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Artykuły w czasopismach na temat „Mechanics of writing”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Yuliawati, Lilik. "The Mechanics Accuracy of Students’ Writing." English Teaching Journal : A Journal of English Literature, Language and Education 9, no. 1 (2021): 46. http://dx.doi.org/10.25273/etj.v9i1.8890.

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<span>In writing courses, the students tend to be more aware of technical errors in writing including the mechanics. Conversely, they tend to focus more on the idea or content of their writing when they produce papers to fulfill the assignment of non-writing courses. Whereas, the punctuation errors and misspelled words will make the meaning of the sentence ambiguous. This study aims to find out the degree of mechanics accuracy of students’ writings and what kind of mechanics mistakes mostly produced. The mechanics that were analyzed include punctuation, capitalization, spelling, italiciz

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Plante, Elena, and Mario Svirsky. "Grantsmanship: Mechanics of Grant Writing." Clinical Research Education Library 4, no. 1 (2014): 1–76. http://dx.doi.org/10.1044/cred-pvd-lfs009.

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BAŞTUĞ, Muhammet, Elife Nur SAYDAM, Sinem GÜÇLÜER, Volkan SARIBOĞA, and Yasin ÖZCAN. "Examination of Mechanical Writing Skills of Primary School Students." Sakarya University Journal of Education 13, no. 3 (2023): 402–15. http://dx.doi.org/10.19126/suje.1197329.

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The foundations of writing, one of the four basic language skills, are laid in the primary school years and this skill is formally acquired during the first literacy teaching process in the 1st grade of primary school. Analyzing the writing skills of primary school students is essential for detecting weaknesses in their writing abilities, preventing potential writing difficulties in subsequent years, and designing intervention programs to enhance their writing competencies. In this context, this study aimed to examine the writing skills of primary school 1st through 4th grade students in terms

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Breitenbach, Erin, Katherine Adler, and Vanessa Pazdernik. "Writing Self-Efficacy and Performance Among Students in an Online Doctoral Program." International Journal of Innovative Teaching and Learning in Higher Education 3, no. 1 (2022): 1–14. http://dx.doi.org/10.4018/ijitlhe.304080.

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Writing an argument is an essential skill for doctoral students in achieving academic and occupational success. Writing an argument effectively requires the ability to use correct writing mechanics, but doctoral students may tend to think their writing mechanics are better than they are, and their ability to write an argument effectively may be compromised as a result. At one university, this gap between student perceptions of their ability to write and their writing performance appeared to exist. A study was conducted to determine whether there was a mismatch between perceived writing self-ef

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Muhammad Makmun Mi’raj, Sabarun Sabarun, and Zaitun Qamariah. "An Analysis of EFL Students’ Descriptive Writing Ability." Concept: Journal of Social Humanities and Education 1, no. 3 (2022): 154–66. http://dx.doi.org/10.55606/concept.v1i3.220.

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This research was meant to describe students' descriptive writing abilities. The sample of this research were 25 second semester students of English education study program of IAIN Palangka Raya who were chosen using random sampling technique. This research is descriptive research. Then, a descriptive text writing test was used to measure the students' ability in writing descriptive text. Vocabulary, mechanics, and organization are the three key areas on which students' abilities to write descriptive writings are being concentrated. While the final ability of students in writing descriptive te

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Lyons, Bill. "Integrating Mechanics with Literature and Writing." English Journal 76, no. 6 (1987): 51. http://dx.doi.org/10.2307/818056.

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Davis, Judith A., Sharon A. Staib, and Peter J. McKown. "Alleviating the Mechanics of Paper Writing." Nurse Educator 19, no. 6 (1994): 5. http://dx.doi.org/10.1097/00006223-199411000-00001.

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Lyons, Bill. "Integrating Mechanics with Literature and Writing." English Journal 76, no. 6 (1987): 51–52. http://dx.doi.org/10.58680/ej198710302.

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Decoteau, Dennis R. "Writing in Horticulture: A Course to Help Graduate Students Write More Effectively." HortTechnology 7, no. 1 (1997): 81–84. http://dx.doi.org/10.21273/horttech.7.1.81.

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A one-credit course, Writing in Horticulture, was developed and taught to graduate students in the Dept. of Horticulture at Clemson Univ. The course focused on discussion and explanation of the philosophies and methods of writing in the horticulture field. Discussions included a review of writing mechanics, types of writing and audiences, examples of exemplary writings, editing and reviewing, and examples and methods of professional correspondence. Real-life writing experiences were emphasized. Hands-on activities included writing and reviewing peer manuscripts and grant proposals. Three origi

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Baguilat, Ofelia. "Writing Errors of Junior High School Students in a Rural School as Reflected in their Portfolio." Psychology and Education: A Multidisciplinary Journal 26, no. 3 (2024): 276–82. https://doi.org/10.5281/zenodo.13902679.

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Writing is a multifaceted skill, challenging both to impart and acquire, intertwined with other essential abilities like reading and listening. Yet, mastering writing fluency holds immense value for students, jobseekers, graduates, and professionals alike. This study delved into the writing aptitude of 152 Junior High School students, scrutinizing their portfolio submissions. Employing a descriptive research approach, data analysis centered on evaluating students' writing capabilities. The rubrics used in evaluating students’ output covers grammar, mechanics, and structure as the main as

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Wardah Hafizah, Nida Husna, Neneng Sunengsih, and Reza Anis Maulidya. "High School Students’ Difficulties in Writing Descriptive Text." Jurnal Imiah Pendidikan dan Pembelajaran 8, no. 1 (2024): 61–70. https://doi.org/10.23887/jipp.v8i1.66730.

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Difficulty in writing descriptive text is still a problem experienced by high school students. The aim of this research is to find out the mistakes and difficulties that students most often experience in writing descriptive texts. The method used in this research is a qualitative descriptive method. The sample for this research consisted of 36 tenth grade students from a state high school and was selected using a purposive sampling technique. The instruments used in this research were writing tests and interviews with data analysis techniques using descriptive statistics. The research results

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La Oni, Gintang Mahadijun. "Exploring Students' Writing at the English Language Education Study Program." Edusia: Jurnal Ilmiah Pendidikan Asia 2, no. 1 (2022): 1–19. http://dx.doi.org/10.53754/edusia.v2i1.341.

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This research aims to explore students' writing at the English Language Education Study Program of Khairun University. This research aims to analyze students' genre of writing and to know the results of students writing performances in terms of content, organization, vocabulary, language use, and mechanics. The research applied a qualitative method with a written test instrument. The researcher selected 42 students to participate in this research, chosen from Class A and B of the fourth semester at the English Language Education Study Program. The result shows that students' writing genre vari

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Jung, Woo-hyun. "Peer Review, Revision, and Writing Quality in L2 Writing." English Teachers Association in Korea 29, no. 2 (2023): 17–40. http://dx.doi.org/10.35828/etak.2023.29.2.17.

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This study explores how high- and low-skilled students provide peer feedback, how they revise their writing after receiving peer feedback, and how peer feedback influences writing quality in terms of five component areas (content, organization, grammar, vocabulary, and mechanics). Data were collected from 102 Korean and international university students, who implemented three tasks: a writing task, a peerreview task, and a revision task. The results showed that the high- and low-proficient reviewer groups were preoccupied with giving the surface aspects of peer review, especially grammar feedb

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Yerni, Yerni. "How does Intensity of Writing Practices Correlate with Argumentative Writing Ability among Indonesian freshmen Students?" Pedagogy : Journal of English Language Teaching 9, no. 2 (2021): 135. http://dx.doi.org/10.32332/joelt.v9i2.3687.

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This study aimed to find the correlation between intensity practice and the result of students' argumentative writing performance. This descriptive quantitative study involved 41 students in the first semester of the English Language Teaching department at an Islamic state university in Lampung province, Indonesia. The data were taken from the argumentative writing tests and questionnaires. The test indicators were the content, organization, grammar, vocabulary, and mechanics of students' texts. The questionnaires were distributed to measure the students' intensity of writing practices. This r

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Tarigan Tua, Litnawati Br, Eben Gunawan Naiborhu, Fachri Yunanda, and Bambang Nur Alamsyah Lubis. "STUDENT'S ABILITY IN WRITING DESCRIPTIVE TEXT AT ELEVENTH CLASS OF TATA BUSANA AT SMK PANGERAN ANTASARI." ELT (English Language Teaching Prima Journal) 6, no. 1 (2024): 194–204. http://dx.doi.org/10.34012/elt.v6i1.5413.

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In writing descriptive text, there are five aspects that need to be considered: identification, description, language use, vocabulary, and mechanics. Based on the problems identified at the beginning of the research, the aim of this research is to assess students’ ability to write descriptive text was determine students' abilities in writing descriptive texts for class XI students at SMK PANGERAN ANTASARI. This research focuses on 23 students. Researchers apply qualitative methods. This research was carried out directly on Tuesday, May 21 in class XI of SMK PANGERAN ANTASARI. Researchers exami

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Rice, Jenny Edbauer. "Rhetoric’s Mechanics: Retooling the Equipment of Writing Production." College Composition & Communication 60, no. 2 (2008): 366–87. http://dx.doi.org/10.58680/ccc20086870.

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Teaching rhetorical production in a digital age calls for us to rethink our discipline’s current distaste for writing mechanics. Yet, the digital mechanics of writing are much broader than grammatical concerns. They include production tools that allow for the invention and circulation of audio, visual, and Multigenre writing.

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Lihawa, Kartin. "Analyzing Writing of Producing Ideas and Using Mechanics through Showing Short Videos." Research Review: Jurnal Ilmiah Multidisiplin 2, no. 2 (2024): 313–20. http://dx.doi.org/10.54923/researchreview.v2i2.65.

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This study addresses the challenges students face in writing, particularly in balancing writing theories with idea generation. It focuses on enhancing students' ability to produce clear and logical scientific writing by improving their mechanics application. Despite challenges faced by students in the English Department of FSB UNG, such as difficulty in writing long paragraphs and applying mechanics, the study aims to overcome these obstacles. The research, conducted through eight sessions of "Writing for Professional Context," utilizes short videos to facilitate idea generation and improve wr

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Abbas, M. Fadhly Farhy, and Nabila Firda Asy’ari. "Mixed Method: Students’ Ability in Applying Writing Mechanics in Analytical Exposition Text." ELT-Lectura 6, no. 2 (2019): 147–57. http://dx.doi.org/10.31849/elt-lectura.v6i2.3138.

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Based on the English syllabus of SMA Serirama YLPI Pekanbaru, the students should be able to write in English by paying attention to the linguistics elements. One of them is the use of writing mechanics. This study aimed at investigating students’ ability in applying writing mechanics in Analytical Exposition texts and explained the factors that influence students’ ability in applying writing mechanics in the eleventh grade of SMA Serirama YLPI Pekanbaru. The design of this research was mixed method. The population of this research was all the eleventh grade students of SMA Serirama YLPI Pekan

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DeMarco, Rosanna, and Kimberly Adams Tufts. "The mechanics of writing a policy brief." Nursing Outlook 62, no. 3 (2014): 219–24. http://dx.doi.org/10.1016/j.outlook.2014.04.002.

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Candanedo, Wilmo. "IS THERE HOPE FOR CREATIVE WRITING IN OUR EFL CLASSROOMS?" Revista Epicentro 1, no. 2 (2023): 27–30. http://dx.doi.org/10.61209/re.v1i2.20.

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Creative writing must have a place in the English as a Foreign Language [EFL] classroom at Universidad Tecnológica Oteima. Timing, disbelief, and curricula have been keeping us from allowing creativity and imagination to sculpt the process of writing of our students. Even though we must be faithful to the teaching of the mechanics and style of writing, we owe our students the opportunity to express their inward journeys when they write. As a result, when writting becomes a conduit to articulate the endless struggle to live, learning a second language is no longer an ongoing proof of ling

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Patwary, Md Nurullah, Md Saiful Alam, and Md Mohoshin Reza. "Exploring Nuanced Errors in Bangladeshi Tertiary EFL Students’ Writing Mechanics: A Pedagogical Implication." Bulletin of Advanced English Studies 8, no. 2 (2023): 93–102. http://dx.doi.org/10.31559/baes2023.8.2.5.

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Background: Top of Form In order to enhance tertiary EFL students' formal writing skills, it is crucial that they develop proficiency in writing mechanics alongside their syntactic maturity. It is crucial because weaknesses in writing mechanics can significantly impact the overall quality of the content. Purpose: the present study aims to examine the nuances of the sub-categories of three major writing mechanics and thus bring up some implications for EFL teachers, syllabus designers, and material designers. Methodology: This study is qualitative in nature and collected 42 narrative essays fro

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Windari, Ni Komang Ayu, Sriati Usman, and Budi Budi. "ABILITY OF THE TENTH GRADE STUDENTS OF SMA NEGERI 5 MODEL PALU IN WRITING DESCRIPTIVE TEXT." e-Journal of ELTS (English Language Teaching Society) 10, no. 1 (2022): 95–105. http://dx.doi.org/10.22487/elts.v10i1.2232.

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This research aims to find out the ability of the tenth-grade students of SMA Negeri 5 Model Palu in writing descriptive text. This research used a quantitative research design. By using a random sampling technique, the sample was 30 students of class X MIPA4 and X MIPA6. Data were collected through a writing test. The data were analyzed by using Sudijono’s formula to get the mean scores of the students' ability in writing descriptive text. The result shows that the students' ability in writing descriptive text is in average level with the mean score 63. The mean score of each aspect of writin

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Sarmiento, Justine P., and Ruth A. Ortega-Dela Cruz. "PROCESS WRITING APPROACH IN ENHANCING HIGH SCHOOL STUDENTS’ ESL WRITING COMPETENCY." Journal of Social Sciences IV, no. 4 (2021): 51–62. http://dx.doi.org/10.52326/jss.utm.2021.4(4).06.

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This study was conducted to determine the impact of using process approach in writing narrative composition for Senior High School students who were taking Reading and Writing subject. It focused on determining students’ progress in writing narrative composition in terms of organization, coherence, appropriate language use, and mechanics. The study used quasi-experimental one-group pretest-posttest design wherein the respondents, who were chosen through total population sampling, underwent pre-test in which they were tasked to write narrative composition using traditional approach. Process wri

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Bhusal, Anil Prasad. "Students' Reluctance to Participate in Writing Tasks: Challenges and Ways out." JMC Research Journal 10, no. 01 (2021): 12–23. http://dx.doi.org/10.3126/jmcrj.v10i01.51299.

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Writing is a secondary skill as it requires a lot of training and practice to acquire. It is also important for language students in grades eleven and twelve in Nepal as it is the only means of evaluating students' levels of skills and knowledge of the language. This article is based on the first phase of an exploratory action research project. I discovered that students who were hesitant to engage in writing tasks and attempted to discover why they were hesitant despite the importance of writing tasks in passing board exams. Analysis of students' writings, classroom discussion, focus group di

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Rizki Amelia, Kiki, Rekha Asmara, and Dewi Sartika. "AN ANALYSIS OF THE EIGHTH-GRADE STUDENTS' DIFFICULTIES IN WRITING RECOUNT TEXT AT MTS PIDUA." Language and Education Journal 8, no. 1 (2023): 41–59. http://dx.doi.org/10.52237/lej.v8i1.413.

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Writing is a challenging skill that students must master. Students must understand aspects of writing, including content, organization, grammar, vocabulary, and mechanics, in order to compose well. The objective of this study was to investigate the difficulties students had in writing recount texts in grade VIII MTs Pidua. This study was a descriptive qualitative study. The samples were the eighth-grade students of MTs Pidua consisting of 14 students. To collect the data, a written test in the form of an essay and a questionnaire consisting of eight questions related to grammatical, knowledge

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Hassen, Seyidu Kemal, Ebabu Tefera Adugna, and Yenus Nurie Bogale. "EFFECTS OF SCAFFOLDING STRATEGIES INSTRUCTION ON EFL STUDENTS’ WRITING ACHIEVEMENT AND PERCEPTIONS." LLT Journal: A Journal on Language and Language Teaching 26, no. 1 (2023): 272–92. http://dx.doi.org/10.24071/llt.v26i1.6109.

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This quasi-experimental study examined the effects of scaffolding strategies instruction on students writing achievement and perceptions in an Ethiopian EFL setting. From the total of 9 sections in Grade 10, two were randomly identified as comparison and experimental groups. 48 students participated in each group, and data were collected through pre-post writing tests and follow-up questionnaires. Results from paired samples t-test revealed that the treatment had a significant impact on improving students’ writing achievement in each aspect of writing except for mechanics, as indicated by p=.0

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Souryasack, Rassamichanh, and Jin Sook Lee. "Drawing on Students’ Experiences, Cultures and Languages to Develop English Language Writing: Perspectives from Three Lao Heritage Middle School Students." Heritage Language Journal 5, no. 1 (2007): 79–97. http://dx.doi.org/10.46538/hlj.5.1.4.

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Lao students have not fared well in the American educational system. Raised in a home culture that emphasizes and values the oral tradition, the acquisition of academic writing skills has been especially problematic even for U.S.-born students of Lao heritage. Recognizing that writing is a critical component for academic success, this study examines the second language writing experiences of three long-term ESL learners of Lao heritage who took part in a nine-week writing workshop. Analysis of their writings, pre and post interviews, and observational notes from the writing workshops revealed

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Haji, Nawzar. "Major Writing Difficulties Faced by Kurdish Learners of EFL in Academic Writing Classes." Twejer 5, no. 1 (2022): 1211–30. http://dx.doi.org/10.31918/twejer.2251.27.

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Abstract Writing in EFL (English as a Foreign Language) contexts has been claimed to be one of the most challenging tasks required from EFL learners. Many Kurdish learners of EFL face difficulties producing well-developed paragraphs and essays in their courses of study in higher education. This study aims at investigating such difficulties that could hinder students’ overall progress and success. A mixed-method research design was used to explore the issue under investigation fully. The data collection tools used are a (5-point Likert Scale) questionnaire and semi-structured in-depth interview

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Fansury, Andi Hamzah. "REINVIGORATE STUDENTS’ ENTHUSIASM FOR WRITING." Teaching English as a Foreign Language Overseas Journal 10, no. 1 (2022): 18–25. http://dx.doi.org/10.47178/teflo.v10i1.1618.

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Writing is a complex process that draws on: our knowledge of the topic, our ability to anticipate what readers will need, our ability to logically organize information, our skill at finding the right words, our ability to evaluate our efforts, and the perseverance to keep working. In this research, the writer expected to find out strategy to reinvigorate students’ enthusiasm in writing. Design of the research is qualitative research. The writer interviewed the English teacher and students to knowing some information from her/him about enthusiasm in writing. Successful navigation frequently res

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Pongsapan, Nehru Pasoloran, and Andi Anto Patak. "Improving content, organization, vocabulary, language use, and mechanics using Movie Trailer Media." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 728. http://dx.doi.org/10.11591/ijere.v10i2.21162.

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<span lang="EN-US">Writing implicates conveying or communicating ideas or thoughts obliges the media either in conventional (paper and pen) or digital material (computer). This research applied a pre-experimental approach with one group pretest and post-test design. The independent variable is movie trailers as teaching media. The dependent variable is students' writing skills consist of content, organization, vocabulary, language use, and mechanics. This research indicated a significant difference in writing skills before and after the treatment using movie trailers with narrative text.

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Nehru, Pasoloran Pongsapan, and Anto Patak Andi. "Improving content, organization, vocabulary, language use, and mechanics using Movie Trailer Media." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 728–37. https://doi.org/10.11591/ijere.v10i2.21162.

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Writing implicates conveying or communicating ideas or thoughts obliges the media either in conventional (paper and pen) or digital material (computer). This research applied a pre-experimental approach with one group pretest and post-test design. The independent variable is movie trailers as teaching media. The dependent variable is students' writing skills consist of content, organization, vocabulary, language use, and mechanics. This research indicated a significant difference in writing skills before and after the treatment using movie trailers with narrative text. There were 30 writin

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Sultan, Muhammad Randy, Nur Qalbi, and Syamsiarna Nappu. "Project-Based Learning in Creative Writing: Teachers' Strategies and Encountered Obstacles." VELES (Voices of English Language Education Society) 7, no. 2 (2023): 374–84. http://dx.doi.org/10.29408/veles.v7i2.21419.

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Project-Based Learning (PjBL) emerges as a pivotal approach in modern pedagogy. This research delves into how English teachers at the eleventh-grade level in SMA Dunia Harapan Makassar integrate PjBL in their creative writing curriculum, the challenges faced during this implementation, and its impact on students' writing outcomes. Utilizing a mixed-method approach, data was sourced from observation checklists, teacher interviews, and students' creative writing samples. Findings revealed both participating teachers proficiently applied PjBL syntaxes and began instruction by discussing linguisti

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Jumariati, Jumariati, and Emma Rosana Febriyanti. "LINE application: An alternative tool to develop writing abilities." Journal on English as a Foreign Language 10, no. 1 (2020): 70–86. http://dx.doi.org/10.23971/jefl.v10i1.1566.

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This study tried to reveal the potential use of LINE application in developing students’ writing abilities through blended learning. It employed a quasi-experimental design which involved thirty-nine students of the advanced writing course. The experimental group was taught by using process and product approach combined with LINE application with teacher’s and classmates’ feedbacks while the control group was taught by using a conventional method without LINE application. The data were the result of students’ writings collected by using a writing test and scoring rubric as the instruments. The

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Hisasmaria, Hisasmaria. "STUDENTS’ PROFICIENCY IN WRITING DESCRIPTIVE AT SENIOR HIGH SCHOOL POPAYATO." Madani Jurnal Politik dan Sosial Kemasyarakatan 16, no. 02 (2024): 332–43. https://doi.org/10.52166/madani.v16i02.8621.

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The research objective was to find out the proficiency of the students’ writing descriptive text with vocabulary, mechanics and organization. The population of the research was the first grade students at Senior High School of Popayato in the Academic Year of 2024/2025. The sample was taken by random sampling which consisted of 20 students. This research focused on students' proficiency in writing descriptive paragraph. In collecting the data, researcher used writing test as an instrument. The components analyzed were vocabulary, mechanics and organization. Researcher analyzed students' writin

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Jayanti, Ade Dwi. "Students� Writing Ability on English Descriptive Text at Grade VIII in SMPN 33 Padang." ENGLISH FRANCA : Academic Journal of English Language and Education 3, no. 01 (2019): 71. http://dx.doi.org/10.29240/ef.v3i01.843.

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There are 5 indicators in writing descriptive texts such as: identification, description, use of language, vocabulary and mechanics. Based on the problems found at the beginning of the research, the purpose of this research was to find the students ability in writing descriptive text on English subject in SMPN 33 Padang. The type of research is descriptive research. Participants of the research were VIIIs grade students at SMPN 33 Padang. Data obtained through writing descriptive text tests. The data is analyzed by combining Heatons theory of assessment in writing and research rubrics about wr

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Haris Takulani, Abd, Dewi Atikah, and Diah Astuti. "Critical Incident Technique in Teaching EFL Writing: A Study at One of Public Schools in Southeast Sulawesi." International Journal of Transdisciplinary Knowledge 1, no. 2 (2023): 44–58. http://dx.doi.org/10.31332/ijtk.v1i2.12.

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This study aims to quantitatively investigate the effect of Critical Incidents Technique on students’ writing aspects, particularly vocabulary, language use, and mechanics. The design of this research is pre-experimental one group pre-test and post-test design. The sample of this study was taken through purposive sampling based on the students’ writing score in EFL class. The students’ writing aspect was successfully improved through Critical Incident Technique (CIT) based on the writing score. This can be seen on the students’ mean score in three aspects of writing in pre-test was 48,39, whil

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Kumar, Aakash, William Rupley, Debra McKeown, Hassan Seyed, and David Paige. "Beyond the Red Pen: Using Dynamic Assessment to Mediate Writing Mechanics Issues among ESL Learners." Journal of Contemporary Language Research 2, no. 4 (2023): 171–80. http://dx.doi.org/10.58803/jclr.v2i4.89.

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Introduction: Dynamic assessment has demonstrated effectiveness in enhancing writing skills among ESL learners and may be especially useful in the improvement of writing mechanics by enabling individualized mediation and adaptive instruction. The major objectives of the current study were to examine the effectiveness of dynamic assessment in reducing writing mechanics errors among Pakistani learners in their essay drafts. The study also explored how experimental group students perceive the mediational intervention and dynamic assessment as an alternative approach to static assessment in improv

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Steinitz, Rebecca. "Writing diaries, reading diaries: The mechanics of memory." Communication Review 2, no. 1 (1997): 43–58. http://dx.doi.org/10.1080/10714429709368549.

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Coloquit, Lorie Mae P., Luningning A. Canabal, and Mark Philip C. Paderan. "Improving Students’ English Writing Proficiency through Interactive Writing Technique." Journal of English Education and Linguistics 1, no. 1 (2020): 72–81. http://dx.doi.org/10.56874/jeel.v1i1.50.

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One of the active skills required not only in the field of academe for students but also in the industry world with degree holder employees that cause predicament in both areas is writing. Writing is one of the hurdles of different companies with their degree holder employees. Similarly, in the context of the academe, it is also found by previous studies that students are coping in writing academic essays and other writing outputs. The study aims to determine the effectiveness of interactive writing technique in intensifying basic writing skills to produce competent employees both in the acade

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Susanti, Anida, and Fadilla Oktaviana. "Assessing Students’ Writing Skill in Summary Writing Narrative Text." English Education, Linguistics, and Literature Journal 2, no. 2 (2023): 117–26. http://dx.doi.org/10.32678/ell.v2i2.9024.

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The purpose of this study was to find out the results of assessing students' writing skill in summary writing narrative text. In this study, researchers used a quantitative method with a quantitative descriptive design. The population in this study were students of class XII MA Cisaat Filial MAN 1 Serang. Researchers used simple random sampling technique. The research instrument is a written test. The researcher used an assessment rubric to determine students' ability to write summaries. In the rubric assessment there are five indicators, namely: content, organization, grammar, mechanics, and

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Operiano, Angelica, Vivian Buhain, Rosario Ligaya Del, Castro Luningning De, Luzale Henson, and Marissa Operario. "Campus Writers' Shared Experiences in Using AI-Powered English Writing Tool: A Hermeneutic Phenomenological Approach." Psychology and Education: A Multidisciplinary Journal 23, no. 7 (2024): 956–67. https://doi.org/10.5281/zenodo.13315633.

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This study aimed to describe and interpret campus writers' experiences in using Grammarly as an AI-powered English writing tool. Campus writers used Grammarly to improve their writing performance, which included their grammatical accuracy and proper use of mechanics. The researcher used a phenomenological qualitative method by Moustakas (1994) to explore the phenomenon of the use of Grammarly as an AI-powered English writing tool by campus writers. The student participants of the study were five (5) SHS campus English writers. Purposive sampling was applied since the needed participants were s

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Kwon, Eunsook, та Shinhye Kim. "고급 수준 한국 EFL 대학생들의 디지털 도구를 활용한 글쓰기에서의 동료제안 및 수정에 관한 연구". Korean Association For Learner-Centered Curriculum And Instruction 23, № 10 (2023): 277–98. http://dx.doi.org/10.22251/jlcci.2023.23.10.277.

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Objectives This study investigates the use of digital tools, the types of peer reviews and revisions, and students’ perception in advanced Korean EFL college students’ essay writing. Methods Twelve advanced EFL freshmen college students participated in this triad peer review and revision process of their essay writing with eight digital tools while conducting surveys and reflective questionnaires. Results The findings show that the participants used the Google Docs and Microsoft Words the most as they make it possible to share and suggest ideas and opinions with ease, followed by Google Drawin

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Evi Pebri Ila Rachma. "AN ANALYSIS OF STUDENTS’ WRITING SKILL ON ENGLISH EXPOSITORY TEXT." Protasis: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya 1, no. 2 (2022): 98–107. http://dx.doi.org/10.55606/protasis.v1i2.56.

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This study analyzed the writing skills in English expository text. There are five indicators in writing expository text: content, organization, grammar, vocabulary, and mechanics. This study aimed to investigate the students' writing skill on expository text related to the five indicators of English expositorytext and investigated the difficulties in writing English expository text. This research study used a descriptive quantitative research design. The participants were first semester students at English Literature Study Program of Universitas Trunojoyo Madura. The data collected from studen

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Reynolds, Barry Lee, and Xiaofang Zhang. "Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study." Behavioral Sciences 13, no. 1 (2022): 13. http://dx.doi.org/10.3390/bs13010013.

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This intrinsic case study investigated English as a foreign language (EFL) medical students’ preferences for and perceptions of teacher written corrective feedback (WCF) on their academic writing. Chinese-speaking second-year first-semester undergraduate medicine majors (n = 71) enrolled in an academic EFL “reading to write” course at a university in northern Taiwan were recruited as participants. Qualitative content analysis, as well as some descriptive statistics, was used to investigate data gathered from participants’ responses to an open- and closed-ended questionnaire. The questionnaire

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Labor, Anjenet. "Effectiveness of PICRAT and POWER Writing Models in Enhancing the Writing Skills of Students." Psychology and Education: A Multidisciplinary Journal 37, no. 10 (2025): 1062–70. https://doi.org/10.70838/pemj.371004.

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Writing proficiency is a fundamental skill necessary for academic success, yet many Junior High School students struggle with key writing components. This quasi-experimental study assessed the effectiveness of the PICRAT and POWER writing models on the writing skills of 76 Grade 9 students. PICRAT was administered to 38 students and POWER to another 38, using pre- and post-tests evaluated through a standardized rubric. Results showed significant improvements in all writing dimensions for both groups. PICRAT demonstrated greater effectiveness with post-test mean scores (Content = 4.55, SD = 0.3

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Marhaban, Saiful, Teguh Sulistyo, and Oktavia Widiastuti. "Artificial Intelligence in Writing: Students' Writing Competencies and Voices." JEELS (Journal of English Education and Linguistics Studies) 12, no. 1 (2025): 403–25. https://doi.org/10.30762/jeels.v12i1.3927.

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Integrating artificial intelligence (AI) in writing instructions may lead to an ongoing debate among scholars. However, the rapid development of technologies of AI technologies cannot be avoided in daily lives, including written language productions. This paper, then, tries to highlight two cases: the impacts of AI and process-based approach on students’ writing competencies and what students perceive about the intervention. The study, which involved 27 Indonesian English language majors, used a mixed-methods approach that included both qualitative and quantitative data. The results showed tha

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APRIL, ANN F. DIZON, C. GARCES VICENTE, and D. RODRIGUEZ GERALDINE. "COMPOSITION WRITING ERRORS OF GRADE IV PUPILS OF DADIANGAS WEST CENTRAL ELEMENTARY SCHOOL: BASIS FOR INTERVENTION PROGRAM." International Journal of Recent Research in Thesis and Dissertation (IJRRTD) 4, no. 1 (2023): 105–11. https://doi.org/10.5281/zenodo.7976733.

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<strong>Abstract:</strong> This study was conducted to find out the composition writing errors of grade 4 pupils of Dadiangas West Central Elementary School enrolled during the school year 2017 - 2018 as basis in proposing an intervention program. This study used a descriptive survey design. Complete enumeration was used since it utilized the entire population. A writing proficiency rubric was constructed. Frequency counts and weighted mean were used as the statistical tools to interpret the gathered data. Findings of the study revealed that the respondents' most common error was committed

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Melati, Eka. "COLLEGE STUDENT’S PROBLEMS IN WRITING PARAGRAPH ( A CASE STUDY AT FOURTH SEMESTER STUDENTS OF INFORMATICS MANAGEMENT OF AMIK MITRA GAMA)." ELP (Journal of English Language Pedagogy) 5, no. 1 (2020): 27–34. http://dx.doi.org/10.36665/elp.v5i1.245.

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The purpose of this study is to analyze problems faced by the college students of the Informatics Management study program at AMIK Mitra Gama in writing a paragraph. This study was descriptive qualitative research. The participants of this research were fourth-grade students of the Informatics Management study program attending the Applied English II course and registered on the 2018/2019 academic year, 31 students. Instrumentation of this research was student’s paragraph writing entitled “Computer in the Digital Age” in 100-150 words and interview. The result of this study found that the stud

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Aini, Mawarina Nurul, Muh Syafei, and Agung Dwi Nurcahyo. "AN ANALYSIS OF STUDENTS' DIFFICULTIES IN WRITING RECOUNT TEXT IN ELEVENTH GRADE OF SMA N 1 BAE KUDUS ACADEMIC YEAR 2022/2023." SIMPLE: International Journal of English Education 1, no. 2 (2023): 70–76. http://dx.doi.org/10.24176/simple.v1i2.10935.

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Teaching English in Senior High School significantly emphasizes enhancing four fundamental language skills: listening, speaking, reading, and writing. The objective is for students to attain mastery of all four language skills. Among these, the enhancement of productive skills, particularly writing, holds paramount importance in English instruction. Nonetheless, in practical application, numerous students encounter challenges when it comes to composing English texts. Therefore, this research aims to analyze students’ difficulties in writing recount text at eleventh students SMA N 1 Bae Kudus.

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Batchar, Filipinas, and Leonora Mingo. "Navigating the Writing Maze: An Exploration of Technical -Vocational- Livelihood Students’ Writing Proficiency." Psychology and Education: A Multidisciplinary Journal 33, no. 4 (2025): 460–74. https://doi.org/10.70838/pemj.330405.

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Senior High School students struggle with writing proficiency, which affects their academic performance and future career opportunities. This study examined the writing proficiency of Technical Vocational Livelihood (TVL) Senior High School students, focusing on content, organization, vocabulary, grammar, and mechanics. It also explored students' experiences in enhancing writing skills and identified effective instructional materials to support writing improvement. Using a Sequential Explanatory Mixed Methods design, the study involved 240 students for quantitative assessment, 16 for in-depth

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