Students’ Needs for Academic Writing at the English Education Department
DOI:
https://doi.org/10.12928/eltej.v1i3.744Keywords:
needs analysis, academic writing, materials, academic writing problemsAbstract
There are some demand and facts on English teching and learning that made the research conducted. They are the teaching and learning in the academic writing class, the feedback from lecturers on the students language performance, the students’ weaknesses in writing, the students’ expectation for the materials, and the requirement on publishing scientific articles. The study, then, reveals the students’ needs for academic writing at the English Education Department of Ahmad Dahlan University and their problems in academic writing. The aspects investigated were teaching materials, learning activities, skills and learning resources. The data were obtained by a questionnaire to describe whether the stated items very interesting/very important – not very interesting/not very important. The number of population is 370. Krejcie and Morgan table was referred for the sample. An open question was responded to enable respondents to share more feedback on their academic writing skills and problems. The results show that the materials designed by the Department are worth to teach. Further, interesting learning activities include getting feedback from the lecturer and peers, and in-class writing practice. In relation to writing, the students confirm the importance of essay elements and academic work, outlining, paraphrasing and producing complete academic writing. Another finding is priority to use textbooks, references from the internet and journals. The last is that the students have problems in developing ideas, grammar, vocabulary, and language expressions.
References
Bailey, S. (2003). Academic writing. New York: Nelson Thornes.
Brown, J.D. (1995). The elements of language curriculum. Boston: Heinle & Heinle Publishers.
Dudeney, G. dan N. Hockly. (2007). How to teach English with technology. Essex: Pearson Education Limited.
Fatimah, N. (2012). Pengembangan materi kuliah English for children berbasis project work. Yogyakarta: Laporan Penelitian LPP UAD
Gulcat dan Ozagac. (2004). Correcting and giving feedback to writing. Accessed from http://www.buowl.boun.edu.tr/teachers/CORRECTING%20AND%20GIVING%20FEEDBACK%20TO%20WRITING.pdf
Hutchinson, T. dan A. Waters. (1986). English for specific purposes. Oxford: Oxford University Press.
Hyland, K. (2003). Second language writing. Cambridge: Cambrige University Press.
Kerlinger, F.N. (2006). Asas-asas penelitian behavioral (11th ed, transl.). Yogyakarta: Gadjah Mada University Press.
Luong Quynh Trang, dan Nguyen Thi Mai Hoa. (2008). Student writing process, perceptions, problems,and strategies in writing academic essays in a second language: A case study. VNU Journal of Science, Foreign Languages. 24. 2008. page 184-197. Accessed from http://tapchi.vnu.edu.vn/3_208_NN/6.pdf
Murray, D.E. and M.A. Christison. (2011). What English language teachers need to know Volume II: Facilitating Learning, New York: Roudledge.
Myles. J. (2002). Second language writing and research: The writing process and error analysis in student texts. Dalam TESL-EJ 6 (2) September 2002, hlm. 1-20. Accessed from http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej22/a1.html
Nurohman, Sabar. (2011). Pengembangan modul elektronik berbahasa Inggris menggunakan ADDIE-model sebagai alat bantu pembelajaran berbasis student-centered learning pada kelas bertaraf internasional. Prosiding Seminar Nasional Penelitian, Pendidikan dan Penerapan MIPA. Yogyakarta: UNY.
Paquot, M. (2010). Academic vocabulary in learner writing: From extraction to analysis. London: Continuum International Publishing Group.
Raimes, A. (2002). Ten steps in planning a writing course and training teachers of writing. In Richards and Renandya’s (Eds.) Methodology in Language Teaching. Cambridge: Cambridge University Press.
Seow. (2002). The writing process and process writing. In Richards and Renandya’s (Eds.) Methodology in Language Teaching. Cambridge: Cambridge University Press.
Setiawan, D. (2009). Investigating the perceived needs of international students learning EAP. TEFLIN Journal, 20(1), February 2009, p. 48 - 60.
Taylor, G. (2009). A student’s writing guide. Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials development in language teaching. Melbourne: CUP.
Thais, Christ, dan Terry Zawacki. (2006). Engaged writers, dynamic disciplines: Research on the academic writing life. Portsmouth, NH: Boynton/Cook, Heinnemann. In http://classweb.gmu.edu/bhawk/302/academic.pdf
Ybarra, R. dan T.Green. (2003). Using technology to help ESL/EFL students develop language skills. The Internet TESL Journal, IX, No. 3, March 2003. Retrieved from http://iteslj.org/Articles/Ybarra-Technology.html
http://unilearning.uow.edu.au/essay/4av.html
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in ELTEJ agree to the following terms: Authors retain copyright and grant the ELTEJ right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in ELTEJ. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in ELTEJ. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
