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Improving Students’ Narrative Writing Quality through Structured Visual Mapping: A Quasi-Experimental Study

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 4 (2025) · pp. 1070–1079

DOI
10.34050/els-jish.v8i4.48253
ISSN
2621-0835, 2621-0843
Published
2025-12-04
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

This study examines the effectiveness of Structured Visual Mapping as a prewriting strategy to enhance the narrative writing quality of senior high school EFL learners in Indonesia. Many students face challenges in developing ideas, organizing narrative elements, and applying appropriate vocabulary and grammar when composing narrative texts. Using a quasi-experimental design, 60 eleventh-grade students from SMA Negeri 1 Marioriwawo were divided into an experimental group taught using Structured Visual Mapping and a control group taught through conventional instruction. Pretests and posttests were administered, and students’ writing performance was assessed using the ESL Composition Profile. The results show that the experimental group achieved significantly higher improvement across all five writing components, with a mean gain of 9.3 compared to 1.9 in the control group. The posttest t-test value (t = 2.024 > 2.000) confirmed that the intervention had a significant effect on students’ writing performance. These findings indicate that Structured Visual Mapping effectively supports students in generating ideas, sequencing narrative structure, and improving lexical and grammatical accuracy. This study recommends integrating Structured Visual Mapping into narrative writing instruction and suggests further exploration of its application in other writing genres or digital learning contexts.

Keywords

Collaboration network of the authors

7 authors · 13 co-authorship links

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  • Sunan Gunung Djati State Islamic University Bandung
  • Affiliation unknown
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  • Same organisation
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Co-authorOrganisationJoint articles
Dewi SartikaSunan Gunung Djati State Islamic University Bandung1
Ruckmana Fachrul IslamAffiliation unknown1
Sri WinarsihAffiliation unknown1
Lanlan MuhriaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Improving Students’ Narrative Writing Quality through Structured Visual Mapping: A Quasi-Experimental Study</dc:title>
	<dc:creator xml:lang="en">Fachrul Islam, Rukmana</dc:creator>
	<dc:creator xml:lang="en">Armisari, Armisari</dc:creator>
	<dc:creator xml:lang="en">Manuhutu, Natalia</dc:creator>
	<dc:subject xml:lang="en">Structured Visual Mapping</dc:subject>
	<dc:subject xml:lang="en">Narrative Writing</dc:subject>
	<dc:subject xml:lang="en">EFL Students</dc:subject>
	<dc:subject xml:lang="en">Mind Mapping</dc:subject>
	<dc:subject xml:lang="en">Writing Improvement</dc:subject>
	<dc:description xml:lang="en">This study examines the effectiveness of Structured Visual Mapping as a prewriting strategy to enhance the narrative writing quality of senior high school EFL learners in Indonesia. Many students face challenges in developing ideas, organizing narrative elements, and applying appropriate vocabulary and grammar when composing narrative texts. Using a quasi-experimental design, 60 eleventh-grade students from SMA Negeri 1 Marioriwawo were divided into an experimental group taught using Structured Visual Mapping and a control group taught through conventional instruction. Pretests and posttests were administered, and students’ writing performance was assessed using the ESL Composition Profile. The results show that the experimental group achieved significantly higher improvement across all five writing components, with a mean gain of 9.3 compared to 1.9 in the control group. The posttest t-test value (t = 2.024 &amp;gt; 2.000) confirmed that the intervention had a significant effect on students’ writing performance. These findings indicate that Structured Visual Mapping effectively supports students in generating ideas, sequencing narrative structure, and improving lexical and grammatical accuracy. This study recommends integrating Structured Visual Mapping into narrative writing instruction and suggests further exploration of its application in other writing genres or digital learning contexts.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-12-04</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/48253</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i4.48253</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 4 (2025): DECEMBER; 1070-1079</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i4</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/48253/13809</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Rukmana Fachrul Islam, Armisari; Natalia</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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