Writing Competence of Junior High School Students
Keywords:writing competence, macro skill, high school students
The acquisition of writing proficiency is a pivotal accomplishment that every individual must strive to cultivate, constituting a formidable challenge that transcends the boundaries of educators and learners. This pivotal reality has impelled scholarly scrutiny into students' writing capabilities in the seventh grade at Union Christian College during the Academic Year 2021-2022. In pursuit of comprehensive insights, the researchers employed the descriptive-correlational paradigm. The study embraced a substantial cohort of 96 students, who not only willingly extended their consent but also secured parental acquiescence, manifesting an unwavering commitment to academic inquiry consistent with the rigorous research protocols upheld by the College.
In the study's plan, students were given specific topics that covered various writing aspects. This setup formed the foundation for evaluating their writing skills, including mechanics, grammar, organization, and content. Two statistical tools were used to analyze the data--the weighted mean and the Pearson Correlation Coefficient (Pearson-R), which added depth and clarity to the research process.
The study's results emphasized that the students were improving their writing skills, indicating that they were at a stage of development in terms of writing proficiency. This growing proficiency was evident in several dimensions of writing, such as mechanics (like punctuation and spelling), grammar, the structure and flow of their writing (organization), and the substance and ideas presented (content). Furthermore, the research outcomes illuminate an intriguing relationship between teaching methods and students' writing proficiency. Specifically, teachers' approach to instruction substantially impacted students' ability to write effectively. Particularly noteworthy is that a teaching approach characterized by greater stringency and rigor influenced the student's writing skills significantly. This unexpected finding suggests that students tend to excel in their writing abilities when teachers adopt a stricter approach, possibly involving more focused guidance and structured learning.
The results underscore the dynamic interplay between teaching strategies and student outcomes in writing proficiency. The fact that a more disciplined and rigorous instructional approach yielded improved writing skills among students unveils an unconventional yet valuable insight for educators. This finding encourages educators to consider the efficacy of different teaching styles and to explore how a balance between firm guidance and creative expression can yield optimal results in fostering proficient writers.