Jul 2026· Esteem Journal of English Education Study Programme· Vol 9, pp. 1206-1219· 0 citations
Abstract
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.
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
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
Academic and professional writing remains a significant challenge for English Language Teaching (ELT) students, particularly in managing grammatical accuracy and organizing ideas effectively. Recent discussions in language education emphasize the importance of deeper learning approaches that support students’ cognitive and emotional engagement during writing tasks. This study draws on the framework of deep learning, particularly the concepts of meaningful learning, mindful learning, and joyful learning, to examine ELT students’ writing experiences in academic and professional contexts. Using a qualitative case study design, the research involved five ELT students who had experience completing academic writing assignments. Data were collected through semi-structured interviews and analyzed using the qualitative analysis framework proposed by Miles and Huberman. The findings revealed that students employed several writing strategies, including planning, revising drafts, and using external resources to address grammar-related challenges. These strategies were closely connected to meaningful learning through task relevance, mindful learning through awareness of writing processes, and joyful learning through positive engagement during writing activities. The study suggests that integrating meaningful, mindful, and joyful learning into writing instruction can enhance students’ engagement, self-regulation, and writing development in ELT contexts
Writing is an essential skill in English as a Foreign Language (EFL) learning, particularly in developing students’ ability to produce narrative texts. This study aims to explore English teachers’ perspectives on the use of ChatGPT as a writing assistant in narrative writing instruction and to identify its perceived benefits and challenges. A qualitative study employing a basic interpretative design was conducted with five English teachers selected through purposive sampling based on their experience using ChatGPT in teaching. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers perceive ChatGPT as a valuable tool for supporting students’ idea generation, language development, and understanding of narrative text structure. It also assists teachers in preparing instructional materials and facilitating classroom activities. However, teachers also reported challenges, including students’ over-reliance on ChatGPT, ethical concerns related to plagiarism, difficulties in monitoring responsible use, and the potential reduction of students’ critical thinking skills. These findings imply that ChatGPT can effectively support narrative writing instruction when integrated with appropriate pedagogical guidance, ethical awareness, and teacher supervision to promote meaningful and responsible learning.
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 paragraphs in English is a fundamental academic skill, yet many students still encounter various difficulties, particularly in the digital era where technology influences writing practices. This study aimed to identify the barriers faced by fifth-semester students in paragraph writing and examine the factors influencing their writing, including the role of digital technology. This research employed a descriptive qualitative design. The participants were fifth-semester students of the English Education Department at Universitas Muhammadiyah Bengkulu. The data were collected through questionnaires and interviews. The findings revealed that students experienced linguistic, cognitive, technical, and technological barriers. Linguistic barriers were the most dominant, particularly in vocabulary, grammar, and spelling. Other difficulties included cohesion, mechanics, organization, and coherence. In addition, digital technology acted as both a supporting and influencing factor. While digital tools helped students correct errors and generate ideas, excessive reliance on these tools reduced students’ confidence and independent writing ability. In conclusion, vocabulary and grammar limitations remain the primary barriers, and digital technology significantly influences students’ paragraph writing both positively and negatively.
Keywords: paragraph writing, writing barriers, digital writing, linguistic barriers, writing factors.
Silfi, Eki Saputra2· Teaching English and Languag...· 0 citations