







































Education, Language and Sociology Research 
ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 2, No. 1, 2021 
www.scholink.org/ojs/index.php/elsr 

Original Paper 

The Effect of Using Estafet Writing Technique to Enhance 

Students’ Compositional Efficiency 
Asst. Prof. Sabeeha Hamza Dehham1, Mohammed Jasim Betti2 & Asst. Prof. Nadia Majeed Hussein2 

1 College of Basic Education, University of Babylon, Iraq 
2 Department of English, College of Education for Humanities, University of Thi-Qar, Nasiriya, Iraq 

 

Received: November 14, 2020  Accepted: November 27, 2020 Online Published: December 17, 2020 

doi:10.22158/elsr.v2n1p1      URL: http://dx.doi.org/10.22158/elsr.v2n1p1 

 

Abstract 

The aim of this research is to learn the impact of the estafet writing technique on student compositional 

efficiency. Writing is one of the most critical skills students can learn. Yet, for a number of reasons, 

students often have trouble communicating their teaching. The students face difficulties in writing 

composition. They have spelling problems, grammar, punctuation, uninterested media, they don’t have 

enough vocabulary to repeat the same phrases, and they make grammatical mistakes as well. Estafet 

Writing is one of the active learning techniques and also a creative learning model where one of the 

students starts writing, which is continued again one after the other. This is one of the easy-to-learn 

approaches that can teach composition writing effectively. 

To achieve the study objective, two parts of Al Noor Preparatory School for Boys (the research sample) 

were randomly selected to represent the experimental group (37 students) and control group (39 

students). The study population includes the fifth year students in the center of the Baghdad 

Governorate (2019-2020) for the academic year at the Preparatory School for Boys. The researcher 

had planned evaluations of the performance to be used as pre- and post-test. A T-test formula for two 

independent samples is used for analysis of the data obtained. 

The results of this study show that the performance of students in writing composition is improved, and 

the students give positive responses after being taught using Estafet Writing Technique. 

Keywords 

Estafet, technique, performance, compositional efficiency  

 

 

 

 

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1. Introduction 

Word as argument is a tool of touch and Word which has meaning by human articulation. It means that 

somebody uses language to communicate, share idea, feelings and information with others. It is a 

function of one Language as a Communication Tool. 

Rohmani notes that in essence language is a natural process and in the first thought is the same as 

breathing is not. However, if it is assumed that if it does not speak and does not participate in an act of 

language, then 46 other beings must have its identity as a human (Rohmani, 2012, p. 122). 

Larsen (2003, p. 2) notes that language is a means of communication between people-people. Here it 

acts as a device linking others to the world around it. Without a language people can not interact with 

others. Language can be a method for communicating in various locations with other communities, as 

well as having the information of the language individuals can. Each nation has several different 

languages, but there’s a language that’s made English as a language.  

According to Betti, people “spent their lives speaking, listening, reading and writing. Language is a 

system of communication, a tool or thought, a medium for self-expression, and a social institution. All 

normal human beings have at least one language and it is difficult to imagine much significant social, 

intellectual or artistic activity taking place in the absence of language” (Betti, 2020, p. 13). 

Sabarun notes that the primary aim of English teaching is to improve the four language skills, i.e., 

listening, speaking, reading and writing. Writing is one of the four language skills in English teaching 

that should be learnt (Sabarun, 2013, p. 133). Likewise, it is to improve the learners’ use of 

conversational maxims because “the Iraqi EFL learners have difficulty in utilizing the conversational 

maxims when they are required to fulfill all the maxims and they breach up all the maxims of 

conversation when they are exposed to situations from real life in relatively different degrees” (Betti & 

Yaseen, 2020, p. 57).  

“Teachers ought to explain to the students that SAs [speech acts] are language functions and teach them 

using pragmatic and sociolinguistic exercises. They ought not to be taught in the same way as 

grammatical structures... They need to diagnose the weakness points that the learners undergo in 

performing SAs or pronouncing the types of tone and find solutions for these weaknesses” (Betti & 

Hasan, 2020, p. 62). 

Growing those skills is closely related to the other three skills in a variety of ways. In acquiring 

language skills they usually go through a regular sequence of relationships (Rahoomi, 2019, pp. 

3028-3031). 

Writing is one of the core skills in English learning. Writing is a language skill used to communicate 

with others indirectly, not face-to-face. Writing is a productive and expressionistic practice. 

Writing is one of the tricky subjects of schooling. Boardman states that writing is a process of constant 

thought, organization, rethinking, and reorganization. Therefore, the professor must define the topic 

that students will easily understand (Boardman & Cyntia, 2002, p. 38). 

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Writing is a mental method that requires the learners to learn different techniques. Students seem to 

have trouble organizing their writing without having to plan well before writing. 

In its functional sense, writing is equated with speech since both are concerned with conveying 

information. Thus, the students practice in writing what they have practiced orally and express through 

it what they understand and wish to convey, according to Betti and Al-Jubouri (2015, pp. 127-144). 

Many students are unable to express their ideas because the teacher does not teach them properly. 

Monotonous teaching of writing is a difficulty for the students to acquire the expertise of the teacher 

while learning how to write. This research focuses on a technique that teachers use when teaching 

writing; it’s called Estafet writing. 

Writing is a way in which ideas can be expressed in written form using letters, words, art or media and 

requires a mental process to express their feelings. Westwood notes that written language is probably 

the most difficult of all skills to learn because its development requires the successful integration of 

various cognitive, linguistic and psychomotor processes (Westwood, 2008, p. 89). 

Writing is a dynamic skill when opposed to other skills from the previous definition. Aspects in writing 

include the use of vocabulary, sentence structure, sentence composition and spelling. It is not as easy to 

teach a foreign language, particularly English, as teaching the first language, because the students will 

definitely face many problems. 

Generally, there are variables which account for selecting the most effective procedures for teaching 

which will be optimal in all teaching situations. Some of these features, according to Al-Seady are: 

a. Motivations of the learners. 

b. Aspects of the actual teaching situations such as the presence or absence of certain media. 

c. Characteristics of the teacher such as his expressive skills. 

d. Characteristics of the material to be learned. 

e. Learner characteristics, which could be very interesting to the teaching situation (Al-Seady, 1998, p. 

67). The instructor will try to use an attractive method to draw the students’ attention to actively 

composing. Rarely did the instructor use specific teaching methods. Therefore the teaching and 

learning process was monotonous. This implies that the professor must find the method of teaching 

which will benefit the students. And if teachers or students study a second or foreign language, they 

will follow other teaching techniques that tend to support teachers and learners in the learning process.  

In this regard, it is idiosyncratically related to the teacher, being the master of the situation to choose 

the appropriate method to the level of his class and the one which achieves the objectives set forth. 

Teachers ought to put in mind the objectives of their course of instruction before they make up their 

minds upon a certain method to exploit in their classrooms (Al-Seady, 2002, p. 3).  

That is what invites Al-Seady to recommend that attention is to be given to complex and independent 

clause-types, the students are to be more trained in the techniques of writing compositions and in the 

use punctuation marks, the teachers to ask for more homework for writing compositions and the 

literature courses to be devoted to linguistic ends (Al-Seady, 2002, p. 17).  
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Part of training is to relate composition writing to coherence and cohesion. Coherence is brought by the 

language user and it is an inter and intra text feature. It exists by the link between the text and the 

outside world. It lies in the user’s mind. In fact, the relationship between coherence and cohesion is not 

clear-cut because the cohesion of the text does not all the time bring its a feature of textuality, and it 

depends on some linguistic ties (or resources) to achieve the texture of a text, whereas coherence is less 

articulate and less definite since it depends on the world knowledge (Betti, 2007, pp. 400-401). 

The problem with this study is that the Iraqi EFL preparatory school students face a lot of difficulty 

when they manifest their writing results. This is due to the lack of the correct methods of teaching 

which teachers use to teach learning. 

One of the strategies for motivating learners in writing learning is to use a strategy. The strategy will 

make learning writing more productive and innovative for the students. Therefore, in teaching writing, 

the researcher tries to find a strategy that is estafet strategy. Estafet writing is one kind of technique to 

teach English, especially teaching writing. 

The goal of this study is to investigate the impact of Estafet Technique on the enhancement of the skills 

of Iraqi EFL Preparatory School Students in composition writing. 

 

2. Literature Review 

2.1 Defining Writing 

Writing is primarily for correspondence. Many experts who write books on writing in English have 

defined and stated the following: Writing is a process according to Harmer, and we write is always 

heavily influenced by genre constraints, so these elements must be present in learning activities. 

Writing is one of the key language learning skills students should master. Many experts in the field of 

English teaching have received a variety of writing concepts due to the significance of writing in 

language learning. Throughout their study the concept of writing was taken from their work (Harmer, 

2004, p. 77). Many of them, however, share differing views about writing in language education. 

Publishing does not mean a thing but a process as well. It is through a sequence of stages that the 

writers develop their ideas on both the subject and the text simultaneously Writing is a dynamic process 

that, according to Ghaith, helps authors to discuss concepts and emotions, and render them tangible and 

real. It is an activism that encourages thinking and learning, because it motivates communication and 

makes thought available for reflection (Ghaith, 2002, p. 632).  

When thought is written down ideas can be examined, reconsidered, added to, rearranged, and changed. 

From the above descriptions, it can be inferred that writing is a process of organizing ideas in which the 

writer is required to exercise innovation in the use of language skills to produce a written text From the 

above descriptions, it can be inferred that writing is a process of organizing ideas in which the writer is 

needed to conduct innovation in the use of language skills to produce a writing. 

According to Pincas, human beings have the significance of communication and self-expression to 

express their written feelings and opinions. The research concludes that writing is an activity or 
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language expression to make information or note in the form of letters, symbols, or words, based on the 

expert’s explanation above (Pincas, 1987, p. 127). 

For academic purposes, writing can be divided into three main stages which are controlled writing, 

guided writing and free writing.  

To Betti and Al-Jubouri, “controlled writing includes handwriting, copying, dictation and spelling. The 

main function behind teaching these aspects of writing to pupils and students is to teach pupils the 

mechanics of writing accuracy and readiness for further writing activities”. In guided writing, the 

principle for using them “is to provide graded guidance in vocabulary and structures so that pupils will 

not make many mistakes”, to Betti and Al-Jubouri. In free writing, after the students’ practicing of 

language, they will “manipulate language with some originality of thought and freedom from common 

errors” (Betti & Al-Jubouri, 2015, p. 144). 

Several methods were used to write, including pain, pens and computers. The writing process is 

classified into four parts, they are:  

a. Prewriting  

There are four prewriting techniques that will help the learners think, construct a subject and get 

vocabulary. They write, ask, make a list and are free to prepare a scratch outline. 

b. Writing  

Be prepared to bring in additional thoughts and information not appearing during the prewriting phase. 

This is really composing the piece’s first outline. The next step in the writing cycle is to compose 

paragraph after thinking about the subject and doing required pre-writing. 

c. Revising  

Revising involves editing an article, building on what has been done already to improve it. The revising 

process consists of three stages: revision of text, revision of sentences and editing. 

d. Editing  

The next step is editing for grammar, punctuation and spelling errors after revising the material and 

style. Definition of Descriptive Text Descriptive text is a text that describes the properties and 

characteristics of a given object (a person or something) in detail. 

Emilia notes that “descriptive knowledge is written to send about something or person.” It means 

descriptive text designed to identify and expose a particular person, location or object (Emilia, 2011, p. 

213). 

2.2 Estafet Writing Technique  

Syathariah notes that stafet writing is a kind of active learning or learning by negotiating learning with 

the students as an interesting activity and allowing them to convey their ideas to a particular subject 

with their classmates (Syatariah, 2009, p. 338). 

It means that estafet writing is a kind of teaching technique used by teachers to help students actively 

participate by continuously voicing one’s ideas after another, based on the subject matter. Relay writing 

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or serial writing is a form of learning through doing or active learning that involves learners 

deliberately to compose a narrative essay in a manner that is either jointly or stafetly. 

Implementing estafet writing will be more beneficial for learning how to write as students are more 

likely to learn in groups than individuals. Cahyono argues, “Estafet writing is one of the methods of 

active learning or learning by doing that aims at encouraging students to combine learning as an 

enjoyable experience” (Cahyono, 2011, p. 387). 

The aim of this approach is to equate learning with a pleasant experience for the students. The learners 

are given the freedom of expression of their creativity through the creative writings created with 

classmates. 

Estafet writing is, according to Rusman, a creative thinking technique in which one student starts to 

compose a short story (Rusman, 2011, p. 67). 

By taking turns, the students write imaginative sentences (at least one sentence) in their practice book, 

then all the students stafettely keep writing down their creative article to make it a short story. Students 

should be having fun learning, not being dull. Students are given the right to share their imagination 

since the writings produced concise text. 

2.3 The Benefits of Estafet Writing 

It would be more effective to teach descriptive text writing using Estafet Writing, since it will make the 

learning environment more amusing and not dull. Estafet writing would allow the students to openly 

translate their thoughts into a letter Syatariah states that Estafet Writing or Writing Chain is practicing 

the process of learning by cooperative or constructive learning involving students regularly writing 

concise textbooks (Pincas, 1987, p. 127). Alternatively students compose creative arraylines (at least 

one line/line or temple) in the exercise text. So, students will be inspired to learn how to compose a text 

by Estafet teaching, and it will also have a good effect on the teaching abilities of the students. This 

technique is a kind of cooperative writing that all members of the group have the opportunity to write a 

paragraph individually, and will need to be implemented several times (Betti, 1993, p. 12). 

2.4 Estafet Writing in Writing Composition 

Throughout the literary context, a composition (“to add together” from the Latin) is the way a writer 

brings together terms and sentences throughout in order to create a cohesive and substantive document. 

Composition may also include the composition process, the nature of a piece of writing subject matter, 

the writing component itself and the name of a college course offered to a student (Kareem, Dehham, & 

Al-Wahid, 2019, p. 5). 

YLvisaker notes that composing a poem is a dynamic process involving composing mechanisms, 

including handwriting (or keyboarding, utilizing an interactive tool, etc.), pronunciation, and the 

fundamentals of language comprehension (i.e., word morphology, grammar, and vocabulary) 

(Ylvisaker, 2006, p. 248). 

• In addition it includes the following cognitive, meta-cognitive, self-regulatory, and motivational 

aspects: 
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• generating ideas to put into print 

• planning what to say and how to say it 

• organizing the ideas into a coherent whole 

• recognizing the needs of readers and how to meet those needs 

• translating these plans into a written text, including a style of writing and word choice 

appropriate to the writing task and projected readers. 

• remembering all of the components that need to be included in producing the 

composition. 

• self-monitoring the process and reviewing the content, organization, and mechanics 

and then editing as needed. 

• possessing the cognitive capacity to deal with all of these aspects of complexity. 

• possessing the confidence, motivation, and perseverance to engage in the hard work 

needed to create a well written product. 

• The four classical types of composition (description, narration, exposition, and 

argumentation) are not 7 categories, per se.  

They will almost never stand alone in a writing piece, but rather are best-considered writing types, parts 

of writing styles that can be combined and used to create a whole. This is, they will tell one piece of 

writing and they are good starting points for learning how to put together a piece of writing. 

 

3. Research Methods 

Includes a presentation of the procedures used to achieve the study’s objectives, starting with selecting 

the population and samples, neutralizing both sample variables, designing the study’s instruments and 

tools, conducting the experiment and analyzing the results. 

3.1 Experimental Research Design  

The experimental design involves one independent variable (Estafet Writing Technique) and one 

dependent variable (the test scores), hence the experimental design was implemented on two similar 

classes, one experimental and the other is regulated. 

3.2 Population and Sampling 

The population of the presented study is represented for the educational year (2019-2020) by the 

fifth-grade preparatory school students in Baghdad province. Al Noor preparatory school is at the heart 

of the province to represent both the control samples and the experimental group that we randomly 

selected to represent the experimental set (A, 37 students) ,to represent the experimental set that 

received Estafet Writing based instruction and class (B, 39 students) to represent the control group 

which taught by recommended teaching. The following table shows the sample of the study: 

 

 

 
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Table 1. The Sample of the Study before and after Exclusion 

The group  No. of students before 

exclusion  

No. of students  No. of students after 

exclusion 

Experimental  40  3  37 

Control  41  2 39  

Total  81 5 76 

 

3.3 Samples Equivalence 

For certain variables the researcher performed a statistical equivalence between the experimental and 

control sets which could influence the experiment’s effects. The researcher randomly selected the two 

classes, the study sample students from a similar social and economic background, and studied in one 

high. Such variables are: age calculated by months, grades of the first test, and academic achievement 

of parents. 

The statistical results demonstrated that the two sets were equivalent in all the aforementioned 

variables. 

3.4 Extraneous Variables 

Given the fact that the researcher tested the equivalence of the two test sets in certain variables which 

are assumed to influence the course of the experiment, she also attempted to prevent the effect of any 

foreign variables during the experiment. Any of these factors and how to manage them are as follows: 

Experiment-related injuries. There were no injuries when the experiment was being conducted. Several 

students left school or have been transferred to another.  

The sample was selected intentionally and the two sets correspondingly equalized. The maturity factor: 

Unified between the two research groups since the duration of the experiment. As well as the age for 

students in the two groups so that all the growth that took place could be shared between all the 

students as they are at the same stage, because this aspect did not influence the study, the impact of 

experimental procedures: the researcher worked to minimize the impact of experimental procedures 

that may affect the dependent variable during the experiment. 

3.5 Preparing the Material  

The teaching materials used in performing the experiment were represented by the English syllabus for 

Iraq, and the content taught during the second half of the educational year (2019-2020) was expected to 

derive from (Unit 5-Unit8). In which the researcher set a number of behavioral goals to be expected 

from the test sample, as the researcher prepared a total of (30) lesson plan for each sample based on the 

second intermediate grade book (English for Iraq) for the lesson plans. 

 

 

 

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3.6 Research Instrument  

1) The Performance Test 

It is defined as evaluating an individual’s knowledge in a particular area of content field, ability or 

achievement in a given curriculum, time frame, and material. They may also help to diagnose student 

levels and what they need to develop and work on (Brown, 2003). This is done sometimes by 

comparative education, which “means comparing two systems of education or more showing 

descriptive analyses of such systems” (Al-Seady, 1998, p. 82) with the help of “the computer which 

entered significantly many disciplines including TFLs… the computer contributes to many fields which 

brings a necessity to its employment in education” (Al-Seady, 1995, p. 1). 

Other terms are achievement (attainment) tests which are designed to measure the students’ mastery of 

the material. This type of test aids the teacher to familiarize himself with the standards of his learners 

(Al-Seady, 2002, p. 14). 

Following these steps the efficiency check was constructed: 

- The purpose of the test: the desire to construct the test was to measure the readability of the students 

in the English language in accordance with the behavioral goals set out in the teachers’ guide. 

- Determination of test items: The researcher identified the test items as 25 test items and prepared a 

scoring scheme for the test. 

- The exam was planned according to Bloom ‘s updated Taxonomy of educational objectives. 

2) Pilot Test 

The researcher has selected the students from two schools near the main school on which the 

experiment was performed. The two schools were each school’s Baghdad Preparatory School and 

Al-Noor, and on (50) students. The test items were evaluated statistically and found that the issue with 

the items ranged from (0.76-0.31), whereby the test items are considered accurate in difficulty. The 

item discrimination ranged from (0.82-0.33) which is accepted also.  

3) Conducting the Test  

a. The Pretest Final Administration 

On 20 January 2019 both experimental and control group students were pre-tested. The pre-test seeks to 

equate the scores of the achievement of the students during the pre-test with those in the post-test. As a 

result, the investigator checked the study sample and scored it. 

b. The Post-test 

On April 20, 2019, students from both classes (the experimental and the control groups) were post-tested. 

In performing the post-test, the same pre-test procedures were followed, namely scoring scheme, validity, 

pilot analysis, issue with the item, prejudice against the item, and reliability. It is worth noting that a jury 

of fifteen linguistic experts and TEFL methodologists also saw the post-test. 

 

 

 
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4. Results  

The experimental group students who studied according to the Estafet methodology were superior to 

the control group students, who studied in the output test according to the controlled process, thus 

rejecting the first null hypothesis and supporting the alternative null hypothesis: (There is a statistically 

significant difference between the level of (0, 7) and the average score of students in the control group 

who study in the English test using the guided method). This is consistent with the studies that 

confirmed the superiority of the experimental group taught according to Estafet technique to those of 

the control group, which was taught according to the recommended method as the study of: (Caldwell, 

2007, p. 33 and Roschelle et al., 2004, p. 213). 

 

Table 2. Comparison between the Results of Two Groups Statistically  

Group N Mean Std. Deviation Std. Error 

Mean 

Pretest  

- Control  

 

39 

 

14.10 

 

5.04 

 

.713 

 

- Experimental  37 14.04 6.401 .905 

 

Posttest 

- Control  

 

39 

 

14.32 

 

6.507 

 

.920 

- Experimental  37 19.98 8.952 1.266 

 

5. Conclusions 

The following conclusions are drawn in the light of the empirical evidence shown in this work, and in 

relation to the researcher’s own observations throughout the experiment: 

The teaching of composition writing using Estafet technique has a major influence on the growth of the 

overall ability of fifth-year Preparatory School students. In this regard, “there should be an emphasis on 

the study of collocated words in teaching English because this will lead the students to use the language 

appropriately like native speakers” (Igaab & Abdulhasan, 2018, p. 100). In this regard, “cohesion is 

divided in English into grammatical, lexico-grammatical and lexical” (Ibid, Igaab, & Abdulhasan, 2018, 

p. 100). 

In the same vein, the use of pronouns and concord is very important. First, “there is a difficulty in 

describing pronouns syntactically, semantically and pragmatically in Arabic because the types of 

pronouns which are dealt with syntactically are different from those which are dealt with semantically 

and pragmatically” (Igaab & Tarrad, 2019, p. 53). Likwise, “concord is the general grammatical term of 

the language which refers to the relationship between two grammatical units”. One unit which triggers 

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the agreement relation is known as “controller” and the other unit which is determined by the controller 

known as “target”. These two units are determined by syntactic and semantic characteristics which are 

called “agreement features” (Igaab & Altai, 2018, p. 288). 

The time allotted to teach composition writing in the students’ book is not sufficient, as a result teachers 

almost ignore the composition writing sections. 

In terms of psychology, the use of Estafet’s composition writing teaching technique motivates students 

and creates an atmosphere of enjoyment and excitement which makes them break the daily routine. 

Using Estafet technique gives students the experience they need to develop socially. 

Through Estafet methodology, the students have proven to be more critical as they have ample 

opportunities to use foreign languages themselves without the teacher’s direct control. 

o Estafet technique makes low-level students involved in class activities more likely to get more 

information and explanation from their group members. 

 

6. Recommendations  

The following recommendations are made on the basis of the findings of the study: 

o English teachers at the Preparatory Schools must use a variety of teaching techniques to help 

students gain a better understanding of composition writing. 

o English teachers must participate in in-service training programs in order to keep them in 

touch with recent innovations in the field of language teaching. 

o English curricula designers are advised to use Estafet writing technique to design 

compositional writing materials at all levels of education, with a focus on middle schools. 

o Composition writing should be given more time to teach, since the new language can be easily 

and quickly taught. 

 

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	Original Paper
	Rahoomi, R. K., Dehham, S. H., & Al-Wahid, M. A. (2019). The Impact of Reading Strategy Knowledge and Science Knowledge on Developing Reading Skills of School Students. Indian Journal of Public Health Research & Development, 10(10), 3028-3031. https:/...


