







































 

 
EDUCATIO : Journal Of Education 
Volume 8 , Number 1, May 2024 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

zzzzzz z 

  

 

The Effect Of Instructional Strategies And Vocabulary Mastery 

On English Writing Skill 

 
1Yanti Sofiyanti, 2Moch. Sukardjo, 3Etin Solihatin 

123 Jakarta State University 
1sofiyanti_grt@yahoo.com, 2msoekarjo@unj.ac.id, 3dr.etinsolihatin@gmail.com  

 

Accepted: 
Nov 14th 2023 

Reviewed: 
Jan 18th 2023 

Published: 
May 28th 2024 

 

Abstract: The purpose of this study is to know the effect of instructional strategies and 
vocabulary mastery on English writing skill. This study is a quantitative one.The research design 
is 2x2 treatment by level which consist of instructional strategies (A) and vocabulary mastery 
(B). Instructional strategies (A) consist of groups that are treated by collaborative writing strategy 
(A1) as an experimental class, and cooperative integrated reading and composition strategy (A2) 
as a control class. While vocabulary mastery (B) consists of two groups, they are the high 
vocabulary mastery group (B1) and the low vocabulary mastery group (B2). Based on the result 
of the research, it is shown that the mean score of collaborative writing is higher than  the mean 
score of cooperative integrated reading and composition. Significance (Sig.) .002 <0.005 which 
indicates that the variable has an interaction, the instructional strategies and vocabulary mastery 
have a significant effect on English writing skill. It can be concluded that instructional strategies 
and vocabulary mastery can promote English writing skill . 

Keyword:  Instructional Strategies, Vocabulary Mastery, English Writing Skill. 

 

 By Authors 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 
International License. 

 

Introduction 

Teaching writing in higher education is very crucial to the development of student’s writing 

skills. University students need to be able to write essays, paper, report, thesis and dissertation in 

their study. In getting a job, they also need to acquire writing skills since they need to write 

application letter and job report. To be a good writer, students must have good knowledge and 

skills about how to write effectively and fluently. The ability to write effectively and fluently in 

English is very essential today because writing is known as an important skill for various reasons 

in education and profession. Writing plays a significant role in personal and professional life. 

Writing skills is not just a language skill. It has important role in the academic achievement of 

learners because writing skill is predictor for academic success.  

Teaching and learning writing in English are considered a very difficult task for lecturers 

and students who use English as  foreigner language in the field of English for specific purposes. 

Writing is a very demanding task because requires the students to have mastery of several skills 

such as topical knowledge, organization, vocabulary, grammar, and mechanics. The process of 

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mailto:2msoekarjo@unj.ac.id
mailto:3dr.etinsolihatin@gmail.com
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Volume 8, Number 1, May 2024 | 76  

  

 

teaching and learning writing is also time consuming because it requires activities from reading, 

outlining, drafting, revising, editing and publishing. Many students show low motivation when it 

comes to developing higher competencies in writing 1. Most of the students leave the writing task 

empty or copy the writing task from their friends because they do not know how to expand their 

ideas in writing. The complex task of writing makes it challenging 2. Writing activities in English 

as foreign language are regarded more recursive, multi-process, and dynamic. The difference 

between first language writing and writing in English as foreign language is that, in the first 

language context, the primary purpose of writing is to develop writing skills (learning-to-write), 

whereas in the foreign language context, students must also strive to obtain language knowledge 

(writing-to-learn-language) during the writing process 3. Having more complicated cognitive 

processes, students have more struggles; hence, it is very necessary to facilitate the instruction and 

development of writing skills. Lecturers need to find the best way of teaching writing in the English 

as foreigner language. The right strategy in teaching writing skills has a tremendous impact on 

students’ interest in writing which will have an impact on their performance in writing. 

The traditional assumption that writing is an individual activity often refer to it is an 

individual task. Students seldom engage in extensive dialogue with their peers when writing. On 

the other hand, much writing in the workplace takes place in collaboration with others. Based on 

this condition, writing instruction in higher education should be adjusted to students’ current and 

future needs. Many studies have investigated the effectiveness of collaborative writing to teach 

writing and it reveals the fact that collaborative writing is one the effective way not only to teach 

writing but also to improve students’ writing skills 4. By using  collaborative writing, students can 

experience the better learning process in a student-centered learning. Students also have the same 

chance to participate actively in writing activity and construct their linguistic knowledge through 

interacting with other learners 5. Some studies revealed that learning experiences are enhanced in 

 
1 R Bahous  Bacha, N. N., & Nabhani, M., “Motivating Students in the EFL Classroom: A Case Study of 

Perspectives,” English Language Teaching 4, no. 3 (2011). 
2 M Al-Gharabally, “The Writing Difficulties Faced by L2 Learners and How to Minimize Them,” International 

Journal of English Language and Linguistics Research 3, no. 5 (2015): 42–49; S A Annous  Nicolas, M., & Townsend, M. A., 
“Territorial Borders and the Teaching of Writing in English: Lessons from Research at the University of Balamand    ” 
(2017); Mohd Shukri Hanapi, “The Wasatiyyah (Moderation) Concept in Islamic Epistemology: A Case Study of Its 
Implementation in Malaysia,” International Journal of Humanities and Social Science 4, no. 9 (2014): 1; N 
Ghabool  Mariadass, M. E. A., & Kashef, S. H., “Investigating Malaysian ESL Students’ Writing Problems on 
Conventions, Punctuation, and Language Use at Secondary School Level,” Journal of Studies in Education 2, no. 3 (2012): 
130–143, https://doi.org/10.5296/jse.v2i3.1892. 

3 Andrew Smith, “Reading Ghosts and Reading Texts,” The Ghost Story, 1840–1920 (Manchester University Press, 
2013), http://dx.doi.org/10.7765/9781847793454.00010. 

4 Dewi Zulaiha and Yunika Triana, “Students’ Perception toward the Use of Open Educational Resources to 
Improve Writing Skills,” Studies in English Language and Education (2023); Cuiping Song and Yanping Song, “Enhancing 
Academic Writing Skills and Motivation: Assessing the Efficacy of ChatGPT in AI-Assisted Language Learning for 
EFL Students,” Frontiers in psychology 14 (December 15, 2023): 1260843, https://pubmed.ncbi.nlm.nih.gov/38162975; 
Amhar Amhar et al., “Student Critical Thinking Skills and Student Writing Ability: The Role of Teachers’ Intellectual 
Skills and Student Learning,” Cypriot Journal of Educational Sciences (2022); Valentina Sangeetha, “Inculcating Self-Editing 
Skills for Enhancing Writing Skills of the EFL Students,” International Journal of Instruction (2020); Asnawi Muslem et 
al., “The Effects Of Using Blog-Assisted Language Learning (Ball) In Improving Non-Native Students’ English 
Writing Skill In Higher Education; Does It Work?,” Journal of Technology and Science Education (2022). 

5 Tania Mikaela Garcia Roberto, “Corpus Linguistics in Language Teaching,” REVISTA FOCO (2023); Dayu 
Jiang and Slava Kalyuga, “Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive 
Load Perspective,” Frontiers in psychology 13 (June 30, 2022): 932291, https://pubmed.ncbi.nlm.nih.gov/35846619; 
Franklin Chang, Marius Janciauskas, and Hartmut Fitz, “Language Adaptation and Learning: Getting Explicit about 
Implicit Learning,” Linguistics and Language Compass (2012); Georgios Stampoulidis and Marianna Bolognesi, “Bringing 



 
 

  
 
  

 

Volume 8, Number 1, May 2024 | 77  

  

 

classrooms that use collaborative writing 6. Collaborative writing makes even passive members of 

a group become active learner 7.  

 

Methods 

The methodology of this study is quantitative research.  The research design for this study 

is 2x2 treatment by level which consist of instructional strategies (A) and vocabulary mastery (B). 

The first Instructional strategy is collaborative writing (A1) as an experimental class. The second 

instructional strategy is cooperative integrated reading and composition (A2) as a control class. 

Vocabulary mastery (B) has two groups. The first is the high vocabulary mastery group (B1) and 

the second one is low vocabulary mstery group (B2). There are 32 samples in this research. They 

are students of the first year of Informatics Engineering program.  

There are two data analysis techniques in this study, descriptive analysis, and inferential 

analysis. The descriptive analysis is data result  with no intention to make conclusions, only 

description. The descriptive analysis will tell the differences in the mean scores between A1B1, 

A1B2, A2B1, and, A2B2. Descriptive analysis is done by presenting data through the table of 

average, median, minimum, maximum, and standard deviation . Inferential analysis refers to data 

result  with intention to make conclusions or generalization to the population. The statistical 

calculation is using two ways Anava test by the means of spss application. 

 

Result And Discussion 

4.1 Results 
Table 1. Descriptive Analysis 

 Instructional Strategy  

Vocabular
y Mastery 

(B) 

 
Statistic Data 

Writing skill 
Collaborative Writing 

Writing skill 
Cooperative Integrated Reading and 

Composition 

  (A1) (A2) 
 n 8 8 

 Mean  𝑌 88,13 75,00 

 Median 87,50 75,00 

Vocabulary 
Mastery 

Minimum 80,00 65,00 

High  (B1) Maximum 95,00 85,00 

 Standard 
Deviation  

5,30 6,55 

    

 n 8 8 

 Mean  𝑌 73,13 74,38 

 Median 70.00 75,00 

Vocabulary 
Mastery 

Minimum 65,00 70,00 

Low  (B2) Maximum 85,00 80,00 

 Standard 7,53 4,17 

 
Metaphors Back to the Streets: A Corpus-Based Study for the Identification and Interpretation of Rhetorical Figures 
in Street Art,” Visual Communication (2023). 

6 A F Dobao  & Blum, A., “Collaborative Writing in Pairs and Small Groups: Learners’ Attitudes and 
Perceptions,” System 41 (2013): 365–378. 

7 M P Baldwin  Fanguy, M., & Costley, J. H., “The Effects of Collaborative Note-Taking in Flipped Learning 
Contexts,” Journal of Language and Education 5, no. 4 (2019): 25–35, https://doi.org/10.17323/jle.2019.9726. 



 
 

  
 
  

 

Volume 8, Number 1, May 2024 | 78  

  

 

Deviation 

    

n  16 16 

Mean  𝑌  80,63 74,69 

Median  82,50 75,00 

Minimum  65,00 65,00 

Maximum  95,00 85,00 

Standard Deviation  9,98 5,31 

 

Based on table 1, we can see that the mean score of collaborative writing strategy with high 

vocabulary mastery (A1B1) is 88.33 and the mean score of cooperative integrated reading and 

composition strategy with high vocabulary mastery (A2B1) is 75.00. It is said that the mean score 

of collaborative writing strategy with high vocabulary mastery is higher than cooperative integrated 

reading and composition strategy with high vocabulary mastery. According to table 1, we know 

that the mean score of collaborative writing strategy with low vocabulary mastery (A1B2) is 73.13 

and the mean score of cooperative integrated reading and composition strategy with low 

vocabulary mastery (A2B2) is 74.38. It is said that the mean score of collaborative writing strategy 

with low vocabulary mastery is lower than cooperative integrated reading and composition strategy 

with low vocabulary mastery. From table 1, we see that the mean score of collaborative writing 

strategy with high and  low vocabulary mastery is 80.63 and the mean score of cooperative 

integrated reading and composition strategy with high and low vocabulary mastery is 74.69. 

Before making inferential analysis, there should be some calculations on normality and 

homogeneity. The result of normality test can be seen on the next table. 

 

Table 2. Normality Test on English Writing Skill 
No. Group  N Statistic p-value Conclusion  

1. A1 16 0.918 0.156 Normal distributation  

2. A2 16 0.927 0.218         Normal distributation 

3. B1 16 0.957 0.607 Normal distributation 

4. B2 16 0.910 0.115 Normal distributation 

5. A1B1 8 0.912 0.366 Normal distributation 

6. A1B2 8 0.871 0.156 Normal distributation 

7. A2B1 8 0.965 0.857 Normal distributation 

8. A2B2 8 0.835 0.067 Normal distributation 

After all  the results of normality test are in normal distributation, then it will be continued 

by homogeneity test. The results of homogeneity test will shown in the next table.  

 

Table 3. Summary of  Homogeneity Test 

No. Group  Fcount Ftab
el 

p-Value Conclusion  

1. A1 and A2 6,495 2.69 0,015 Homogenous 

2. B1 and B2 6,495 2.69 0.016 Homogenous 

3. Four cells 10,877 2.69 0.001 Homogenous 

The result of normality  test show that all the data are in normal distributation. The result 

of homogeniety  test show that all the data are homogenous. When these two conditions happen, 

the anava two ways test can be done. The result can be seen below.  

 



 
 

  
 
  

 

Volume 8, Number 1, May 2024 | 79  

  

 

 

Table 4. Anava Two Ways Test 
Source Variant JK db RJK F-value p-Value 

Between A 282.031 1 282.031 7.775 .009 
 

Between B 488.281 1 488.281 13.462 .001 
 

Interaction AB 413.281 1 413.281 11.394 .002 
 

Within 1015.625 28 36.272 
   

Total 195175.000 
     

 

After the anava two ways test is done, then it is continued by Tuckey test. The result of 

Tuckey test can be found in the next table.  

Table 5. The Result of Tuckey Test  

(I) Kel_sel (J) Kel_sel Mean Difference (I-J) Std. Error Sig. 

A1B1 A2B1 13.125* 3.011 .001 

A1B2 A2B2 -1.250 3.011 .975 

Based on the result of the anava two ways test and Tuckey test, we can make conclusion 

that : 

a. The result of two ways ANAVA shows Fcount = 7,775 with  p-value = 0,009 < 0,05. It 

shows that : there is a difference between English writing skill of students who use 

Collaborative Writing and students who use Cooperative Integrated Reading and Composition. 

b. There is interaction between instructional strategies and vocabulary mastery toward 

English writing skill by looking at the result of two ways ANAVA shows Fcount = 11,394 

with  p-value = 0,002 < 0.05  

c. The result of Tuckey test shows  p-value = 0,002 < 0.05, it means there is a difference 

in English writing skill between students with high vocabulary mastery who are treated 

by Collaborative Writing and Cooperative Integrated Reading and Composition. 

d. Tuckey test shows p-value = 0,975 >  0.05 , it means there is a difference in English 

writing skill between students with low vocabulary mastery who are treated by Collaborative 

Writing and Cooperative Integrated Reading and Composition. 
 

 

Discussion 

This study investigated the effectiveness of collaborative writing and cooperative integrated 

reading and composition strategies in enhancing English writing skills, with a focus on the role of 

vocabulary mastery. The results of the two-way ANOVA and Tukey tests demonstrated significant 

differences in English writing skills based on the instructional strategies and vocabulary mastery 

levels. The findings contribute to the growing body of research on teaching writing in higher 

education and provide valuable insights into the impact of collaborative learning approaches on 

writing development. 

The results of this study align with previous research on the effectiveness of collaborative 

writing in improving students' writing skills. For instance, studies by Shehadeh 8(2011) have 

 
8 M Shehadeh et al., “Digital Transformation and Its Impact on Operational Efficiency and Competitive 

Advantage in Islamic Banks,” in 2nd International Conference on Business Analytics for Technology and Security, ICBATS 2023 
(Applied Science Private University, Finance and Banking Science Department, Amman, Jordan: Institute of Electrical 
and Electronics Engineers Inc., 2023), https://www.scopus.com/inward/record.uri?eid=2-s2.0-



 
 

  
 
  

 

Volume 8, Number 1, May 2024 | 80  

  

 

demonstrated that collaborative writing fosters active engagement and enhances language 

proficiency by promoting peer interaction and feedback. These findings are consistent with the 

present study's results, where students using the collaborative writing strategy with high vocabulary 

mastery (A1B1) outperformed those using cooperative integrated reading and composition 

(A2B1). The higher mean score of the collaborative writing strategy (88.33) compared to 

cooperative integrated reading and composition (75.00) highlights the advantages of collaborative 

learning in enhancing writing proficiency. 

On the other hand, the study also found that students with low vocabulary mastery (A1B2) 

had a lower mean score (73.13) compared to those using cooperative integrated reading and 

composition (74.38). This finding suggests that while collaborative writing can be beneficial for 

improving writing skills, students' vocabulary mastery plays a significant role in determining the 

effectiveness of the strategy. Similar findings have been reported by Khodabakhshzadeh and 

Samadi 9, who emphasized the importance of vocabulary knowledge in enhancing writing 

performance. 

The interaction effect between instructional strategies and vocabulary mastery, as revealed 

by the two-way ANOVA (Fcount = 11.394, p-value = 0.002), further supports the idea that the 

effectiveness of instructional strategies in improving writing skills is moderated by students' 

vocabulary knowledge. This interaction effect is consistent with the work of Harks et al. 10, who 

found that the impact of feedback (a key component of collaborative writing) varies depending on 

students' prior knowledge and language proficiency. 

The findings of this study contribute to the existing research on writing instruction by 

providing empirical evidence of the differential effects of collaborative writing and cooperative 

integrated reading and composition strategies. Specifically, the study highlights the significance of 

vocabulary mastery in shaping the outcomes of collaborative writing activities. While collaborative 

writing has been shown to be effective in promoting active engagement and peer learning, the 

present study emphasizes that vocabulary proficiency is a crucial factor in determining how much 

students benefit from such collaborative activities. 

Additionally, the study's use of two-way ANOVA and Tukey tests adds to the 

methodological approaches employed in writing research. The normality and homogeneity tests 

conducted in this study ensured the robustness of the results, allowing for a more reliable 

interpretation of the effects of instructional strategies and vocabulary mastery on writing skills. 

This methodological rigor contributes to the reliability of the findings and provides a foundation 

for future studies exploring similar research questions. 

The results of this study have important implications for teaching writing in higher 

education, particularly in English as a foreign language contexts. First, the study underscores the 

effectiveness of collaborative writing as an instructional strategy for enhancing writing skills, 

especially when combined with a focus on vocabulary mastery. Educators should consider 

incorporating more collaborative writing tasks in their curricula to encourage active student 

 
85160769971&doi=10.1109%2FICBATS57792.2023.10111266&partnerID=40&md5=83ac0324f1e50c5cb9ada2bf7
771505d. 

9 Hossein Khodabakhshzadeh, Zahra Kafi, and Mansooreh Hosseinnia, “Investigating EFL Teachers’ 
Conceptions and Literacy of Formative Assessment: Constructing and Validating an Inventory.,” International Journal 
of Instruction 11, no. 1 (2018). 

10 B Harks  Rakoczy, K., Hattie, J., Besser, M. & Klieme, E., “The Effects of Feedback on Achievement, Interest 
and Self-Evaluation: The Role of Feedback’s Perceived Usefulness,” Educational Psychology 34, no. 3 (2014): 269–290. 



 
 

  
 
  

 

Volume 8, Number 1, May 2024 | 81  

  

 

participation and peer interaction, which can facilitate the construction of linguistic knowledge. 

Moreover, the study suggests that vocabulary instruction should be integrated into writing 

courses, as students' vocabulary mastery significantly influences their writing performance. By 

helping students build a strong vocabulary foundation, educators can enhance their writing fluency 

and confidence. This approach aligns with the findings of Langan 11, who argued that vocabulary 

knowledge is a key predictor of writing success. 

The findings of this study contribute to the growing body of research on writing instruction 

by highlighting the importance of vocabulary mastery in collaborative writing activities. The study 

also provides valuable insights into the impact of instructional strategies on students' writing skills 

and offers practical recommendations for educators seeking to improve writing instruction in 

higher education. By understanding the interaction between vocabulary mastery and instructional 

strategies, educators can tailor their teaching approaches to better meet the needs of their students 

and promote greater success in writing tasks. 

  

Conclusion 

This study concludes that the mean score of collaborative writing is 80.63 and the mean 

score of cooperative integrated reading and composition is 74.69. It is clear that collaborative 

writing instructional strategy is better than cooperative integrated reading and composition 

instructional strategy. There is interaction between instructional strategies and vocabulary mastery 

toward English writing skill by looking at the result of two ways Anava with  p-value = 0,002 < 

0.05. The usage of collaborative writing contributes significant improvement not only to students 

writing skills but also to students’ 21 century skills such as communication, collaboration, critical 

thinking, creativity and digital literacy. Collaborative writing strategy is also able to improve 

students’ motivation, vocabulary, and comprehension of the topic and to change some of the 

students’ ineffective writing habits (Shehadeh, 2011; Dobao & Blum, 2013; and 

Khodabakhshzadeh & Samadi,2017). Writing in small groups helps students to learn from each 

other’s writing, stimulates conceptual learning, and encourages critical reflection and a sense of 

audience awareness (Klein, 2014; Nykopp, Marttunen, & Laurinen, 2014; Van Steendam, 2016). 

 

References 

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Amhar, Amhar, R. Sabrina, Emilda Sulasmi, and Mandra Saragih. “Student Critical Thinking Skills 
and Student Writing Ability: The Role of Teachers’ Intellectual Skills and Student Learning.” 
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Bahous  Bacha, N. N., & Nabhani, M., R. “Motivating Students in the EFL Classroom: A Case 
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Baldwin  Fanguy, M., & Costley, J. H., M P. “The Effects of Collaborative Note-Taking in Flipped 
Learning Contexts.” Journal of Language and Education 5, no. 4 (2019): 25–35, 
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Chang, Franklin, Marius Janciauskas, and Hartmut Fitz. “Language Adaptation and Learning: 

 
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2 (2018): 80–101, http://dx.doi.org/10.20360/langandlit29333. 



 
 

  
 
  

 

Volume 8, Number 1, May 2024 | 82  

  

 

Getting Explicit about Implicit Learning.” Linguistics and Language Compass (2012). 
Dobao  & Blum, A., A F. “Collaborative Writing in Pairs and Small Groups: Learners’ Attitudes 

and Perceptions.” System 41 (2013): 365–378. 
Ghabool  Mariadass, M. E. A., & Kashef, S. H., N. “Investigating Malaysian ESL Students’ Writing 

Problems on Conventions, Punctuation, and Language Use at Secondary School Level.” 
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Hanapi, Mohd Shukri. “The Wasatiyyah (Moderation) Concept in Islamic Epistemology: A Case 
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Achievement, Interest and Self-Evaluation: The Role of Feedback’s Perceived Usefulness.” 
Educational Psychology 34, no. 3 (2014): 269–290. 

Jiang, Dayu, and Slava Kalyuga. “Learning English as a Foreign Language Writing Skills in 
Collaborative Settings: A Cognitive Load Perspective.” Frontiers in psychology 13 (June 30, 
2022): 932291. https://pubmed.ncbi.nlm.nih.gov/35846619. 

Khodabakhshzadeh, Hossein, Zahra Kafi, and Mansooreh Hosseinnia. “Investigating EFL 
Teachers’ Conceptions and Literacy of Formative Assessment: Constructing and Validating 
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and Marita Mäkinen. “A Review of Multiliteracies Pedagogy in Primary Classrooms.” 
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Sangeetha, Valentina. “Inculcating Self-Editing Skills for Enhancing Writing Skills of the EFL 
Students.” International Journal of Instruction (2020). 

Shehadeh, M, D Almajali, I A Abu-Alsondos, A F Alkhwaldi, and A S Al-Gasaymeh. “Digital 
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Song, Cuiping, and Yanping Song. “Enhancing Academic Writing Skills and Motivation: Assessing 
the Efficacy of ChatGPT in AI-Assisted Language Learning for EFL Students.” Frontiers in 
psychology 14 (December 15, 2023): 1260843. https://pubmed.ncbi.nlm.nih.gov/38162975. 

Stampoulidis, Georgios, and Marianna Bolognesi. “Bringing Metaphors Back to the Streets: A 
Corpus-Based Study for the Identification and Interpretation of Rhetorical Figures in Street 
Art.” Visual Communication (2023). 

Zulaiha, Dewi, and Yunika Triana. “Students’ Perception toward the Use of Open Educational 
Resources to Improve Writing Skills.” Studies in English Language and Education (2023). 

 


