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All Journal Mimbar Sekolah Dasar IJoLE: International Journal of Language Education
Astuti, Indri Andriani
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Analysis of Elementary School Students’ Descriptive Writing Skills in EFL Nurnaningrum, Gayatri; Musthafa, Bachrudin; Sopandi, Wahyu; Sujana, Atep; Astuti, Indri Andriani
Mimbar Sekolah Dasar Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i2.87667

Abstract

This study examines the challenges elementary school students face in English as a Foreign Language (EFL) descriptive writing, a crucial skill often perceived as one of the most complex aspects of language learning. It was conducted on 39 fifth-grade public elementary school students in Pacet sub-district, Bandung Regency, to assess students’ writing abilities through test and non-test instruments. The research employed a descriptive methodology using purposive participant selection on the following criteria: schools that use the Independent curriculum, English is taught by a teacher who is a graduate of English education, and the school is one of the representatives of the sub-district, as determined by the elementary school supervisor. The tests evaluated key aspects of descriptive writing, including format and content, organization and coherence, and sentence construction and vocabulary, while structured questionnaires explored students' difficulties and influencing factors. The study aimed to identify the specific challenges students encounter in writing descriptive texts and uncover factors impacting their performance to inform the development of more effective instructional strategies. The findings show that many students struggle with content development, coherence, and grammar. Corpus analysis reveals frequent issues such as unclear phrasing, code-mixing, and overly brief, highlighting gaps in vocabulary use and sentence construction. Additionally, the questionnaire results revealed that a significant number of students encountered challenges in various aspects of descriptive writing, particularly in vocabulary use, grammar, sentence structure, and idea development. These findings underscore the need for targeted, collaborative, and technology-supported instructional strategies to address students’ specific difficulties and enhance their proficiency and confidence in English descriptive writing.
Writing Indigenous Narratives Through Project-Based Learning: Promoting Students’ Critical Thinking in an EFL Classroom Lestari, Indrie Setya; Nurnaningrum, Gayatri; Astuti, Indri Andriani; Hermawan, Hengki Anggra; Lugina, Tiana Dara; Amalia, Lulu Laela
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75812

Abstract

This study investigates how PBL enhances students’ critical thinking abilities as they compose narrative texts based on indigenous narratives in an English as a Foreign Language (EFL) classroom. The research conducted among 35 ninth-grade students (divided into seven groups) in a public junior high school in Bandung, Indonesia, using qualitative methods, including observation and document analysis, the study evaluates students' critical thinking through the Critical Thinking VALUE Rubric. Results indicate that PBL significantly promoted critical thinking, with students engaging in deeper reflection on cultural, ethical, and social issues in their narrative projects. High-Perceived Critical Thinking (HPCT) stories exhibited greater complexity and analysis than Low-Perceived Critical Thinking (LPCT) stories, which focused more on practical aspects. The PBL model can improve students' critical thinking skills, as evidenced by four out of seven groups falling into the High-Perceived Critical Thinking (HPCT) category. This study is significant because previous research has rarely combined culturally relevant content with structured critical thinking development in EFL contexts, creating a gap in effective instructional strategies. Therefore, it is recommended that EFL educators integrate culturally meaningful project-based tasks with explicit scaffolding to systematically nurture both critical thinking skills and language proficiency among learners.
Co-Authors Atep Sujana Bachrudin Musthafa Hermawan, Hengki Anggra Lestari, Indrie Setya Lugina, Tiana Dara Lulu Laela Amalia Nurnaningrum, Gayatri Wahyu Sopandi