SUMMARY WRITING REPRESENTING STUDENTS’ WRITING ABILITY: A DESCRIPTIVE STUDY
DOI:
https://doi.org/10.62107/mab.v19i2.1054Keywords:
summary writing; writing ability; text reproduction.Abstract
This descriptive quantitative study examines the summary writing performance of third-year English Education students and identifies the most and least effectively achieved aspects of summary writing in order to give insight for assessment design, curriculum decisions, and teacher feedback practices. Using purposive sampling to determine the participants, the research involved 20 students from a university in Pamekasan, Madura, who completed a summary writing task as the data collection method. The summaries were assessed using an analytical scoring rubric covering five aspects: length, accuracy, paraphrasing, focus, and convention. Findings reveal that students' overall performance falls into the "Good" category, with an average score of 77.75. Accuracy and paraphrasing were the strongest aspects, while length was the most challenging one. These findings suggest that although students demonstrate solid comprehension and rephrasing skills, they require further instruction in controlling summary length. This research emphasizes the importance of providing clear, structured instructions and targeted support to help students refine their summarization skills. The results offer pedagogical implications for enhancing summary writing instruction in EFL contexts.Downloads
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