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All Journal Journal of English Language Teaching and Linguistics Getsempena English Education Journal
Siti Kholija Sitompul
State University of Malang
Education

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Undergraduate Students’ Perceptions towards the Process of Writing Maghfiroh Agustinasari Suprapto; Amira Wahyu Anditasari; Siti Kholija Sitompul; Lestari Setyowati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.765

Abstract

Writing process has been proven to be an effective approach to enhance students’ writing performance. The writing process consists of pre-writing, drafting, revising, and editing. The writing process aids the students in developing ideas while writing, but it was claimed that students also face challenges during the process. Therefore, this current study aimed to investigate the students’ perceptions of the writing process and the challenges. The subjects taken were the first-year students of the English Educational program at the State University of Malang, in which 31 students of IC Writing Class were chosen. The perceptions were investigated through a survey study by distributing online questionnaires via Google Form. The questionnaire was divided into four aspects; pre-writing, drafting, revising, and editing, which aimed at exploring the students’ perceptions during the writing process and its challenges. The findings of the study showed that the students experienced difficulties in the writing process. The most challenging stages they had were the pre-writing and revising stage. The students faced challenges in generating and structuring ideas, respectively. Meanwhile, the students claimed that drafting and editing were less challenging since they followed the preceding stage. Nonetheless, the students also believed that proofreading was a complex process in the editing stage. The results of this study will be beneficial for English teachers and future researchers to vary the teaching methodology and reflect a better analysis.
Two Heads Writing Together, Is Collaborative Writing Better?: Exploring Students’ Perceptions Siti Kholija Sitompul; Amira Wahyu Anditasari
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.703

Abstract

Collaborative writing is considered an important skill in 21st-century learning, covering communication, creativity, and critical thinking. It has been proven to enhance students' writing skills. Therefore, this study aimed at investigating students' perceptions of collaborative writing. The perception was investigated through survey research by distributing a printed questionnaire to 31 students in grade ten at State Vocational School 1 of Portibi, North Sumatra. The questionnaire was a closed-ended version consisting of 11 questions, divided into meaningfulness and competence aspects. The questionnaire results were classified based on the Means scales, the Median, the Modes, and the Standard Deviation. The results showed the students' positive views (67.74%) regarding the usefulness of collaborative writing. The usefulness refers to the ease of constructing ideas, executing the writing process, understanding the concept of writing, and enhancing students' confidence. Additionally, students perceived the benefits of collaborative writing through discussion and peer review processes. They considered it as a meaningful process where they learned from their own and peers' mistakes. However, some students perceived it negatively since collaborative writing took more time than individual writing. Finding students' perceptions will be a reference for English teachers to improve the teaching writing through collaborative writing and find the strengths and weaknesses of collaboration. To acquire the usefulness and meaningfulness of collaborative writing, it was suggested that collaborative writing must be well acknowledged and designed based on students' conditions, level, and background.
CHALLENGES IN WRITING ACADEMIC RESEARCH: AN EXPLORATION OF MASTER’S STUDENTS’ EXPERIENCES Siti Kholija Sitompul; Amira Wahyu Anditasari
Getsempena English Education Journal Vol. 9 No. 2 (2022)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v9i2.1805

Abstract

This study attempted to investigate the students’ difficulties in research writing involving 39 master’s students majoring in English Language Education at one of the universities in Malang. The data on the thesis writing difficulties were gathered through a close-ended questionnaire designed based on the theory proposed by Harris (2020), consisting of three aspects: research skills in the introduction, research method, and finding and discussion parts. The data was analyzed quantitatively by measuring the mean, mode, and percentage from each scale. The results revealed that many master’s students encountered difficulties in most three aspects. First, one-third of 39 students perceived difficulty in the introduction part, such as selecting a research topic and formulating research problems. Second, the students also affirmed that they found challenging in the research method part, such as the dilemma of selecting an appropriate method, determining the sample, and designing instruments in which the results were slightly different from the students who were in the level of disagreement. However, finding appropriate instruments, determining the questionnaire scale, and collecting data were less problematic. Third, the study highlighted that the students found it difficult to process data, sort the data the results, and conclude the results by elaborating on research implications. This study concluded that master’s students still faced difficulties although they have learned research at undergraduate and master’s levels. It was recommended that further studies should intensively investigate students’ difficulties and factors in research in linguistics.
Co-Authors Amira Wahyu Anditasari Lestari Setyowati Maghfiroh Agustinasari Suprapto