Writing motives and writing achievement of elementary school students from diverse language backgrounds.

Abstract

This study examined the intrinsic, extrinsic, and self-regulatory motives for writing and writing achievement of three groups of third- to fifth-grade students in an urban school district: (a) 189 emergent bilingual students receiving services for English language development (ELD); (b) 374 reclassified bilingual students who had exited ELD programs; and (c) 563 native English-speaking students. Intrinsic and self-regulatory writing motives were significantly higher for emergent bilingual students and reclassified bilingual students than their native English-speaking peers. Extrinsic writing motives were significantly higher for reclassified bilingual students than both emergent bilingual and native English-speaking students. Native English-speaking students scored significantly higher on a district standardized writing achievement test than both reclassified and emergent bilingual students, with reclassified bilingual students scoring significantly higher than emergent bilingual students. Finally, after controlling for variance related to student language status (e.g., emergent bilingual), gender, and grade, motives for writing predicted a small but statistically detectable amount of variance in writing achievement. Implications for practice and research are provided.

Analisis Kesalahan dalam Penggunaan Huruf Kapital dan Tanda Baca pada Teks Karangan Sederhana Siswa Kelas III SDN Banjarsari

“…Maksud dari tulisan deskripsi adalah untuk menciptakan gambaran yang kuat bagi para pembaca, memungkinkan mereka untuk membayangkan atau merasakan objek tersebut secara visual, sesuai dengan penelitian oleh Sutarni dan Sukardi (2008). Karena itu, penting sekali bagi seorang siswa untuk dapat menyusun gagasan mereka dengan rinci, metode yang teratur, dan dengan jelas agar tulisan mereka mudah dimengerti oleh pembaca (Al-Daghi, 2022;Alfulaila, 2019;Babayigit, 2019;Camping, 2023;Chang, 2019;Chávez, 2018;Cheung, 2019;Costa, 2018;Escott, 2022;Göçen, 2019;Grenner, 2021;Istiq'faroh, 2020;Kara, 2022;Laila, 2021;Pohlmann-Rother, 2020;Zapata, 2022;Zugelder, 2023). Namun, masih ditemukan banyak siswa yang menghadapi kesulitan dalam menulis teks deskripsi yang memenuhi standar bahasa yang benar (Curcic, 2019;Habibi, 2020;Launder, 2022;Nugraha, 2019;Oliveira, 2019;Ortega, 2021;Rohloff, 2023;Spence, 2018;Walls, 2023).…”

Efficacy for writing self-regulation, attitude toward writing, and quality of second grade students’ writing

“…Likewise, in their review of research on writing attitudes, Ekholm et al (2018) reported that girls have more positive attitudes than boys ( Ekholm et al, 2018 ). While there is no current systematic review of relations between writing motivational beliefs and students’ language status, individual studies such as those conducted by Camping et al (2020 , 2023) demonstrated that language status predicts students’ beliefs about writing.…”