Investigating Students’ Writing Skills in Generating Descriptive Texts: Experiences Learned from English for Specific Purposes (ESP) Contexts in Privates Universities
DOI:
https://doi.org/10.36312/jolls.v3i2.1209Keywords:
Writing skills, Descriptive texts, Generic structuresAbstract
Writing occupies a paramount role in the conveyance of ideas, demanding a profound comprehension of the nuances integral to crafting impeccable written compositions. The research under consideration was undertaken with the objective of delving into the writing skills of students and discerning the challenges they encounter in composing descriptive texts. Employing a mixed-method approach, the study engaged English learners at STIE AMM Mataram, constituting a cohort of 28 students. To attain a comprehensive understanding of their writing abilities and difficulties, the research employed writing tests and interviews as research instruments. The research outcomes revealed a mean score of 69.92 for the students, indicative of a concerning trend of inadequate proficiency in writing descriptive texts, essentially categorizing their abilities as 'poor.' A closer examination of the data delineated specific performance distributions among the students: 12% garnered scores below 60, designating them as 'poor,' while 40% fell within the 61-70 score range, also categorized as 'poor.' Moreover, 36% secured scores in the 71-80 range, positioning them in the 'average' category, and a mere 12% earned scores designated as 'very good. Vocabulary and organization stood out with ratings categorized as 'good to average,' showcasing relative strengths. Conversely, content, grammar, and mechanics were characterized by a 'fair to poor' categorization, underscoring significant areas of difficulty. In particular, students grappled with challenges concerning grammar, content development, and mechanical aspects of writing. In light of these findings, it is evident that students encounter multifaceted difficulties, particularly in the realms of grammar, content creation, and mechanics. As a viable solution, it is recommended that English teachers prioritize providing students with ample opportunities for writing practice. These opportunities should be designed to specifically enhance content development and grammar proficiency in writing descriptive texts.
Downloads
References
Al-Zumor, A. Q. (2021). Stance in Advanced Academic Writing by Saudi EFL Postgraduates: A Corpus-Based Study of Critique Writing. Journal of Languages and Language Teaching, 9(4), 371. https://doi.org/10.33394/jollt.v9i4.4288
Ariati, R. S. (2018). Improving Students’s Descriptive Speaking Competence by Using Cue Cards at the Grade Viii 2 of Public Junior High School 03 Bengkulu City. JOALL (Journal of Applied Linguistics & Literature), 1(1), 9–20. https://doi.org/10.33369/joall.v1i1.3798
Astiantih, S., & Akfan, S. S. (2023). Utilizing Concept Maps to Enhance Students’ Writing Skills. Journal of Languages and Language Teaching, 11(3), 433. https://doi.org/10.33394/jollt.v11i3.7993
Cakrawati, L. M. (2018). Descriptive Text in SFL Perspective: Pedagogical Implication based on Student’s Writing Analysis’, Register Journal, 11(2), 200-210. doi: 10.18326/rgt.v11i2.210-227.
Chukharev-Hudilainen, E., & Saricaoglu, A. (2016). Causal discourse analyzer: Improving automated feedback on academic ESL writing. Computer Assisted Language Learning, 29(3), 494–516. https://doi.org/10.1080/09588221.2014.991795
Creswell J. W. (2018). Research design pendekatan kualitatif, kuantitatif dan campuran. Yogyakarta: Pustaka Belajar.
Dari, R. W., Rahmawati, E., & Akhiriyah, S. (2022). An Analysis of Writing Strategies Used by Students of English Language Department. Journal of Languages and Language Teaching, 10(3), 414. https://doi.org/10.33394/jollt.v10i3.5413
Dwigustini, R., Sari, N., Susilawati, S., & Nisa, B. (2021). Fostering Students’ Writing Skill by the Integration of Mall Application. Journal of Languages and Language Teaching, 9(1), 34. https://doi.org/10.33394/jollt.v9i1.3264
Erickson, E. (2022). An analysis of writers’ errors in producing descriptive texts; intercultural studies. Journal of Languages and Language Teaching, 10(3), 444–452. https://doi.org/10.33394/jollt.v10i3.5389
Grenner, E., Åkerlund, V., Asker-Árnason, L., van de Weijer, J., Johansson, V., & Sahlén, B. (2020). Improving narrative writing skills through observational learning: A study of Swedish 5th-grade students. Educational Review, 72(6), 691–710. https://doi.org/10.1080/00131911.2018.1536035
Haerazi, H., & Irawan, L. A. (2019). Practicing Genre-Based Language Teaching Model to Improve Students’ Achievement of Writing Skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9. https://doi.org/10.21093/ijeltal.v4i1.246
Haerazi, H., Irwansyah, D., Juanda, J., & Azis, Y. A. (2018). Incorporating intercultural competences in developing english materials for writing classes. Journal of Language Teaching and Research, 9(3), 540–551. https://doi.org/10.17507/jltr.0903.13
Haerazi, H., & Kazemian, M. (2021). Self-Regulated Writing Strategy as a Moderator of Metacognitive Control in Improving Prospective Teachers’ Writing Skills. 1(1), 1–14. https://doi.org/10.36312/ejolls.v1i1.498
Haerazi, H., Utama, I. M. P., & Hidayatullah, H. (2020). Mobile applications to improve English writing skills viewed from critical thinking ability for pre-service teachers. International Journal of Interactive Mobile Technologies (iJIM), 14(07), 58–72. https://doi.org/10.3991/ijim.v14i07.11900
Hadi, M. S., Izzah, L., & Larasati, I. (2021). The influence of mangarock online comics in teaching writing a narrative text. Journal of Languages and Language Teaching, 9(2), 243. https://doi.org/10.33394/jollt.v9i2.3546
Hadi, M. S., Izzah, L., & Putra, A. D. (2021). Analysis of the Use of Banksy Image in Improving Students’ Writing Skill. Journal of Languages and Language Teaching, 9(4), 519. https://doi.org/10.33394/jollt.v9i4.4005
Hadi, M. S., Mutiarani, M., & Herlina, S. (2021). Outdoor Learning Activity in Teaching Students’ Descriptive Writing Skills. Journal of Languages and Language Teaching, 9(2), 220. https://doi.org/10.33394/jollt.v9i2.3529
Hadi, M. S., & Karyadi, A. N. (2023). Can Social Media-Style Fanfiction Stories Enrich Students’ Narrative Writing Mastery? Journal of Languages and Language Teaching, 11(1), 123. https://doi.org/10.33394/jollt.v11i1.5814
Haryadi, P., & Wennyta, N., F.(2018). An Analysis of Students’ Ability In Writing Descriptive Text at The Tenth Grade Students of SMAN 11 Jambi Academic Year.Jelt: Journal of English Language teaching, 2(2)
Huda, Moh. C., & Rahadianto, P. (2019). Using Dictogloss Technique to Improve Students’ Writing Skills. English Community Journal, 3(1), 307. https://doi.org/10.32502/ecj.v3i1.1696
Hildreth, L. A., Miley, M., Strickland, E., & Swisher, J. (2023). Writing Workshops to Foster Written Communication Skills in Statistics Graduate Students. Journal of Statistics and Data Science Education, 31(2), 201–210. https://doi.org/10.1080/26939169.2022.2138800
Ismiati, I., & Fitria, I. L. (2021). Combining Diary and Guided Strategies for Writing Difficulties. Journal of Languages and Language Teaching, 9(1), 14. https://doi.org/10.33394/jollt.v9i1.3096
Korucu-K??, S. (2023). Instag(R)ite: Integrating visual social media into academic writing instruction. Computer Assisted Language Learning, 1–32. https://doi.org/10.1080/09588221.2023.2228838
Lating, A. Z. Y. (2022). The Improvement of the Students’ Ability in Writing Procedure Text Using Video Recipe. Journal of Languages and Language Teaching, 10(3), 461. https://doi.org/10.33394/jollt.v10i3.5328
Liu, J. (2022). Voice for Teaching L2 Writing: Affordance or Constraint? Journal of Language, Identity & Education, 1–17. https://doi.org/10.1080/15348458.2022.2145565
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. https://doi.org/10.1080/2331186X.2023.2236469
McCarthey, S., & Zhang, J. (2023). Examining preparation for teaching writing in Hong Kong. Pedagogies: An International Journal, 1–18. https://doi.org/10.1080/1554480X.2023.2202165
Polat, ?., & Dedeo?lu, H. (2023). The Effect of Writing about Immediate Environment and Experiences on Narrative and Informative Text Writing Skills. Reading & Writing Quarterly, 1–17. https://doi.org/10.1080/10573569.2023.2186294
Rachmaida, F., & Mutiarani, M. (2022). The Use of Spinning Wheel Games to Improve Students’ Writing Procedural Texts. Journal of Languages and Language Teaching, 10(4), 530. https://doi.org/10.33394/jollt.v10i4.5766
Serra, T., Gras, M. E., Cañabate, D., & Colomer, J. (2023). Fostering cognitive control through reflection in scientific writing. Reflective Practice, 24(4), 433–446. https://doi.org/10.1080/14623943.2023.2210064
Smith, L. (2023). Responding to a cry in the wilderness: Teachers’ perceptions of teaching the Apprentice of Fine Arts in Creative Writing and its impact on the signature pedagogies of English. Cambridge Journal of Education, 53(6), 743–759. https://doi.org/10.1080/0305764X.2023.2237955
Sumarsono, D., & Permana, D. (2023). Contract Learning as Individualized Instructional Strategies in Improving Students’ Performance in Academic Writing Courses. Journal of Languages and Language Teaching, 11(1), 94. https://doi.org/10.33394/jollt.v11i1.6683
Susilawati, S. (2023). Integrating content and language to teach ESP writing online with the assistance of google docs. Journal of Languages and Language Teaching, 11(1), 14. https://doi.org/10.33394/jollt.v11i1.6617
Syamsuri, A. S., Muhsin, M. A., & Nurmayani, N. (2016). The effectiveness of caricature media in learning writing of argumentation paragraph. Theory and Practice in Language Studies, 6(11), 2079-2086.
Wahid, J. H., & Sudirman, S. (2023). The Effect of Mind Mapping Technique on Students’ Writing Skills. Journal of Languages and Language Teaching, 11(1), 39. https://doi.org/10.33394/jollt.v11i1.6692
Williams, J. A. S., Billings, P. E., Estep, J. L., & Pinder, A. D. (2022). Engaging Students in Writing Data Requests: A Role-Playing Writing Exercise. Business and Professional Communication Quarterly, 85(4), 420–444. https://doi.org/10.1177/23294906221113799
Wismanto, A., Suyoto, S., & Ulumuddin, A. (2022). Developing an Instruction Model for News Writing Based on the Cooperatif Type Group Investigation Strategy. Journal of Languages and Language Teaching, 10(2), 174. https://doi.org/10.33394/jollt.v10i2.4956
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 sopian sopian, Sugianto Sugianto, Kim Christian Badilo

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.