Aug 2026· Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora· Vol 4, pp. 429-437· 0 citations· 12 references
Abstract
Writing ability is a crucial skill in English as a Foreign Language (EFL) learning; however, many vocational high school students still experience difficulties in developing ideas, organizing texts, using appropriate vocabulary, and applying grammatical structures in descriptive writing. This study aimed to investigate the effect of Personal Journal Writing on vocational high school students’ descriptive writing achievement and to examine its contribution to students’ ability to organize ideas, use vocabulary, and apply grammatical structures. This research employed a quantitative approach using a quasi-experimental pre-test–post-test control group design. The participants were 50 eleventh-grade students at SMK Al Azmi Seidadap, North Sumatra, Indonesia, consisting of an experimental group and a control group, each comprising 25 students. Data were collected through descriptive writing tests and analyzed using descriptive statistics, Shapiro–Wilk normality test, Levene’s test, and an independent-samples t-test using IBM SPSS Statistics. The results revealed that the experimental group showed a higher improvement in writing achievement, with the mean score increasing from 59.88 in the pre-test to 81.96 in the post-test, while the control group improved from 59.84 to 66.84. The independent-samples t-test indicated a statistically significant difference between the two groups (t(48) = 9.376, p < .001). These findings demonstrate that Personal Journal Writing significantly improves students’ descriptive writing ability by supporting idea development, vocabulary enrichment, text organization, and grammatical accuracy. Therefore, Personal Journal Writing is recommended as an effective learner-centered strategy for enhancing EFL writing instruction in vocational high schools.
Writing in English as a Foreign Language (EFL) represents one of the most demanding competencies for Indonesian junior high school students, particularly those enrolled in Islamic boarding schools (pesantren) where instructional time is constrained by dual academic and religious curricula. This study examined the effectiveness of the Microselection Learning Strategy in improving descriptive text writing skills among ninth-grade female students at Khoirotul Usroh Islamic Boarding School, Stabat, Langkat Regency, North Sumatra, Indonesia. A Classroom Action Research (CAR) design based on the Kemmis and McTaggart cyclical model was employed across two cycles over five weeks, involving all 36 female students as participants through a saturated sampling technique. Data were collected using pre-tests and post-tests evaluated with a five-dimension rubric (title, identification, description, vocabulary, and closing), supplemented by observation sheets, semi-structured interviews, questionnaires, and documentation. Quantitative data were analyzed using descriptive percentage statistics; qualitative data followed Miles and Huberman's reduction–display–conclusion framework. Results showed a dramatic improvement in classical mastery: from 13.89% in the pre-test to 50.00% after Cycle I, and reaching 100.00% at the conclusion of Cycle II. The class mean score rose from approximately 46.9 to 87.1 points. Qualitative findings corroborated these gains, documenting improvements in vocabulary selection, sentence cohesion, paragraph organisation, and student confidence. The Microselection strategy proved highly effective as a scaffolded, cognitive-theory-grounded approach to EFL writing instruction in a boarding school context.
Rosmen Rosmen, Syahran Yusuf, Muhammad Hassan et al.· Journal La Edusci· 0 citations
English writing is considered one of the most difficult skills for English as a Foreign Language (EFL) learners, although some students achieve excellent writing proficiency despite learning in a non-English-speaking environment. This study explored how successful senior high school students developed their English writing skills. Using a qualitative case study design, the research was conducted at SMA Katolik Santo Petrus Kanisius Palangka Raya, Indonesia. The participants consisted of ten purposively selected Grade XI students with strong writing performance and one English teacher as a supporting informant. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using Braun and Clarke’s thematic analysis. The findings revealed four key practices that supported writing development: planning through brainstorming and outlining, applying multiple learning strategies such as reading, digital resources, and vocabulary building, engaging in regular writing practice with persistence and positive attitudes, and improving writing through self-editing and teacher feedback. These interconnected practices enhanced students’ organization, language accuracy, vocabulary, and overall writing quality. The study highlights that successful writing development results from the integration of cognitive, behavioral, and reflective processes, emphasizing the importance of process-oriented writing instruction in EFL classrooms.
Tri Aprilia Suciati, M. Luardini, N. Asi· Esteem Journal of English Ed...· 0 citations
Mixed-ability EFL classrooms present a persistent instructional challenge, as heterogeneous writing proficiency levels among students are rarely addressed effectively through a one-size-fits-all approach. Empirical studies that specifically investigate the effect of Differentiated Instruction (DI) on EFL writing achievement across different proficiency levels remain limited, leaving a gap in writing pedagogy within junior high school contexts. This study aimed to examine the effect of process-based DI on the writing achievement of eighth-grade EFL students at SMP Islam Sultan Agung. A quasi-experimental nonequivalent control group design was employed involving 50 students, consisting of an experimental group (n = 25) receiving process-differentiated instruction and a control group (n = 25) receiving conventional instruction. The intervention was conducted over three sessions focusing on recount text writing. Writing performance was assessed using the ACTFL Writing Proficiency Test (WPT) guidelines, and the data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t-test. The findings revealed that both groups had comparable initial writing ability before the intervention. Following the treatment, the experimental group demonstrated higher writing achievement than the control group. These results indicate that process-based DI effectively enhances EFL students’ writing performance by accommodating diverse levels of learner readiness. However, the relatively small sample size and short intervention period limit the generalizability of the findings. Therefore, DI is recommended as an alternative instructional strategy for heterogeneous EFL classrooms, and further research is needed to explore its long-term impact across broader educational contexts.
ABSTRAK
Kelas EFL dengan kemampuan campuran menghadirkan tantangan instruksional yang terus-menerus, karena tingkat kemahiran menulis yang heterogen di antara siswa jarang dapat ditangani secara efektif melalui pendekatan satu ukuran untuk semua. Studi empiris yang secara khusus meneliti pengaruh Instruksi Diferensiasi (Differentiated Instruction / DI) terhadap pencapaian menulis EFL pada berbagai tingkat kemahiran masih terbatas, sehingga menyisakan kesenjangan dalam pedagogi menulis pada konteks sekolah menengah pertama. Penelitian ini bertujuan untuk menguji pengaruh DI berbasis proses terhadap pencapaian menulis siswa EFL kelas VIII di SMP Islam Sultan Agung. Penelitian menggunakan desain kuasi-eksperimental nonequivalent control group yang melibatkan 50 siswa, terdiri atas kelompok eksperimen (n = 25) yang memperoleh pembelajaran terdiferensiasi berbasis proses dan kelompok kontrol (n = 25) yang memperoleh pembelajaran konvensional. Intervensi dilaksanakan selama tiga sesi pembelajaran menulis teks recount. Kemampuan menulis diukur menggunakan pedoman ACTFL Writing Proficiency Test (WPT), sedangkan data dianalisis melalui statistik deskriptif, uji normalitas Shapiro–Wilk, uji homogenitas Levene, dan independent-samples t-test. Hasil penelitian menunjukkan bahwa kedua kelompok memiliki kemampuan awal yang relatif setara sebelum perlakuan diberikan. Setelah intervensi, kelompok eksperimen menunjukkan pencapaian menulis yang lebih tinggi dibandingkan kelompok kontrol. Temuan ini mengindikasikan bahwa DI berbasis proses efektif dalam meningkatkan kemampuan menulis siswa EFL dengan mengakomodasi tingkat kesiapan belajar yang beragam. Meskipun demikian, keterbatasan jumlah sampel dan durasi intervensi yang relatif singkat membatasi generalisasi hasil penelitian. Oleh karena itu, DI direkomendasikan sebagai alternatif strategi pembelajaran untuk kelas EFL yang heterogen, dan penelitian lanjutan diperlukan untuk mengeksplorasi dampaknya dalam jangka panjang pada konteks yang lebih luas.
Sabilla Amelia Putri, W. I. Asyhar, Kristanti Yuntoro Putri· EDUCATOR Jurnal Inovasi Tena...· 0 citations
Writing is one of the most challenging skills for English as a Foreign Language (EFL) learners because it requires grammatical accuracy, adequate vocabulary, and the ability to organize ideas coherently. Preliminary observations in a public junior secondary school in Central Sulawesi, Indonesia, revealed that many ninth-grade students experienced difficulties in constructing sentences using the present and past continuous tenses, resulting in frequent grammatical errors and low writing achievement. This study aimed to improve students’ writing skills through the implementation of Project-Based Learning (PjBL), with the Jigsaw technique integrated in the second cycle to strengthen collaborative learning. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model and involved 25 ninth-grade students. Data were collected through writing tests, classroom observations, field notes, and documentation and analyzed using descriptive quantitative and qualitative methods. The findings showed that the implementation of PjBL, supported by Jigsaw in Cycle II, improved students’ grammatical accuracy, sentence construction, classroom participation, and learning engagement. The average student score increased from 63.20 in the pre-cycle to 73.67 in Cycle I and reached 84.00 in Cycle II. In Cycle I, 18 of the 25 students (72%) achieved the minimum mastery criterion, while seven students (28%) did not. Following the instructional revision and integration of Jigsaw in Cycle II, all students (100%) successfully met the minimum mastery criterion. Students also demonstrated fewer grammatical errors, particularly in the use of auxiliary verbs (to be), -ing verb forms, and continuous tense structures. In addition, students became more actively involved in peer discussions, more confident in sharing their understanding, and more engaged in collaborative writing activities. These findings suggest that PjBL, when complemented by the Jigsaw technique, can provide a meaningful and collaborative learning environment for enhancing grammar-based writing skills and promoting active engagement in EFL classrooms.
Endang Lestari, Rini Zahrani, Adam Al Arfan· Crises on Languages and Lite...· 0 citations
Reading is one of the essential language skills that enables students to acquire information and develop English proficiency. However, many junior high school students still experience difficulties in comprehending English texts because of limited vocabulary, low motivation, and teacher-centered instructional practices. This study aimed to investigate the effect of Content and Language Integrated Learning (CLIL) on students' reading skills at SMPN 3 Masbagik. The study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The population consisted of 78 seventh-grade students, while 52 students were selected as the sample through purposive sampling, comprising 26 students in the experimental class and 26 students in the control class. Data were collected through reading comprehension tests administered as pre-tests and post-tests and were analyzed using descriptive statistics and an Independent Samples t-test with SPSS version 25. The findings revealed that students taught through CLIL demonstrated significantly better reading achievement than those taught through conventional instruction. The mean score increased from 41.54 in the pre-test to 68.19 in the post-test, and the Independent Samples t-test showed a significance value of 0.000 (p < 0.05), indicating that CLIL had a significant positive effect on students' reading skills. The findings suggest that integrating meaningful content with language instruction promotes active learning, enhances reading comprehension, and creates more contextualized learning experiences for junior high school students
Ipan Rinaldi, Fathurrahman Imran, Muhammad Muhlisin· Pendidikan Bahasa dan Sastra· 0 citations
Speaking is an essential yet challenging skill for young English as a Foreign Language (EFL) learners because it requires linguistic knowledge, communicative competence, and self-confidence. This study aimed to examine the effectiveness of the Buzz Group Technique in improving the English speaking skills of sixth-grade students at MI Ma'arif NU Miru, Lamongan, Indonesia. A quantitative pre-experimental one-group pretest-posttest design was employed involving 18 students selected through total sampling. Data were collected using speaking performance tests assessing pronunciation, vocabulary, grammar, fluency, and comprehension, and analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the paired-samples t-test. The findings revealed a significant improvement in students' speaking performance, with the mean score increasing from 62.11 in the pretest to 80.06 in the posttest. The paired-samples t-test confirmed a significant difference between pretest and posttest scores (t(17) = −18.26, p < .001). All speaking components improved, with fluency showing the greatest gain. These findings indicate that the Buzz Group Technique is an effective student-centered strategy for enhancing English speaking skills and communicative competence among young EFL learners in Indonesian elementary schools.
Muhammad Afthon Ulin Nuha, K. Huda, Buyun Khulel· Jurnal Ragam Pengabdian· 0 citations
