Indonesian University Students' Perception on Instructor-Initiated Writing Activities

The recent literature of writing studies suggests that there is a possibility of different perception between instructor and university students on what causes students’ writing reluctance which leads to ineffective writing teaching activities initiated by the instructor. Such ineffective teaching h...

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Bibliographic Details
Main Authors: Laode Muhammad Firman Guntur, Sadegh Rahimi Pordanjani
Format: Article
Language:English
Published: Program Studi Pendidikan Bahasa Inggris Jurusan Tarbiyah Sekolah Tinggi Agama Islam Negeri (STAIN) Palopo 2019-12-01
Series:Ideas
Subjects:
Online Access:https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/1054
Description
Summary:The recent literature of writing studies suggests that there is a possibility of different perception between instructor and university students on what causes students’ writing reluctance which leads to ineffective writing teaching activities initiated by the instructor. Such ineffective teaching has, then, become the main cause of students’ disengagement in writing classes at university. This paper is aimed at exploring the perception from students’ side as the targeted individuals within the teaching process itself. In order to describe such perception, a critical literary review of previous studies from the relevant area is employed. It is argued that students’ perception on instructor-initiated writing activities are influenced by pedagogical consequences, learner’s linguistic competence, and their original perceptions of the English writing skill. This investigation has found that it is very crucial for instructors to design activities that engage students in three dimensions: cognitive, behavioural, and emotional. The study also finds that instructors' selection of teaching strategies influences students' motivation extrinsically in the form of reinforcement, or in contrast, degradation of their motivation. Finally, this study confirms it is possible for students to respond pedagogical activities differently from the expectation of the instructors.
ISSN:2338-4778
2548-4192