A Qualitative Study of Sensory, Schemata, and Stuctural Approaches in ESL Students’ Descriptive Writing
Abstract
This qualitative study investigates the implementation of sensory, schemata, and structural approaches to improve English as a Foreign Language (EFL) students’ descriptive writing at a Madrasah Tsanawiyah in Bogor Regency. The research addresses the challenges EFL learners face in producing vivid, coherent, and well-organized texts by exploring how the integrated use of sensory details, schemata activation, and structural frameworks influences writing quality. Data were collected through classroom observations, student writing samples, and semi-structured interviews. The findings reveal that the integration of these three approaches significantly enhances students’ ability to create descriptive texts that are vivid, coherent, and well-organized. Students reported improved confidence and creativity in writing, while teachers highlighted better student engagement and text quality. This study provides practical insights for EFL educators to apply a combined instructional strategy that fosters student-centered and differentiated writing instruction aligned with the Merdeka Curriculum.
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DOI: https://doi.org/10.30998/senndika.v2i2.8928
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