PENELITIAN DALAM PEMBELAJARAN MENULIS
PENELITIAN DALAM PEMBELAJARAN MENULIS: TREND, INTERPRETASI, DAN PREDIKSI
DOI:
https://doi.org/10.53342/eduscience.v2i2.338Keywords:
learning to write, writing strategy, aspects of writing, writing at school, writing at universityAbstract
This study aims to explore research in teaching writing through literature review studies in 2022. This study uses a database of reputable international journals in the writing field category. The researcher used a qualitative method in the context of a literature review study. The database used is the Journal of Writing Research. The results of the research show as follows. st, the research that ranks highest in learning to write is writing related to spelling, and that ranks second, integrative writing. Second, Second, predictively, current writing research refers more to spelling, integrative, and collaborative aspects. Third, from the predictive aspect, learning to write in the future refers more to collaborative, cross-disciplinary, and technology-based studies. This research implicatively contributes to writing researchers and society in terms of trends, interpretations, and predictions regarding the development of learning to write.
References
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Ahmadi, A. (2021b). Teachers as ethnographers: Narrative study of inquiry of Indonesian teachers assigned to teach in remote areas. European Journal of Educational Research, 10(1), 115-126. https://doi.org/10.12973/eu-jer.10.1.115
Ahmadi, A. (2021c). Creative Writing Among Chinese Teachers: An Overview of Phenomenological Psychology. Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia, 3(2), 105-111. https://doi.org/10.33752/disastri.v3i2.1786
Ahmadi, A. (2020a). Promoting Personality Psychology through Literary Learning: An Appreciative-Reflective Study. International Journal of Innovation, Creativity and Change, 11 (7):529-540, https://www.ijicc.net/index.php/volume-12-2020/174-vol-12-iss-8
Ahmadi, A. (2020b). Psychowriting: Menulis perspektif psikologi. Yogyakarta: Pustaka Pelajar.
Ahmadi, A., Darni, Murdiyanto, Hariyati, N.H. (2019). Reader’s response and learning writing psychological perspective. Art and Humanities. 8 (7):11-15.,
http://dx.doi.org/10.18533/journal.v8i9.1710
Ahmadi, A. (2019). Seni Menulis Nonfiksi dan Fiksi. Surabaya: Tankali.
Ahmadi, A. (2017). Prototipe integrative writing model (iwm) berbasis psychowriting mbti dalam pembelajaran menulis. Inovasi, 11(1), 11—21
Ahmadi, A., Darni, & Murdiyanto. (2019). Creative writing in higher education. International Journal of Humanities and Cultural Studies. 5 (4), 1-8
Albuquerque , A. ., & Alves Martins, M. (2022). Invented spelling as a tool to develop early literacy: The predictive effect on reading and spelling acquisition in Portuguese. Journal of Writing Research, 14(1), 113–131. https://doi.org/10.17239/jowr-2022.14.01.04
Allahverdi, M., Mohammadi, E., & Mohammadi, Achachelooei, E. (2023). Writing process conceptions: A comparative study on disciplinary-socialized and disciplinary-naïve graduate students in two academic disciplines. International Journal of Language Studies, 17(1), 11-140.
Bueno, B. (2018). Creative writing in Brazil: personal notes on a process. New Writing, 15 (2), 140-147, https://doi.org/10.1080/14790726.2017.1418385
Cabell, S.Q. , Tortorelli, L.S. , Gerde, H.K. (2013). How do i write…?. The Reading Teacher, 66 (8), 650– 659. http://dx.doi.org/ 10.1002/trtr.1173
Carter, H., Abbott, J., & Wright, K. L. (2022). Preservice teachers’ preparedness to teach writing: Looking closely at a semester of structured literacy tutoring. Journal of Writing Research, 14(1), 77–111. https://doi.org/10.17239/jowr-2022.14.01.03
Carter, H., & Townsend, D. R. (2022). A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently. Journal of Writing Research, 13(3), 329–365. https://doi.org/10.17239/jowr-2022.13.03.01
Creme, P., & Mckenna, C. (2010). Developing writer identity through a multidisciplinary programme. Arts and Humanities in Higher Education, 9(2), 149–167. https://doi.org/10.1177/1474022210361456
Crossley, S., Tian, Y., & Wan, Q. (2022). Argumentation features and essay quality: Exploring relationships and incidence counts. Journal of Writing Research, 14(1), 1–34. https://doi.org/10.17239/jowr-2022.14.01.01
Freya, A., & Cutri, J. (2023). “Memeing It Up!â€: Doctoral Students’ Reflections of Collegiate Virtual Writing Spaces During the COVID-19 Pandemic. In Research and Teaching in a Pandemic World: The Challenges of Establishing Academic Identities During Times of Crisis (pp. 455-468). Singapore: Springer Nature Singapore.
Flores-Ferrés, M., Van Weijen, D. ., & Rijlaarsdam, G. (2022). Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices. Journal of Writing Research, 13(3), 367–414. https://doi.org/10.17239/jowr-2022.13.03.02
Graham, S., Harbaugh-Schattenkirk, A. G., Aitken, A. A., Harris, K. R., Ng, C., Wilson, J. M., & Wdowin, J. (2023). Writing Motivation Questionnaire: Factorial and Construct Validity with Middle School Students. Educational Psychology Review, 35(1), 1-28. https://doi.org/10.1007/s10648-023-09742-4
Hemberger, L., Kuhn, D., Matos, F., & Shi, Y. (2017). A dialogic path to evidence-based argumentive writing. Journal of the Learning Sciences, 26(4), 575-607.
Jackson A. Y. & Mazzei L. A. (2023). Thinking with theory in qualitative research (Second). London: Routledge
Jagaiah, T., Howard, D., & Olinghouse, N. ( 2019). Writer's checklist: A procedural support for struggling writers. The Reading Teacher, 73 (1), 103-110. https://doi.org/10.1002/trtr.1802
Jordan-Baker, C. (2015). The philosophy of creative writing. New Writing, 12 (2), 238-248, https://doi.org/10.1080/14790726.2015.1047854
Kesler, K (2012). Writing with voice. The Reading Teacher, 66(1), 25-29, https://doi.org/10.1002/TRTR.01088
Klein, P. D., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311–350. https://doi.org/10.17239/jowr-2016.07.03.01
Li, M., & Zhang, M. (2023). Collaborative writing in L2 classrooms: A research agenda. Language Teaching, 56(1), 94-112.
Linnemann, M., Stephany, S., Lemke, V., Bulut, N., Haider, H., Roth, H.J., & Becker-Mrotzek, M. (2022). The dimensionality of writing and reading fluency and its impact on comprehension and composition. Journal of Writing Research, 14(2), 185–227. https://doi.org/10.17239/jowr-2022.14.02.02
Manchón, R. M. (2023). The psycholinguistics of second language writing. In The Routledge handbook of second language acquisition and psycholinguistics (pp. 400-412). London: Routledge.
Mendoza, L., Lindblom-Ylänne, S., Lehtonen, T., & Hyytinen, H. (2022). Writing a master’s thesis: Associations between the grade, self-efficacy, approaches to writing, and experiences of the thesis as a teaching and learning environment. Journal of Writing Research, 14(2), 257–286. https://doi.org/10.17239/jowr-2022.14.02.04
Pennington, M. C. (2013). Trends in writing and technology. Writing and Pedagogy, 5(2), 155-179.
Roth, K. & Dabrowski, J. ( 2014). Extending interactive writing into grades 2–5. The
Reading Teacher,68 (1), 33– 44. https://doi.org/10.1002/trtr.1270
Saldana, J. (2009). The coding manual for qualitative research. London:Sage.
Samonte, A. L. (2016). Techniques in teaching writing. RELC Journal, 1(1), 127–138. https://doi.org/10.1177/003368827000100115
Soysa, C. K., Dunn, D. S., Dottolo, A. L., Burns-Glover, A. L., & Gurung, R. A. R. (2013). Orchestrating Authorship: Teaching Writing Across the Psychology Curriculum. Teaching of Psychology, 40(2), 88–97. https://doi.org/10.1177/0098628312475027
Sterk, F. M., Van Goch, M. M., Burke, M., & Van der Tuin, I. (2022). Baseline assessment in writing research: A case study of popularization discourse in first-year undergraduate students. Journal of Writing Research, 14(1), 35–76. https://doi.org/10.17239/jowr-2022.14.01.02
Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human resource development review, 4(3), 356-367.
Van de Ven, M., Hofman, A. D., De Bree, E. ., Segers, E. ., Verhoeven, L., & Van der Maas, H. L. (2022). Doubling up: The influence of native and foreign language cues in foreign language double consonant spelling. Journal of Writing Research, 14(2), 141–183. https://doi.org/10.17239/jowr-2022.14.02.01
Viriot-Goeldel, C., & Pagnier, T. (2022). Teaching spelling with Twitter: The effectiveness of a collaborative method for teaching French spelling. Journal of Writing Research, 14(2), 229–256. https://doi.org/10.17239/jowr-2022.14.02.03
Wang, E., Matsumura, L.C., & Correnti, R. ( 2017). Written feedback to support students’ higher level thinking about texts in writing. The Reading Teacher, 71 (1), 101– 107. http://doi.org/10.1002/trtr.1584
Wilson, A. A. (2008). Motivating young writers through writeâ€talks: real writers, real audiences, real purposes. The Reading Teacher, 61, 485-487. http://doi.org/10.1598/RT.61.6.5
Williams, C. ( 2018). Learning to write with interactive writing instruction. The Reading Teacher, 71(5), 523– 532. https://doi.org/10.1002/trtr.1643
Yoder, S. L. (1992). Teaching writing revision: Attitudes and copy changes. The Journalism Educator, 47(4), 41–47. https://doi.org/10.1177/107769589304700406
Yoo, J. (2017) Writing out on a limb: integrating the creative and academic writing identity. New Writing, 14:3, 444-54, https://doi.org/10.1080/14790726.2017.1317274
Ahmadi, A. (2021b). Teachers as ethnographers: Narrative study of inquiry of Indonesian teachers assigned to teach in remote areas. European Journal of Educational Research, 10(1), 115-126. https://doi.org/10.12973/eu-jer.10.1.115
Ahmadi, A. (2021c). Creative Writing Among Chinese Teachers: An Overview of Phenomenological Psychology. Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia, 3(2), 105-111. https://doi.org/10.33752/disastri.v3i2.1786
Ahmadi, A. (2020a). Promoting Personality Psychology through Literary Learning: An Appreciative-Reflective Study. International Journal of Innovation, Creativity and Change, 11 (7):529-540, https://www.ijicc.net/index.php/volume-12-2020/174-vol-12-iss-8
Ahmadi, A. (2020b). Psychowriting: Menulis perspektif psikologi. Yogyakarta: Pustaka Pelajar.
Ahmadi, A., Darni, Murdiyanto, Hariyati, N.H. (2019). Reader’s response and learning writing psychological perspective. Art and Humanities. 8 (7):11-15.,
http://dx.doi.org/10.18533/journal.v8i9.1710
Ahmadi, A. (2019). Seni Menulis Nonfiksi dan Fiksi. Surabaya: Tankali.
Ahmadi, A. (2017). Prototipe integrative writing model (iwm) berbasis psychowriting mbti dalam pembelajaran menulis. Inovasi, 11(1), 11—21
Ahmadi, A., Darni, & Murdiyanto. (2019). Creative writing in higher education. International Journal of Humanities and Cultural Studies. 5 (4), 1-8
Albuquerque , A. ., & Alves Martins, M. (2022). Invented spelling as a tool to develop early literacy: The predictive effect on reading and spelling acquisition in Portuguese. Journal of Writing Research, 14(1), 113–131. https://doi.org/10.17239/jowr-2022.14.01.04
Allahverdi, M., Mohammadi, E., & Mohammadi, Achachelooei, E. (2023). Writing process conceptions: A comparative study on disciplinary-socialized and disciplinary-naïve graduate students in two academic disciplines. International Journal of Language Studies, 17(1), 11-140.
Bueno, B. (2018). Creative writing in Brazil: personal notes on a process. New Writing, 15 (2), 140-147, https://doi.org/10.1080/14790726.2017.1418385
Cabell, S.Q. , Tortorelli, L.S. , Gerde, H.K. (2013). How do i write…?. The Reading Teacher, 66 (8), 650– 659. http://dx.doi.org/ 10.1002/trtr.1173
Carter, H., Abbott, J., & Wright, K. L. (2022). Preservice teachers’ preparedness to teach writing: Looking closely at a semester of structured literacy tutoring. Journal of Writing Research, 14(1), 77–111. https://doi.org/10.17239/jowr-2022.14.01.03
Carter, H., & Townsend, D. R. (2022). A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently. Journal of Writing Research, 13(3), 329–365. https://doi.org/10.17239/jowr-2022.13.03.01
Creme, P., & Mckenna, C. (2010). Developing writer identity through a multidisciplinary programme. Arts and Humanities in Higher Education, 9(2), 149–167. https://doi.org/10.1177/1474022210361456
Crossley, S., Tian, Y., & Wan, Q. (2022). Argumentation features and essay quality: Exploring relationships and incidence counts. Journal of Writing Research, 14(1), 1–34. https://doi.org/10.17239/jowr-2022.14.01.01
Freya, A., & Cutri, J. (2023). “Memeing It Up!â€: Doctoral Students’ Reflections of Collegiate Virtual Writing Spaces During the COVID-19 Pandemic. In Research and Teaching in a Pandemic World: The Challenges of Establishing Academic Identities During Times of Crisis (pp. 455-468). Singapore: Springer Nature Singapore.
Flores-Ferrés, M., Van Weijen, D. ., & Rijlaarsdam, G. (2022). Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices. Journal of Writing Research, 13(3), 367–414. https://doi.org/10.17239/jowr-2022.13.03.02
Graham, S., Harbaugh-Schattenkirk, A. G., Aitken, A. A., Harris, K. R., Ng, C., Wilson, J. M., & Wdowin, J. (2023). Writing Motivation Questionnaire: Factorial and Construct Validity with Middle School Students. Educational Psychology Review, 35(1), 1-28. https://doi.org/10.1007/s10648-023-09742-4
Hemberger, L., Kuhn, D., Matos, F., & Shi, Y. (2017). A dialogic path to evidence-based argumentive writing. Journal of the Learning Sciences, 26(4), 575-607.
Jackson A. Y. & Mazzei L. A. (2023). Thinking with theory in qualitative research (Second). London: Routledge
Jagaiah, T., Howard, D., & Olinghouse, N. ( 2019). Writer's checklist: A procedural support for struggling writers. The Reading Teacher, 73 (1), 103-110. https://doi.org/10.1002/trtr.1802
Jordan-Baker, C. (2015). The philosophy of creative writing. New Writing, 12 (2), 238-248, https://doi.org/10.1080/14790726.2015.1047854
Kesler, K (2012). Writing with voice. The Reading Teacher, 66(1), 25-29, https://doi.org/10.1002/TRTR.01088
Klein, P. D., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311–350. https://doi.org/10.17239/jowr-2016.07.03.01
Li, M., & Zhang, M. (2023). Collaborative writing in L2 classrooms: A research agenda. Language Teaching, 56(1), 94-112.
Linnemann, M., Stephany, S., Lemke, V., Bulut, N., Haider, H., Roth, H.J., & Becker-Mrotzek, M. (2022). The dimensionality of writing and reading fluency and its impact on comprehension and composition. Journal of Writing Research, 14(2), 185–227. https://doi.org/10.17239/jowr-2022.14.02.02
Manchón, R. M. (2023). The psycholinguistics of second language writing. In The Routledge handbook of second language acquisition and psycholinguistics (pp. 400-412). London: Routledge.
Mendoza, L., Lindblom-Ylänne, S., Lehtonen, T., & Hyytinen, H. (2022). Writing a master’s thesis: Associations between the grade, self-efficacy, approaches to writing, and experiences of the thesis as a teaching and learning environment. Journal of Writing Research, 14(2), 257–286. https://doi.org/10.17239/jowr-2022.14.02.04
Pennington, M. C. (2013). Trends in writing and technology. Writing and Pedagogy, 5(2), 155-179.
Roth, K. & Dabrowski, J. ( 2014). Extending interactive writing into grades 2–5. The
Reading Teacher,68 (1), 33– 44. https://doi.org/10.1002/trtr.1270
Saldana, J. (2009). The coding manual for qualitative research. London:Sage.
Samonte, A. L. (2016). Techniques in teaching writing. RELC Journal, 1(1), 127–138. https://doi.org/10.1177/003368827000100115
Soysa, C. K., Dunn, D. S., Dottolo, A. L., Burns-Glover, A. L., & Gurung, R. A. R. (2013). Orchestrating Authorship: Teaching Writing Across the Psychology Curriculum. Teaching of Psychology, 40(2), 88–97. https://doi.org/10.1177/0098628312475027
Sterk, F. M., Van Goch, M. M., Burke, M., & Van der Tuin, I. (2022). Baseline assessment in writing research: A case study of popularization discourse in first-year undergraduate students. Journal of Writing Research, 14(1), 35–76. https://doi.org/10.17239/jowr-2022.14.01.02
Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human resource development review, 4(3), 356-367.
Van de Ven, M., Hofman, A. D., De Bree, E. ., Segers, E. ., Verhoeven, L., & Van der Maas, H. L. (2022). Doubling up: The influence of native and foreign language cues in foreign language double consonant spelling. Journal of Writing Research, 14(2), 141–183. https://doi.org/10.17239/jowr-2022.14.02.01
Viriot-Goeldel, C., & Pagnier, T. (2022). Teaching spelling with Twitter: The effectiveness of a collaborative method for teaching French spelling. Journal of Writing Research, 14(2), 229–256. https://doi.org/10.17239/jowr-2022.14.02.03
Wang, E., Matsumura, L.C., & Correnti, R. ( 2017). Written feedback to support students’ higher level thinking about texts in writing. The Reading Teacher, 71 (1), 101– 107. http://doi.org/10.1002/trtr.1584
Wilson, A. A. (2008). Motivating young writers through writeâ€talks: real writers, real audiences, real purposes. The Reading Teacher, 61, 485-487. http://doi.org/10.1598/RT.61.6.5
Williams, C. ( 2018). Learning to write with interactive writing instruction. The Reading Teacher, 71(5), 523– 532. https://doi.org/10.1002/trtr.1643
Yoder, S. L. (1992). Teaching writing revision: Attitudes and copy changes. The Journalism Educator, 47(4), 41–47. https://doi.org/10.1177/107769589304700406
Yoo, J. (2017) Writing out on a limb: integrating the creative and academic writing identity. New Writing, 14:3, 444-54, https://doi.org/10.1080/14790726.2017.1317274
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2022-11-19
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