve students' short story writing skills and creative thinking through an interactive technology-based approach. The development process involved analyzing the needs of students and teachers, designing technology-based content, and testing by subject matter and media experts. The implementation was carried out in several pilot classes using both online and offline methods, and evaluation was conducted using sebelum tess and setelah tess to measure students' skill improvement. The results of the trial showed a significant improvement in students' short story writing skills (35%) and creative thinking skills (40%). This study provides evidence that the instructional material based on the KBM application is effective in enhancing students' short story writing and creative thinking skills.

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CHo, Kyuchan. "Argumentative Writing Education Method and Improvement Plan for College Writing Curriculum." Korean Society of Culture and Convergence 45, no. 7 (2023): 519–32. http://dx.doi.org/10.33645/cnc.2023.07.45.07.519.

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This paper recognizes the importance of argumentative writing education and attempts to discuss the existing operation method and improvement plans by examining it through argumentative writing instructional methods. As a result, W University's 'University Writing' curriculum, unlike other college writing curricula, focuses on theory and practice related to argumentative writing for one semester to specifically improve learners' argumentative writing skills. However, it was found that by focusing only on argumentative writing education, the problem of a lack of basic writing skills such as spelling and spacing, arises. Therefore, while following the common curriculum, it is possible to improve the argumentative writing ability by using the short assigned practice and task-related feedback time to supplement the learner's abilities and repeat the instructor's feedback based on it. This method was found to be a net positive as it increased the satisfaction of the learners much more than when the common curriculum process was applied as is.

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Setlight, Kharisma C. M. S., Martha Betaubun, and Vicha Kartika. "Involving Problem-Based Learning as an Alternative for EFL Students’ Writing Improvement: A Method for Teaching Writing." Journal of English Culture, Language, Literature and Education 11, no. 2 (2023): 210–35. http://dx.doi.org/10.53682/eclue.v11i2.6625.

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In fact, writing is one of the language skills that is emphasized in learning English in Curriculum 2013. As one of the language skills, writing skills need to be improved because it is a productive and expressive language skill that is needed to fulfill daily communication needs. Seeing the crucial role of writing, this present study intent to examine the problem based learning as an alternative model for EFL students’ writing improvement. Classroom action research with two cycles was implemented to study this phenomena. Moreover, this study involved 18 students of class XI SMA YPPK YOS SUDARSO Merauke, in collecting the data, this study used observation sheet for both teacher and students’ activities, meanwhile to see students’ writing improvement, explanation text writing was applied in both cycles. As the result, Problem based learning could improve students’ writing, it could be seen in each cycles’ scores, where cycle I writing was 63.33% and improved in cycle II 81%. In cycle I, most of students did not pass the minimum completeness which was 75, meanwhile in cycle II most of students passed. The improvement based on the observation results in both cycles are also being the success category in this study, in cycle I both teacher and students obtained 67.85% (good category) and 57.14% (enough category), improved in cycle II which was 87.5 (excellent category) and 83.92% (excellent category).

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Jurakulova, Durdona, and Yevgeniya Yugay. "USEFUL TIPS IN WRITING SKILLS IMPROVEMENT FOR HIGH SCHOOL LEARNERS." Innovative Development in Educational Activities 2, no. 22 (2023): 152–54. https://doi.org/10.5281/zenodo.10223095.

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Improving the writing skills of high school learners is a multifaceted endeavor that encompasses various aspects of language, communication, and critical thinking. This thesis aims to explore and provide comprehensive guidance on enhancing the writing skills of high school students through a combination of pedagogical strategies, digital tools, and a supportive learning environment.

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Wu, Shenghua, Shenghua Zha, Julie Estis, and Xiaojun Li. "Advancing Engineering Students’ Technical Writing Skills by Implementing Team-Based Learning Instructional Modules in an Existing Laboratory Curriculum." Education Sciences 12, no. 8 (2022): 520. http://dx.doi.org/10.3390/educsci12080520.

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Technical writing is a crucial skill for engineering students’ effective written communication, which shapes and affects their professional careers. This study designs team-based learning (TBL) instructional modules that are integrated into an existing engineering laboratory curriculum and evaluates their feasibility and effectiveness in improving engineering students’ technical writing skills. The data were collected from structured survey questions distributed to student participants and from the instructor’s independent evaluation of students’ lab reports. The effect of assigning a team leader on students’ writing performances was also evaluated. Our results indicated that students who have received TBL modules perceive a greater improvement in their technical writing skills than those who did not. A strong correlation was found between students’ perception and the instructor’s evaluation of the students’ technical writing skills. Assigning a team leader in TBL instructional modules has not played a significant role in improving engineering students’ technical writing skills. The same happens with gender. Overall, utilization of TBL instructional modules can advance engineering students’ technical writing skills.

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Aqidah, Nurul, Supriadi Supriadi, and Erwin Nurdiasyah. "Peningkatan Keterampilan Menulis Cerita Pendek Menggunakan Pendekatan Saintifik Berbentuk Media Pop Up Pada Kelas VI SD Islam Pertiwi Nusantara Kota Makassar." DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 5, no. 3 (2022): 960. http://dx.doi.org/10.31100/dikdas.v5i3.2092.

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This study aims to improve the learning process and short story writing skills using pop up media for sixth grade students of SD Islam Pertiwi Nusantara Makassar City. The design in this study uses a scientific model consisting of planning, implementation, observation, and reflection stages. The subjects of this study were the sixth grade students of Pertiwi Nusantara Islamic Elementary School, Makassar City, totaling 24 students. The object of this research is the skill of writing short stories. The method of data collection in this study used the methods of test, observation, and documentation. The data analysis technique used is qualitative techniques. The improvement of short story writing skills in the first cycle was 19.8 from the pre-cycle average score of 59.9 to 79.3. Meanwhile, the improvement of short story writing skills in the second cycle was 25.85 from the pre-cycle average value of 59.9 to 85.75.

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Eschenfelder, Christine C. "But Can They Write? Television News Industry Assessment of the Skills of Broadcast Journalism Students and Recent Graduates." Journalism & Mass Communication Educator 75, no. 2 (2019): 226–32. http://dx.doi.org/10.1177/1077695819884172.

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Broadcast journalism writing and reporting classes are designed to help students develop writing skills for multiple platforms, but many television news professionals think student writing and other necessary skills for the industry need improvement. Television news anchors, reporters, producers, and news directors who completed an online survey found many students need improvement in areas including writing skills, finding story ideas, storytelling, and writing to deadline. Survey participants also identified the need for robust internships and instructors with relevant skills and training. The purpose of this essay is to explore the survey comments which offer suggestions for both the academy and industry to improve multimedia student outcomes.

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Samiullah, Muhammad, Farid Ullah Khan, and Aftab Ahmad. "Assessing the Improvement in Descriptive Writing Skills with Communicative Teaching in Pakistan." Global Regional Review IV, no. I (2019): 427–34. http://dx.doi.org/10.31703/grr.2019(iv-i).46.

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The key objective of the research was to find the effect of communicative language teaching (CLT) on descriptive writing skills among 9th graders. Relevant literature revealed that descriptive writing skills can be enhanced with the help of communicative teaching. The Quasi experimental design was used. To conduct the experiment, six classes from two schools were selected conveniently. for gathering data to achieve the intended objective. Communicative lessons were intervention material. Results showed that communicative teaching had a significant effect on 9th graders skills of description in terms of writing. The outcome of research tells that CLT is valuable for educationists. Further, it is recommended for teaching of writing any literary genre.

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Chanyanuvat, Anchalee. "An Investigation into Aspects of Improvement of Basic Paragraph Writing Skills." rEFLections 23 (June 30, 2017): 34–50. http://dx.doi.org/10.61508/refl.v23i0.210268.

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This paper describes a classroom-based study designed to investigate the aspects of improvement in students’ English language writing abilities from five Paragraph Writing Skill Labs, organized in 2015. The labs were specially designed to train students to produce a well-organized paragraph based on the framework of Oshima and Hogue (1988, 1991), i.e. introduction by the topic sentence, supporting details and the conclusion as well as other basics of English writing such as accuracy and coherence. The two research questions were: 1) How did the students in the Paragraph Writing Skill Labs write their paragraphs (based on Oshima and Hogue’s Framework)?; and 2) In what areas of composing did students show signs of writing improvement? The study revealed that the aspects that could be improved more easily than the grammar aspect (Rank 7) were those of paragraph structure (topic sentence, body and conclusion), which alternately ranked 1, 2 and 3 in the sample groups of participants out of the seven aspects measured by the rubric used. Based on the results, teachers of writing are therefore recommended to spend a significant portion of class time training students in paragraph organization, while encouraging students to review and revise their own grammatical errors.

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Mushtaq, Rukhshanda, Naveed Ahmad Taseer, and Uzma Khalid Ghori. "Effectiveness of Process-Oriented Approach in the Development of English Writing Skills of Undergraduate Students." Global Educational Studies Review VI, no. IV (2021): 186–94. http://dx.doi.org/10.31703/gesr.2021(vi-iv).19.

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Writing is an essential part of second language learning, and students face many problems while learning about writing. The objective of this study is to figure out the problems faced by the students while writing. This mixed-method study investigates the effect of the process-oriented approach in developing writing skills among eighty undergraduate students of the first semester at various universities across Pakistan. The data was collected online, and the researchers conducted per-and post-test to check the language, vocabulary, coherence, and cohesion in students' writings. The participants wrote an essay containing 350-500 words taken as the sample to discuss the findings. The per-test revealed that students faced too many writing difficulties, and the post-test showed improvement in writing. The results showed that students have positive attitudes towards using the process-oriented approach in improving their writing skills.

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Suryana, Yayan, and Deden Iskandar. "THE USE OF PROCESS-PRODUCT HYBRID APPROACH TO IMPROVE STUDENTS� WRITING SKILLS." Indonesian EFL Journal 1, no. 2 (2017): 164. http://dx.doi.org/10.25134/ieflj.v1i2.624.

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This paper comes out of concerns about teaching English writing to vocational high school students in EFL learners� context. This study points out how the process-product hybrid approach affects students� writing skills in solving some complex problems in order to generate deep comprehension of writing. In this study, quasi-experimental research was applied to measure the students� writing improvement by collecting the data from instruments which covered pre-test, post-test, and questionnaire. The findings showed that students� writing skill improved significantly. It also revealed that almost all of the students responded the statements positively and they believed that this approach can help them in improving their writing skill since it gives full comprehension of writing and serves more interesting teaching learning activities. Therefore, this integrated approach has become the most recommended approach for teachers to improve students� writing competences.Keywords: process-product hybrid approach, teaching English writing, students� writing skills.

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Nafisah, Durrotun. "USING SCHOOLOGY APPLICATION TO IMPROVE THE DESCRIPTIVE TEXT WRITING SKILL OF THE TENTH GRADERS OF SMA MUHAMMADIYAH 1 MUNTILAN IN THE SCHOOL YEAR OF 2018/2019." Journal of Research on Applied Linguistics, Language, and Language Teaching 2, no. 2 (2019): 172–81. http://dx.doi.org/10.31002/jrlt.v2i2.421.

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AbstractIn teaching English, there are four language skills. They are listening, speaking, reading, and writing. Writing is one of the important skills in teaching English. However, the tenth graders of SMA Muhammadiyah 1 Muntilan in the school year of 2018/2019 still got difficulties in writing, especially in writing descriptive text. It was caused by the students’ low motivation in learning writing and the monotonous media that are used by the teacher. There are two objectives of this research. First, to know whether or not there is any improvement of the descriptive text writing learning motivation taught by using Schoology Application. Second, to know how great is the improvement of the students’ descriptive text writing skill taught by using Schoology Application.The writer conducted a classroom action research. The subject of this research was X IPS 2 of SMA Muhammadiyah 1 Muntilan in the school year of 2018/2019. The writer used test and non-test (observation sheet, questionnaire, and documentation) to collect the data. The writer used qualitative and quantitative data as the technique of analyzing data.The observation percentage in Pre-Cycle is 49.30% and it becomes 79.86% in Cycle II. The total improvement is 30.56%. In Pre-Cycle test, the average score of writing descriptive text is 62.75. After the writer used Schoology Application as media, the students average score in Cycle I is 66.78 while in Cycle II is 78.06. Overall the total improvement from Pre-Cycle test to Cycle II test is 15.31 points.Keywords: Descriptive Text, Schoology Application, Writing Skill.

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Ramauli, Fitri, Imam Subari, and Destia Herlisya. "Improving Students' Writing Skills through Group Work." International Journal Corner of Educational Research 2, no. 2 (2023): 64–69. http://dx.doi.org/10.54012/ijcer.v2i2.206.

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This research was aimed to improve students' writing skills through group work. The subject of the research were the 11th IPA 7 of SMA Negeri 1 Natar that consisted of 36 students. This research used Classroom Action Research (CAR) which was consisted of two cycles. Collection data technique was used test and non-test. Writing test used to know students’ writing skill. Menwhile, observation sheet and interview for non-test. Data analyzing was used quantitative and qualitative method. Refers to the result of the test, the mean score of students’ learning activities cycle 1 was 6.65 with the criteria was less active. Meanwhile in cycle 2 was 7.57 with the criteria was active. The improvement was 0.92. In the other hand, mean score of writing test in cycle 1 was 60 or 8 students who got score ≥70 with the percentage 22%. Meanwhile, mean of writing test in cycle 2 was 75.57 or 20 students who got score ≥70 with the percentage 55%. The improvement was 33% or 15.57. Based on the result of the research, Group Work can improve students’ writing skill in the 11th IPA 7 of SMA Negeri 1 Natar.

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Nisar Ul Haq, Muhammad, Muhammad Mahmood, and Khadija Awan. "Assistance of Formative Assessment in the Improvement of English Writing Skills at Intermediate Level." Global Language Review V, no. III (2020): 34–41. http://dx.doi.org/10.31703/glr.2020(v-iii).04.

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The major purpose of the study was to measure the effects of the formative assessment in the improvement of English writing skills at intermediate level. This study used a quantitative research method, descriptive in nature, so the researcher used the survey method for data collection. The study was delimited to Sahiwal division of Punjab province. The population of the study comprised of all 246 male and female colleges and higher secondary schools of Sahiwal division which are affiliated with BISE Sahiwal. Sample of this study consists of intermediate part II (328) students. A 30 items questionnaire was developed, administered and managed. Data analysis was performed by using descriptive statistics. The result shows that formative assessment assists in English writing skills, and the students face difficulties in improving English writing skills. Special lectures and trainings may be managed for English writing skills and give a specific focus on writing skills during formative assessment.

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Altmısdort, Gonca. "Do L2 writing courses affect the improvement of L1 writing skills via skills transfer from L2 to L1?" Educational Research and Reviews 11, no. 10 (2016): 987–97. http://dx.doi.org/10.5897/err2016.2743.

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Ngo, V. G. "Building Blended-learning Materials for Improvement of Academic English Writing Skills for Vietnamese Higher Education Students." Administrative Consulting, no. 6 (July 22, 2023): 118–29. http://dx.doi.org/10.22394/1726-1139-2023-6-118-129.

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This paper aims to offer insights into academic and research challenges confronting Vietnamese students. This paper also indicates need analysis for designing a blended-learning set of materials for improvement of academic writing skill. Using a mixed-method approach, a survey of of 1,026 respondents was conducted with students and 10 in-depth semi-structured interviews were carried out with teachers to obtain a through understanding of the issue investigated. Findings reveal that there is an urgent need for a set of writing skill materials in a blended-learning format. The research also unveils writing difficulties being faced by students of English when it comes to academic and research writing. Major challenges centred around vocabulary, grammar, structure and lack of writing practice materials. Future research concerning the examination of the effectiveness of the blended learning practice materials for enhancement of writing skills is also mentioned in this paper.

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Giang, Ngo Van. "Building Blended-learning Materials for Improvement of Academic English Writing Skills for Vietnamese Higher Education Students." Administrative Consulting, no. 6 (174) (June 7, 2023): 118–29. https://doi.org/10.22394/1726-1139-2023-6-118-129.

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Ul-Haq, Zahoor, and Bushra Ahmed Khurram. "IMPROVEMENT OF WRITING SKILLS USING ACTIVITY BASED METHOD OF LEARNING AT GRADE-VI." Journal of Social Sciences and Humanities 57, no. 1 (2018): 17–27. http://dx.doi.org/10.46568/jssh.v57i1.76.

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This study was undertaken to investigate the outcome of using the activity based learning method on the development of writing skills of students of grade 6. The study used pretest post-test equivalent group design. 50 students were randomly selected from a government school as sample for this study. They were divided into experimental and control groups based on the scores they achieved in pre-test. Students in the experimentalgroup received instruction through activity based method of learning. In contrast, the traditional method of teaching writing was used for teaching the control group. A comparison of pre- and post-test scores on writing measure evidenced that the experimental group performed better that the control group on writing post-test. It was concluded that activities helped enhance the writing skills of the experimental group. This finding suggests that students of elementary level should be engaged in activity based learning to enhance their writing skills.

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Samsilayurni, Samsilayurni, Mediarita Agustina, and Nurmala Dewi. "Training in Writing Popular Scientific Articles to Improve Scientific Writing Abilities of Students of S1 Educational Administration Study Program." DIKDIMAS : Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (2025): 35–41. https://doi.org/10.58723/dikdimas.v4i1.390.

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The skill of writing scientific papers has become a requirement for students as undergraduate graduates. The aim of this community service is to improve students' skills in writing articles as scientific papers. This research is classified as a case study in the form of training in writing popular scientific articles as a reference for students of the Educational Administration study program in semesters I (one), III (three) and V (five). Held on October 18, 2024, 40 (Forty) students registered as participants in the Popular Article Writing Training to Improve Scientific Writing Skills using lecture, discussion, example and practice methods. The evaluation results showed a significant improvement in students' writing skills, as seen from their ability to compose more structured and logical articles with a score of 87%. The support and guidance from lecturers and facilitators during the training greatly helped students in completing their writing so that they were more confident with a score of 85%. It is recommended that training be held periodically, guidance from lecturers be strengthened, and collaboration with scientific journals be expanded. Continuous evaluation is also necessary to ensure program effectiveness and necessary improvements. It is hoped that this activity can continue to be developed to provide greater benefits for students in improving the quality of their scientific work.

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Demissie, Girma, Dawit Amogne, and Anegagregn Gashaw. "The effect of using google docs on Ethiopian EFL students' collaborative writing improvement." Australian Journal of Applied Linguistics 8, no. 3 (2025): 102622. https://doi.org/10.29140/ajal.v8n3.102622.

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This study investigated the impact of Google Docs on the academic writing improvement of English as a Foreign Language (EFL) learners. Conducted over a 13-week period during the 2022/23 academic year at an Ethiopian university, the research examined how this digital tool affects writing quality and student perceptions. Utilizing a sequential explanatory mixed methods approach, the research employed a quasi-experimental A-B-A-B reversal design with a single intact class of 10 EFL learners from Wollo University, Ethiopia, enrolled in an Advanced Writing course. The A-B-A-B reversal design involved alternating between baseline (A) and intervention (B) phases to observe its effect on writing improvement. Data on writing quality were collected through essay writing tests, and student perceptions were gathered via interviews. Quantitative data from pre- and post-tests were analyzed using paired-samples t-tests and a one-way Multivariate Analysis of Covariance (MANCOVA) to assess changes in overall writing skills and sub-skills. Thematic analysis was used for the qualitative interview data. The findings from the tests revealed statistically significant improvements in students’ overall essay scores, indicating a significant enhancement in their writing quality. Notably, significant improvements were observed in task achievement, coherence and cohesion, lexical resources, and grammar range and accuracy. Qualitative insights from interviews supported these results, with students expressing positive perceptions of Google Docs due to enhanced collaboration, real-time feedback, and ease of access. The study concludes that Google Docs could be an effective digital tool for promoting collaboration and improving writing skills in EFL settings. Implications for EFL pedagogy and directions for future research are discussed.

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Ismiaton, Laela, Sahuddin, Lalu Thohir, and Lalu Nurtaat. "Use of Story-Based Learning Method in Improving English Writing Skills." Journal of English Education Forum (JEEF) 5, no. 1 (2025): 48–52. https://doi.org/10.29303/jeef.v5i1.820.

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This study aims to examine the effectiveness of story-based learning in enhancing English writing skills among Grade 7 students at SMP Negeri 4 Gerung. Writing, a critical productive skill in language learning, is often perceived as challenging due to its demand for clarity, coherence, and mastery of language components such as grammar and vocabulary. Many students struggle with writing due to limited practice, inadequate teaching methods, and low motivation. Story-based learning offers a potential solution by providing an engaging and context-rich environment that encourages students to develop their writing skills. This research focuses on addressing the identified challenges by utilizing stories as a medium to increase student interest and motivation. The findings showed that students in the experimental group, who were taught using story-based learning, experienced a significant improvement of 23.19% in their writing skills, as evidenced by their post-test scores. In contrast, the control group, which followed traditional teaching methods, showed only a marginal improvement of 0.79%. These results indicate that story-based learning not only enhances student engagement and interest in the learning process but also fosters creativity and critical thinking, leading to improved writing performance.

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Talan, Leticia Laurenca Anjeli, and Dangin Dangin. "Improving Students’ Writing Skills Using Grammarly Application Media." EDULIA: English Education, Linguistic and Art Journal 4, no. 2 (2024): 128–37. http://dx.doi.org/10.31539/edulia.v4i2.9102.

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As technology advances, education becomes more sophisticated and the level becomes more advanced. The aim of this research is to determine the improvement in students' writing skills using the Grammarly application media. This research is classified as quantitative research using Class Action Research (CAR) design. The participants of this research were 32 students from SMP N 2 GODEAN. Data were collected through pre-test, progress-test and post-test. This study reveals how the media application, namely grammarly, can improve students' writing skills. Research data analysis is descriptive quantitative. The research results show students' writing skill improved by using Grammarly. This application is assumed very useful for use in class and helps students focus more on the material being studied. Keywords: Grammarly Application, Writing skills

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Mantra, Ida Bagus Nyoman, Anak Agung Putu Arsana, I. Gusti Ayu Putu Tuti Indrawati, and Anak Agung Rai Laksmi. "Exploring Efl Students’ Descriptive Paragraph Writing Ability Through Critical Assessment Process." International Journal of Linguistics and Discourse Analytics (ijolida) 2, no. 2 (2021): 51–57. http://dx.doi.org/10.52232/ijolida.v2i2.35.

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Writing is a visual depiction of thoughts, feelings, and ideas using the written language for communication purposes or conveying certain messages. Having the ability to write, of course, allows humans to communicate ideas, appreciation, and experiences to others. Writing skill is possessed through intensive training and guidance which must be trained continuously to gain excellent writing skill. This study explores EFL learners’ writing ability in actualizing their skill in writing a descriptive paragraph. The study revealed that EFL learners’ writing ability is under expected skill. Therefore, this study implies that intensive improvement programs should be conducted by the educational institution to maximize learners’ writing skills

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Miftakhul Firman Ferdiansyah Efendi. "Improvement of Pantun Writing Skills with Serial Writing Method Integrated with Smart Card Media." Universal Education Journal of Teaching and Learning 1, no. 1 (2024): 6–10. https://doi.org/10.63081/uejtl.v1i1.2.

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This study aims to improve pantun writing skills through Classroom Action Research (PTK) activities. This research was conducted at Senior High School (SMAN) 1 Sidayu, Gresik, of XI grade as many as 36 students. The research was conducted for 2 cycles. The instrument used in this study was a description test that assessed four aspects, namely content, text structure, line cohesiveness, and linguistic rules. The results showed that students' skills in writing rhymes increased based on the average score, which increased from 57.94 to 71.94. This can also be seen from the increasing number of students who get adequate and good score categories and those who get scores in the lower category, which decreases.

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Arifin, Advalina August Anggraeni, Win Listyaningrum Arifin, and Setia Rini. "The Investigation of Students’ Writing Skill Improvement in GBA Implementation Using Procedure Text." Proceeding of International Interdiciplinary Conference And Research Expo 1, no. 1 (2024): 43–58. http://dx.doi.org/10.18326/iicare.v1i1.637.

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Based on the implementation of the new curriculum with GBA, this study investigates the effectiveness of GBA implementation in students'' writing skills through procedure text. This study took 41 seventh grade students of SMPIT Al Falaah Simo. This research used descriptive analysis to serve data analysis. It applied quantitative method that collects data through pre-test and post-test. Students were given a task to make procedure text about food creation of instant noodle. From the findings of the T-Test and N-Gain results, it is known that the application of GBA through Procedure text provides a significant change at the intermediate level in students'' writing skills. This means that the increase in skills has increased by about 50% of the skills in writing procedure text before the treatment. The T-Test and N-Gain results showed that the application of GBA through Procedure text provided a significant change in students'' writing skills in moderate stage. Factors such as mental unpreparedness, lack of material books, lack of time, and limited media facilities caused the increase in skills.

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Wahyuni, Sinta, Ayu Gustia Ningsih, Sufia Retti, and Neneng Wahyuni. "Improvement of paragraph writing skills through direct object techniques for level 1 students D3 study program nutrition science Poltekkes Kemenkes Paxdang." International Journal Of Community Medicine And Public Health 8, no. 2 (2021): 576. http://dx.doi.org/10.18203/2394-6040.ijcmph20210205.

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Background: Learning to write did not attract the attention of students. This is due to several factors, including: (1) the lack of variation in methods or techniques taught in learning to write, (2) the low value of writing student descriptions. Based on these facts, renewal and refresher in writing learning is needed to arouse students' enthusiasm in writing, especially in improving the ability to write descriptions. The purpose of this study was to prove whether the writing skills of the D3 Nutrition Study Program students at the Poltekkes of the Ministry of Health in Padang could be improved through direct object techniques in learning or not.Methods: The implementation of classroom action research proposed by many experts consists of (1) planning, (2) implementation, (3) observation, and (4) reflection. Students' descriptive paragraph writing skills can be improved through direct object techniques.Results: In the initial test, the average score of students' writing skills was 75.9. After being given action and stabilization in the learning process in two cycles, the average skill of writing descriptive paragraphs of students increased to 80.15 and continued to increase in cycle II, namely 85.83.Conclusions: Thus, it can be concluded that the use of direct object techniques in learning to write descriptive paragraphs can improve students' writing skills, especially in describing objects being observed. The significance can be seen from the unfavorable initial test result data, after giving the action, the test results in cycle I increased and so on also increased in cycle II.

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Darmanah, Darmanah. "Increasing Students’ Writing Skill on Poetry through Quantum Learning Strategy: A Classroom Action Research." Journal of English Language Teaching and Cultural Studies 3, no. 2 (2020): 89–96. http://dx.doi.org/10.48181/jelts.v3i2.9941.

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The purpose of this study is to measure the improvement of the students' writing skills on poetry by implementing quantum learning strategy at tenth-grade of MAN 1 Kota Serang. The research question is stated as follows: (1) can quantum learning strategy improve students’ writing skill on poetry at tenth-grade of MAN I Kota Serang? (2) how it can be implemented to improve students’ writing skills on poetry at tenth-grade of MAN I Kota Serang. The researcher used classroom action research as its method. The pre-activity result shows that the average scores of students writing is 57.44. This result, then, tried to be improved by using quantum learning strategy. Since quantum learning is implemented, the mean of students’ scores in cycle 1 improves 13.38% into 66.32. Since the score is still lower than ideal score, which is 75, the research is continued to cycle 2. The result in cycle 2 shows the improvement of students’ score into 77.74, or improves 14.68% from cycle 1. This result proves that quantum learning strategy can improve students’ writing skill on poetry.

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