Abstract
Generating ideas plays the key role in the initial phase of writing process, but not many empirical research is available in the literature that address the problems that students face in generating ideas, especially during research proposal writing. The current study aims to find out students’ problems in generating ideas in writing the research proposal. This descriptive study mainly collected the data through survey and interview involving seventh semester students who were in their initial phase of drafting research proposal for their final projects. The data were then analyzed and presented using descriptive quantitative method. The findings indicate that most of the students’ reported facing problems when generating ideas during the initial phase of research writing. Data analysis show that the problems range from the topic development, theoretical frameworks identification, relevant theory search, trusted sources evaluation, research ideas and relevant theory connection, as well as problems and theory assessment. Some pedagogical implications in light of the findings are discussed following the presentation of the results of the study, such as the importance to provide constructive feedback in a timely manner, and discussing ways to evaluate quality resources.
Highlights
As one of the productive skills, writing requires a person to produce linguistic expressions in the form of written text
This study aims to find students problems related to the theory, topic, gap and source when they are expanded, connected and evaluated during the process of generating ideas when writing a research proposal
The first and foremost problem in generating idea according to the survey respondents were in terms of finding and evaluating relevant theory to be used for research
Summary
As one of the productive skills, writing requires a person to produce linguistic expressions in the form of written text. Writing process requires the brain to think in a complex manner to process various information that will be put into the written forms. According to Knorr, Heine, & Engberg (2014), the activity of writing involves some social and individual aspects that influence how the text is composed. Through these written texts, the writer interacts with the readers to convey the contexts of the topic which are formed by the writer’s social, cultural and historical instruments, as well as his/her practices and understanding
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