MINISTRY OF HIGHER AND SECONDARY EDUCATION OF
THE REPUBLIC OF UZBEKISTAN
ALISHER NAVO’I TASHKENT STATE UNIVERSITY OF
UZBEK LANGUAGE AND LITERATURE
TRANSLATION THEORY AND PRACTICE FACULTY
ENGLISH PHILOLOGY DEPARTMENT
"Teaching creative writing "
COURSE PAPER
For the Course “Language Teaching Methodology”
Group:
Scientific advisor:
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CONTENT
 Abstract…………………………………………………………………..3
 Introduction………………………………………………………………4
 Literature Review:
 The theoretical origins of Writing………………………………...5
 The Evolution of Writing…………………………………………6
 The Essentials of creative Writing………………………………..9
 The Effectiveness of Writing……………………………………10
 Principles of Writing…………………………………………….12
 Methodology……………………………………………………………15
 The Result………………………………………………………………18
 Conclusion………………………………………………………………20
 Reference………………………………………………………………..22
 Appendix………………………………………………………………..23
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Abstract
Creative writing is one of the most enjoyable styles of writing for students. Not
only does this allow students to explore their imaginations, but it also helps them
structure their ideas and create writing they can be proud of. However, creative
writing is a relatively difficult type of writing to teach and presents challenges for
both new and seasoned teachers. Fortunately, however, with a little homework,
teachers can better utilize their abilities to teach creative writing.
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Introduction
Generally, we write with a pen/pencil (handwriting) or a keyboard (typing). With
a pen/pencil, we usually write on a surface like paper or a whiteboard. Keyboards
are usually attached to typewriters, computers, or mobile devices. Speech
recognition programs allow people who cannot see or use their hands to record
their thoughts. To write clearly, it is essential to understand the underlying system
of a language. In English, this includes knowing grammar, punctuation, and
sentence structure. Vocabulary is also essential, as is correct spelling and
formatting.
A writer may write for pleasure or personal use, or for the readers of one or
more people. The audience can be known (targeted) or unknown. Notes for
learning purposes is an example of writing for yourself. Public blogging is an
example of writing for an unknown audience. A letter to a friend is an example
of writing for a targeted audience. Just like speaking, it's important to consider
your audience as you write. There are different styles of writing, from formal to
formal. Writing is a neuropsychological activity that involves cognitive and
physical processes and uses writing systems to structure and translate human
thoughts into persistent representations of human language. People. A writing
system based on many of the same semantic structures as the language it
represents, such as vocabulary and syntax, with an additional dependency on a
symbology representing phonology and morphology. the morphology of that
language. However, written language can take on characteristics that distinguish
it from any other spoken language.
The result of this activity, also known as "writing", and sometimes "text", is a
series of linguistic symbols that are physically recorded, mechanically
transferred, or represented by text. digital. The interpreter or text trigger is called
a "reader".
Writing systems themselves do not constitute languages (with the exception of
computer languages); they are a means of representing language in a form that
can be reproduced by others separated by time and/or space. While not all
languages use a writing system, they can complement and extend the capabilities
of spoken language by creating persistent forms of language that can be
transmitted. (e.g., correspondence is written) and stored over time (e.g., a library
or other public record).
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Literature Review
In this section, there are several various sides from which Teaching creative
writing methods must be examined to determine its validity as a method for
teachingcreative writing. They are 1) The theoretical origins of Writing ; 2) The
Evolution of Writing; 3) The Essentials of creative Writing; 4) The
Effectiveness of Writing; 5) Principles of Writing
1) The theoretical origins of Writing
In the history of the development of writing systems in human civilizations, more
complete writing systems preceded primitive writing, ideological or primitive
sign systems (the symbols or letters that facilitate their memorization). Authentic
text, in which the content of a linguistic utterance is coded so that other readers
can reproduce, with some degree of accuracy, the exact utterance in writing, is a
step forward. later. It differs from stub writing, which generally avoids encoding
words and grammatical affixes, making it more difficult, if not impossible, to
reconstruct the exact meaning intended by the writer. when the context is largely
unknown.
The earliest uses of writing in ancient Sumer were to record agricultural products
and create contracts, but early writing was used for financial, religious,
governmental, and legal purposes. These uses facilitated the dissemination of
these social activities, the knowledge associated with them, and the expansion of
centralized power. Writing later became the basis of knowledge institutions such
as libraries, schools, universities, and scientific research and discipline. Along
with these uses came the proliferation of genres, which often initially contained
signs or reminders of social situations and uses, but the social meanings and
implications of genres. Categories often become more latent as the social
functions of these genres become more and more recognizable. as in the examples
of money, currency, financial instrument and now digital currency.
Some notary signs, used in conjunction with animal images, may have been dated
to Paleolithic Europe as early as 35,000 BC and may be the first inscriptions: a
A number of symbols are used in combination to convey seasonal behavioral
information for hunted animals.
The origin of the script is often attributed to the early pottery period of the
Neolithic period, when clay tablets were used to record quantities of specific
livestock or goods. These tokens were originally printed on the surface of a round
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clay envelope and then stored in it. After that, the tokens were gradually replaced
by flat boards, on which symbols were written with a stylus. Actual writing was
first recorded in Uruk, towards the end of the 4th millennium BC, and shortly
thereafter in various parts of the Near East. It has long been thought that writing
was invented in a single civilization, a theory called "mononatal". Scholars
believe that all writing originated in ancient Sumer (in Mesopotamia) and from
there spread around the world through cultural contagion. a system that worked,
passed down by merchants or merchants commuting between geographies.
However, the discovery of writings from ancient Mesoamerica, far from Middle
Eastern sources, proves that writing was invented many times over. Scholars now
recognize that writing may have developed independently in at least four ancient
civilizations: Mesopotamia (between 3400 and 3100 BC), Egypt (about 3250
BC), China (1200 BC). and the lowlands of Mesoamerica (about 500 BC).
2) The Evolution of Writing
Symbolic communication systems differ from writing systems. With writing
systems, one often needs to understand something about the relevant spoken
language in order to understand the text.
In contrast, symbolic systems, such as information signs, paintings, maps, and
mathematics, usually do not require prior knowledge of the spoken language.
Every human community has a language, a trait that is considered by many to be
the innate and defining condition of the human race (see Origin of language).
However, the development of writing systems and their partial replacement of
traditional oral information systems has been sporadic, uneven, and slow.
Once established, entire writing systems change more slowly than their spoken
systems and often retain features and expressions that no longer exist in spoken
language. A typical "write proto-to-true" system follows a common series of
development stages:
 Visual writing system: glyphs (simplified images) represent objects and
concepts directly. Within this framework, the following sub-steps can be
distinguished:
 Mnemonic: glyphs mainly as a reminder.
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 Hieroglyphs: glyphs that directly represent an object or concept such as
(A) chronology, (B) records, (C) contact information, (D) totems, titles and
names, (E) religion, (F) customs, (G) history and (H) biography.
 Ideologies: Diagrams are abstract symbols that directly represent an idea
or concept. Transition system: the diagram refers not only to the object or
idea it represents, but also to its name.
 Phonetic system: Diagram refers to the spoken sound or symbol, and the
shape of the graph is unrelated to its meaning. This resolves into the
following sub-steps:
 Verbal: the graph (logogram) represents the whole word.
 Syllable: grapheme represents a syllable.
 Alphabetical order: grapheme represents a basic sound. The most famous
pictorial writing systems of early pictograms or mnemonic symbols are:
Jiahu symbol, engraved on tortoise shell at Jiahu, c. 6600 BC
Vinča symbol (Tărtăria board), c. 5300 BC
Ancient Indus script, c. 3100 BC
In the Old World, writing systems actually evolved from Neolithic writing into
the Early Bronze Age (4th millennium BC).
Bronze Age text
Writing appeared in many different cultures during the Bronze Age. Examples
include Sumerian cuneiform, Egyptian hieroglyphs, Cretan hieroglyphs, Chinese
script, Indus script, and Central American Olmec script. Chinese writing probably
developed independently of Middle Eastern writing around 1600 BC. PreColumbian Mesoamerican writing systems (including the Olmec and Mayan
scripts) are generally thought to be of independent origin. The first true
alphabetic writing is believed to have been developed around 2000 BC for the
Semitic workers of the Sinai by essentially giving the Egyptian hieroglyphic
hieroglyphs Semitic values. (see History of the Proto-Sinaitic Alphabet and
Alphabet). The Geʽez writing system of Ethiopia is considered Semitic. He may
be of semi-independent origin, derived from the Sudanese Meroitic script. Most
other alphabets in the world today have evolved from this innovation, many
either adopting the Phoenician alphabet or being directly inspired by its design.
In Italy, about 500 years have passed from the beginning of the ancient Italic
alphabet to Plautus (about 750-250 BC), and in the case of the Germanic peoples,
the corresponding period is similar, from the Elder Futhark's first inscription to
the first text. like the Abrogans (c. 200–750 C.E.).
Cuneiform
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The original Sumerian writing system derives from a system of clay cards used
to represent goods. By the end of the 4th millennium BC, this had evolved into a
method of record keeping, using a circular stylus printed on soft clay at different
angles to record numbers. This was gradually supplemented by visual writing
using a pointed stylus to indicate what was being counted. In the 29th century
BC, writing, at first for writing only, using a cuneiform stylus (hence the term
cuneiform) evolved to include phonetic elements, gradually replacing round
stylus and pointed stylus circa 2700-2500 BC. Around 2600 BC, cuneiform began
to represent syllables in the Sumerian language. Eventually, cuneiform became
a general-purpose writing system for symbols, syllables, and numbers. From the
26th century BC, this writing system was adapted into the Akkadian language,
and from there into other languages, such as Hurrian and Hittite. Inscriptions
similar in form to this writing system include the scripts of Ugaritic and Old
Persian.
Egyptian hieroglyphs
The written word was crucial to the maintenance of the Egyptian empire, and
literacy was concentrated among the educated elite. authorities. Geoffrey
Sampson has stated that Egyptian hieroglyphs "became a little after the Sumerian
script, and, perhaps [were] invented under the influence of the Sumerian script",
and that "possibly the general idea of expressing acquire the words of a written
language brought to Egypt from Sumerian Mesopotamia". Despite the
importance of the early Egyptian-Mesopotamian relationship, due to the lack of
direct evidence, "no definitive decision has been made as to the origin of
hieroglyphics in ancient Egypt". Instead, it is emphasized and argued that
"evidence for such a direct influence is still slim" and that "a very plausible
argument can also be made for the independent development of written in Egypt".
Since the 1990s, carvings have been discovered at Abydos, dating from 3400 to
3200 BC. AD, may challenge the classical idea that Mesopotamian symbolism
predates Egypt's, although Egyptian writing appears abrupt at this time, whereas
Mesopotamia has a The evolutionary history of the use of symbols in tokens dates
back to around 8000 BC. These carvings, found in tomb U-J in Abydos, were
written on ivory and were likely trademarks for other goods found in the tomb.
Egyptian scholar Gamal Mokhtar argues that the inventory of hieroglyphic
symbols is derived from "the fauna and flora used in the symbols [basically]
African" and "links As far as writing is concerned, we have found that a purely
Nilotic origin, hence Africa, is not only not excluded, but perhaps reflects
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reality" although he recognized that the local circumstances The rule of Egypt
makes it a receptacle for much influence.
3) The Essentials of creative Writing
Introduce key elements of the story. Great literary works share elements
between genres. For your students to excel at creative writing, they need to know
the basics of storytelling. Therefore, you need to spend time focusing on the
essentials of the art of storytelling. Focus instructional time on teaching:
 Topic. The theme of a story is the main message or idea behind it.
 Setting. The setting of a story is the place or time in which it takes place.
 The script. Plot is the entire story, narrative, or sequence of events.
characterization.
 Characteristic is how a character or person in a story is explained or
introduced to the reader.
 Conflict and dramatic action. Conflict and dramatic action are the main
events of the story.
These events are often tense or exciting and are used to engage the reader.
Encourage students to engage the reader. While creative writing is an exercise
in expressing one's creativity through writing, the trick to good creative writing
is to make it truly engaging and engaging for the reader. The more compelling
the story, the more creative the work will be overall.
 Explain how your students, as writers, can appeal to the humanity of their
readers. A great way to do this is for them to explore character
development. By developing the characters in their stories, readers will
engage with the story.
 Discuss the triggers that draw the reader into an effective story. Most good
stories start with a problem, which is solved by solving or ending the story.
Encourage students to create a compelling issue that will engage the reader
in the first pages of a short story or novel.
Explain the importance of tone and atmosphere. Let your students know how
important it is to have interesting settings with an engaging tone and atmosphere.
The tone and atmosphere are basically the "feel" of the story. This is important
for creating a compelling and balanced story.
 By establishing the tone and mood of a story, the author establishes their
attitude towards the theme and mood of the story.
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 Tone can be positive, neutral or negative.
 The mood can be dark, happy, or not.
 Descriptive words like "darkness" or "sunshine" can help set both tone and
mood.
Promote the use of positive verbs. While a student can be a great writer, without
using active verbs their story can be dry and unconvincing. To overcome this,
you should ask your students to use active verbs throughout their stories. Active
verbs are a great way to bring stories to life.
 Active verbs are used to express actions in a story.
 Active verbs are often a better alternative to the passive, as they help keep
your writing clear and concise for the reader.
 For example, instead of writing "The cat was chased by the dog", your
students could write "The dog chased the cat".
Let students choose their topic. The first step in guiding students through the
writing process is to allow them to choose their topic. Choosing their topic will
allow your students to master their writing and use their own creative energy to
craft a compelling story.
 Ask your students to brainstorm ideas that they really care about.
 If you need to limit the general topic, make sure your students have plenty
of time in the general topic of the assignment.
 Never assign specific topics or force students to write. It will weaken the
whole process.
Ask your students to write a flexible plan. After your students have decided on
a topic, ask them to create a general, flexible outline for their story. This outline
will serve as a guide for them to write their story. Because the outline is flexible,
it will guide the children without limiting their creativity. As:
Let your students know that the plan is not binding. They don't have to follow it
in the later stages of the writing process.
 Tell your students that parts of their plans should be written very
generically.
 Have your students create multiple outlines or outlines that go in different
directions (about plot and other narrative elements).
 The more avenues your students explore, the better.
4) The Effectiveness of Writing
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Writing is not easy and is perhaps the most complex and difficult skill in language
learning (Harmer, 2007; Hyland, 2002). It requires many devices such as complex
grammatical equipment, stylistic skills, mechanical skills, careful vocabulary
selection, and judgment skills (Hedge, 2005). Writing is also complex because it
involves psychology, linguistics, and cognition (Byrne, 1995). In addition, many
students are reluctant to participate enthusiastically in writing activities (Harmer,
2007). Foreign language writers often face a significant challenge in developing
their writing skills (Evans et al., 2010).
The main challenge for teachers when teaching writing is to see that learners
learn from their previous mistakes and achieve fluency and accuracy in writing
(Hemmati & Soltanpour, 2012). Writing has become a widely studied topic
around the world over the past few decades. Writing a text requires students to
understand what they want to write, why it is written in a particular way, and what
form their final text will be in. Students at all educational levels are required to
write a text, whether simple or even more complex. For example, undergraduate
students must write summaries after reading the text (van Ockenburg et al., 2019).
When students read an original text, they need to determine what information fits
their purpose and is important enough to include in their summary text. One of
the documents that students have to write is an essay.
They have to write an argumentative text to complete the daily task or thesis
(Hasani, 2016). Although writing argumentative texts is said to be a common task
for college students, it is quite challenging (Deane & Song, 2015). Students often
encounter problems such as writing incomplete arguments, failing to confirm
argument elements, writing arguments that aren't clear, not having enough
evidence to support the argument, and not understanding or responding to points
of view. other (Hasani, 2016). College students also face other challenges when
it comes to writing academic texts, including psychological problems with
writing, such as a lack of confidence and lack of enthusiasm (Harmer, 2007). ).
Self-esteem is considered as one of the factors affecting students' writing ability.
Indeed, dual self-esteem can bring about successful cognitive or affective activity
through attitudes of approval or disapproval and can indicate the extent to which
individuals believe they are capable, meaningful, successful and worthy (Brown,
1994). Classroom writing activities should be clearly designed to develop
students' writing habits in order to motivate them, build confidence, and adhere
to writing (Harmer, 2007). Teachers should provide plenty of encouragement in
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meaningful contexts, peer involvement, main text, helpful commentary, as well
as guidance during the writing process (Hyland, 2002).
Due to the difficulties in achieving writing, many techniques have been used by
teachers. This study investigates two writing techniques, namely, Reflective
Learning Portfolio (RLP) and Dialogue Journal Writing (DJW). Both techniques
attempt to develop reflective practice through social interaction. RLP is an
instructional technique used to teach writing that consists of a set of student work
that demonstrates their efforts, progress, and achievements while writing (Corley
& Zubizarreta, 2012). Meanwhile, DJW is a teaching technique consisting of a
written dialogue between a teacher and a student (Gebhard, 2006). Thus, selfesteem is an assessment of personal worth expressed in an individual's attitude
towards himself (Brown, 2000). Previous studies have shown that the reflective
learning portfolio allows students to adapt to classroom situations, promote
reflective thinking, and improve their writing (Farahian & Avarzamani, 2018;
Khodadady , 2012; Reyes-Chua et al., 2020; Sulistyo et al., 2020). Meanwhile,
Dialogue Journal Writing improves students' writing ability and improves
students' motivation to write English texts (Foroutan & Noordin, 2012; Liao &
Wong, 2010; Rokni & Seifi, 2013).
5) Principles of Writing
Teachers may need to change techniques and even classroom layouts to engage
all students in writing. To engage students in interactive writing, teachers will
need to teach in an authentic way that meets the needs of all students (Jordan,
2009). According to Ruddell and Unrau (2004), a number of interactive
components affect a writer's ability to understand a text. Beliefs and prior
knowledge influence the writer's construction of meaning. It includes both
emotional and cognitive conditioning. Influencing conditions include writing
motivation, attitudes towards the article and its content, position of the writer, and
sociocultural values and beliefs.
The reflective learning portfolio (RLP) is a part of reflective learning that focuses
on the context and the learning process (O'Donoghue, 2010). This writing
technique encourages students to learn in a problem-solving environment that
challenges their knowledge and encourages them to think about what they know
and determine if their knowledge is specific and sufficient. depth or not based on
the content of the courses (Hemmati & Sultanpour, 2012). The portfolio should
include student involvement in content selection, selection criteria, and evidence
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of student self-reflection. It encourages continuous reflection and collaboration,
focusing on selective evidence of learning (Hemmati & Soltanpour, 2012),
allowing students to self-assess and track their progress over time (Zubizarreta).
, 2009).
Furthermore, the portfolio can be in different forms, such as written documents,
electronic displays or other creative projects (Zubizarreta, 2008). A study by
Sabooni and Salehi (2015) showed that students' correct writing performance
was improved by using a reflective learning portfolio. The second technique for
teaching writing is dialogue writing (DJW). DJW is a written conversation
between two parties, the teacher and the student (Gebhard, 2006). This technique
encourages students to write about one or more topics of their choice, and the
teacher writes individual responses.
Dialogue Dialogue is a written interaction between a teacher and a student that
focuses on meaning rather than form. It is a way to improve students' language
skills, course content, and communication in written English (Peyton, 1993). In
addition, DJW is one of the techniques that helps students improve their writing
through meaningful interaction. It has been used in educational contexts to
promote students' writing skills, improve reading comprehension, and help
students retain content knowledge. In addition, DJW is also used to build
classroom community, teacher-student relationships, as well as students' selfperception and self-confidence (Trites, 2009). Writing is one of the skills in
English that requires learners to communicate in English in written form, that
is, by writing something down.
Harmer (2007) argues that teaching writing focuses on the product of the writing
or the writing process itself. Meanwhile, Linse and Nunan (2005) say that
writing is a combination of process and product. Influencing factors such as selfesteem, motivation, anxiety, and attitudes can have both positive and negative
effects (Brown, 2000). In recent years, the importance of affective factors such
as self-esteem has attracted interest in language learning due to their significant
effects on foreign or second language learning. Self-esteem is often considered
an evaluative part of self-concept (Blascovich & Tomaka, 1991).
People with high self-esteem are highly motivated to seek and achieve a high
level of self-esteem, protecting and enhancing it through their thoughts and
actions (Rossouw, 2010). In contrast, low self-esteem is often seen as a threat that
people are motivated to avoid and is often dysfunctional.
People with high self-esteem benefit from an accurate description of themselves
and are more confident in their view of themselves. Self-esteem is a psychological
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factor that is positively related to students' writing ability (Fahim & Rad, 2012).
The importance of self-esteem as a determinant of motivation should not be
underestimated. The role of self-esteem is used in students as an aspect of
motivation to help them demonstrate their writing ability. Students' writing
performance is significantly affected by their self-esteem (Khansir & Abdolahi,
2014). Students with high self-esteem have been shown to have high writing
abilities. In contrast, students with low self-esteem experienced more writing
problems (Fahim & Rad, 2012). Furthermore, Swärd (2012) explains that there
is a relationship between students' self-esteem and their writing ability. Students
who scored high on the self-esteem questionnaire also had high written test scores
and high academic scores.
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Methodology
A semi-experimental design was used in this study to answer the research
questions. The semi-experimental design was carried out through a 2x2 factorial
design to explore some of the salient qualities of the effectiveness of the students'
reflective learning portfolio and dialogue journaling; ability to write with
different self-esteem. Since the study design was semi-experimental, the study
used quantitative tools to collect data. Among the types of non-probability
sampling techniques, purposeful sampling has been chosen.
Participants
The participants in this study were 62 students enrolled in two writing groups,
ranging in age from 18 to 23. Each group was made up of thirty-one students. The
students are all native speakers of Bahasa Indonesia. Two classes are treated
differently: the first experimental group is treated with RLP technique and the
second experimental group is treated with DJW. As this study also addressed
student self-esteem, students in each group were classified into groups with high
and low self-esteem, which were determined by managing students using a selfesteem scale questionnaire. Rosenberg Self-Esteem (RSES). Students with high
self-esteem were highly motivated, more confident, and did well in school, while
students with low self-esteem were unsure of themselves and did poorly in school.
Instrument
Data collection tools include writing student self-esteem tests and questionnaires.
All tools have been tried in the previous semester. The characteristics of the test
students were similar to those of the actual participating students - fourth semester
students of the university's English department. Validity and reliability were also
calculated using SPSS. To assess the students' writing proficiency, the researchers
used a written test. In this test, students must write a short essay consisting of
four paragraphs. The test was administered to students in each experimental
group before treatment (pre-test) and after treatment (post-test). To grade
writing, two independent faculty members are selected as reviewers of student
writing. This rating scale is based on Cohen (1994). It includes content,
organization, language used, grammar, and mechanics. The questionnaire used to
measure students' self-esteem is an available questionnaire developed by
15
Rosenberg (1965) called the Rosenberg Self-Esteem Scale (RSES). The
Rosenberg Self-Esteem Scale consists of a ten-question instrument scored on a
four-point feedback system.
It reflects a two-dimensional structure: positive self-image (items 1, 3, 4, 7. 10)
and negative self-image (items 2, 5, 6, 8 and 9). It asked participants to indicate
how much they agree with a range of statements about them. Among the many
self-esteem assessment tools, the Rosenberg Self-Esteem Scale (RSES) remains
the most popular and widely adopted measure because its simplicity has
encouraged its translation into many languages. Schmitt & Allik, 2005).
Information on acceptable reliability (internal consistency and retest) and validity
(convergence and discrimination) is available for the Rosenberg Self-Esteem
Scale. The Rosenberg Self-Esteem Scale has been translated into 28 languages in
53 countries (Schmitt & Allik, 2005). This includes Italian, Persian (Khansir &
Abdolahi, 2014) and Bahasa Indonesia. The Rosenberg Self-Esteem Scale
reflects a two-way structure: a positive self-image (items 1, 3, 4, 7. 10) and
negative self-image (items 2, 5, 6, 8 and 9).
Data collection
Two phases of data collection were carried out to answer the research questions.
The first stage is preparation for teaching writing using RLP and DJW. The
researchers then prepare lesson scenarios for each class based on the academic
writing curriculum of the research university. Researchers also prepare tools for
research. During this time, phase two is implementing writing techniques,
including data collection activities, such as pre-test and post-test administration,
and distribution of the RSES questionnaire.
During the first week, the participants took a written test to collect data on the
writing performance of the participating students. Then, RSES (Rosenberg SelfEsteem Scale) was also distributed to them to collect data on their self-esteem.
From the second to the fourteenth week, the participants of the two treatment
groups, namely the RLP class and the DJW class, had one meeting per week.
Each lesson lasts 100 minutes. The first experimental group was taught using
RLP and the second group was taught using DJW. There are six steps to
implementing RLP technique in Class A. The first step is to write a draft, the
second step is to self-assess, the third step is to write a second draft, the fourth
step is to get feedback from teachers and peers. , the fifth step writes the final
project and the sixth reflects on the completion of the final project. From meetings
16
two through fourteen, the RLP class took a 20-minute break at the end of each
meeting to write in a journal reflecting the lesson. Reflection logs include a
description of the course, what they have learned, and whether their personal
growth has been improved by the situation.
Participants were asked to save all of their work, including worksheets made in
class, notes kept after feedback on teacher feedback, draft essays, homework
assignments. home and school record templates. Meanwhile, the DJW technique
was done in class B in four steps. The first phase is planning, the second is
writing, the third is editing, and finally the final version is collected by the
participating students. Each session in the DJW class also has about 20 minutes
of recess at the end of the lesson. In this class, the participants had to write a
dialogue diary for their teacher. Participants were asked not to worry about
grammar or spelling and to freely express their thoughts and feelings. After the
lesson is over, the teacher reads what the students wrote and makes comments in
their diary. Finally, after all groups had learned to use RLP and DJW techniques,
an essay test was administered as a post-test to assess the success of the
participants' writing. Participants.
Data analysis
The next step after data collection is data analysis. The writing scoring scale used
is based on Cohen (1994). It includes content, organization, language used,
grammar, and mechanics. Data obtained from participating students' writing
scores and responses to closed-ended questions were analyzed by statistical
analysis via SPSS. Data from participants' writing scores were further analyzed
using parametric tests. This parametric test is used because it is assumed that the
written form of the variance of scores in the population is normally distributed
(Gall et al., 2007). Before using inferential statistics to test the hypothesis, the
data were analyzed using descriptive statistics and prerequisite tests, normality,
and homogeneity were also performed.
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The result
Students with high self-esteem
Before calculating the inferential analysis, the researchers applied pre-test
analysis to test the normality and uniformity of variance. Based on the
Kolmogorov Smirnov test, which was performed to test the normality of the
writing scores of students with high self-esteem who studied by RLP, the pvalue before the test of the students was 0.91. Since the p value (0.91) > 0.05, the
pre-test distribution is normal. The p-value after the student's test is 0.48. Since
the p value (0.48) > 0.05, the distribution of the trial is normal. Based on the
homogeneity test, the distribution of variance in the pre-test written achievement
scores of students with high self-esteem in the RLP class was homogeneous.
Indeed, the significant value is 0.30 > 0.05. Meanwhile, the distribution of
variance of post-test written achievement scores of students with high self-esteem
in the RLP class was homogeneous. Indeed, the significant value is 0.49 > 0.05.
Descriptive analysis also showed that the N-Gain score of the students taking the
RLP was 0.67. This shows that implementing ASD for students with high selfesteem is effective (right object). To determine if the RLP implementation was
effective in teaching students with high self-esteem, the researchers analyzed the
students' pre- and post-test data with an independent sample test. . Based on the
results of the analysis, it was found that Sig. (double-sided) = 0.00<0.05. In other
words, implementing RLP can significantly improve the writing ability of
students with high self-esteem.
Students with low self-esteem
The researchers applied pre-test analysis to check the normality and uniformity
of variance before calculating the inferential analysis. Based on the Kolmogorov
Smirnov test, which was performed to test the normality of the writing scores of
students with low self-esteem who studied by RLP, the p-value before the test
of the students was 0.65. Since the p value (0.65) > 0.05, the distribution of the
trial is normal. The p-value after the student's test is 0.99. Since the p value (0.99)
> 0.05, the distribution of the trial is normal. Based on the homogeneity test, the
distribution of variance in the pre-test written achievement scores of students with
low self-esteem in the RLP class was homogeneous. Indeed, the significant value
18
is 0.30 > 0.05. Meanwhile, the distribution of variance of post-test written
achievement scores of students with low self-esteem in the RLP class was
homogeneous. Indeed, the significant value is 0.49 > 0.05. To determine whether
RLP implementation affects the writing ability of students with low self-esteem,
the researchers used a paired t-test and analyzed the data using SPSS. The analysis
showed that the N-Gain score for students who took an RLP degree was 0.43.
This shows that implementing RLP for students with low self-esteem is effective
(right object). To determine if the RLP implementation was effective in teaching
students with high self-esteem, the researchers analyzed the students' pre- and
post-test data with an independent sample test. . Based on the results of the
analysis, it was found that Sig. (bilateral) = 0.03<0.05. In other words,
implementing RLP can significantly improve the writing ability of students with
low self-esteem.
19
Conclusion
According to Denise Schmandt-Besserat, writing originated with the counting
and cataloging of agricultural products, followed by economic transactions
involving the products. The government tax list follows. Written records have
become essential for the accumulation and accounting of the assets of individuals,
state and religious institutions as well as business transactions, loans, inheritance
and property. With such documentation and accounting, it became more possible
to accumulate wealth, as well as the power that accompanies wealth, especially
for the benefit of royalty, the state, and religions. Contracts and loans aided the
growth of long-distance international trade with accompanying import-export
networks, supporting the rise of capitalism. Paper money (first appeared in China
in the 11th century C.E.) and other financial instruments based on writing,
initially in alphabetical form, later evolving into specialized genres, to interpret
transaction and collateral (personal, bank or government) with value inherent in
the document.[69] With the growth of economic activity in the late Middle Ages
and the Renaissance in Europe, complex methods of accounting and value
calculations emerged, such calculations were documented and explained in the
manual. Subsequent incorporation of companies has increased the documentation
related to the organization, management, distribution of activities and the
maintenance of registers.
Economic theory itself only began to develop in the late 18th century thanks to
the works of theorists such as François Quesnay and Adam Smith. Even the
concepts of economy and national economy are established through their texts
and the texts of their colleagues. Since then, economics has evolved into a field
with many authors contributing to the professional literature and governments
collecting data, formulating policy, and creating institutions to govern and
promote them. boost their economy. Diedre McCloskey examined the rhetorical
strategies and discourse construction of modern economic theory. Graham Smart
took an in-depth look at how the Bank of Canada uses text to collaborate on
economic data-driven policy and then to communicate strategically with
stakeholders. The identification of sacred religious texts or scriptures, often
believed to be of divine origin, systematized distinct belief systems attached to
specific divine texts and became the basis of modern religious concepts. The
copying and dissemination of these texts became associated with these canonical
religions and their popularity, and thus the focus of conversion. These sacred
20
books create an obligation for believers to read or follow the teachings of the
priests or caste of priests responsible for reading, interpreting, and applying these
texts. Well-known examples of such scriptures are the Torah, the Bible (with
various collections of Old and New Testament books), the Quran, the Vedas, the
Bhaghavad Gita, and the Scriptures, but there are many texts. more religious
version. through the stories of different religions, many of which are still in use
today. These texts, by virtue of their circulation, tend to advocate general
guidelines for moral and ethical conduct, at least for all members of the religious
community, but often the This is considered applicable to everyone, as in the Ten
Commandments.
21
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Appendix
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