View in EDS

The Analysis of Elementary School Students' Descriptive Writing Skills in EFL.

Saved in:

Bibliographic Details
Title:	The Analysis of Elementary School Students' Descriptive Writing Skills in EFL.
Authors:	Nurnaningrum, Gayatri¹ gayatri33@upi.edu, Musthafa, Bachrudin¹, Sopandi, Wahyu¹, Sujana, Atep¹, Astuti, Indri Andriani¹
Source:	Elementary School Forum / Mimbar Sekolah Dasar. Jun2025, Vol. 12 Issue 2, p377-396. 20p.
Subject Terms:	School children, English as a foreign language, Language ability, Graduate education, Writing ability testing
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. [ABSTRACT FROM AUTHOR]
	Copyright of Elementary School Forum / Mimbar Sekolah Dasar is the property of Elementary School Forum and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	23555343
DOI:	10.53400/mimbar-sd.v12i2.87667