Abstract
This study aims to investigate the needs of students and lecturers in writing instructions using the process genre approach. Besides, this research is also based on facts which reveal that decision making on learning objectives is only taken from the curriculum and syllabus review used. But unfortunately, the preference of students and lecturers for learning needs is actually ignored. The method used in this study is a qualitative method using questionnaires and interviews as research instruments. The number of participants in this study was 3 Indonesian language lecturers and 65 students at the State Islamic University of Sultan Maulana Hasanuddin Banten. The participants of the students were selected by using a purposive random sampling technique. The results showed that the need for a writing learning model design using the process genre approach. Specifically, the findings of this study include several aspects needed by students and lecturers, namely: (1) a comprehensive learning approach involving students, colleagues, and lecturers, (2) writing assessment must cover broader aspects, and (3) the need for publication as part of the writing activity. Furthermore, the syntax in the learning model based on the needs analysis is: (1) recognize the form of the text, (2) analyze the text, (3) discuss the text, (4) write the text independently, (5) finalize the text, and (6) publish the text.
Highlights
Writing instruction is one of its challenges for teachers
As we already know that writing skills are language skills that have a vital role for students
This article is a phase of needs analysis in developing an academic writing learning model with a process-genre approach
Summary
Writing instruction is one of its challenges for teachers It is caused by the level of problems that are considered quite heavy for educators, especially in tertiary institutions [1], [2]. Another thing that makes writing instruction as one of the most challenging learning is the need for an analytical argument that must be taught to students [3]. In other words, writing is considered a problematic language skill even, for native speakers [5], [6]. The low performance of students in writing needs urgent attention from lecturers and stakeholders in universities [7], [8]
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