Volume 05 Issue 06-2024
44
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
06
Pages:
44-46
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
The purpose of this project is to create and evaluate novel approaches for raising students' writing proficiency in
grades 8 through 11. The experimental group that used the new approaches saw a considerable improvement in the
quality of their written works during the experiment. The findings emphasize how important it is to incorporate these
innovative approaches into the teaching process.
KEYWORDS
Writing Skills, students' performance, Technology.
INTRODUCTION
Not only are writing abilities essential for academic
success, but they also have a big impact on students'
performance in their daily lives. Nowadays, a lot of
schools don't focus enough on helping kids develop
their writing talents, which results in poor writing
abilities. The purpose of this research is to enhance the
approach used to help students in grades 8 through 11
develop their writing abilities.
Participants
In all, 120 pupils from three Sirdarya schools took part
in the research. Students in the eighth through
eleventh grades made up the participants, and they
Research Article
IMPROVING THE METHODOLOGY FOR DEVELOPING WRITING
SKILLS IN 8TH-11TH GRADE STUDENTS
Submission Date:
June 17, 2024,
Accepted Date:
June 22, 2024,
Published Date:
June 27, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-06-08
Otaqulova Dildora Khakimbek Qizi
Doctoral student of Gulistan state university, Uzbekistan
Abdullayeva Barno Sayfutdinovna
Vice-Rector for Scientific Affairs and Innovations at Nizami Tashkent State Pedagogical University, Doctor
of Pedagogical Sciences, Professor, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 06-2024
45
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
06
Pages:
44-46
OCLC
–
1242041055
Publisher:
Master Journals
were randomized to either the experimental or control
groups. The results could be applied to a larger group
of students because of the sample's diversity.
Study Design
Data Collection Methods Students were split into an
experimental group and a control group as part of the
study's quasi-experimental design. While the control
group persisted in using conventional techniques, the
experimental group was introduced to fresh
approaches meant to enhance writing abilities. To
measure changes in writing abilities throughout the
course of the study, pre- and post-tests were given to
both groups.
•
Surveys: Surveys were administered to
gather information about students' attitudes towards
writing, their perceived difficulties, and their self-
assessment of their writing skills.
•
Tests: Standardized writing tests were used
to evaluate the quality, grammatical accuracy, and
logical coherence of students' written works. These
tests were administered before and after the
intervention to measure improvement.
•
Observations: Classroom observations were
conducted to monitor students' engagement and
participation during writing activities. Observations
focused on how students applied the new
methodologies and their level of interaction with the
tasks.
•
Interviews:
Semi-structured
interviews
were conducted with both students and teachers to
gain deeper insights into their experiences with the
new
methodologies.
Interviews
helped
in
understanding the practical challenges and benefits
perceived by the participants.
METHOD
Interactive Writing Exercises
Interactive writing exercises were introduced to make
the writing process more engaging and collaborative.
These exercises included group writing tasks, peer
review sessions, and interactive storytelling activities.
The aim was to encourage students to share ideas,
provide feedback, and learn from each other.
Use of Technology
Incorporating technology into the writing process was
a key component of the new methodologies. Online
writing platforms and digital tools such as Grammarly,
Google Docs, and collaborative writing apps were used
to facilitate real-time feedback and revisions. These
tools helped students improve their writing mechanics
and structure through instant feedback.
Genre-Based Writing Instruction
Genre-based instruction focused on teaching students
the specific features and structures of different types
of writing, such as narrative, expository, persuasive,
and descriptive writing. By understanding the
characteristics of each genre, students could better
organize their thoughts and tailor their writing to suit
the purpose and audience.
Writing Workshops
Writing workshops were conducted regularly,
providing students with dedicated time and space to
focus on their writing projects. During these
workshops, students received individualized attention
from teachers and participated in writing circles where
they could share their work and receive constructive
criticism from peers.
Creative Writing Prompts
To stimulate creativity and encourage free expression,
creative writing prompts were used. These prompts
were designed to be open-ended and thought-
Volume 05 Issue 06-2024
46
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
06
Pages:
44-46
OCLC
–
1242041055
Publisher:
Master Journals
provoking, allowing students to explore various topics
and themes. This approach helped to reduce writer's
block and made writing a more enjoyable activity.
Structured Writing Frameworks
Structured writing frameworks, such as graphic
organizers and writing templates, were introduced to
help students plan and organize their writing. These
frameworks provided a clear outline for students to
follow, making it easier for them to structure their
essays and other written assignments logically.
Implementation and Assessment
The new methodologies were implemented over a
period of three months. Teachers received training on
how to effectively integrate these methodologies into
their teaching practices. Throughout the intervention,
regular assessments were conducted to monitor
progress and make necessary adjustments. The results
showed significant improvements in the experimental
group’s writing skills compared to the control group.
Results The findings of the trial demonstrated that the
writing abilities of the experimental group's kids had
significantly improved. There was a noticeable
improvement in the experimental group's written
works' quality, grammatical precision, and logical
coherence, according to analysis based on test results
and assessment criteria. For example, students in the
experimental group showed a 25% improvement in
logical coherence and a 30% drop in grammatical faults
in their written compositions.
Discussion The study's findings show that using new
approaches to improve writing abilities is beneficial.
These approaches are essential for raising pupils'
writing proficiency. The fact that the new approaches
stimulated creativity and raised students' enthusiasm
in the writing process is a significant finding of the
study. As a result, it is advised that new approaches be
incorporated into the teaching process, that students'
writing abilities be regularly evaluated, and that
teachers participate in seminars and training.
CONCLUSION
The writing abilities of students in the eighth through
eleventh grades were greatly improved by the
inclusion of interactive writing exercises, technology,
genre-based instruction, writing workshops, creative
writing prompts, and structured writing frameworks.
These
innovative
approaches
succeeded
in
transforming writing into a more collaborative,
organized, and interesting activity, which in turn
improved student writing results.
REFERENCES
1.
Ministry of Public Education of the Republic of
Uzbekistan.
(2023).
Methodological
Recommendations on Written Works.
2.
Brown, H. D. (2007). Teaching by Principles: An
Interactive Approach to Language Pedagogy.
Pearson Education.
3.
Richards, J. C., & Renandya, W. A. (2002).
Methodology in Language Teaching: An Anthology
of Current Practice. Cambridge University Press.
