ANALYSIS OF THE NEED FOR DEVELOPING THE RANI LEARNING MODEL TO IMPROVE DESCRIPTIVE WRITING SKILLS
DOI:
10.5281/zenodo.19485226Published:
2026-03-27Downloads
Abstract
This study was motivated by the low level of descriptive writing skills among elementary school students, particularly in terms of idea development, paragraph organization, and spelling accuracy, as identified through a preliminary study in the fourth grade at SDN Pasirjaya. The learning environment, which is still oriented toward final results without focusing on the writing process, has resulted in students being unable to write systematically and elaboratively. This study aims to analyze the need to develop the RANI (Readiness, Analyze, Name, Interpret) Learning Model as the basis for designing a process-based writing learning model. The research used a qualitative approach with a preliminary study design (needs analysis). Data sources included 28 fourth-grade students and 12 teachers at SDN Pasirjaya, with data collection techniques in the form of diagnostic tests, learning observations, interviews, and documentation. The data were analyzed descriptively through reduction, presentation, and conclusion drawing. The results showed that 43% of students were in the category of adequate writing ability, 29% were poor, and only 28% were good, with an average score of 68. These findings indicate the need for a structured, explicit, and process-based learning model as the basis for developing the RANI Model in the next stage of research.
Keywords:
Elementary School Learning Model Development RANI Model Writing SkillsReferences
Abdel Latif, M. M. M. (2021). Remodeling writers’ composing processes: Implications for writing assessment. Assessing Writing, 50, 100547. https://doi.org/10.1016/j.asw.2021.100547
Ali, M., & Asrori, M. (2022). Metodologi dan aplikasi riset pendidikan. books.google.com. https://books.google.com/books?hl=en&lr=&id=C4h-EAAAQBAJ&oi=fnd&pg=PP1&dq=metodologi&ots=Ox0mF0P0e1&sig=9bxrx8Hm5edesY5MRw1jx-OqkyM
Aull, L. (2020). Student-centered assessment and online writing feedback: Technology in a time of crisis. Assessing Writing, 46, 100483. https://doi.org/10.1016/j.asw.2020.100483
Baleghizadeh, S., & Jafari, R. (n.d.). The Effect of Strategy-Based Instruction on Iranian EFL Learners’ Writing Achievement.
Baran, M. L. (2022). Mixed Methods Research Design. In Research Anthology on Innovative Research Methodologies and Utilization Across Multiple Disciplines (pp. 312–333). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-6684-3881-7.ch017
Borg, W. R., & Gall, M. D. (1984). Educational research: An introduction. British Journal of Educational Studies, 32(3). https://philpapers.org/rec/BORERA-2
Bowen, N., & Van Waes, L. (2020). Exploring Revisions in Academic Text: Closing the Gap Between Process and Product Approaches in Digital Writing. Written Communication, 37(3), 322–364. https://doi.org/10.1177/0741088320916508
Cotos, E. (2023). Automated Feedback on Writing. In O. Kruse, C. Rapp, C. M. Anson, K. Benetos, E. Cotos, A. Devitt, & A. Shibani (Eds.), Digital Writing Technologies in Higher Education: Theory, Research, and Practice (pp. 347–364). Springer International Publishing. https://doi.org/10.1007/978-3-031-36033-6_22
Creswell, J. (2010). A. Metodologi Penelitian. (Query date: 2024-05-14 13:41:05). http://digilib.ikippgriptk.ac.id/1301/4/BAB%20III%20METODOLOGI%20PENELITIAN.pdf
Creswell, J. W. (2019). Mixed Methods and Survey Research in Family Medicine and Community Cealth. Chinese General Practice, 22(23), 2780–2785. https://doi.org/10.12114/j.issn.1007-9572.2019.00.397
Dockrell, J. E., Marshall, C. R., & Wyse, D. (2016). Teachers’ reported practices for teaching writing in England. Reading and Writing, 29(3), 409–434. https://doi.org/10.1007/s11145-015-9605-9
Dunn, M. (2021). The Challenges of Struggling Writers: Strategies That Can Help. Education Sciences, 11(12). https://doi.org/10.3390/educsci11120795
Flunger, B., Mayer, A., & Umbach, N. (2019). Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom. Journal of Educational Psychology, 111(2), 210–234. https://doi.org/10.1037/edu0000284
Gozali, I., Wijaya, A. R. T., Lie, A., Cahyono, B. Y., & Suryati, N. (2024). Leveraging the potential of ChatGPT as an automated writing evaluation (AWE) tool: Students’ feedback literacy development and AWE tools integration framework. The JALT CALL Journal, 20(1), 1–22. https://doi.org/10.29140/jaltcall.v20n1.1200
Grace Kim, Y.-S. (2022). Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality? Written Communication, 39(2), 200–227. https://doi.org/10.1177/07410883211068753
Graham, S. (2020). The Sciences of Reading and Writing Must Become More Fully Integrated. Reading Research Quarterly, 55(Query date: 2024-09-15 18:39:00). https://doi.org/10.1002/rrq.332
Graham, S. (2023). Writer(s)-within-Community Model of Writing as a Lens for Studying the Teaching of Writing. In The Routledge International Handbook of Research on Writing (2nd ed.). Routledge.
Graham, S., Cao, Y., Kim, Y.-S. G., Lee, J., Tate, T., Collins, P., Cho, M., Moon, Y., Chung, H. Q., & Olson, C. B. (2025). Effective writing instruction for students ingrades 6 to 12: A best evidence meta-analysis. Reading and Writing, 38(4), 1–46. https://doi.org/10.1007/s11145-024-10539-2
Graham, S., MacArthur, C. A., & Hebert, M. A. (2018). Best Practices in Writing Instruction, Third Edition. Guilford Publications.
Guo, W., Bai, B., & Song, H. (2021). Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing. System, 101, 102578. https://doi.org/10.1016/j.system.2021.102578
Han, L. (2024). Metacognitive Writing Strategy Instruction in the EFL Context: Focus on Writing Performance and Motivation. Sage Open, 14(2), 21582440241257081. https://doi.org/10.1177/21582440241257081
Hartwell, K., & Aull, L. (2024). Navigating innovation and equity in writing assessment. Assessing Writing, 61, 100873. https://doi.org/10.1016/j.asw.2024.100873
Hayes, J. R. (2012a). Modeling and Remodeling Writing. Written Communication, 29(3), 369–388. https://doi.org/10.1177/0741088312451260
Hayes, J. R. (2012b). Modeling and Remodeling Writing. Written Communication, 29(3), 369–388. https://doi.org/10.1177/0741088312451260
Huan, Y., Liang, T., Li, H., & Zhang, C. (2021). A systematic method for assessing progress of achieving sustainable development goals: A case study of 15 countries. Science of the Total Environment, (Query date: 2024-06-27 04:50:56). https://www.sciencedirect.com/science/article/pii/S0048969720354048
Jacobsen, M. (2023). Educational design research: Grappling with methodological fit. Educational Technology Research and Development, (Query date: 2024-06-30 07:13:01). https://doi.org/10.1007/s11423-023-10282-5
Kennedy, E., & Shiel, G. (2025). Teaching and Assessing Writing in the Primary School: A Whole School Approach (1st ed.). Routledge. https://doi.org/10.4324/9781003303510
Kim, Y.-S. G., & Graham, S. (2022). Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition. Journal of Educational Psychology, 114(2), 215–238. https://doi.org/10.1037/edu0000564
Knight, S., Shibani, A., Abel, S., Gibson, A., & Ryan, P. (2020). AcaWriter: A Learning Analytics Tool for Formative Feedback on Academic Writing. Journal of Writing Research, 12(vol. 12 issue 1), 141–186. https://doi.org/10.17239/jowr-2020.12.01.06
Li, J., & Li, M. (2022). Assessing L2 writing in the digital age: Opportunities and challenges. Journal of Second Language Writing, L2 Writing Assessment in the Digital Age, 57, 100913. https://doi.org/10.1016/j.jslw.2022.100913
Lundgren, A. (2023). The Zone of Proximal Development and Content Area Instruction for Middle School English Language Learner Students: A Phenomenological Study. Doctoral Dissertations and Projects. https://digitalcommons.liberty.edu/doctoral/4818
Mahoney, J. (2013). Teaching Business Ethics in the UK, Europe and the USA: A Comparative Study. Bloomsbury Publishing.
Margarida Veiga-Simão, A., Oliveira, S., Silva-Moreira, J., & Itália Temudo, M. (2022). Assessing the Efficacy and Social Validity of CriaTivo , a Curriculum-Based Intervention to Promote Self-Regulation of Writing in Portuguese Elementary Education. Sage Open, 12(3), 21582440221117133. https://doi.org/10.1177/21582440221117133
Marnel Sterk, F., Van Goch, M., Burke, M., & Van Der Tuin, I. (2025). Popularization Writing Skills Development: A Longitudinal Case Study of the Writing Process and Writing Outcomes in Nine Undergraduate Interdisciplinary Students. Written Communication, 42(4), 966–998. https://doi.org/10.1177/07410883251349204
Masrul, M., Gunadi, R. A. A., Aswir, A., Hamdani, B., & Yuliani, S. (2023). Incorporating Strategy Instruction (SI) and Strategy-Based Writing Instruction (SBI) to Enhancing Students’ Writing Abilities. Journal of Language Teaching and Research, 14(4), 1117–1126.
McLean, E., & Kate Griffiths, C. (2022). Writing and Writing Instruction: An Overview of the Literature. Literature Review. Australian Education Research Organisation Limited. https://eric.ed.gov/?id=ED674031
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. (No Title).
Oliveri, M. E., Mislevy, R. J., & Slomp, D. (2021). Principled Development of Workplace English Communication Part 1: A Sociocognitive Framework. The Journal of Writing Analytics, 5(1), 34–70. https://doi.org/10.37514/JWA-J.2021.5.1.02
O’Sullivan, P., Smith, M., & Esposito, M. (2012). Business Ethics: A Critical Approach: Integrating Ethics Across the Business World. Routledge.
Rathé, S., Torbeyns, J., De Smedt, B., & Verschaffel, L. (2022). Longitudinal associations between spontaneous number focusing tendencies, numerical abilities, and mathematics achievement in 4- to 7-year-olds. Journal of Educational Psychology, 114(1), 37–55. https://doi.org/10.1037/edu0000665
Schneier, J. (2023). Modeling Mobile Writing: Applying Sociocognitive Models of Writing to Mobile Contexts. Written Communication, 40(1), 3–29. https://doi.org/10.1177/07410883221131543
Shaw, S. R. (2022). Reaching and Teaching Students Who Don’t Qualify for Special Education: Strategies for the Inclusive Education of Diverse Learners. Routledge. https://doi.org/10.4324/9781003133896
Yin, R. K. (2018). Case study research and applications (Vol. 6). Sage Thousand Oaks, CA.
Yulistiani, D., & Indihadi, D. (2020). Keterampilan Menulis Teks Eksplanasi dengan Menggunakan Media Gambar Berseri. PEDADIDAKTIKA: Jurnal Ilmiah Mahasiswa Pendidikan Guru Sekolah Dasar, 7(3), 228–234. https://doi.org/10.17509/pedadidaktika.v7i3.25625
Zhang, E. D., & Yu, S. (2024). Understanding L2 student writers’ self-assessment in digital multimodal composing: A process-oriented approach. System, 121, 103219. https://doi.org/10.1016/j.system.2024.103219
License
Copyright (c) 2026 Rani Asriyani, Dian Indihadi
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
