Enhancing Student’s Writing Ability In Paragraph Writing Through An Outline Strategy At Primary Level
Abstract
This research was based on classroom action research. The main objective of this research was to know the improvement in students writing skill in writing paragraph through an outline strategy. This research was done at fifth grade students of five Government Primary Schools located at D. G. Khan city. The participants of this research were 15 students of grade five. Such participants were selected through random sampling technique. The obtained data was analyzed in percentage. Pre-Test and Post-Test used as an instrument in this research. In both Pre-Test and Post-Test required items like paragraph title writing, grammar, spelling and total sentences (length) of paragraph were same. In Pre-Test, outline strategy in paragraph writing was not employed but in Post-Test such strategy was used. According to findings, in Pre-Test students writing paragraph were 20.00%, 26.66%, 20.00%, 26.66% (Good), 46.66%, 20.00%, 33.33%, 33.33% (Average), 33.33%, 53.33%, 46.66%, 40.00% (Weak) in paragraph writing title, proper use of grammar, correct spelling and total sentences (length) of paragraph, respectively. After Pre-Test, instructor taught participants about writing paragraph through an outline strategy for a period of 4 weeks and then conducted Post-Test. In this test, participants writing paragraph through an outline strategy were 46.66%, 53.33%, 60.00%, 53.33% (Good), 40.00%, 26.66%, 33.33%, 40.00% (Average), 13.33%, 20.00%, 6.66%, 6.66% (Weak) in paragraph writing title, proper use of grammar, correct spelling and total sentences (length) of paragraph, respectively. This action-based research demonstrated that outline strategy can improve the students writing skills.
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References
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Rohim, A. 2018. Ananalysis of student’s paragraph writing. Syntax Literate: Jurnal Ilmiah Indonesia, 3(3): 12-16.
Ryan, M. (2011). Improving reflective writing in higher education: A social semiotic perspective. Teaching in Higher Education, 16(1), 99-111.
Saira, A. F., & Hafeez, M. (2020). Assessment of Student’s Academic Achievement by Flipped Classroom Model and Traditional Lecture Method. Global Educational Studies Review, 4, 10-19.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & writing quarterly, 23(1), 7-25.
Setyowati, L., & El-Sulukiyyah, A. A. (2017). Explicit Planning for Paragraph Writing Class. Jurnal Bahasa Lingua Scientia, 9(2), 241-260.
Setyowati, L., & Sukmawan, S. (2016). EFL Indonesian Students' Attitude toward Writing in English. Arab World English Journal (AWEJ), 7(4).
Spörer, N., Brunstein, J. C., & Kieschke, U. L. F. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and instruction, 19(3), 272-286.
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221.
White, R. and Arndt, V. 1991.Process writing. London, UK: Longman
Winarti, and Cahyono, B. Y. (2020). Collaborative writing and process writing approach: The effect and students perception. JEES (Journal of English Educators Society), 5(2). https://doi.org/10.21070/jees.v5i2.773
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners. International Journal of Instruction, 12(1), 1399-1412
Alrouji, O. O. (2020). The Effectiveness of Blended Learning in Enhancing Saudi Students' Competence in Paragraph Writing. English Language Teaching, 13(9), 72-82.
Alsmari, N. A. (2019). Fostering EFL Students' Paragraph Writing Using Edmodo. English Language Teaching, 12(10), 44-54.
Aminloo, M. S. (2013). The effect of collaborative writing on EFL learners writing ability at elementary level. Journal of language teaching and research, 4(4), 801.
Andrews, S. 1999. Writing as performance. In R. Graves (Ed.), Writing, teaching, learning: A Source book. (Pp.258–266). NH: Boynton/Cook Publishers, Inc.
Calkins, L. M. 1980. When children want to punctuate: Basic skills belong in context. Language Arts.
Chien, S. C. (2010). Enhancing English Composition Teachers' Awareness of their Students' Writing Strategy Use. Asia-Pacific Education Researcher (De La Salle University Manila), 19(3).
Chin, B. A. 2000. 'The Role of Grammar in Improving Students' Writing'.http:www.uwplatt.ed u/ciesield/grammar writing-html. Internet. online
Distefano, P and Killion, J. 1984.'Assessing Writing Skills Through a process Approach' English Education, 16(4), 203-7.
Dixon, C. N. and D. D. Nessel, 1983. Language Experience Approach to Reading (and Writing): Language-experience Reading for Second Language Learners pp: 123.
Graham, S., Harris, K. R., Fishman, E., Houston, J., Wijekumar, K., Lei, P. W., & Ray, A. B. (2019). Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. The Elementary School Journal, 119(3), 487-510.
Hafeez, M., Kazmi, Q. A., Tahira, F., Hussain, M. Z., Ahmad, S., Yasmeen, A., ... & Saqi, M. I. (2020). Impact of School Enrolment Size on Student’s Achievements. Indonesian Journal of Basic Education, 3(1), 17-21.
Hailemariam, W. 2011. Problem’s students face in Writing. AAU: MA Thesis (Unpublished).
Halliday, M. A. K., McIntosh, A. and P. Strevens, P. 1964. The Linguistic Sciences and Language Teaching. (Longmans' Linguistic Library.) London: Longmans, Pp. xix + 322.
Harris, R. J. (1962). "An Experimental Inquiry into the Functions and Value of Formal Grammar in the Teaching of Written English to Children Aged Twelve to Fourteen." Ph.D. dissertation. University of London.
Hussen, M. A. 2015. Assessing students’ paragraph writing problems: the case of bedeno secondary school, grade 10 english class in focus. Master of Arts in TEFL Thesis, Haramaya University.
Ingels, M. 2006. Legal communicative skills. Culemborg: ACCO.
Jahin, J. H. (2012). The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers. Australian Journal of Teacher Education, 37(11), n11.
Kartawijaya, S. 2018. Improving Students’ Writing Skill in Writing Paragraph through an Outline Technique. Curricula: Journal of Teaching and Learning, 3(3): 152-158.
Kuyyogsuy, S. (2019). Promoting Peer Feedback in Developing Students' English Writing Ability in L2 Writing Class. International Education Studies, 12(9), 76-90.
Li, X., Chu, S. K., & Ki, W. W. (2014). The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China. Computers & Education, 77, 151-169.
Maolida, E. H., & Mustika, G. (2018). Students writing process for Project Ibunka: A case study of EFL writers. Journal of English Language Teaching and Linguistics, 3(3), 203-215.
Miftah, M. Z., & Raya, I. P. (2018). Utilization of Edmodo as an online tool in EFL writing class to increase students’ writing ability. Register Journal, 11(1), 37-58.
Mistar, J., Zuhairi, A., & Parlindungan, F. (2014). Strategies of Learning English Writing Skill by Indonesian Senior High School Students. Arab World English Journal, 5(1).
Nihal, G. Ö. Y. (2017). An action research on the development of self-regulated writing strategies of Turkish EFL students. Eurasian Journal of Applied Linguistics, 3(2), 191-204.
Qalby, N. and Ivery, A. 2013. The use of sentence outline to improve students’ writing ability. Exposure Journal, 2(1): 48-67.
Quinlan, T. (2004). Speech recognition technology and students with writing difficulties: Improving fluency. Journal of Educational Psychology, 96(2), 337.
Rohim, A. 2018. Ananalysis of student’s paragraph writing. Syntax Literate: Jurnal Ilmiah Indonesia, 3(3): 12-16.
Ryan, M. (2011). Improving reflective writing in higher education: A social semiotic perspective. Teaching in Higher Education, 16(1), 99-111.
Saira, A. F., & Hafeez, M. (2020). Assessment of Student’s Academic Achievement by Flipped Classroom Model and Traditional Lecture Method. Global Educational Studies Review, 4, 10-19.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & writing quarterly, 23(1), 7-25.
Setyowati, L., & El-Sulukiyyah, A. A. (2017). Explicit Planning for Paragraph Writing Class. Jurnal Bahasa Lingua Scientia, 9(2), 241-260.
Setyowati, L., & Sukmawan, S. (2016). EFL Indonesian Students' Attitude toward Writing in English. Arab World English Journal (AWEJ), 7(4).
Spörer, N., Brunstein, J. C., & Kieschke, U. L. F. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and instruction, 19(3), 272-286.
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221.
White, R. and Arndt, V. 1991.Process writing. London, UK: Longman
Winarti, and Cahyono, B. Y. (2020). Collaborative writing and process writing approach: The effect and students perception. JEES (Journal of English Educators Society), 5(2). https://doi.org/10.21070/jees.v5i2.773
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners. International Journal of Instruction, 12(1), 1399-1412
Published
2021-11-03
How to Cite
RAMZAN, Hassan; HAFEEZ, Muhammad.
Enhancing Student’s Writing Ability In Paragraph Writing Through An Outline Strategy At Primary Level.
Indonesian Journal of Basic Education, [S.l.], v. 4, n. 2, p. 155 - 162, nov. 2021.
ISSN 2615-8523.
Available at: <https://e-jurnal.stkiprokania.ac.id/index.php/IJOBE/article/view/421>. Date accessed: 04 oct. 2024.
Section
Articles
