Pengaruh Proses Menulis dan Kognitif terhadap Kemampuan Menulis Teks Naratif Siswa

Main Article Content

Lati Andriani
Syihabuddin Syihabuddin
Andoyo Sastromiharjo
Dadang Anshori


This study aimed to investigate the aspects of an individual's writing process that play an important role in improving the quality of writing products, as well as the role of individual cognition on the quality of writing products. A factorial analysis design was used in this study. The results of this study, first, the aspects of spontaneous revision and vocabulary revision affect the quality of writing. In addition, it was also found that students with better reading ability tended to do more intensive online revision. Second, the process aspects that affect the quality of students' narrative writing are spelling ability and the number of revisions. In addition, students' cognitive abilities also have a significant influence on their writing ability. The aspects of cognitive ability that influence are oral language ability, reading, vocabulary selection, capitalization, and spelling. The process aspects that play an important role in improving narrative writing skills are spelling and reading cognitive abilities. The processes that contributed significantly to improving writing quality were oral language ability, attention, and working memory.


Download data is not yet available.

Article Details

How to Cite
Andriani, L., Syihabuddin, S., Sastromiharjo, A., & Anshori, D. (2023). Pengaruh Proses Menulis dan Kognitif terhadap Kemampuan Menulis Teks Naratif Siswa. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 6(2), 275-288.
Author Biographies

Lati Andriani, Universitas Pendidikan Indonesia

Universitas Pendidikan Indonesia
Jalan Dr. Setiabudhi No 229, Bandung, 40154, Jawa Barat, Indonesia
Orcid ID:

Syihabuddin Syihabuddin, Universitas Pendidikan Indonesia

Universitas Pendidikan Indonesia
Jalan Dr. Setiabudhi No 229, Bandung, 40154, Jawa Barat, Indonesia
Orcid ID:

Andoyo Sastromiharjo, Universitas Pendidikan Indonesia

Universitas Pendidikan Indonesia
Jalan Dr. Setiabudhi No 229, Bandung, 40154, Jawa Barat, Indonesia
Orcid ID:

Dadang Anshori, Universitas Pendidikan Indonesia

Universitas Pendidikan Indonesia
Jalan Dr. Setiabudhi No 229, Bandung, 40154, Jawa Barat, Indonesia
Orcid ID:


Adams, A. M., & Simmons, F. R. (2019). Exploring individual and gender differences in early writing performance. Reading and Writing, 32(2), 235–263.
Arifin, M. B., & Wardani, Y. A. (2020). Pengembangan Media Audio Visual Menggunakan Contextual Teaching and Learning (CTL) dalam Pembelajaran Menulis Paragraf Narasi pada Siswa Kelas VII SMP. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 3(4), 373–384.
Chen, H., Yu, S., Pan, X., Chen, Y., Zhang, T., Li, Z., Zhou, J., Hu, J., Bickerton, W.-L., Lau, J. K., Guo, A., Kong, A. P. H., & Rotshtein, P. (2023). The Cognitive Makeup of Writing: Multivariate Analysis of Writing Impairments Following Stroke. Cognitive Computation, 0123456789.
Cheong, C. M., Zhu, X., & Liao, X. (2018). Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills. Reading and Writing, 31(4), 779–811.
Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34(7), 1885–1913.
Cordeiro, C., Limpo, T., Olive, T., & Castro, S. L. (2020). Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders. Reading and Writing, 33(4), 813–833.
Fung, W. kai, & Chung, K. K. H. (2020). The role of socioeconomic status in Chinese word reading and writing among Chinese kindergarten children. Reading and Writing, 33(2), 377–397.
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of Literacy Teaching Design Integrating Local Culture Discourse and Activities to Enhance Reading Skills. Cogent Education, 9(1), 0–13.
Hajovsky, D. B., Niileksela, C. R., Villeneuve, E. F., & Reynolds, M. R. (2019). Gender Matters in Neuropsychological Assessment of Child and Adolescent Writing Skill. Journal of Pediatric Neuropsychology, 5(3), 103–118.
Hanifah, N., Rahayu, I., & Putra, D. A. K. (2023). Gangguan Aspek Morfologis dan Sintaksis pada Penderita Disleksia Usia 13 Tahun. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 6(1), 179–190.
Kim, M. K., & Kim, S. M. (2020). Dynamic learner engagement in a wiki-enhanced writing course. Journal of Computing in Higher Education, 32(3), 582–606.
Kim, Y. S. G., & Park, S. H. (2019). Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing. Reading and Writing, 32(5), 1319–1343.
Lamb, R., Hand, B., & Kavner, A. (2021). Computational Modeling of the Effects of the Science Writing Heuristic on Student Critical Thinking in Science Using Machine Learning. Journal of Science Education and Technology, 30(2), 283–297.
Lee, J. (2020). Effects of linguistic and affective variables on middle school students’ writing performance in the context of English as a foreign language: an approach using structural equation modeling. Reading and Writing, 33(5), 1235–1262.
Mohsen, M. A., & Qassem, M. (2020). Analyses of L2 Learners’ Text Writing Strategy: Process-Oriented Perspective. Journal of Psycholinguistic Research, 49(3), 435–451.
Myers, S. J., Davis, S. D., & Chan, J. C. K. (2021). Does expressive writing or an instructional intervention reduce the impacts of test anxiety in a college classroom? Cognitive Research: Principles and Implications, 6(1).
Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review, 32(4), 1089–1126.
Ollesch, L., Heimbuch, S., & Bodemer, D. (2021). Improving learning and writing outcomes: Influence of cognitive and behavioral group awareness tools in wikis. In International Journal of Computer-Supported Collaborative Learning (Vol. 16, Issue 2). Springer US.
Rahimi, M., & Zhang, L. J. (2019). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing, 32(3), 761–786.
Ruini, C., & Mortara, C. C. (2022). Writing Technique Across Psychotherapies—From Traditional Expressive Writing to New Positive Psychology Interventions: A Narrative Review. Journal of Contemporary Psychotherapy, 52(1), 23–34.
Sala-Bubaré, A., & Castelló, M. (2018). Writing regulation processes in higher education: a review of two decades of empirical research. Reading and Writing, 31(4), 757–777.
Talebinamvar, M., & Zarrabi, F. (2022). Clustering students’ writing behaviors using keystroke logging: a learning analytic approach in EFL writing. Language Testing in Asia, 12(1).
Taylor, K. S., Lawrence, J. F., Connor, C. M., & Snow, C. E. (2019). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Reading and Writing, 32(4), 983–1007.
Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 13(2), 213–240.
Teng, M. F., Qin, C., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning, 17(1), 167–190.
Yang, C., Zhang, L. J., & Parr, J. M. (2020). The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language. In Reading and Writing (Vol. 33, Issue 2). Springer Netherlands.
Zajic, M. C., Solari, E. J., Grimm, R. P., McIntyre, N. S., & Mundy, P. C. (2020). Relationships between reading profiles and narrative writing abilities in school-age children with autism spectrum disorder. Reading and Writing, 33(6), 1531–1556.
Zou, D., Xie, H., & Wang, F. L. (2022). Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning. Journal of Computing in Higher Education, 166–185.