EFEKTIVITAS LATIHAN STRUKTUR KALIMAT KOMPLEKS DALAM MENINGKATKAN KETERAMPILAN MENULIS AKADEMIK MAHASISWA: ANALISIS PERBANDINGAN DAN IMPLIKASI PENDIDIKAN
Keywords:
Menulis Akademik, Struktur kalimat kompleks, Latihan intensifAbstract
Kemampuan menulis akademik mahasiswa sering kali menghadapi tantangan dalam penggunaan struktur kalimat kompleks yang efektif, yang penting untuk berpikir kritis dan penyusunan argumen yang kuat. Penelitian ini bertujuan untuk mengevaluasi efektivitas latihan intensif pada struktur kalimat kompleks dalam meningkatkan kemampuan menulis akademik. Metode penelitian melibatkan desain eksperimen dengan kelompok perlakuan dan dua kelompok kontrol, menggunakan mahasiswa semester 7 di Institut Pendidikan Nusantara Global sebagai populasi. Data dianalisis menggunakan ANOVA dan uji post hoc LSD untuk membandingkan perbedaan antara kelompok. Hasil penelitian menunjukkan perbedaan signifikan antara kelompok perlakuan (M = 75.6, SD = 5.2) dengan kelompok kontrol positif (M = 68.9, SD = 4.8) dan kontrol negatif (M = 67.2, SD = 6.1), dengan F(2,26) =65.14, p = 0.021, η² = 0.95. Analisis post hoc mengonfirmasi bahwa perbedaan tersebut signifikan pada tingkat p < 0.001. Temuan ini mendukung bahwa latihan terfokus pada elemen struktur kalimat kompleks memiliki efek besar dalam meningkatkan keterampilan menulis akademik. Implikasi dari penelitian ini mencakup pengintegrasian latihan semacam ini dalam kurikulum pengajaran untuk mengoptimalkan pembelajaran menulis, serta penggunaan teknologi pendidikan yang dapat memperluas akses dan efektivitas pembelajaran. Penelitian ini juga menyoroti perlunya studi lanjutan dengan populasi yang lebih beragam dan periode observasi yang lebih panjang untuk memperkuat validitas hasil dan mengeksplorasi dampak jangka panjang dari metode ini.
Downloads
References
Abdullah, M. A., et al. Enhancing ESL Writing using Sentence Variety Checklist.International Journal of Academic Research in Business and Social Sciences (2019). doi:10.6007/ijarbss/v9-i13/6245.
Akhtar, R., Hassan, H., Saidalvi, A., & Hussain, S. (2019). A systematic review of the challenges and solutions of esl students’ academic writing. International Journal of Engineering and Advanced Technology, 8(5c), 11691171.https://doi.org/10.35940/ijeat.e1164.0585c19
Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53(1), 27-31.doi:10.3200/CTCH.53.1.27-31.
Berninger, V., Nagy, W., & Beers, S. (2010). Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation. Reading and Writing, 24(2), 151- 182. https://doi.org/10.1007/s11145-0109262-yCad,
A. and Carrera, P. (2023). Enhancing undergraduate students’ academic writing skills through selfassessment. Letras, 173-194. https://doi.org/10.5902/2176148543019
Colombo, L. and Prior, M. (2016). How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude. Ilha Do Desterro a Journal of English Language Literatures in English and Cultural Studies, 69(3), 115.
https://doi.org/10.5007/2175-8026.2016v69n3p115
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.
Datchuk, S. (2016). A direct instruction and precision teaching intervention to improve the sentence construction of middle school students with writing difficulties. The Journal of Special Education, 51(2), 62-71. https://doi.org/10.1177/0022466916665588
Datchuk, S. and Kubina, R. (2012). A review of teaching sentence-level writing skills to students with writing difficulties and learning disabilities. Remedial and Special Education, 34(3), 180-192. https://doi.org/10.1177/0741932512448254
Datchuk, S. K., & Kubina, R. M. A Review of Teaching Sentence-Level Writing Skills to Students With Writing Difficulties and Learning Disabilities. Remedial and Special Education (2012). doi:10.1177/0741932512448254.
Dincer, A. and Koç, H. (2018). Designing and evaluating a faculty development program on english language needs: a mixed methods approach. Journal of Higher Education and Science, 8(3), 593. https://doi.org/10.5961/jhes.2018.300
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. doi:10.11648/j.ajtas.20160501.11.
Fatmawati, Sahrudin, Hamka. (2024). Penerapan Model Pembelajaran Sainifik Untuk Meningkatkan Minat Belajar Siswa. BEGIBUNG: Jurnal Penelitian Multidisiplin. 2(4), 2631https://doi.org/10.62667/begibung.v2i4.14
Fernsten, L. and Reda, M. (2011). Helping students meet the challenges of academic writing. Teaching in Higher Education, 16(2), 171-182. https://doi.org/10.1080/13562517.2010.507306
Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics. London: SAGE Publications.
Graham, S. (2023). A meta-analysis of writing treatments for students in grades. Journal of Educational Psychology (2023). doi:10.1037/edu0000819.
Mallahi, O. (2022). Review of research on the use of information and communication technologies (icts) in elt-related academic writing classrooms. Journal of Language and Education, 8(2), 165178. https://doi.org/10.17323/jle.2022.13395
Matoti, S. and Lenong, B. (2018). Teaching large classes at an institution of higher learning in south africa. https://doi.org/10.20472/iac.2018.040.044
Nhan, D. and Lap, T. (2023). Complex sentences used in english-majored students’ essay writing: pedagogical implications. European Journal of Education Studies. 10(4). https://doi.org/10.46827/ejes.v10i4.4757
Oktarina, S., Emzir, E., & Rafli, Z. (2018). Students and lecturers perception on academic writing instruction. English Review Journal of English Education, 6(2), 69. https://doi.org/10.25134/erjee.v6i2.1256
Oyama, R. (2017). Effects of cognitive comparison during focus-on-form instruction on japanese efl learners’ acquisition of grammar. The Journal of Asiatefl, 14(1), 1-15. https://doi.org/10.18823/asiatefl.2017.14.1.1.1
Oyama, T. (2017). Effects of Cognitive Comparison during Focus-on-Form Instruction on Japanese EFL Learners’ Acquisition of Grammar. The Journal of Asia TEFL. doi:10.18823/asiatefl.2017.14.1.1.1.
Pineteh, E. (2013). The academic writing challenges of undergraduate students: a south african case study. International Journal of Higher Education. 3(1). https://doi.org/10.5430/ijhe.v3n1p12
Smith, K. A., et al. (2021). Sentence Writing Intervention for At-Risk Writers in Upper Elementary Grades. Learning Disabilities Research and Practice. doi:10.1111/ldrp.12266.
Staples, S., Egbert, J., Biber, D., & Gray, B. (2016). Academic writing development at the university level. Written Communication. 33(2), 149-183. https://doi.org/10.1177/0741088316631527
Subekti, A. (2018). L2 writing proficiency and mastery of complex sentence: a study of indonesian english education major university students. Indonesian Journal of Efl and Linguistics. 3(1), 19. https://doi.org/10.21462/ijefll.v3i1.48
Teng, M. (2022). The effectiveness of incorporating metacognitive prompts in collaborative writing on academic english writing skills. https://doi.org/10.31234/osf.io/kq2mb
Thanh, T. (2023). Impacts of morphological knowledge on the degree of lexical complexity and the quality of academic essays of efl intermediate students. European Journal of Education and Pedagogy, 4(4), 80-89. https://doi.org/10.24018/ejedu.2023.4.4.723
Toprak, Z. and Yücel, V. (2020). A peculiar practice of academic writing: epidemic writing in the turkish graduate education. Cogent Education, 7(1). https://doi.org/10.1080/2331186x.2020.1774098
Villaruz, J. (2024). Metacognitive awareness of writing strategies, oral proficiency, and writing instructions: a structural equation model of academic writing skills in filipino language. Asian Journal of Advanced Research and Reports, 18(7), 114-134. https://doi.org/10.9734/ajarr/2024/v18i7690
Wischgoll, A. (2016). Combined training of one cognitive and one metacognitive strategy improves academic writing skills. Frontiers in Psychology, 7.https://doi.org/10.3389/fpsyg.2016.00187
Wu, Y. and Schunn, C. (2020). The effects of providing and receiving peer feedback on writing performance and learning of secondary school students. American Educational Research Journal. 58(3), 492-526. https://doi.org/10.3102/0002831220945266
Yusuf, Q., Jusoh, Z., & Yusuf, Y. (2019). Cooperative learning strategies to enhance writing skills among second language learners. International Journal of Instruction. 12(1), 13991412. https://doi.org/10.29333/iji.2019.12189a
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 M. Wahyu Hadi, Evi Safitri Yulandari, Hendra Suryadi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
CC Attribution-NonCommercial-ShareAlike 4.0
