The Impact of Utilizing the Social Interactive Writing for English Language Learners (SWELL) Approach on EFL Learners' Writing Skills.

Abstract

This research aimed to determine the impact of utilizing the social interactive writing for English language learners (SWELL) Approach on EFL learners' writing skills, especially in writing analytical exposition text. This research was conducted during the academic year 2022/2023 at SMK PAB 2 Helvetia Medan. This quantitative research was conducted using an experimental research design. The subjects of the study were 44 eleventh-grades students from SMK PAB 2 Helvetia Medan who were selected using a total sampling technique and then divided into two groups. Class XI-MP 1 consists of 22 students as the Experimental Group and is taught using the SWELL method, while Class XI-MP 2 consists of 22 students as the Control Group and is taught using the conventional approach. The data were acquired using a pre-test and a post-test, and then analyzed using the t-test formula in the SPSS version 22 program. The outcome indicated that the significance level was 0.000 0.05, and the difference between the post-test mean scores of the control and experimental groups was 77.57 and 84.40. According to the results of the analysis, the Ha (alternative hypothesis) was accepted, while the null hypothesis was rejected. The findings of this study indicate that the SWELL approach is more effective than the Teacher-Centered method in improving students' writing abilities in exposition texts at SMK PAB 2 Helvetia, where the SWELL approach was implemented.