The Effect of Writing about Immediate Environment and Experiences on Narrative and Informative Text Writing Skills

Abstract

Choosing a writing topic poses a particularly serious challenge for young learners. Topic selection affects all other steps of the writing process. Therefore, the writing topic should be related to a subject that the student knows about, is interested in, and can produce content on. Basing writing on students’ immediate environment and experiences will contribute positively to their writing process. The aim of this study is to investigate the effect of writing activities based on immediate environment and experiences on the development of narrative and informative text writing skills. The study is designed as a multiple probe model, which is one of the single-subject research designs. The study group consists of two primary school students (one girl and one boy). A 14-week program was implemented that required writing based on immediate environment and experiences. The data of the study were collected using the Story Elements Evaluation Scale and the Informative Text Rating Scale. The data were analyzed using descriptive statistics, graphical representation, and effect size calculation method. According to the results obtained, writing activities based on the immediate environment and experiences have a significant effect on improving the students’ ability to write narrative and informative texts, as well as their development of story elements and informative text elements. However, it was also concluded that it does not affect the external structure of the text and its language and expression. Considering these results, writing teachers are strongly encouraged to conduct writing activities related to their students’ immediate environment and experiences.