The Analysis of Elementary School Students’ Descriptive Writing Skills in EFL Article Swipe
Gayatri Nurnaningrum
,
Bachrudin Musthafa
,
Wahyu Sopandi
,
Atep Sujana
,
Rika Indri Astuti
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.53400/mimbar-sd.v12i2.87667
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.53400/mimbar-sd.v12i2.87667
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.
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Metadata
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- https://doi.org/10.53400/mimbar-sd.v12i2.87667
- OA Status
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All OpenAlex metadata
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https://openalex.org/W4412181988Canonical identifier for this work in OpenAlex
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https://doi.org/10.53400/mimbar-sd.v12i2.87667Digital Object Identifier
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The Analysis of Elementary School Students’ Descriptive Writing Skills in EFLWork title
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articleOpenAlex work type
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enPrimary language
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2025Year of publication
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2025-06-30Full publication date if available
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Gayatri Nurnaningrum, Bachrudin Musthafa, Wahyu Sopandi, Atep Sujana, Rika Indri AstutiList of authors in order
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https://doi.org/10.53400/mimbar-sd.v12i2.87667Publisher landing page
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YesWhether a free full text is available
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diamondOpen access status per OpenAlex
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https://doi.org/10.53400/mimbar-sd.v12i2.87667Direct OA link when available
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Mathematics education, Psychology, Descriptive statistics, Pedagogy, Mathematics, StatisticsTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.following | 70 |
| abstract_inverted_index.impacting | 155 |
| abstract_inverted_index.including | 117 |
| abstract_inverted_index.learning. | 32 |
| abstract_inverted_index.perceived | 22 |
| abstract_inverted_index.phrasing, | 188 |
| abstract_inverted_index.purposive | 65 |
| abstract_inverted_index.selection | 67 |
| abstract_inverted_index.students' | 133 |
| abstract_inverted_index.targeted, | 236 |
| abstract_inverted_index.challenges | 4, 145, 213 |
| abstract_inverted_index.coherence, | 123, 177 |
| abstract_inverted_index.confidence | 252 |
| abstract_inverted_index.determined | 103 |
| abstract_inverted_index.education, | 90 |
| abstract_inverted_index.elementary | 5, 40, 106 |
| abstract_inverted_index.strategies | 241 |
| abstract_inverted_index.structure, | 226 |
| abstract_inverted_index.structured | 130 |
| abstract_inverted_index.underscore | 232 |
| abstract_inverted_index.vocabulary | 196, 222 |
| abstract_inverted_index.Independent | 76 |
| abstract_inverted_index.curriculum, | 77 |
| abstract_inverted_index.descriptive | 16, 62, 115, 150, 218, 255 |
| abstract_inverted_index.development | 161 |
| abstract_inverted_index.encountered | 212 |
| abstract_inverted_index.fifth-grade | 38 |
| abstract_inverted_index.influencing | 136 |
| abstract_inverted_index.methodology | 63 |
| abstract_inverted_index.participant | 66 |
| abstract_inverted_index.performance | 157 |
| abstract_inverted_index.proficiency | 250 |
| abstract_inverted_index.significant | 208 |
| abstract_inverted_index.strategies. | 166 |
| abstract_inverted_index.students’ | 50, 244 |
| abstract_inverted_index.supervisor. | 108 |
| abstract_inverted_index.vocabulary, | 128 |
| abstract_inverted_index.code-mixing, | 189 |
| abstract_inverted_index.construction | 126 |
| abstract_inverted_index.development, | 176 |
| abstract_inverted_index.development. | 229 |
| abstract_inverted_index.difficulties | 134, 246 |
| abstract_inverted_index.highlighting | 193 |
| abstract_inverted_index.instruments. | 57 |
| abstract_inverted_index.organization | 121 |
| abstract_inverted_index.particularly | 220 |
| abstract_inverted_index.Additionally, | 201 |
| abstract_inverted_index.construction. | 200 |
| abstract_inverted_index.instructional | 165, 240 |
| abstract_inverted_index.questionnaire | 203 |
| abstract_inverted_index.sub-district, | 45, 101 |
| abstract_inverted_index.collaborative, | 237 |
| abstract_inverted_index.questionnaires | 131 |
| abstract_inverted_index.representatives | 98 |
| abstract_inverted_index.technology-supported | 239 |
| cited_by_percentile_year | |
| countries_distinct_count | 1 |
| institutions_distinct_count | 5 |
| citation_normalized_percentile.value | 0.36881621 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |