BOOSTING ENGLISH WRITING PROFICIENCY USING SCRAMBLE WORD ON STUDENT OF STULA.COM

Si Putu Agung Ayu Pertiwi Dewi; Ni Komang  Purwaningsih

doi:10.59672/stilistika.v13i1.4117

Authors

Si Putu Agung Ayu Pertiwi Dewi Stikes Bina Usada Bali
Ni Komang Purwaningsih Stikes Bina Usada Bali

DOI:

https://doi.org/10.59672/stilistika.v13i1.4117

Keywords:

English, Writing, scrambled word,

Abstract

This study explores the effectiveness of scramble word activities in enhancing English writing proficiency among students of Stula.com. Employing a quasi-experimental design, 60 students were divided into an experimental group, which participated in scramble word exercises, and a control group, which engaged in traditional writing tasks. The research aimed to determine whether interactive, form-focused activities could improve students' writing skills more effectively than conventional methods. Pre-test and post-test assessments were conducted to measure improvements in writing proficiency, revealing a significant enhancement in the experimental group, with mean scores increasing from 65.4 to 78.6 (p < 0.05). In contrast, the control group showed a smaller increase in mean scores from 64.8 to 70.2. Qualitative analysis of writing samples highlighted notable improvements in sentence structure, vocabulary usage, and coherence in the experimental group’s writings. The scramble word activities fostered better grammatical accuracy and encouraged students to explore diverse vocabulary and logical flow in their compositions. These findings indicate that interactive learning strategies, such as scramble word exercises, can effectively enhance writing skills. The study recommends incorporating such activities into English writing curricula to provide students with engaging language development opportunities and improve overall writing competence.

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