Journal Evaluation in Education (JEE)
Journal Evaluation in Education (JEE)

an Open Access Journal

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Journal Evaluation in Education (JEE)

an Open Access Journal

Linguistic and Textual Structure Representation in Biographical Writing: Insights from BIPA Learners

Yohana Monika Masing Wato ORCID
Indonesia University of Education ROR
Indonesia
yohanamonikamasingwato@upi.edu
Ida Widia ORCID
Indonesia University of Education ROR
Indonesia
Mochamad Whilky Rizkyanfi ORCID
Indonesia University of Education ROR
Indonesia
Vinsensius Bawa Toron ORCID
STP Renha Larantuka
Indonesia
Aderita Mariana Takeleb ORCID
Dili Institute of Technologi (DIT)
Indonesia
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  • Purpose of the study: The study aims to comprehensively map the ability of BIPA students from Timor-Leste in writing biographical texts, while identifying their strengths and weaknesses in several key aspects: clarity of content, writing structure, creativity and language style, adherence to theme, and spelling and grammar accuracy.

    Methodology: Data were collected through a biographical writing task, which was assessed using a specially designed rubric. A mixed-method approach was applied: quantitative analysis was used to examine the distribution of ability levels across categories, while qualitative analysis explored detailed patterns of strengths and weaknesses for each aspect.

    Main Findings: The findings show that most students achieved a medium level for clarity of content (57.5%) and writing structure (60%). However, creativity (65% low) and spelling and grammar (52.5% low) emerged as the main challenges. Specific difficulties were identified in the formation of derived words, the use of temporal conjunctions, and the construction of complex sentences.

    Novelty/Originality of this study: This study places biographical writing as an instrument for diagnosing the writing skills of BIPA students  in the  sociolinguistic context of Timor-Leste, a domain that is rarely explored. This  approach allows for a more detailed mapping of students’ strengths and weaknesses rather than just measuring final scores  for pedagogical intervention. The implications suggest that BIPA teachers should prioritize fostering grammatical cohesion, enhancing creativity, and refining the reorientation section of biographical texts. The implementation of a scaffolding model progressing from guided examples to independent production is recommended to systematically develop students’ writing competence.

  • How to cite

    [1]
    “Linguistic and Textual Structure Representation in Biographical Writing: Insights from BIPA Learners”, Jor. Eva. Edu, vol. 6, no. 4, pp. 1094–1100, Oct. 2025, doi: 10.37251/jee.v6i4.1956.

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