The Effectiveness of Self-Questioning as a Pre-Writing Strategy to Enhance Writing Performance
Abstract
This study examines the effectiveness of using self-questioning as a pre-writing strategy to enhance students' writing performance in narrative texts. Thirty eleventh-grade students from UPT SMAN 10 Jeneponto participated in the study, which employed a pre-experimental design featuring a one-group pre-test and post-test. Students were instructed to generate self-questioning before writing, aiming to help them organize their ideas and develop coherent narratives. The pre-test mean score was 50.00, whereas the post-test mean score was 82.10, suggesting that writing performance scores had significantly improved. A paired sample t-test statistical analysis showed a significance value of 0.000 (p < 0.05), indicating that the technique had a significant effect. The most notable improvement occurred in grammar, followed by content, vocabulary, organization, and mechanics. The results indicate that self-questioning assists students in thinking critically, planning their writing more effectively, and creating better-structured texts. It also enhances their awareness of sentence structure, vocabulary use, and writing conventions. This strategy proves especially beneficial for EFL learners who often struggle with idea development and coherence. Overall, self-questioning is an effective and practical strategy for supporting students' writing in academic contexts.
References
Aldossari, A. T., & Aldajani, M. M. (2021). The Effectiveness of a Self-Questioning Strategy at Developing Academic Achievement and Critical-Thinking Skills among Secondary-School Students in Saudi Arabia. International Journal of Learning, Teaching and Educational Research, 20(8), 278–299. https://doi.org/10.26803/Ijltr.20.8.17
Alutaybi, M. (2020). The Effectiveness of Using Self-Questioning Strategy in Developing Strategic Listening and Self-Regulation. Journal of Education and Practice, 11(8), 129–141. https://doi.org/10.7176/jep/11-8-17
Anjani, A. F. (2020). Improving students’ writing narrative text through silent movie “larva” (a classroom action research at the students of tenth grade of MA Daarul Hikmah in academic year 2019/2020). i–202.
Ardiyanti, A. (2020). The Influence of Using Self-Questioning Strategy Towards Students’ Reading Comprehension In Narrative Text At The Ninth Grade of SMPN 3 Bukitkemuning In The Academic Year of 2019/2020. State Islamic University of Raden Intan Lampung.
Asri, I. S. (2022). The Effectiveness of Running Dictation in Teaching Writing Skills at the Eight Grade of Mtsn Luwu.
Azmi, N., & Usman, S. (2021). The Effect of Using Inquiry Based Learning Strategy on Stuents Reading Comprehension. English Language Teaching Society, 9(2), 147–156.
Bachir, E., & Ibrahimi, E. (2023). Investigating the Effect of the Prewriting Strategies on the EFL Learners Writing Performance Case Study of Third Year LMD Students at the University of Bordj Bou Arreridj. Institutional Depot of BBA University. https://dspace.univ-bba.dz:443/xmlui/handle/123456789/4323
Baskara, R. (2023). Integrating ChatGPT into EFL writing instruction: Benefits and challenges. International Journal of Education and Learning, 5(1), 44–55. https://doi.org/10.31763/ijele.v5i1.858
Bommanaboina, R. D., Guduru, R., & Ph, D. (2021). An Appraisal of Awareness and Perceptions of Prior Knowledge Strategies in Pre-writing : A Study of Undergraduate Engineering Students. 21(July), 316–326.
Bora, P. (2023). Importance of Writing Skill to Develop Students’ Communication Skill. Journal for Research Scholars and Profesionals of English Language Teaching, 7(35), 1–6.
Bulqiyah, S., Mahbub, M. A., & Nugraheni, D. A. (2021). Investigating writing difficulties in essay writing: Tertiary students’ perspectives. English Language Teaching Educational Journal, 4(1), 61. https://doi.org/10.12928/eltej.v4i1.2371
David P. Harris, 1969. Teaching English as a Second Language, New York: McGraw Hill Book Company Inc, P. 1341
Daulay, I. K., & Hasugian, K. B. (2021). The Effect of Using Guessing Game Media Themed Local Tourism on Students’ Achievement in Writing Narrative Text. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(1), 1178–1185. https://doi.org/10.33258/birci.v4i1.1734
Destari, M. P., & Dafit, F. (2022). Writing Ability of Second Grade Elementary School Students. International Journal of Elementary Education, 6(3), 470–476. https://doi.org/10.23887/ijee.v6i3.54011
Dhanya, M., & Alamelu, C. (2020). Methods And Significance Of Pre Writing Activities In Acquisition Of Writing Skills. Solid State Technology, 63(2), 6763–6773. www.solidstatetechnology.us
Dragomir, I. A., & Niculescu, B.-O. (2020). Different Approaches to Developing Writing Skills. Land Forces Academy Review, 25(3), 201–206. https://doi.org/10.2478/raft-2020-0024
EJeno-Mary Enighe, S. H. G. and P. O. N. (2021). Effects of Pre-Writing Activities on Junior Secondary School Student"s Achievement in Composition Writing in Jos East Local Government Area, Plateau State. IAA Journal of Education, 7(1), 56–67. www.iaajournals.orgEnigheetal
Fachri Ardiansyah, & Jaya, A. (2020). Extending the Students Narrative Text Comprehension through Reading SMART Protocol. Journal Of English Study Programme, 3, 1–13. https://doi.org/https://doi.org/10.31851/esteem.v3i1.4727
Fathia Baresh, E. (2022). Developing Libyan Undergraduates’ Writing Skills Through Reflective Journaling: a Critical Literature Review. Journal of English Language Teaching and Learning, 3(1), 27–35. https://doi.org/10.33365/jeltl.v3i1.1835
Hamad, T. A. B., & Baniabdelrahman, A. (2023). The effect of self-questioning strategy on EFL learners’ reading comprehension development. Journal of International Education and Practice, 06(02), 1–131. https://doi.org/https://doi.org/10.30564/jiep.v6i2.5525
Hamid, S. M., Mannong, A. B. M., Hidayat, N., & Insyirah, L. (2021). The effect of inquiry-based learning on secondary student learning outcomes in writing ability. Journal of Development Research, 5(2), 126–131. https://doi.org/10.28926/jdr.v5i2.179
Hastuti, Y., Kardena, A., & Chio, E. (2020). Students ’ difficulties in translating narrative text from english into indonesia at iain bukittinggi. ETERNAL (English, Teaching, Learning, and Research Journal), 2010, 135–148. https://doi.org/https://doi.org/10.24252/Eternal.V61.2020.A12
Hikma, A. (2023). Improving Students ’ Reading Comprehension on Narrative Text Using Guided Reading At Sman 2 Palopo English Language Education Study Program Tarbiyah and Teachers Training Faculty State Islamic Institute of Palopo Improving Students ’ Reading Comprehension. Universitas Islam Negeri Palopo.
Hikmah, N. (2019). Using Scramble in Learning to Write Narrative Text at the Ninth Grade Students of Smpn 3 Bontonompo (A Pre-Experimental Research).
Hung, B. P., & Van, L. T. (2018). Depicting and Outlining as Pre-writing Strategies : Experimental Results and Learners ’ Opinions. 11(2), 451–464.
Joseph, L. M., & Ross, K. M. (2017). Teaching Middle School Students With Learning Disabilities to Comprehend Text Using Self-Questioning. Intervention in School and Clinic, 1–7. https://doi.org/10.1177/1053451217736866
Luzen, R. (2020). Improving Students’ Ability in Writing a Narrative Text by Using a Roundtable Technique at Tenth Grade of Ma Al Khairiyah Sidomulyo South Lampung in the Academic Year of 2019/2020. Universitas Islam Negeri raden Intan Lampung.
Marzuki. (2019). Improving Students’ Reading Comprehension in Narrative Text of Viii Grade At Smpn 3 Tolitoli Through Self-Questioning Strategy. Journal madako Education, 4(5), 314–320.
Mensah Bonsu, E. (2022). Evaluating the perceptions of ESL students towards collaborative learning on improving their writing skills. Research Square, 1–17. https://doi.org/10.21203/rs.3.rs-1352074/v1
Mohammed, S., Ahmed, A., Region, K., Hasan, B. A., Region, K., Ameen, S. T., Lecturer, A., & Region, K. (2023). The Importance of Prewriting Strategies in the Students ’ Writing Production. International Journal on Humanities and Social Science, 45, 219–233. https://doi.org/DOI: https://doi.org/10.33193/IJoHSS.54.2023.573
Mufida, A.Z., (2020). An Analysis of Students’ Ability in Writing Narrative Text By Using Collaborative Writing in the First Semester of the Tenth Grade At Sma Perintis 1 Bandar Lampung in the Academic Year 2019/2020.
Muliana, M., Muhsin, M. A., & Intan, N. (2024). Exploring Quillbot application in writing skill: A study at EFL higher education in Indonesia. Forum for University Scholars in Interdisciplinary Opportunities and Networking, 203–211.
Nenotek, S. A., Tlonaen, Z. A., & Manubulu, H. A. (2022). Exploring University Students’ Difficulties in Writing English Academic Essay. AL-ISHLAH: Jurnal Pendidikan, 14(1), 909–920. https://doi.org/10.35445/alishlah.v14i1.1352
Pennington, R. C., Foreman, L. H., & Gurney, B. N. (2017). An Evaluation of Procedures for Teaching Students With Moderate to Severe Disabilities to Write Sentences. Remedial and Special Education, 1–12. https://doi.org/10.1177/0741932517708428
Qasem, F. A. A., & Zayid, E. I. M. (2019). The Challenges and Problems Faced By Students in the Early Stage of Writing Research Projects in L2. European Journal of Special Education Research, 4(1), 32–47. https://doi.org/10.5281/zenodo.2557036
Rouse-Billman, C., & Alber-Morgan, S. (2019). Teaching self-questioning using systematic prompt fading: Effects on fourth graders’ reading comprehension. Preventing School Failure, 63(4), 352–358. https://doi.org/10.1080/1045988X.2019.1619508
Seyoum, W. M., Yigzaw, A., & Bewuketu, H. K. (2022). Students’ Attitudes and Problems on Question-Based Argumentative Essay Writing Instruction. Journal of English Language Teaching and Learning, 3(2), 58–63. https://doi.org/10.33365/jeltl.v3i2.2106
Siddiqui, K. A. (2020). Analyzing Factors Influencing the Paragraph Organization in English Language Writing of Intermediate Students. International Journal of Teaching & Learning in Higher Education, 32(1), 99–106.
Sinaga, R. T. P. (2020). The Students’ Difficulties in Writing a Narrative Text at Grade Ten of Sma Negeri 4 Pematangsiantar. Nommensen Journal of English Studies (NoJES), 1(1), 2746–1637.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alfabeta
Thomas, E. L. (2019). Rowan Digital Works Self-questioning in writing [Rowan University]. https://rdw.rowan.edu/etd/2689
Trisnayanti, M. P., Murtini, N. M. W., & Widhiasih, L. K. S. (2022). the Correlation Between Grammar Mastery and Writing Ability of the Eighth Grade Students of Smpn 5 Mengwi in Academic Year 2021/2022. Academic Journal on English Studies, 2(2).
Wahyuningrum, Sri Rizqi, Anggi Pratama Putri, Muhammad Jamaluddin. “PreExperimental Design Bimbingan Kelompok dengan Teknik Assertive Training dalam Peningkatan Keterampilan Komunikasi Siswa di SMK Kesehatan Nusantara.” NUANSA: Jurnal Penelitian Ilmu Sosial Dan Keagamaan Islam 18, no. 1 (2021): 14–28.
Yusuf, K., & Trisiana, A. D. (2020). University Studentsâ€TM Strategies in Exploring Ideas of Pre-Writing Activities in Writing Class. JELLT (Journal of English Language and Language Teaching), 4(1), 42–47. https://doi.org/10.36597/jellt.v4i1.7689
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Article Metrics
Abstract view : 0 timesPDF - 1403 times
Accreditation Journal
