challenges in learning academic writing: efl
TRANSCRIPT
CHALLENGES IN LEARNING ACADEMIC WRITING: EFL
STUDENTS’ PERCEPTIONS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Cornelia Widita Arianingtyas
112014095
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2018
i
CHALLENGES IN LEARNING ACADEMIC WRITING: EFL
STUDENTS’ PERCEPTIONS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Cornelia Widita Arianingtyas
112014095
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2018
PERPUSTAKAAN UNIVERSITAS
Jl. Diponegoro 52-60 Salatiga, 50711
Jawa Tengah, Indonesia
Telp. 0298-321212, Fax. 0298 321433
Email : [email protected] ; http://library.uksw.edu
ii
PERNYATAAN TIDAK PLAGIAT
Saya yang bertandatangan di bawah ini:
Nama : Cornelia Widita Arianingtyas
NIM : 112014095 Email :[email protected]
Fakultas : Bahasa dan Seni Program Studi: Pendidikan Bahasa Inggris
Judul tugas akhir: CHALLENGES IN LEARNING ACADEMIC WRITING: EFL
STUDENTS’ PERCEPTIONS
Pembimbing : E. Titik Murtisari, S.Pd, M.Trans.Stud, Ph.D
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meteraiRp.6.000,-
_____________________________ Tanda tangan & nama terang mahasiswa
PERPUSTAKAAN UNIVERSITAS
Jl. Diponegoro 52-60 Salatiga, 50711
Jawa Tengah, Indonesia
Telp. 0298-321212, Fax. 0298 321433
Email : [email protected] ; http://library.uksw.edu
iii
PERNYATAAN PERSETUJUAN AKSES
Saya yang bertandatangan di bawah ini:
Nama : Cornelia Widita Arianingtyas
NIM : 112014095 Email :[email protected]
Fakultas : Bahasa dan Seni Program Studi: Pendidikan Bahasa Inggris
Judul tugas akhir: CHALLENGES IN LEARNING ACADEMIC WRITING: EFL
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Universitas Kristen Satya Wacana untuk menyimpan, mengatur akses serta melakukan
pengelolaan terhadap karya saya ini dengan mengacu pada ketentuan akses tugas akhir
elektronik sebagai berikut (berita pada kotak yang sesuai):
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Perpustakaan Universitas, dan/atau portal GARUDA
b. Saya tidak mengijinkan karya tersebut diunggah kedalam aplikasi Repositori
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Demikian pernyataan ini saya buat dengan sebenarnya.
Salatiga, _________________
_________________________
Tanda tangan & nama terang mahasiswa
Mengetahui,
__________________
Tanda tangan & nama terang pembimbing
iv
Challenges in Learning Academic Writing:
EFL Students’ Perceptions
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Cornelia Widita Arianingtyas
112014095
Approved by:
E. Titik Murtisari, S.Pd, M.Trans.Stud, Ph.D Anita Kurniawati, M. Hum
Supervisor Examiner
v
COPYRIGHT STATEMENT
This thesis contains no such materials as has been submitted for examination
in any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due references is
made in the text.
Copyright@ 2018. Cornelia Widita A and E. Titik Murtisari, S.Pd, M.Trans.Stud,
Ph.D
All right reserved. No part of this thesis may be produced by any means
without the permission of at least one of the copyright owners or the English
Language Education Program, Faculty of Language and Arts, Universitas Kristen
SatyaWacana, Salatiga.
Cornelia Widita A
vi
PUBLICATION AGREEMENT DECLARATION
As a member of the Universitas Kristen SatyaWacana (UKSW) academic
community, I verify that:
Name : __Cornelia Widita A _
Student ID Number : 112014095
Study Program : English Language Education _
Faculty : Language and Arts _
Kind of Work : Undergraduate Thesis _
In developing my knowledge, I agree to provide UKSW with a non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
CHALLENGES IN LEARNING ACADEMIC WRITING: EFL STUDENTS’
PERCEPTIONS
With this non-exclusive royalty free right, UKSW maintain the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a
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my name still included as the writer..
This declaration is made according to the best of my knowledge.
Made in : Salatiga
Date : ______________
Verified by signee,
Cornelia Widita A
Approved by
Thesis Supervisor Thesis Examiner
E. Titik Murtisari, S.Pd, M.Trans.Stud, Ph.D Anita Kurniawati, M. Hum
vii
TABLE OF CONTENTS
Cover Page………………………………………………………… i
Pernyataan Tidak Plagiat………………………………………….. ii
Pernyataan Persetujuan Akses………………………………….... iii
Approval Letter……………………………………………….....…. vi
Copyright Statement …………………………………………….... v
Declaration ………………………………………………………… vi
Table of Content …………………………………………………... vii
List of Table ……………………………………………………….. viii
Abstract…………………………………………………………….. 1
Introduction………………………………………………………... 1
Literature Review………………………………………………….. 3
The Meaning of Academic Writing………………………………. 3
The Importance of Academic Writing….………………………... 4
Difficulties in Second Language Academic Writing……………. 5
Academic Writing Challenges ……………………..……………. 5
Previous Study on Problems in Academic Writing .……….….…. 6
The Study…………………………………………………………... 8
Context of Study……………………..…………………………… 8
Participants ……………………………………………………… 9
Data Instruments ….…………………………………..………… 9
Data Collection …..……………………………………………… 10
Data Analysis………….………………...……………………… 10
Findings and Discussion …………………...……………………….. 12
Challenges in Academic Writing …………….…………………….. 12
1. Academic Writing Skills in General …………………………..…. 13
2. Pre Writing &Post Writing ………………………………… 16
3. Academic Style & Writing Sections ………………………..…. 17
Overcoming the Challenges in Academic Writing ………….…..…. 19
Conclusion ……………………………………………………….. 21
Implications ……………………………………………………….…. 23
Acknowledgement………………………………………………… 24
References………………………………………………………… 25
Appendix ………………………………………………………… 28
viii
LIST OF TABLES
Table 1: Challenges in Academic Writing Practices…………...... 11
Table 2: Overcoming the Challenges in Academic Writing
Practices ……………………………………..…………........... 19
LIST OF CHARTS
Chart 1: Academic writing skills in General………..…..…..... 14
Chart 2: Pre Writing and Post Writing Skills …………............ 16
Chart 3: Academic Style & Writing Sections ………………..... 18
1
CHALLENGES IN LEARNING ACADEMIC
WRITING: EFL STUDENTS’ PERCEPTIONS
Abstract
Academic writing plays an important role in EFL learning.
This takes much effort and forces students to think
critically. Many students face the challenge during
academic writing practices. It attracts the researcher’s
attention to investigate what challenges students face in
learning academic writing practices. Hence, this study aims
to investigate challenges in learning academic writing,
particularly their perception. The researcher conducted an
investigation based on the research question: “What are the
challenges of undergraduate students in learning academic
writing?” and “What are undergraduate students’ ways to
overcome the challenges in learning academic writing?”
The participants of the study were 66 students who took
Research Design class. They were students of the English
Language Education Program at FLA-UKSW who were in
batch 2015. The data was collected by spreading the
questionnaire. The data analysis consists of what challenges
may appear in students in order to pass the course and the
way to overcome the challenges.
Keywords: academic writing, practices, investigate, the
challenges, overcome, EFL students’ perception
INTRODUCTION
Academic writing is a skill that is required in academic settings, particularly
in learning and teaching EFL. As Hyland (2002) stated, that Academic writing in
English at college levels would be different from lower levels education. The
structure will be more complex and the language will be more academic. Academic
writing becomes a difficult skill for learners. Students at university are faced with a
new and unfamiliar context of learning, they have to struggling in order to succeed in
writing academic paper (Badenhorst, 2011).
2
Although writing is a challenging task, EFL learners should consider that
academic writing is important. It helps students to do the essays throughout
university. Academic writing is important because it is more focus on the topic and
content. In college life, students started to be introduce with essays. Through
academic writing, they will learn about the topic of academic writing and the
technique of how to write academic writing. Furthermore, academic writing practices
force students to look on the idea and analyze the idea from different perspective.
Latif (2007) mentioned that students’ difficulties in writing could be varied,
such as grammatical errors, students lack of understand and analyze data, less
practice and their background knowledge. Nofal (2010) stated that students felt the
difficulties in express themselves in writing. Students also lack of knowledge
especially in using transitional words such as: however and moreover and some
phrases like in fact, on the other hand, etc.
In order to know the problem, this study would help the students by
identifying the difficulties in academic writing practices. This study would
investigate what aspects that make students feel burdened or down in writing
practices. This includes challenges in order to know the level of students’ difficulty in
learning academic practices. More specifically, it is aimed to answer these research
questions: (1) What are the challenges of undergraduate students in learning academic
writing? (2) What are undergraduate students’ ways to overcome the challenges in
learning academic writing?
3
This current study can be beneficial for EFL students who would have
experienced in doing academic writing practices. Through this research, it would help
students to recognize their level of difficulty. They would recognize the challenges in
facing academic writing practices and find out students’ perspective in academic
writing practices. Moreover, students also can discover how they overcome the
challenges.
REVIEW OF LITERATURE
The Meaning of Academic Writing
Academic writing was a skill focus on writing, to fulfill requirement
especially in the academic setting (Mutimani, 2016). Academic writing is used in the
specific areas of expertise. Mutimani also mentioned about the formal tone, focus on
the research problem, and precise the word choice are the characteristic of academic
writing. This is designed to convey the meaning of the idea and concepts for students
and experts. Students, teachers, experts, and researchers are connected to academic
writing to convey ideas or making some arguments. Academic writing is the kind of
writing that considering students’ ability in maintaining the ideas and arguments and
combining the idea in English for academic setting for academic success (Hyland,
2007). According to Arkoudis and Tran (2007), academic writing takes apart for
academic success for students.
Academic writing has its own rules and to be successful in this field, practices
are one of the best ways. The rules should be organized in a formal way. It must be
4
connected to the author and the literature (Rass, 2015). Academic writing has a
special style in writing. According to Hogue (2007), the style of writing in academic
writing should contain experts’ research which is different with other styles of
writing. Hogue also mentioned that the language used should be more academic than
other styles of writing. The language should be formal and polite. This style could be
seen as part of students in college or university levels. According to Morley- Warner
(2009), Academic Writing has a good structure by using formal vocabulary and
grammar.
The Importance of Academic Writing
Fujii and Fukao (2001) argued that understanding academic writing was
important in the future since academic writing brings a great influence for students in
college or students with higher education. It is necessary for students to understand
the practice of academic writing. Hogue (2007) stated that the practice is more
demanding to force students more critically and rational, rather than creative writing
or narrative writing. These practices plays an important role, to recognize the aspect
of academic writing practices.
Academic writing assist student to analyze. Students have to know the
challenges in order to not hamper students in writing research in the future. They
have to recognize their level of difficulties and did not experience the same error.
Difficulties in Second Language Academic Writing
5
In a linguistic area, writing in the second language is growing up so fast
(Matsuda, 2003). Writing in second language (English) becomes something needed in
an academic area. If students can write well using their mother tongue, it means that
students also can write the second language well (Kobayashi & Rinnert 2008). In
addition, practice of writing in the second language can be influenced in L1 because
of the background knowledge of the mother tongue and it depends on their own
culture. Kubota (1998) added that someone got the difficulties on writing in L2, they
could also feel same difficulties when they were writing in L1. On the other hand,
some researchers have their own opinion about this, even though writing either in L1
or L2, the strategies would be different.
Academic Writing Challenges
According to Jordan (2012), one of the challenge that are faced by students is
write the assignment in academic aspect. The fact is, to produce the best result in
academic writing, it needed critical thinking, focus discipline, and full concentration.
Leibowitz (2004) mentioned about one challenge, which is students feel difficulty in
expressing ideas in English, especially in academic setting properly. They are not
accustomed to producing the formal language before they enter the college. Since in
college, especially in academic writing practices, students are expected to use English
formal correctly and critically.
Many lecturers proved that most of undergraduate learners find academic
writing challenging. They lack of mastery of academic issues and a good grasp of
6
grammar. According to Myles (2002), there were two main factors that caused errors
in academic writing: cognitive factors and social factors. McLaughlin (1988) argued
that cognitive complex was part of academic writing practices, the more you
understand about the discourse style and the acquisition of academic vocabulary,
allows you to master the mastery in L2. Myles concluded that social factors were
determining L2 writing since learners still produce errors because: showing negative
attitudes towards L2, lack of motivation, and environment that do not help them in
learning L2. It can consider as students’ willingness in learning academic writing.
Students’ willingness can affect the result of learning academic writing.
Previous Studies on Problems in Academic Writing
In 2008, Zuhour Bani Younes & Fatima Salamh Albawi did a research in
Saudi Arabia about the students’ problems when they should write in English about
an academic setting. They collected data using both questionnaire and interview to
investigate student’s suggestion how to overcome the problem in academic writing
practices. Forty students participated in this study. They were asked to write a
paragraph related to academic setting and answer a questionnaire provided by the
researcher. In regard to succeeding their writing skills, the findings found that most of
the students were dealing in grammatical problem, expressing the ideas and lack of
diction (the use of academic words or phrases) or using the formal English. Most of
the students in Saudi Arabia also felt difficulty in tenses and express the idea about
academic setting. The common grammatical error found by the researcher is present
7
progressive tense. The researchers also found students’ lack of using appropriate
academic style. Even small thing like putting the correct punctuation still being
problems for the students. Shoebottom (2016) mentions that not only ESL students
have a serious part on punctuation, native speakers have the same problems.
Hind Al-Fadda led a study in Saudi Arabia to determine the difficulties King
Saud University students encounter while learning English in academic setting. In
2011, fifty postgraduate students were given questionnaire. The findings found that
ESL students in King Saud University face many difficulties while writing in the
academic setting, they also felt stressed. The difficulties are faced such as reviewing
the grammar. Since they still find it difficult. Another difficulty is writing an outline
before writing a draft. They faced the challenges such as planning writing
assignment.
In 2016, Mutimani conducted a research in University of Nambia about
challenges that faced by students in academic writing. A questionnaire was
distributed to 120 students and 20 lecturers. Based on this research, the findings show
that students were not introduced the importance of using language academically
earlier. Thus, students did not know the importance of writing in the academic
setting. In addition, it hampers students’ process in learning Academic Writing. In
this research, the teacher also took an important role. Teachers did not teach the
students properly. As Pineteh (2012) states that most of teachers were not giving
students opportunity to practice more while in the class, the teachers only gave the
theory. This research also showed that five students failed to do citation. They used
8
the name of the author, but not the year. Besides, they do not write the sources
correctly. This study found out that the students experienced in referring the sources
correctly and writing references.
THE STUDY
Context of the Study
This study took place in English Language Education program Faculty of
Language and Arts in Satya Wacana Christian University. The location is in
Salatiga. This study was taken in FLA because the faculty has a good credibility,
especially in academic writing setting. Moreover, in this faculty, the students were
given tasks to write their academic paper. In learning academic writing, students
were expected to improve their skills, especially in academic setting.
Participants
The participants in this research were sixty six students of English Language
Education program who took Research Design class in FLA. The third-year students
(2015) were selected because they have taken Academic Writing course as basic in
writing and have experienced dealing with academic writing practices. These students
were from seven different research design classes.
Data Instruments
9
To gather the data, this research approached the study quantitatively. The list
of questionnaire were modified from the Academic Literacies Questionnaire by
Evans & Green (2007). They were designed to know students’ level of difficulty in
academic writing practices. By using questionnaires, data gained in the survey study
can be explained with some reasons. Questionnaire are design to get the opinion from
the participants (Griffee, 2012, p.66).
There were two sections of the questionnaire that were used on this research.
The first section was “Challenges Faced in Academic Writing Practices” (22 items)
and “Overcoming the Challenges in Academic Writing Practices” (6 items). The
participants were put a check mark to assess the difficulty level of the challenges in
academic writing practices. The scale used from 1 (very difficult) to 4 (very easy).
Data Collection
Sixty-six third-year students of English Language Education program were
selected as the participants. The questionnaire was distributed in every classes and the
participants were asked to complete this study by filling out the questionnaire. In
addition, the researcher did interview two students to get the data more complete. The
data of the questionnaire was analyzed to investigate the challenges in learning
academic writing practices and recognize how the participants overcome the
challenges.
10
Data Analysis
The researcher used content analysis after obtaining the data from the
questionnaire. First, the researcher decided the most difficult challenges that chosen
by the participants into three category. Second, the researcher confirmed the data
from the questionnaire using the percentages and analyzed the data. In the end, after
obtained the data this study related it with the way students overcome the challenge.
The result of this study were used to find out the level of students’ difficulty in
learning academic writing in FLA UKSW.
FINDINGS AND DISCUSSIONS
This section will discuss two areas investigated by the study’s research
questions: students’ challenges in academic writing practices and the way they
overcome the challenges in academic writing practices.
Challenges in Academic Writing
This section presents about the challenges faced by the students in academic
writing challenges. The result shows that most of students still struggling in
academic writing writing practices. Further explanation will be explain below (see
Table 1).
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Table 1. Challenges in Academic Writing Practices
Challenges in Academic writing Very
difficult
Difficult Total Easy Very
easy
Total Mean
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Using an appropriate academic style
Writing the methodology section
Writing the findings/analysis section
Writing a coherent paragraph
Expressing ideas clearly
Expressing ideas logically
Expressing ideas in English correctly
Synthesizing information/ideas
Writing the literature review
Writing the discussion section
Summarizing
Paraphrasing
Proof-reading the written assignment
Planning the writing assignment
Linking sentences smoothly
Writing the abstract
Revising written work
Writing the introduction
Referring to sources correctly
Writing the conclusion
Writing the recommendation section
Writing the references/bibliography
3,0
1,5
3,0
4,5
3,0
4,5
6,0
19,7
16,7
3,0
4,5
15,5
4.5
7,6
6,0
7,6
3,0
7,6
4,5
0,0
1,5
1,5
71,2
80,3
66,7
63,6
48,5
48,5
47
57,6
63,6
57.6
43,5
51,5
53,0
47
56,0
56,0
37,9
43,9
42,4
37,9
54,2
50
74.2
81.8
69.7
68.1
51.5
53
51.5
77.3
80.3
60.6
48
67
57.5
54.6
62
63.6
40.9
51.5
46.9
37.9
55.7
51.5
24,2
18,2
28,8
30,3
45,5
45,5
43,9
22,8
19,7
39,4
45,5
28,8
37,9
39,4
34,9
33,3
57,6
40,9
47,0
51,5
40,9
43,9
1,5
0,0
1,5
1,5
3,0
1,5
3,0
0,0
0,0
0,0
6,1
4,5
4,5
6,1
3,0
3,0
1,5
7,6
6,1
10,6
3,0
4,5
25.7
18.2
30.3
31.8
48.5
47
46.9
22.8
19.7
39.4
51.6
33.3
42.4
45.5
37.9
36.3
59.1
48.5
53.1
62.1
43.9
48.4
2,24
2,17
2,29
2,29
2,48
2,44
2,44
2,03
2,03
2,36
2,53
2,23
2,42
2,44
2,35
2,32
2,58
2,48
2,55
2,73
2,45
2,52
Sixty-six respondents from English Language Education used Likert scale.
The range starts from ‘1’ represent (very difficult), 2 ‘difficult’, 3 ‘easy’, to ‘4’ (very
easy) to assess students’ difficulty. The students were asked in relation to 22 aspects
on academic writing practices in the questionnaire. In the analysis, the percentages of
the scale ‘4’ (very easy) is combined with those of scale ‘3’ (easy), while those of
scale ‘2’ (difficult) is combined with those of scale ‘1’ (very difficult). The result of
12
the study shows that the participants tended to believe that all aspects of academic
writing practices was difficult (see Table 1).
In general the data tended to show low ratings of all the aspects examined.
This is shown by the low means which are mostly below 2.5. This means students
indicated to have difficulties in all of the aspects. As reported in the Table 1, students
chose writing the methodology section (81.8), writing literature review (80.3%),
synthetizing the information/ideas (77.3%), using appropriate academic style
(74.2%), writing the findings/analysis section (69.7%) as the most challenging part in
academic writing practices. The percentages refer to those who chose difficult or very
difficult. However, there are writing components students saw to present less
challenges. The result represented in Table 1 shows that writing conclusion (62.1%),
revising written work (59.1%), referring to sources clearly (53.1%) and summarizing
(51.6%) rated as very easy and easy. Despite this, it means there are still many
students (around 50%) who think academic writing aspects was difficult/very
difficult.
This part will be discused into the various different aspects of writing. There
are three category aspects based on the list of the questionnaire. These aspects are
divided into three categories: Academic writing skills in general, pre-writing and post
writing skills and academic style and writing sections.
13
1. Academic Writing Skills in General
This section presents students’ skills in academic writing in general. As
shown by Chart 1, there are 10 aspects here. The aspects that were claimed as the
most difficult such as using appropriate academic style (77.3%), writing coherent
paragraph (68.1%), expressing ideas clearly (53%), expressing ideas logically
(51.5%), expressing ideas in correct English (51.5%), synthetizing
information/ideas (77.3%), summarizing (48%), paraphrasing (67%), linking
sentences smoothly (62%) and referring to sources correctly (51.5%) which is
represent as very difficult/difficult. Based on the percentages, this study can
conclude that basic writing skills is still needed. Moreover, practice is also take
an important role. The aspects above including paraphrasing, and summarizing
considered as the aspects that need skills more in academic writing. The aspects
here were language-related aspect. Further explanation will be explained below
the chart.
14
Based on Chart 1, synthetizing
(77.3%) got the highest percentages of being rated as very difficult/difficult in general
writing skills aspect. This means that students still struggle at combining the ideas
and creating a new perspective or new ideas in their academic writing practices. It is
important for the participants to try and focus at a text and understanding the text.
Focus is needed in this practice. Moreover, 74.2% of student chose using appropriate
academic style as difficult/very difficult. In the academic writing cases, there were
still many students struggling with this aspect. Another trouble faced by the students
is writing coherent paragraph (68,1%), paraphrasing (67%) and linking the sentences
smoothly (62%). In academic writing practices, writing coherent paragraph and
linking the sentences have similar problems. It is a fact that sometimes in writing
74,268,1
51,5 53 51,5
77,3
48
6762
46,9
0
20
40
60
80
100
using
appropriate
academic style
writing
coherent
paragraph
expressing
ideas clearly
expressing
ideas logically
expressing
ideas in
English
correctly
synthetizing summarizing paraphrasing linking
sentences
smoothly
referring to
sources
Chart 1. Academic Writing Skills in General
Academic Writing Skills in General
15
aspect combining the sentences will be a common problem. Furthermore, the students
seems struggling in expressing their ideas clearly and logically and even expressing
their ideas in English. It could be seen on the percentages (53%) and (51.5%) which
represent as very difficult/difficult. This supported by Dalsky and Tajino (2007) and
Bitchener and Basturkmen (2006) result’s that students faced problems in expressing
the ideas and expressing the ideas in English properly. Another trouble faced by the
students is summarizing (48%) and referring to sources (46.9%). It means students
still having trouble with a basic writing skill. Summarizing is part of basic writing
skill.
2. Pre-Writing & Post Writing Skills
This section presents students’ skills in pre-writing and post writing. The pre
writing consist of planning writing assignment (54.6%) which represents as very
difficult/difficult. And the post writing consist of revising written work (59.1%),
proof-reading written assignment (57.5%) and writing recommendation section
(43.9%) which is represent as very difficult/difficult. According to Evans and
Green (2007), the components of academic writing is linked by proof-reading. It
caused by the process is included in the vocabulary, grammar and the punctuation
and it is not only on the improvement of content and revising written assignment.
Further explanation will be explained below the chart.
16
54,6 57,559,1
43.9
0
10
20
30
40
50
60
70
Pre-writing Post-writng
Chart 2. Pre-writing and Post Writing
Planning writing assignment Proof-reading written assignment
Revising written work Writing recommendation
The pre-writing category was taking a significant role here. All of the
difficulty in this category was started on this stage. The students shall prepare
everything when they wanted to start writing, especially in academic writing. If
students were ready with the preparation, it will help them to survive in learning
academic writing. It could be seen on the number of percentages. They have similar
number between pre-writing and post writing. This means that students still
struggling in learning academic writing. Some students still have not mastered
enough in academic writing practices. This is supported by the fact that many
students in this faculty who have not taken Research Design course.
17
3. Academic Style & Writing Sections
This section presents students’ skills in academic style and writing sections.
These consist of writing abstract, writing introductions, writing literature review,
writing methodology section, writing findings/analysis section, writing discussion
section, writing conclusion and writing references/bibliography.
In this part category, the aspect considered as the most difficult part is writing
methodology section (81.8%). It have similar number of percentage as writing
literature review (80.3%). This findings is not surprising because in these two aspects
are part of writing. On the other hand, there are three aspects that have very close
number of percentages: writing findings (69.7%), writing abstract (63.6%) and
63,651,5
80,3 81,8
69,760,6
37,9
51,5
0
10
20
30
40
50
60
70
80
90
Academic style & Writing sections
Chart 3. Academic Style & Writing Section
Writing abstract Writing introduction Writing literature review
Writing methodology Writing findings/analysis Writing discussion
Writing conclusion Writing references
18
writing discussion (60.6%) have similar number of percentages. Besides, writing
introduction (51.5) and writing references (51.5%) also have same number of
percentages. Writing is considered as the most challenging part in academic writing
practices. Almost half of the students struggling in writing. Students’ academic
writing skills in general has an impact in this stage.
The challenges in this study were considered as the most difficult part in
learning academic writing. Although some of students rated summarizing, revising
written work, referring to sources correctly and writing conclusion as very easy/easy,
there were still many students (around 50%) who though the aspects in academic
writing are difficult.
Overcoming the Challenges in Academic Writing Practices
This section presents about the way to overcome the challenges in academic
writing practices. Students in university level has an obligation to prepare for higher
education (Meyer, 2012 & Leibowitz, 2004). Academic writing is also part of the
higher education itself. To address this situation, this questionnaire was taking the
way on overcoming the difficulties in academic writing practices. This part describes
about the possibility that offered for the students in struggling on academic writing
practices. There are six solutions provided and the result is presented in a table using
percentages.
19
Table 2: Overcoming the Challenges in Academic Writing Practices
Overcoming the Challenges in Academic Writing Practices YES(%) NO(%)
Be persistent and try to express yourself in different ways 95.5 4.5
Take additional writing course 7.6 92.4
Write in my first language and then translate it into English 36.4 63.6
Discuss with the lecturer to get information on how to approach
assignments
89.4 10.6
Use editors to edit my work 33.3 66.7
Seek help from other classmates, for example checking the
writing in
English
78.8 21.2
Based on Table 2, the percentages indicate that the most important solution
selected by the students are “Be persistent and try to express yourself in different
ways” (95.5%). It shows that the students tried to push themselves in academic
writing practices. It means students figure out their obligation. Moreover, “Discuss
with the lecturer to get information on how to approach assignment” rated (89.4%).
Here the teacher has an important role in academic writing practices. As Yong (2010)
stated that academic writing is as a critical thinking practical in the learning process.
However, in learning academic writing should be done with fun learning but
enriching learning experience. It should approach with feeling between the students
and the teacher. On the other hand, having discussion with classmates is also needed.
It can be shown from the table, 78.8% of students selected ‘Seek help from other
classmates, for example checking the writing in English’. Mostly, the students also
20
seeking help from seniors to convince their work. 33.3% students agreed that they
used editors to edit their work. It means that they did not do the written assignment
alone. The benefit of using editor in academic writing practices is helping students to
check their mistakes. However, being interdependence is also not good.
According to Graham (2006), he assumed that sometimes students are lack of
confidence. It is good for teacher to build up their confidence and motivation in order
to be a good students. On the other hand, the data shows there were few students who
took an additional course. Despite the data shows a small number, there are still many
students think it is difficult. As shown at the Table 2, only 7.6% who selected ‘take
additional writing course’. It means that most students do the assignment
independently.
CONCLUSION
The aim of this study is to investigate students’ challenges in academic
writing practices and the way students overcome the challenges. The perception were
divided into two parts. First, the challenges faced by the participants in academic
writing practices. There were 22 aspects in academic writing practices that
experienced by the participants. The result of this study shows writing methodology
section (81.8%), writing literature review (80.3%), synthetizing information or ideas
(77.3%), writing findings or analysis section (69.7%) and writing coherent
paragraphs (68.1%) as very difficult compared to writing conclusion (62.1%),
revising written work (59.1%), referring to sources correctly (53.1%) and
21
summarizing (51.2%) as very easy. This study shows that the majority of the
participants selected all aspects of academic writing practices as a very
difficult/difficult.
Second, the way students overcome the challenges in learning academic
writing. When the students confronted by academic challenges in academic writing
process, there were 6 aspects that provided in this study. The most solution needed by
the students are coming from themselves. The willingness from the students itself is
having an important role in learning academic writing practices. The result shows that
the majority students tend to be persistent and try to express themselves in different
ways to face the challenges in academic writing practices (95.5%). Followed by
‘Discuss with the lecturer to get information on how to approach assignments’
(89.4%). Teacher is taking as an important role based on this study. They should
encourage the students to improve their writing skills. This suggest that teacher could
help students to develop their critical thinking by directing them into specifics area in
writing a research. Allwright (1986) mentioned that teacher and students should make
a fun learning environment in academic writing practices. This study showed that
only 7.6% participants were taking additional writing course. They prefer to discuss
is with the lecturer on how to approach the assignment and seek help from other
classmates, like checking the writing result (78.8%).
22
IMPLICATIONS
The study may be beneficial for lecturers who teach in writing skills,
especially in academic setting. The lecturers can help students and guide them.
Scaffolding can be another options to help students in learning academic writing.
However, the students’ willingness also takes an important role. Equal learning
activity between students and teacher are necessary. This study has two limitations.
The first limitation is the number of participants. It will be good if the researcher
probably add the number of participants to ensure the significant data. The second
limitation is the data instrument was only questionnaire. For further research, adding
some open-ended questions will make this study more complete. If the time permits,
it will be good for the result of this study.
The result of this study was expected to help students in FLA to find out
students’ difficulty level in learning academic writing practices. This study have
provided us the insight of students’ perception on how they face the challenges in
academic writing practices and the way to overcome the challenges. Most of students
in this department are facing the same challenges in academic writing practices. The
department should consider about having a good learning experience. Students should
have successfully prepared in basic writing skills before writing academic papers.
The fact that nowadays students in English Department still struggling in academic
writing area.
23
ACKNOWLEDGEMENT
First of all, I want to thank Jesus Christ for His endless blessing. I thank Him
for giving me strength, health and willingness in doing my thesis writing. I am also
wants to express my gratitude for my beloved parents, Paulus Widarmanto and
Variasi Sari for their love, caring, support and encouragement. Because without their
support, I could not able to finish my thesis.
I would like to express my sincere gratitude for Bu E. Titik Murtisari, S.Pd,
M.Trans.Stud, Ph.D as my supervisor. Thank you for your support, guidance, kindness
and patience over this time. Also my thesis examiner, Bu Anita Kurniawati, M.Hum.
Thank you for the support and the time to evaluate my thesis.
My sincere thanks goes to my best friends Anastasia Aditya, Andhita Ayu,
Fransiska Aventha, Ye Eun Lee, Adinda Kharisma, Tabita Ferri, Elisa Agita and
Kerabat Pitik for always strengthening each other. For Lidya Sartika as my thesis
mate, thank you for always reminding each other. To my dear seniors who helped me
a lot Desy Rizki L and Kezia Meidy thank you for guide me patiently.
And also to all my friends that I cannot mention all, thank you for all the
support that was given to me so I can finish my thesis in time. I also want to thank the
entire participant for the cooperation so this thesis can be done.
24
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APPENDIX
KUESIONER
Saya, Cornelia Widita Arianingtyas, mahasiswi angkatan 2014 jurusan Pendidikan
Bahasa Inggris (PBI) UKSW Salatiga. Saya menggunakan kuesioner ini untuk tujuan
atau kebutuhan akademis (academic writing). Saya akan sangat menghargai
partisipasi Anda jika bersedia menjawab pertanyaan-pertanyaan dalam kuesioner ini.
Jawablah dengan sejujur-jujurnya karena tidak akan mempengaruhi nilai Anda.
Pastikan untuk mengisi semua bagian. Tidak ada jawaban benar atau salah. Terima
kasih atas partisipasinya.
Silakan beri tanda centang (√) pada jawaban yang Anda pilih.
Scale:
1 = Very Difficult 2 = Difficult 3 = Easy 4 = Very
Easy
Sangat sulit Sulit Mudah Sangat mudah
Table 1
Challenges in Academic Writing
Challenges in Academic Writing 1 2 3 4
Using appropriate academic style
(Menggunakan bahasa akademis yang sesuai)
Writing methodology section
(Menulis bagian metodologi)
Writing findings/analysis section
(Menulis bagian hasil penelitian/bagian analisis)
Writing coherent paragraphs
(Menulis paragraf-paragraf yang terhubung satu
sama lain dengan baik)
Expressing ideas clearly
(Mengungkapkan idea dengan jelas)
Expressing idea logically
(Mengungkapkan ide secara logis)
Expressing ideas in correct English
(Mengungkapkan ide dalam Bahasa Inggris yang
benar)
Synthesizing information/ideas
(Menggabungkan/menyintesis berbagai
informasi/ide dalam satu teks)
Writing literature review
(Mengulas sumber-sumber untuk tinjauan pustaka)
28
Writing discussion section
(Menulis bagian pembahasan)
Summarizing
(Meringkas)
Paraphrasing
(Parafrase: menuliskan kembali informasi dari
sumber dengan kata-kata lain)
Proof-reading written assignments
(Membaca lagi dengan sangat teliti apa yang
sudah ditulis untuk memastikan semua yang ditulis
sudah betul dari segi bahasa, gramatika, dan
isinya)
Planning writing assignments
(Merencanakan apa yang akan ditulis untuk tugas
menulis)
Linking sentences smoothly
(Menghubungkan satu kalimat dengan yang lain
secara runtun)
Writing abstracts
(Menulis abstrak atau intisari makalah)
Revising written work
(Menyunting/revisi/memperbaiki tulisan)
Writing introductions
(Menulis pendahuluan)
Referring to sources correctly
(Memasukkan sumber ke dalam tulisan dengan
benar)
Writing conclusion
(Menulis kesimpulan)
Writing recommendation section
(Menulis bagian rekomendasi)
Writing references/bibliography
(Menulis referensi/daftar pustaka)
Table 2
Overcoming the Challenges in Academic Writing Practices
Overcoming the Challenges in Academic Writing Practices
Yes No
Be persistent and try to express yourself in different ways
( Gigih dan mencoba untuk mengungkapkan diri sendiri
dengan berbagai cara)
29
Take additional writing course
(Mengambil kursus menulis tambahan)
Write in my first language and then translate it into English
(Menulis dalam Bahasa Indonesia/bahasa ibu kemudian
menerjemahkan kedalam Bahasa Inggris)
Discuss with the lecturer to get information on how to
approach
Assignments
(Berdiskusi dengan dosen untuk mendapatkan informasi
tentang bagaimana sebaiknya mengerjakan tugas yang
diberikan)
Use editors to edit my work
(Menggunakan penyunting untuk menyunting pekerjaan saya)
Seek help from other classmates, for example checking the
writing in
English
(Mencari bantuan dari teman kelas, misalnya meminta mereka
memeriksa tulisan dalam Bahasa Inggris)
Data Diri Responden
Nama/Inisial :
Jenis Kelamin :
Angkatan :
No. Telp/HP :
IPK Terakhir :
Terimakasih atas partisipasi Anda!