Enhancing Writing Skills of Indonesian EFL Pre-Service Teachers: A Mixed-Method Study of the Visual-based C-KPO Model
Keywords:
C-KPO writing model; EFL pre-service teachers; visual literacy; writing skillsAbstract
Writing in English is considered one of the most challenging skills to acquire, requiring a range of adaptable approaches to overcome common obstacles such as generating ideas, constructing sentences, and developing coherent paragraphs. While numerous studies have only investigated methods to overcome these challenges, many have focused on partial learning dimensions, leaving specific issues unaddressed. This paper presented a novel model integrating three writing dimensions (Course Knowledge, Process, and Output) with a visual literacy approach, termed the visual-based C-KPO writing model. This model was specifically designed to improve various writing skills, including idea generation, word classification, sentence structure, and the composition of coherent paragraphs. The study employed a mixed-method research design with 50 EFL pre-service teachers enrolled in a Basic Writing course at the English Education Program, Universitas Indraprasta PGRI. Stratified random sampling was used to select the sample and data collected using questionnaires and written assessments and analyzed through correlational and thematic analyses. The findings demonstrated a significant positive correlation of 0.477 (r value) between the use of the model and improved writing performance. Furthermore, thematic analysis of student feedback showed that the model provided a more engaging learning experience in enhancing these specific writing skills. These results suggest that a visual-based, integrated approach can be a successful pedagogical tool for addressing fundamental writing challenges in EFL contexts.
https://doi.org/10.26803/ijlter.25.2.5
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