Jul 2026· Journal of Languages and Language Teaching· Vol 14, pp. 804-818· 0 citations
Abstract
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.
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.
Joan Algo· International Journal of Tra...· 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
This study examined the effect of the Communicative Language Teaching (CLT) approach on Senior Secondary II students’ achievement in narrative composition writing in Lafia Local Government Area of Nasarawa State, Nigeria. The study was motivated by persistent weaknesses in students’ narrative writing, especially in idea development, organization, coherence, and effective paragraph construction. A quasi-experimental pre-test, post-test non-equivalent control group design was adopted. The sample comprised 80 Senior Secondary II students drawn from two intact classes in two public secondary schools. Forty students constituted the experimental group and were taught narrative composition writing using the CLT approach, while another forty students formed the control group and were taught using the conventional method. Data were collected using the Narrative Composition Writing Achievement Test (NCWAT), which assessed students’ performance in overall narrative composition writing, brainstorming, idea generation, and outlining. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. Findings revealed that students taught with the CLT approach achieved significantly higher scores in narrative composition writing than those taught with the conventional method. The CLT approach also significantly improved students’ brainstorming, idea generation, and outlining skills. The study concludes that CLT is an effective learner-centred instructional strategy for improving students’ narrative writing achievement. It recommends that English language teachers should integrate communicative, interactive, and process-based writing strategies into composition lessons.
ILIYASU YAKUBU AKAYI, SULEIMAN SALAMATU KWOKU· International journal of edu...· 0 citations
Narrative writing is an important component of English language learning, yet many grade 6 students experience difficulty generating ideas, organizing events, elaborating characters and settings, and using language accurately. This classroom action research examined the use of Design Thinking Cycle to support narrative writing among 33 Grade 6 students in Class 6 E at Rinchhen Kuenphen Primary school, Thimphu, Bhutan. The study used a six-week mixed methods action research cycle of planning, acting, observing, and reflecting, with the five Design Thinking stages – Empathize, Define, Ideate, Prototype, and Test – embedded in regular English lessons. Data were collected through pre- and post – intervention narrative writing tasks scored with a six-criterion analytic rubric, a Likert-scale attitude survey, short-response questionnaires, and qualitative classroom observations. The overall mean rubric score increased from 10.18 to 15.97 out of 24, a gain of 5.79 points (56.9%), with improvement across all six criteria. The largest percentage gains were observed in Language Use (86.2%), Mechanics (61.4%), and Vocabulary (61.0%), while Elaboration showed the smallest gain (40.4%). Students also reported marked gains in confidence in generating and organizing ideas, and they consistently identified brainstorming and peer feedback as helpful components of the process. However, spelling, sentence construction, and elaboration remained areas of difficulty. The findings indicated that Design Thinking Cycle was associated with improved supported narrative-writing performance and more positive student perceptions of writing. Given the single-class, pre-post design and absence of a comparison group, the findings should be interpreted as classroom-based evidence rather than causal proof. The study nevertheless provides a practical, low-cost model for integrating structured ideation, drafting, feedback, and revision into primary English writing instruction.
Chimi Wangmo· International Journal For Mu...· 0 citations
Writing is one of the essential language skills that enables students to communicate ideas effectively in written form. However, many junior high school students continue to experience difficulties in developing narrative texts due to limited vocabulary, poor organization of ideas, and lack of creativity in expressing story events. Although Picture Series Media has been widely implemented in English language teaching, limited studies have specifically examined its effectiveness in improving narrative writing skills among ninth-grade students using a quasi-experimental design in Indonesian junior high schools. Therefore, this study aimed to investigate the effectiveness of Picture Series Media on students’ writing skills in narrative texts at SMP St. Petrus Medan. A quantitative approach employing a quasi-experimental design was applied. The population consisted of 127 ninth-grade students, from which 62 students were selected through purposive sampling and assigned to an experimental group and a control group, each consisting of 31 students. Data were collected through pre-test and post-test writing assessments and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, Paired Samples t-test, and Independent Samples t-test using IBM SPSS Statistics. The findings revealed that the experimental group achieved a substantially higher post-test mean score (80.61) than the control group (72.68). Statistical analysis indicated a significant improvement in students’ writing achievement (p < .001). These findings demonstrate that Picture Series Media effectively improves students’ narrative writing skills by facilitating idea generation, organizing story sequences, and encouraging students’ creativity in writing activities. Therefore, Picture Series Media can be considered an effective instructional medium for teaching narrative writing in EFL classrooms.
Desvinna Sinuhaji, F. Y. Ginting, Jenita Anjani Sembiring· Jurnal Educatio FKIP UNMA· 0 citations
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