Iwan Dudy Gunawan, Wahilda Ikhsan Perdana

The Implementation of Write-Around Strategy to Enhance Students’ Descriptive Writing Skills

Introduction

The implementation of write-around strategy to enhance students’ descriptive writing skills. Enhance EFL descriptive writing! This study proves the Write-around strategy significantly improved Indonesian junior high students' writing skills, grammar, vocabulary, and engagement.

Abstract

This classroom action research aimed to explore the implementation of the Write-around strategy to improve students' descriptive writing skills in an Indonesian EFL classroom. Conducted over two cycles involving 32 seventh-grade students at Junior High School 29 Bandung, the study examined how collaborative writing activities affect students' writing performance and engagement. Data were collected through observations, pre- and post-tests, questionnaires, and field notes. Findings indicated a significant improvement in students’ writing scores, with the average increasing from 59.6 to 75.9. Students demonstrated better control of grammar, vocabulary, and mechanics, as well as improved confidence and understanding of text structure. Questionnaire results revealed that most students found writing more enjoyable and less intimidating when working with peers. The Write-around strategy encouraged active participation, peer feedback, and the co-construction of ideas, aligning with previous research that highlights the benefits of cooperative learning. Despite minor challenges in idea sequencing during group writing, the strategy proved to be an effective method for supporting both cognitive and affective aspects of language learning. It is recommended that teachers adopt collaborative strategies like Write-around to foster a more interactive and supportive environment for developing writing skills in EFL contexts.

Review

This classroom action research effectively investigates the implementation of the Write-around strategy to enhance descriptive writing skills among 7th-grade Indonesian EFL students. The study, conducted over two cycles with a cohort of 32 students, adopted a mixed-methods approach, utilizing pre- and post-tests, observations, questionnaires, and field notes. The abstract clearly articulates the study's aim to explore how collaborative writing activities impact students' performance and engagement. The initial findings indicate a robust positive effect, with a notable increase in average writing scores, alongside reported improvements in various aspects of writing proficiency such as grammar, vocabulary, and mechanics, as well as students' confidence and understanding of text structure. The methodology employed, a classroom action research design, is well-suited for exploring practical interventions within a specific educational setting. The quantitative data, demonstrating a significant rise in average scores from 59.6 to 75.9, strongly supports the effectiveness of the Write-around strategy in improving cognitive writing skills. Furthermore, the qualitative data collected via questionnaires and observations provides compelling evidence of enhanced student engagement and a more positive affective experience, with students finding writing less intimidating and more enjoyable when working collaboratively. While the abstract mentions "minor challenges in idea sequencing during group writing," the overall narrative emphasizes the strategy's success in fostering active participation and peer feedback, aligning its benefits with established principles of cooperative learning. The findings of this study offer valuable insights and practical recommendations for EFL teachers seeking to develop students' writing skills. By demonstrating the efficacy of the Write-around strategy, particularly in fostering a supportive and interactive learning environment, the research underscores the importance of collaborative approaches in language education. The recommendation for teachers to adopt such strategies is well-justified by the evidence presented, suggesting a clear path toward enhancing both the cognitive and affective dimensions of writing instruction. This research contributes meaningfully to the literature on EFL pedagogy, reinforcing the benefits of peer-supported learning and encouraging further exploration of collaborative writing techniques across diverse educational contexts.

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