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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Nusantara Journal of Information and Library Studies (N-JILS) Jurnal Pendidikan dan Konseling Didaktika: Jurnal Kependidikan JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Jurnal Simki Pedagogia Journal of Research in Instructional J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Journal of Educational Sciences Media Nusantara JEELS (Journal of English Education and Linguistics Studies) JOTTER Lire Journal (Journal of Linguistics and Literature)
Wahyu Satya Gumelar
Universitas Islam Nusantara
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Dentistry Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : Journal of Research in Instructional

 1 
Effectiveness of guided writing in responding simple questions in daily life at 4th grade elementary students Gaffar, Muhammad Andriana; Gumelar, Wahyu Satya; Syafitri, Nesyza Nurdiyani
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.699

Abstract

This study delves into the effectiveness of guided writing in enhancing fourth-grade students' ability to respond to simple questions in daily life contexts. Using a pre-experimental design with a one-group pre-test and post-test, the research was carried out at an elementary school in Pameungpeuk Bandung with 42 participants. The results demonstrated a significant improvement in students' writing skills. In the post-test, 21.4% of students reached an excellent classification, and 45.2% achieved a reasonable classification, a marked improvement from the pre-test, where none had done so. Students also showed better grammatical accuracy, sentence organization, vocabulary use, and confidence in writing. Guided writing emerged as a practical instructional approach, equipping young learners with the tools to strengthen their grammar, coherence, and motivation in writing. These findings underscore the practical implications of structured writing instruction, which can significantly enhance students’ ability to communicate effectively in written English, and it begins with effectively responding to simple questions in daily life.
The relationship between teaching style and students' writing ability: The mediating role of feedback practice Rahmah, Leny Saili; Gumelar, Wahyu Satya; Khadijah, Syakira Nurul
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.748

Abstract

This study explores the relationship between teaching style and students’ writing ability, focusing on the mediating role of feedback practice among tenth-grade EFL students at MA Bandung. Recognizing that effective writing instruction relies not only on the instructional methods used but also on how feedback is delivered, the research addresses ongoing challenges caused by inconsistent pedagogical and feedback practices in the classroom. A quantitative approach with a correlational  design was employed, involving 38 students who completed questionnaires on teaching style and feedback practice and participated in a standardized writing assessment. Data were analyzed using multiple regression and mediation tests to assess both direct and indirect effects. The findings reveal a significant positive relationship between teaching style and feedback practice, and between teaching style and writing ability. However, feedback practice did not significantly mediate the relationship between teaching style and students' writing performance. These results suggest that while effective teaching promotes better feedback environments, feedback alone may not enhance writing outcomes unless it is clearly communicated and well-integrated into instruction. The study underscores the importance of adopting teaching style and feedback practice and enhancing the quality not just the quantity of feedback in EFL writing instruction.
Co-Authors Ade Tutty R. Rosa Ade Tutty R. v Afifi, Ruhana Agus Ruswandi Ajeng Yunica Hanifa Amini, Dea Alawiah Anita Kresnawaty Apriani, Nur Shintia Bangkit Cindy Selvia Somantri Putri Diah Khadijah Ermaya, Annisa Salsabila Fadilah, Laila Putri Fitri Wulandari, Sri Gaffar, M. Andriana Gigin Ginanjar Herman, Alfan Alfian Hidayat, Hamdan Huswatun Hasanah Khadijah, Syakira Nurul Khodijatul Kubro Larassaty Alifah M Andriana Gaffar Muhammad Hilvan Khadafi Nadia Cinta Khoerunnisa Nida Aisya Suryadi Nur Ainun Okke Rosmala Dewi Paulina Novarita Puspitasari, Rina Puspitasari Rahmah, leny Saili Rifqi Rayhani Riki Ruswandi Rina, Neng Riska Amalia Riva Ola Purwantari Rosa, Ade Tuty Rokhayati Ruswandi, Riki Saili Rahmah, Leny Salsa Saroya Saroya, Salsa Setiawan, Rachmat Siti Nasriatul Hamidah Sucia Lestari, Tyara Syafitri, Nesyza Nurdiyani Syaiful Mujab Syifa Sonia Tyara Sucia Lestari Utami, Mulatsih Sri Venny Tawaffani Muslimah Yuswara, Iyus