Indonesian Tertiary Education Students' Academic Writing Setbacks and Solutions

Autor/inn/en	Bram, Barli; Angelina, Patricia
Titel	Indonesian Tertiary Education Students' Academic Writing Setbacks and Solutions
Quelle	In: International Journal of Language Education, 6 (2022) 3, S.267-280 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2548-8457
Schlagwörter	Undergraduate Students; Academic Language; Writing Skills; Writing Difficulties; Student Attitudes; English for Academic Purposes; Second Language Learning; Second Language Instruction; Foreign Countries; Spelling; Morphemes; Form Classes (Languages); Vocabulary Skills; Connected Discourse; Writing Strategies; Grammar; Citations (References); Writing Instruction; Essays; Faculty Development; Language Teachers; Feedback (Response); Writing Improvement; Critical Thinking; Indonesia + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Writing skill; Schreibfertigkeit; Schreibstörung; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schreibweise; Morphem; Analytischer Sprachbau; Aktiver Wortschatz; Schreibtechnik; Grammatik; Citations; Zitat; Schreibunterricht; Essay; Aufsatzunterricht; Language teacher; Sprachunterricht; Kritisches Denken; Indonesien
Abstract	Writing is a crucial skill and tertiary education students face difficulties in academic writing. This paper aimed to identify the setbacks or difficulties and the solutions to the setbacks experienced by Indonesian tertiary education students in academic writing. A survey was used as the method of this study. The data were collected through a questionnaire using a Google form distributed to 26 fifth-semester students taking the Academic Writing course in the English Language Education Study Program of Sanata Dharma University, Yogyakarta, Indonesia, for the academic year 2019/2020. The survey results showed that, in general, the students faced setbacks in, for example, parts of speech, tenses, spelling, prepositions, vocabulary, punctuation, cohesion, discourse markers, writing paragraphs with a clear focus, constructing clear and coherent academic essays, paraphrasing, in-text referencing, and compiling a correct reference list. Concerning academic writing solutions, the results showed that lecturers should be trained and equipped with various writing strategies, feedback on the strengths and weaknesses was vital, and the students needed to improve their organization of ideas, for example. Other solutions were better language skills, language elements, critical thinking skills, paraphrasing, and referencing. Implications of the findings are that students and lecturers would understand and identify common setbacks in academic writing and have opportunities to adopt the suggested solutions to academic writing difficulties. (As Provided).
Anmerkungen	International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01