EVALUATION OF NARRATIVE WRITING INSTRUCTION IN JUNIOR HIGH SCHOOLS
DOI:
https://doi.org/10.21009/ishel.v1i1.57108Abstract
The evaluation of narrative writing instruction in Junior High Schools plays a crucial role in developing students’ critical thinking and idea-expression skills. This article employs a Systematic Literature Review (SLR) approach to analyze various studies related to the evaluation of narrative writing instruction at the junior secondary level. The purpose of this review is to identify the evaluation methods used, the factors influencing successful evaluation, and the impact of evaluation on students’ writing abilities. The main findings reveal that students often struggle to organize ideas and develop a coherent storyline, even though they understand the basic structure of narrative texts. Additionally, the use of analytical rubrics in assessment has proven effective in improving students’ writing quality. This study also emphasizes the importance of incorporating local wisdom-based approaches in narrative writing instruction, which can enhance students' engagement and the relevance of learning materials. These findings offer insights for educators and researchers in developing more effective evaluation methods for narrative writing instruction in junior high schools.
Keywords: learning evaluation, narrative writing, analytical rubric
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