The Effect of Genre-Specific Strategy Instruction on the Writing Achievement of Fourth-Grade Students

Abstract

The quality of writing instruction is the primary determinant of writing acquisition. Revising and feedback are crucial aspects of the writing process. In this study, genre-specific strategy instruction was used as part of feedback and revision to develop the text structure and content of different text types in fourth grade. The study also examined whether the effect differed based on the genre and students' gender. Thirty students' first and final drafts of opinion, expository, and argumentative texts were analyzed using rubrics for each type of genre. The results revealed no significant difference between female and male students' achievement in any different genres, but using this approach significantly affects students' total achievement in writing. Students' average persuasiveness in opinion and argumentative writing was not developed well when thinking about the genre elements in developing text structure and content. Writing expository texts achieved the highest scores. Strategy instruction for explicit guidance on the structure of the genre and using genre-specific criteria to revise draft texts are important writing strategies to raise the quality of writing.

Promoting Religious Moderation Among Post-Conflict Students’: A Need Analysis of Gamification Interactive Multimedia

“…The language skills learning techniques developed in this interactive multimedia also have a good effect on language skills acquisition. The planned writing evaluation model applied in this study contributed highly to the achievement of writing skills (Seban, 2022). This study observed "intercultural differences" as students with different backgrounds tried out other regional languages in the digital materials (Ou & Malmström, 2023) Regarding the limitations of the research, further studies need to be conducted to assess the effectiveness of interactive multimedia in real learning situations in order to get a scientific picture of the application of multicultural education with the internalization of religious moderation values.…”