Jul 2026· International Journal of Transformative Multidisciplinary Studies· 0 citations
Abstract
Traditional creative writing instruction in secondary education is often characterized by a product-oriented, teacher-centered approach in which assessment emphasizes conformity to instructor-defined standards. Such practices may limit students’ opportunities for meaningful engagement, peer interaction, and the development of an independent authorial voice. This study examined the effects of dialogic pedagogy on the creative writing performance and writing self-efficacy of Senior High School learners, with additional focus on narrative agency and writing experiences. A mixed-methods explanatory sequential design was employed. A 12-week instructional intervention was conducted with 120 Grade 12 Humanities and Social Sciences (HUMSS) students across two intact classroom sections assigned to experimental and control groups. Quantitative data were collected through pre-test and post-test assessments using an analytical creative writing rubric and the Creative Writing Self-Efficacy Scale (CWSES), while qualitative data were obtained from focus group discussions and reflective journals. Results revealed that students in the experimental group significantly outperformed those in the control group in both creative writing performance and self-efficacy (p < .001), with notable gains in narrative voice, structural risk-taking, and metacognitive task monitoring. Qualitative findings indicated that dialogic pedagogy fostered a more interactive and supportive learning environment, reduced writing anxiety, enhanced narrative agency, and promoted active engagement in peer feedback and collaborative meaning-making. Overall, the findings suggest that dialogic pedagogy can transform creative writing instruction into a more participatory and process-oriented learning environment that supports student agency, confidence, and expressive development.
Writing in English as a foreign language remains a persistent challenge for learners in many instructional contexts where classroom practices are often individual and product-oriented. Although collaborative writing instruction (CWI) has received increasing attention, evidence regarding its association with writing motivation and creativity-related writing performance in underrepresented contexts remains limited. This study compared CWI and individual writing instruction (IWI) among first-year EFL students. An exploratory classroom comparison with an embedded mixed-methods design was conducted using two intact classes (N = 104) over 12 weeks. Data were collected through paragraph writing tests, a writing motivation questionnaire, and post-intervention student reflections. Quantitative data were analyzed using pretest-adjusted regression models equivalent to ANCOVA, while qualitative data were analyzed thematically to contextualize the quantitative data. The findings indicated that students in the CWI class reported higher posttest writing motivation after controlling for baseline differences. However, no statistically significant adjusted difference was observed in creativity-related writing performance. Student reflections showed perceptions of increased engagement, confidence, and idea sharing, alongside reported challenges related to unequal participation and time constraints. Overall, the findings suggest that CWI may be more strongly associated with writing motivation than with creativity-related writing performance in this context.
Melisew Amare, M. Tariku, Solomon Yilma· Teaching English as a Second...· 0 citations
Indonesia's 71st ranking among 81 countries in the 2022 PISA assessment highlights persistent challenges in foundational literacy, particularly in writing, where elementary students struggle with organizing ideas coherently, constructing engaging narratives, and demonstrating creativity. Although writing proficiency is essential for academic success, no studies have systematically combined Guided Writing and Cooperative Integrated Reading and Composition (CIRC) to develop narrative writing skills and creativity among early elementary learners. This study aimed to investigate the effectiveness of integrating Guided Writing with CIRC compared to the Think Talk Write (TTW) model in enhancing narrative writing skills and creative attitudes among third-grade students. A quasi-experimental non-equivalent control group design was employed involving 52 third-grade students from two public elementary schools in Tegowanu, Grobogan Regency. The experimental group (n=35) received CIRC-based instruction, while the control group (n=17) used the TTW model. Data were collected using a narrative writing assessment rubric and a creative attitude scale, then analyzed through independent samples t-tests. Results demonstrated that the CIRC approach significantly outperformed TTW in both measures, with experimental students achieving higher narrative writing scores (M=84.71 vs. M=73.24, p<0.001) and creative attitude scores (M=81.00 vs. M=73.88, p<0.001). These findings confirm that integrating Guided Writing within CIRC's collaborative framework more effectively develops both technical writing proficiency and creative expression than TTW. Teachers of early elementary grades are encouraged to adopt this integrated approach as a structured pedagogical strategy for improving narrative writing outcomes.
Nia A'isyah Septiarini, Panca Dewi Purwati· Journal of Languages and Lan...· 0 citations
Writing is one of the most fundamental language skills in elementary education, yet it remains a persistent challenge due to passive and teacher-centered instructional approaches. This study aims to improve the simple essay writing skills of third-grade students at SDN 01 Pasirmuncang, Caringin District, Bogor Regency, through the implementation of interactive picture media. In the pre-cycle phase, only 11 out of 36 students (30.56%) met the Minimum Mastery Criteria (KKM ≥ 80), with a class average score of 74.6, indicating critically low writing proficiency. This study employed a Classroom Action Research (CAR) design following the Kemmis and McTaggart cyclical model, conducted over two action cycles in the even semester of the 2025/2026 academic year. Data were collected through written essay production tests and structured classroom observation sheets, then analyzed using quantitative descriptive and qualitative methods. The results showed a consistent and significant improvement across cycles: the class average score rose from 74.6 (pre-cycle) to 78.7 (Cycle I) and reached 82.9 (Cycle II), while the classical completion rate increased from 30.56% to 61.11% in Cycle I and further to 86.11% in Cycle II, successfully surpassing the 75% success indicator. These gains were driven by the shift from single static images to sequential interactive picture series in Cycle II, combined with individualized desk-by-desk teacher guidance. In conclusion, interactive picture media effectively scaffolds students' writing process by transforming abstract idea generation into concrete, structured visual experiences, thereby improving SPOK sentence construction, spelling accuracy, and writing self-confidence in elementary Indonesian language learning
N. Alamsyah, Briliani Fitri Fadhillah· Educational Researcher Journ...· 0 citations
This study aims to examine how Project-Based Learning (PjBL) impacts students' literary and essay writing skills in higher education. This study used a qualitative approach with a case study design involving students of the Indonesian Language and Literature Education Study Program. Data were collected through participant observation, semi-structured interviews, and analysis of student writing. The results indicated that implementing PjBL enhanced students' writing skills, especially in developing ideas, organizing texts, language use, and creative writing style. Students actively engaged in collaborative and reflective writing processes, producing authentic works in the form of poems, short stories, drama scripts, and reflective essays. In addition to technical aspects, PjBL also fostered critical thinking skills, creative literacy, self-confidence, and metacognitive awareness. This model also changed students' perceptions of writing, from a rigid academic activity to a meaningful and contextual expressive practice. Despite constraints such as limited time and varying writing abilities, the implementation of scaffolding strategies and the use of digital learning resources proved effective in supporting the learning process. This study concluded that PjBL is an effective pedagogical approach in improving writing skills while promoting holistic learning in higher education. The findings of this study provide important implications for the development of a more innovative, participatory, and 21st-century competency-oriented Indonesian language and literature learning model. Furthermore, this study confirms that integrating authentic projects into learning can create a more meaningful, adaptive, and relevant learning experience for students' academic and social needs. Therefore, Project-Based Learning (PjBL) is recommended as an alternative learning strategy that can be implemented sustainably in teaching writing in higher education. Keywords: Project-Based Learning, writing skills, literary writing, essay writing, qualitative case study
S. Maryani, Erwin Erwin· Pedagogy Review· 0 citations
Literacy-oriented classrooms require instructional practices that enable students to read critically, interpret information, negotiate meaning, construct arguments, and communicate ideas through written and oral responses. However, many literacy lessons remain teacher-centered and text-reproduction oriented, limiting students’ opportunities to question, investigate, collaborate, and solve authentic literacy problems. This study examined the implementation of Problem-Based Learning in literacy-oriented classrooms and investigated its effect on students’ critical reading and writing engagement. A mixed-method quasi-experimental embedded design was employed involving 96 senior high school students divided into an experimental group and a control group. The experimental group received literacy instruction through Problem-Based Learning, while the control group received conventional text-based instruction. Data were collected through literacy performance tests, classroom observation, student reflective journals, interviews, and learning artifacts. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain, and effect size. Qualitative data were analyzed thematically. The findings showed that students in the Problem-Based Learning classroom achieved significantly higher literacy performance than those in the conventional classroom. The strongest improvements occurred in problem identification, evidence-based reading, argument construction, and collaborative discussion. The study concludes that Problem-Based Learning can strengthen literacy-oriented classrooms when authentic problems, rich texts, inquiry scaffolds, collaborative tasks, and reflective writing are systematically integrated.
Syahrul Riza, Maidar Maidar· Sensei International Journal...· 0 citations
This study investigated the instructional strategies employed by EFL teachers to support low-proficiency learners in inclusive classroom settings and examined the extent to which these strategies influenced learners’ participation and language achievement. Employing a mixed-methods approach with an exploratory sequential design, the study combined qualitative and quantitative data to provide a comprehensive understanding of inclusive teaching practices. Qualitative data were collected through semi-structured interviews with six EFL teachers and focus group discussions with students, while quantitative data were obtained from structured questionnaires and classroom-based assessments. The qualitative findings revealed that teachers implemented various inclusive instructional strategies, including scaffolding, peer collaboration, simplified and contextualized instruction, and differentiated tasks to accommodate learners’ diverse needs. The quantitative findings demonstrated that these strategies positively influenced students’ classroom participation and language achievement, particularly in vocabulary mastery, grammar accuracy, reading comprehension, and writing performance. The study further highlighted that supportive and flexible instructional practices contributed to increased learner confidence and engagement in classroom activities. Overall, the findings emphasize the importance of inclusive pedagogy in creating equitable and participatory EFL learning environments. The study also offers pedagogical implications for teachers, curriculum developers, and educational institutions in supporting low-proficiency learners more effectively.
