The VAW–Scaffolding approach to improve essay writing skills in Form I students
DOI:
https://doi.org/10.37134/jvt.vol6.1.7.2025Keywords:
VAW (Vocabulary, Application, and Written), Essay writing, Form 1 studentsAbstract
This study was conducted to investigate the effectiveness of the VAW (Vocabulary, Application, and Written) scaffolding approach in improving essay writing skills among Form 1 students. The study adopted a quantitative approach and took place in SMK Methodist ACS Kampar with 20 students identified as needing improvement in writing. A quasi-experimental design was implemented over eight weeks, focusing on three phases of the VAW approach: vocabulary enhancement, application of words in context, and structured writing. In the pre-test, students’ scores in vocabulary usage and essay structure ranged from 30% to 55%. Following the VAW intervention, post-test scores showed a significant increase, with students achieving 60% to 85% in vocabulary retention, contextual application, and overall essay coherence. The findings indicate that the VAW scaffolding approach effectively supports students in developing critical writing skills, enhancing their confidence and proficiency in essay composition. These findings suggest that the VAW approach can serve as a practical framework for educators aiming to enhance students’ academic writing abilities, particularly among those with foundational challenges.
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