The effect of learning method and discourse markers mastery on students writing skill

Abstract

Developing writing skills is a formidable task and is often regarded as the most intricate and demanding aspect of language acquisition. This study aims to determine the impact of CTL (Contextual Teaching and Learning) and PBL (Problem-Based Learning) on enhancing students' writing proficiency with varying levels of discourse marker. The study was analyzed using two-way ANOVA with a 2 x 3 factorial design, employing inferential analytical methods. The analysis included 250 students from State Islamic Senior High Schools in Serang Regency, Indonesia. The sampling method employed random selection. The research findings showed a notable impact of learning methods (CTL and PBL) on students' writing proficiency. Then, students' mastery of markers substantially impacted their writing proficiency. Furthermore, there was a substantial interaction impact between learning methods and knowledge of discourse markers on students' writing proficiency. A research gap that explicitly investigates the combined impact of educational approaches and proficiency in discourse markers has been identified. The existing literature has concentrated chiefly on teaching methods such as collaborative learning and direct instruction and the specific functions of discourse markers in literary composition. This gap underscores the necessity for a complete examination considering pedagogical techniques and linguistic components in writing training. The findings of this study should also serve as a reminder to schools to adequately equip their students with the necessary English language skills to compete in the global arena effectively. Additionally, schools should offer their students additional chances to engage in English writing activities within the school premises.