Integrating motor skills in nature-based learning to identify students' needs in short story writing
DOI:
https://doi.org/10.47197/retos.v63.110172Keywords:
Motor skills, nature-based learning, short story, students’ needsAbstract
Introduction: Integrating motor skills in nature-based learning could potentially address students' needs in short story writing by providing engaging, culturally relevant experiences. Short story writing is critical to strengthening students' writing and reading literacy.
Objective: The study aims to describe students' needs related to short story writing material based on nature-based learning. Methodology: The study method is quantitative, with data collection techniques in the form of a questionnaire. The research sample consisted of 57 students who were selected using a purposive sampling technique. The data were analyzed using SPSS 25 software. Results: The results showed that item 5, item 11, and item 13 were the most dominant criteria in statistical symptoms, with a percentage of > 50% (ss = strongly agree). Other items with agree (s) criteria are item 14 with a percentage of 74% (N=42) of the total sample (N=57) and item 23 with > 80%. The most extensive data on the “disagree” (ts) criteria are item 1 and item 9, with 51% and 54% percentages, respectively. At the same time, item 9 also appears as the dominant data on the “strongly disagree” criteria. Discussion: Regarding gender-based analysis, item 23 shows that women have the highest percentage of > 60%. In comparison, men get a percentage of < 20% with the criteria of “agree” regarding the importance of environmental aspects in writing short stories. Conclusions: Nature-based learning models have been shown to effectively improve motor skills by engaging their senses and providing concrete when developing learning offerings on short story writing materials.
References
Abraham, A., Thybusch, K., Pieritz, K., & Hermann, C. (2014). Gender differences in creative thinking: Behavioral and fMRI findings. Brain Imaging and Behavior, 8(1), 39–51. https://doi.org/10.1007/s11682-013-9241-4
Arshad, M., Muhammad, S., & Mahmood, K. (2015). Self-Esteem & Academic Performance Among University students. Journal of Education and Practice, 6(1), 156–162.
Chávez, D. Y. D., Bel-Enguix, G., & Curiel, A. (2018). Textual Features Indicative of Writing Proficiency in Elementary School Spanish Documents. Proceedings of the Annual Meeting of the Association for Computational Linguistics, 113–118. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121999701&partnerID=40&md5=cb035e5d093c53f42c584c8fae394887
Chen, M., Mohammadi, M., & Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica, 247. https://doi.org/10.1016/j.actpsy.2024.104318
Faragher, L., & Huijser, H. (2014). Exploring evidence of higher order thinking skills in the writing of first year undergraduates. The International Journal of the First Year in Higher Education, 5(2), 33–44. https://doi.org/10.5204/intjfyhe.v5i2.230
Fowler, W. (1980). Cognitive differentiation and developmental learning. Advances in Child Development and Behavior, 15(C), 163–206. https://doi.org/10.1016/S0065-2407(08)60127-5
Ghazivakili, Z., Norouzi Nia, R., Panahi, F., Karimi, M., Gholsorkhi, H., & Ahmadi, Z. (2014). The role of critical thinking skills and learning styles of university students in their academic performance. Journal of Advances in Medical Education & Professionalism, 2(3), 95–102. http://www.ncbi.nlm.nih.gov/pubmed/25512928%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC4235550
Goshu, K. C., & Gebremariam, H. T. (2024). Revisiting writing feedback: Using teacher-student writing conferences to enhance learners’ L2 writing skills. Ampersand, 13. https://doi.org/10.1016/j.amper.2024.100195
Irgin, P., & Bilki, Z. (2024). Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry. Studies in Educational Evaluation, 83. https://doi.org/10.1016/j.stueduc.2024.101403
Jalambo, M. O., Al-Masri, N. A., & Alareer, R. R. (2023). Capacity-building training to develop short story writing skills, social values, and gender fairness at the IUG, Palestine: a case study. Language and Intercultural Communication, 23(6), 574–594. https://doi.org/10.1080/14708477.2023.2295613
Jordan, C., & Chawla, L. (2019). A Coordinated Research Agenda for Nature-Based Learning. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00766
Kinberg, M. (2020). Real-Life Nature-Based Experiences as Keys to the Writing Workshop. Networks: An Online Journal for Teacher Research, 22(1). https://doi.org/10.4148/2470-6353.1308
Kuo, M., Barnes, M., & Jordan, C. (2019). Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00305
Lee, J. F. K. (2016). Enriching short stories through processes - A functional approach. System, 58, 112–126. https://doi.org/10.1016/j.system.2016.03.012
Mazhar Hameed, P. F. (2021). Enhancing students writing skills using novels: The saudi EFL learners’ perspective. Journal of Language and Linguistic Studies, 17(3), 1469–1483. https://doi.org/10.52462/jlls.106
Moran, T. (2009). The work of writing: Lessons from literary engineers. IEEE International Professional Communication Conference. https://doi.org/10.1109/IPCC.2009.5208699
Mortensen, J. (2018). Language regulation in collaborative student writing: a case study. Language and Education, 32(6), 529–547. https://doi.org/10.1080/09500782.2018.1513028
Negonga, T. T. (2019). Developing student teachers’ writing skills: An attempt to put process writing into practice. In Democratic Teacher Education Reform in Africa: The Case of Namibia (pp. 157–185). https://doi.org/10.4324/9780429045707-13
Poor, A. S., & Tajadini, M. (2017). The effect of short story writing on the writing development of the intermediate EFL learners in Farhikhtegan language Institute in Zahedan. Journal of Engineering and Applied Sciences, 12(10), 2757–2761. https://doi.org/10.3923/jeasci.2017.2757.2761
Pratiwi, V. D., & Wuryandani, W. (2020). Effect of Problem Based Learning (PBL) Models on Motivation and Learning Outcomes in Learning Civic Education. JPI (Jurnal Pendidikan Indonesia), 9(3), 401. https://doi.org/10.23887/jpi-undiksha.v9i3.21565
Rashtchi, M. (2019). Scaffolding argumentative essay writing via reader-response approach: a case study. Asian-Pacific Journal of Second and Foreign Language Education, 4(1). https://doi.org/10.1186/s40862-019-0078-2
Retnawati, H. (2014). Teori Respon Butir dan Penerapannya untuk Peneliti, Preaktisi Pengukuran dan Pengujian, Mahasiswa Pascasarjana. Parana Publishing.
Sahida, E. (2023). The Influence of Numbered Head Together (NHT) Cooperative Learning Model, and Reading Habits on Short Story Text Writing Skills for the Class XI Studens of SMA Negeri 6 Padang. AIP Conference Proceedings, 2805(1). https://doi.org/10.1063/5.0167191
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2021). Partial least squares structural equation modeling. In Handbook of market research (pp. 1–47). Springer International Publishing. https://doi.org/10.1007/978-3-319-05542-8_15-2
Seo, Y., & Kim, C. (2020). The use of short fiction in a writing class: Pedagogical suggestions for secondary level teachers in EFL settings. English Teaching(South Korea), 75(1), 119–139. https://doi.org/10.15858/engtea.75.1.202003.119
Setiawan, B., Innatesari, D. K., Sabtiawan, W. B., & Sudarmin, S. (2017). The development of local wisdom-based natural science module to improve science literation of students. Jurnal Pendidikan IPA Indonesia, 6(1), 49–54. https://doi.org/10.15294/jpii.v6i1.9595
Shubina, I., & Kulakli, A. (2019). Critical Thinking, Creativity and Gender Differences for Knowledge Generation in Education. Literacy Information and Computer Education Journal, 10(1), 3086–3093. https://doi.org/10.20533/licej.2040.2589.2019.0405
Soviana Devi, W., & Irma Sarjani, A. (2019). Using 3D Media to Improve Short Stories Writing Skill on Junior High School Students. Journal of Physics: Conference Series, 1339(1). https://doi.org/10.1088/1742-6596/1339/1/012064
Sujinah, S., Mu’ammar, M. A., Affandy, A. N., & Supriyanto, E. (2019). The effectiveness of local wisdom based on textbook to improve students’ writing literacy. Universal Journal of Educational Research, 7(12), 2573–2583. https://doi.org/10.13189/ujer.2019.071204
Suwartini, Y., Lustyantie, N., Suseno, M., Supriyati, Y., & Falani, I. (2022). The Development of Short Story Writing Teaching Materials to Improve Student’s Writing Skills: A Metaphorming Approach. International Journal of Instruction, 15(4), 915–934. https://doi.org/10.29333/iji.2022.15449a
Tao, Y., & Yu, J. (2024). Cultural threads in writing mastery: a structural analysis of perfectionism, learning self-efficacy, and motivation as mediated by self-reflection in Chinese EFL learners. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01572-5
Taye, T., & Mengesha, M. (2024). Identifying and analyzing common English writing challenges among regular undergraduate students. Heliyon, 10(17). https://doi.org/10.1016/j.heliyon.2024.e36876
Tonglo, A. D., Palullungan, Y., & Hadi, S. (2020). The effectiveness of story-writing map and guided writing procedure strategies in the learning of short story writing. Proceedings of the International Conference on Industrial Engineering and Operations Management, August. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096518228&partnerID=40&md5=660fe0d28a55ac370dba6fc9f1b2cd90
Tsiriotakis, I. K., Grünke, M., Spantidakis, I., Vassilaki, E., & Stavrou, N. A. M. (2020). The Impact of an Explicit Writing Intervention on EFL Students’ Short Story Writing. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.565213
Yilmaz, A. (2018). Computers in reading and writing skills through the motivational lens: SnagitTM, screencast and e-mail services. Contemporary Educational Technology, 9(3), 264–283. https://doi.org/10.30935/cet.414
Zainal, Z. B. (2017). The role of literature in developing speaking and writing skills of higher secondary school students. Advanced Science Letters, 23(9), 8929–8933. https://doi.org/10.1166/asl.2017.9997
Zeyer, A. (2018). Gender, complexity, and science for all: Systemizing and its impact on motivation to learn science for different science subjects. Journal of Research in Science Teaching, 55(2), 147–171. https://doi.org/10.1002/tea.21413
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Ahsani Taqwiem, Rustam Effendi, Lita Luthfiyanti, Faradina, Achmad Akbari, Fahimah
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
