WHEN WRITING MEETS READING: INDONESIAN HIGHER EDUCATION STUDENTS’ HOT TAKES ON SOURCE-BASED ASSESSMENTS
Abstrak
This study addresses a gap in understanding how L2 learners in Indonesian higher education perceive integrated writing assessments, where reading and writing skills are combined. The objective was to explore student perceptions of source-based writing tasks and their impact on academic writing development. Employing a cross-sectional quantitative design, 109 first-year English education students participated. Data were gathered through a modified 26-item questionnaire using a 4-point Likert scale, supplemented by open-ended questions. Descriptive statistics and Chi-Square tests were used to analyze the data. Results revealed that 85% of students viewed readings as beneficial for enhancing writing skills (M = 2.93, SD = 0.88), while 59% agreed that source texts supported essay organization (M = 2.73). However, 42% did not perceive the readings as effective for language modelling, particularly grammar (M = 2.63, SD = 0.92). Advanced-level writers showed a higher tendency to use sources for idea generation (M = 2.81) but struggled with integrating grammatical structures. Significant correlations (p < 0.05) were found between proficiency levels and students’ use of sources for ideation and citation practices. The study concludes that source-based writing assessments positively influence idea generation and organizational skills but highlight challenges in linguistic and citation integration. These findings suggest the need for targeted instructional support in reading comprehension, textual analysis, and citation practices to enhance L2 learners’ academic writing skills in integrated assessment contexts.
Referensi
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Akhtar, R., Hassan, H., Saidalvi, A. B., & Hussain, S. (2019). A systematic review of the challenges and solutions of ESL students’ academic writing. In International Journal of Engineering and Advanced Technology (Vol. 8, Issue 5). https://doi.org/10.35940/ijeat.E1164.0585C19
Ansas, V. N., & Sukyadi, D. (2019). SOURCE-BASED WRITING AMONG UNDERGRADUATE STUDENTS: PERSPECTIVE AND CHALLENGES. International Journal of Education, 11(2). https://doi.org/10.17509/ije.v11i2.14757
Anwar, K., Novalina, S., Anwar, K., Hasibuan, L., & Suryani, D. (2021). The Role of Education Politics as a Foundation in Developing Curriculum and Educational Techniques in Indonesia. AL- ISHLAH: Jurnal Pendidikan, 13(1). https://doi.org/10.35445/alishlah.v13i1.410
Ashrafiany, Hasanuddin, & Basalama, N. (2020). The students’ writing difficulties in writing an essay based on cognitive process. Lingua Jurnal Pendidikan Bahasa, 16(1).
Asiamah, N., Mends-Brew, E., & Boison, B. K. T. (2021). A spotlight on cross-sectional research: Addressing the issues of confounding and adjustment. International Journal of Healthcare Management, 14(1). https://doi.org/10.1080/20479700.2019.1621022
Azizi, M., Tkáčová, H., Pavliková, M., & Jenisová, Z. (2020). Extensive Reading and the Writing Ability of EFL Learners: the Effect of Group Work. European Journal of Contemporary Education, 9(4). https://doi.org/10.13187/ejced.2020.4.726
Baxter, G., & Neumann, H. (2023). Source-based writing of the high- and low-proficiency adolescent writer in the high-school L2 classroom. Journal of Second Language Writing, 62. https://doi.org/10.1016/j.jslw.2023.101064
Benitez-Correa, C., Vargas-Saritama, A., Gonzalez-Torres, P., Quinonez-Beltran, A., & Ochoa- Cueva, C. (2022). Students’ Preferences and Learning Styles in Relation to Reading and Writing Strategies at Distance Higher Education. International Journal of Learning, Teaching and Educational Research, 21(4). https://doi.org/10.26803/ijlter.21.4.18
Boillos Pereira, M. M. (2020). The faces of unconscious plagiarism in academic writing. Educacion XX1, 23(2). https://doi.org/10.5944/educxx1.25658
Bram, B., & Angelina, P. (2022). Indonesian Tertiary Education Students’ Academic Writing Setbacks and Solutions. International Journal of Language Education, 6(3). https://doi.org/10.26858/ijole.v6i3.22043
Bråten, I., Haverkamp, Y. E., Latini, N., & Strømsø, H. I. (2023). Measuring multiple-source based academic writing self-efficacy. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1212567
Bui, H. P., Nguyen, L. T., & Nguyen, T. V. (2023). An investigation into EFL pre-service teachers’ academic writing strategies. Heliyon, 9(3). https://doi.org/10.1016/j.heliyon.2023.e13743
Dong, Y., & Shi, L. (2021). Using Grammarly to support students’ source-based writing practices. Assessing Writing, 50. https://doi.org/10.1016/j.asw.2021.100564
Doolan, S. M. (2023). Source-Based L1 Student Writing Development: Analyzing the Relationships Among Functional Dimensions of Source Use and the Quality of Source Use. Written Communication, 40(2). https://doi.org/10.1177/07410883221147523
Faisal, F., & Carabella, P. A. (2023). Utilizing Grammarly in an Academic Writing Process: Higher- Education Students’ Perceived Views. Journal of English Language Teaching and Linguistics, 8(1). https://doi.org/10.21462/jeltl.v8i1.1006
Gebril, A., & Plakans, L. (2016). Source-based tasks in academic writing assessment: Lexical diversity, textual borrowing and proficiency. Journal of English for Academic Purposes, 24. https://doi.org/10.1016/j.jeap.2016.10.001
Golparvar, S. E., & Rashidi, F. (2021). The effect of task complexity on integrated writing performance: The case of multiple-text source-based writing. System, 99. https://doi.org/10.1016/j.system.2021.102524
González, E. F. (2021). The impact of assessment training on EFL writing classroom assessment: Voices of Mexican university teachers. Profile: Issues in Teachers’ Professional Development, 23(1). https://doi.org/10.15446/profile.v23n1.85019
Hairunnisa, H., Norlinda, N., Latifah, N. Y., Khairaini, M., Ramadhani, S., Banseng, S., & Handrianto, C. (2023). The Plagiarism Awareness of University’s Students in Writing Research Proposal.SAGA: Journal of English Language Teaching and Applied Linguistics, 4(2).
https://doi.org/10.21460/saga.2023.42.150
Juriati, D. E., Ariyanti, A., & Fitriana, R. (2018). The Correlation Between Reading Comprehension
and Writing Ability in Descriptive Text. Southeast Asian Journal of Islamic Education, 1(1).
https://doi.org/10.21093/sajie.v1i1.1150
Kim, Y. H. (2019). An investigation into the dimensional structure of ESL academic writing skills on
TOEFL iBT independent essays. Journal of Asia TEFL, 16(1).
https://doi.org/10.18823/asiatefl.2019.16.1.20.307
Kuswandari, Y. (2018). Using Text-Based Materials to Improve English Listening Skill of Elementary
Students. ADJES (Ahmad Dahlan Journal of English Studies), 5(2).
Leijten, M., Van Waes, L., Schrijver, I., Bernolet, S., & Vangehuchten, L. (2019). Mapping master’s
students’ use of external sources in source-based writing in L1 and L2. Studies in Second
Language Acquisition, 41(3). https://doi.org/10.1017/S0272263119000251
Masumi ONO, Hiroyuki YAMANISHI, & Yuko HIJIKATA. (2019). Holistic and Analytic Assessments of the TOEFL iBT® Integrated Writing Task. JLTA Journal, 22(0).
https://doi.org/10.20622/jltajournal.22.0_65
Maulidina Tri Amanda, Akhmad Ali Mirza, & Zaitun Qamariah. (2023). A History Of Merdeka
Curriculum For English Education In Indonesia. Jurnal Ilmu Pendidikan Nasional (JIPNAS), 1(2).
https://doi.org/10.59435/jipnas.v1i2.19
McCarthy, K. S., Yan, E. F., Allen, L. K., Sonia, A. N., Magliano, J. P., & McNamara, D. S. (2022). On
the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks. Learning and Instruction, 79. https://doi.org/10.1016/j.learninstruc.2022.101599
Merkel, W. (2020). A case study of undergraduate L2 writers’ concerns with source-based writing and plagiarism. TESOL Journal, 11(3). https://doi.org/10.1002/tesj.503
Meza, A., Rodríguez, I., & Caviedes, L. (2021). Fostering efl preservice teachers’ academic writing skills through reflective learning. Profile: Issues in Teachers’ Professional Development, 23(1). https://doi.org/10.15446/profile.v23n1.85145
Mohseni, A. (2021). The Impact of Genre-Based Instruction on Iranian Intermediate EFL Learners’ Writing Skills. Vision: Journal for Language and Foreign Language Learning, 10(2). https://doi.org/10.21580/vjv11i110596
Moojen, S. M. P., Gonçalves, H. A., Bassôa, A., Navas, A. L., de Jou, G., & Miguel, E. S. (2020). Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill. Annals of Dyslexia, 70(1). https://doi.org/10.1007/s11881-020-00195-w
Nabhan, S. (2021). Pre-service teachers’ conceptions and competences on digital literacy in an EFL academic writing setting. Indonesian Journal of Applied Linguistics, 11(1). https://doi.org/10.17509/ijal.v11i1.34628
Namira, M., Ping, M., & Suhatmady, B. (2021). Plagiarism Awareness and Academic Writing Ability: The Relationship with the EFL Students’ Plagiarism Practice. Educational Studies: Conference Series, 1(1). https://doi.org/10.30872/escs.v1i1.867
Ningsih, A. R., Mentari, S., Julyanto, R., & Safrudin, S. (2022). The Development of Educational Human Resources through Indonesia’s Education System. Interdisciplinary Social Studies, 1(4). https://doi.org/10.55324/iss.v1i4.70
Ningtyas, H. P., Cahyono, B. Y., & El Khoiri, N. (2021). ELT Students’ Attitudes towards Plagiarism in Writing Argumentative Essays. JoLLA: Journal of Language, Literature, and Arts, 1(1). https://doi.org/10.17977/um064v1i12021p37-48
Noor, G. R., Arini, D. N., & Arapah, E. (2022). Correlation of English students’ reading habits and their writing ability. International Journal of Educational Studies in Social Sciences (IJESSS), 2(2). https://doi.org/10.53402/ijesss.v2i2.48
Öncel, P., Flynn, L. E., Sonia, A. N., Barker, K. E., Lindsay, G. C., Mcclure, C. M., Mcnamara, D. S., & Allen, L. K. (2021). Automatic student writing evaluation: Investigating the impact of individual differences on source-based writing. ACM International Conference Proceeding Series. https://doi.org/10.1145/3448139.3448207
Pirttimaa, R., Takala, M., & Ladonlahti, T. (2015). Students in higher education with reading and writing difficulties. Education Inquiry, 6(1). https://doi.org/10.3402/edui.v6.24277
Pusey, K., & Butler, Y. G. (2024). Amplifying test-taker voices in the validation of L2 writing assessment tasks. Assessing Writing, 59. https://doi.org/10.1016/j.asw.2023.100790
Putri Andayani, E., Sarah Fitriani, S., & Fitrisia, D. (2021). The strategies used by post-graduate students to avoid plagiarism in thesis writing. English Education Journal, 12(4).https://doi.org/10.24815/eej.v12i4.19461
Rodhiya, N., & Hermilia Wijayati, P. (2020). Graduate Students’ Attitude Toward Plagiarism in
Academic Writing. KnE Social Sciences. https://doi.org/10.18502/kss.v4i4.6484
Rosdiana, L. A., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2023). The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education. International Journal of Learning,
Teaching and Educational Research, 22(6). https://doi.org/10.26803/ijlter.22.6.18
Sari, A., Rasyid, Y., & Muliastuti, L. (2022). Development of Exposition Text Writing Materials based
on Contextual Approach. Jurnal Pendidikan Dan Pengajaran, 51(3).
Sasayama, S., Garcia Gomez, P., & Norris, J. M. (2021). Designing Efficient L2 Writing Assessment
Tasks for Low-Proficiency Learners of English. ETS Research Report Series, 2021(1).
https://doi.org/10.1002/ets2.12341
Smart, J. (2019). Affordances of TOEFL writing tasks beyond university admissions. Assessing
Writing, 41. https://doi.org/10.1016/j.asw.2019.06.006
Tasker, D. G. (2022). A case study of the variety of writing assignments in an undergraduate English
department. English for Specific Purposes, 66. https://doi.org/10.1016/j.esp.2021.12.001
Teng, M. F., Qin, C., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context.
Metacognition and Learning, 17(1). https://doi.org/10.1007/s11409-021-09278-4
Teng, M. F., & Yue, M. (2023). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning,
18(1). https://doi.org/10.1007/s11409-022-09328-5
Utami, S. P. T., Andayani, Winarni, R., & Sumarwati. (2023). Utilization of artificial intelligence
technology in an academic writing class: How do Indonesian students perceive? Contemporary
Educational Technology, 15(4). https://doi.org/10.30935/cedtech/13419
Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop students’ academic writing skills. Asian-Pacific Journal of Second and Foreign Language Education, 6(1).
https://doi.org/10.1186/s40862-020-00108-9
Weston-Sementelli, J. L., Allen, L. K., & McNamara, D. S. (2018). Comprehension and Writing
Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks. International Journal of Artificial Intelligence in Education, 28(1). https://doi.org/10.1007/s40593- 016-0127-7
Wijaya, K. F. (2022). Indonesian EFL Teachers’ Perceptions on Formative Assessment in Writing. JET (Journal of English Teaching), 8(1). https://doi.org/10.33541/jet.v8i1.3359
Yang, A., Stockwell, S., & McDonnell, L. (2019). Writing in your own voice: An intervention that reduces plagiarism and common writing problems in students’ scientific writing. Biochemistry and Molecular Biology Education, 47(5). https://doi.org/10.1002/bmb.21282
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Akhtar, R., Hassan, H., Saidalvi, A. B., & Hussain, S. (2019). A systematic review of the challenges and solutions of ESL students’ academic writing. In International Journal of Engineering and Advanced Technology (Vol. 8, Issue 5). https://doi.org/10.35940/ijeat.E1164.0585C19
Ansas, V. N., & Sukyadi, D. (2019). SOURCE-BASED WRITING AMONG UNDERGRADUATE STUDENTS: PERSPECTIVE AND CHALLENGES. International Journal of Education, 11(2). https://doi.org/10.17509/ije.v11i2.14757
Anwar, K., Novalina, S., Anwar, K., Hasibuan, L., & Suryani, D. (2021). The Role of Education Politics as a Foundation in Developing Curriculum and Educational Techniques in Indonesia. AL- ISHLAH: Jurnal Pendidikan, 13(1). https://doi.org/10.35445/alishlah.v13i1.410
Ashrafiany, Hasanuddin, & Basalama, N. (2020). The students’ writing difficulties in writing an essay based on cognitive process. Lingua Jurnal Pendidikan Bahasa, 16(1).
Asiamah, N., Mends-Brew, E., & Boison, B. K. T. (2021). A spotlight on cross-sectional research: Addressing the issues of confounding and adjustment. International Journal of Healthcare Management, 14(1). https://doi.org/10.1080/20479700.2019.1621022
Azizi, M., Tkáčová, H., Pavliková, M., & Jenisová, Z. (2020). Extensive Reading and the Writing Ability of EFL Learners: the Effect of Group Work. European Journal of Contemporary Education, 9(4). https://doi.org/10.13187/ejced.2020.4.726
Baxter, G., & Neumann, H. (2023). Source-based writing of the high- and low-proficiency adolescent writer in the high-school L2 classroom. Journal of Second Language Writing, 62. https://doi.org/10.1016/j.jslw.2023.101064
Benitez-Correa, C., Vargas-Saritama, A., Gonzalez-Torres, P., Quinonez-Beltran, A., & Ochoa- Cueva, C. (2022). Students’ Preferences and Learning Styles in Relation to Reading and Writing Strategies at Distance Higher Education. International Journal of Learning, Teaching and Educational Research, 21(4). https://doi.org/10.26803/ijlter.21.4.18
Boillos Pereira, M. M. (2020). The faces of unconscious plagiarism in academic writing. Educacion XX1, 23(2). https://doi.org/10.5944/educxx1.25658
Bram, B., & Angelina, P. (2022). Indonesian Tertiary Education Students’ Academic Writing Setbacks and Solutions. International Journal of Language Education, 6(3). https://doi.org/10.26858/ijole.v6i3.22043
Bråten, I., Haverkamp, Y. E., Latini, N., & Strømsø, H. I. (2023). Measuring multiple-source based academic writing self-efficacy. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1212567
Bui, H. P., Nguyen, L. T., & Nguyen, T. V. (2023). An investigation into EFL pre-service teachers’ academic writing strategies. Heliyon, 9(3). https://doi.org/10.1016/j.heliyon.2023.e13743
Dong, Y., & Shi, L. (2021). Using Grammarly to support students’ source-based writing practices. Assessing Writing, 50. https://doi.org/10.1016/j.asw.2021.100564
Doolan, S. M. (2023). Source-Based L1 Student Writing Development: Analyzing the Relationships Among Functional Dimensions of Source Use and the Quality of Source Use. Written Communication, 40(2). https://doi.org/10.1177/07410883221147523
Faisal, F., & Carabella, P. A. (2023). Utilizing Grammarly in an Academic Writing Process: Higher- Education Students’ Perceived Views. Journal of English Language Teaching and Linguistics, 8(1). https://doi.org/10.21462/jeltl.v8i1.1006
Gebril, A., & Plakans, L. (2016). Source-based tasks in academic writing assessment: Lexical diversity, textual borrowing and proficiency. Journal of English for Academic Purposes, 24. https://doi.org/10.1016/j.jeap.2016.10.001
Golparvar, S. E., & Rashidi, F. (2021). The effect of task complexity on integrated writing performance: The case of multiple-text source-based writing. System, 99. https://doi.org/10.1016/j.system.2021.102524
González, E. F. (2021). The impact of assessment training on EFL writing classroom assessment: Voices of Mexican university teachers. Profile: Issues in Teachers’ Professional Development, 23(1). https://doi.org/10.15446/profile.v23n1.85019
Hairunnisa, H., Norlinda, N., Latifah, N. Y., Khairaini, M., Ramadhani, S., Banseng, S., & Handrianto, C. (2023). The Plagiarism Awareness of University’s Students in Writing Research Proposal.SAGA: Journal of English Language Teaching and Applied Linguistics, 4(2).
https://doi.org/10.21460/saga.2023.42.150
Juriati, D. E., Ariyanti, A., & Fitriana, R. (2018). The Correlation Between Reading Comprehension
and Writing Ability in Descriptive Text. Southeast Asian Journal of Islamic Education, 1(1).
https://doi.org/10.21093/sajie.v1i1.1150
Kim, Y. H. (2019). An investigation into the dimensional structure of ESL academic writing skills on
TOEFL iBT independent essays. Journal of Asia TEFL, 16(1).
https://doi.org/10.18823/asiatefl.2019.16.1.20.307
Kuswandari, Y. (2018). Using Text-Based Materials to Improve English Listening Skill of Elementary
Students. ADJES (Ahmad Dahlan Journal of English Studies), 5(2).
Leijten, M., Van Waes, L., Schrijver, I., Bernolet, S., & Vangehuchten, L. (2019). Mapping master’s
students’ use of external sources in source-based writing in L1 and L2. Studies in Second
Language Acquisition, 41(3). https://doi.org/10.1017/S0272263119000251
Masumi ONO, Hiroyuki YAMANISHI, & Yuko HIJIKATA. (2019). Holistic and Analytic Assessments of the TOEFL iBT® Integrated Writing Task. JLTA Journal, 22(0).
https://doi.org/10.20622/jltajournal.22.0_65
Maulidina Tri Amanda, Akhmad Ali Mirza, & Zaitun Qamariah. (2023). A History Of Merdeka
Curriculum For English Education In Indonesia. Jurnal Ilmu Pendidikan Nasional (JIPNAS), 1(2).
https://doi.org/10.59435/jipnas.v1i2.19
McCarthy, K. S., Yan, E. F., Allen, L. K., Sonia, A. N., Magliano, J. P., & McNamara, D. S. (2022). On
the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks. Learning and Instruction, 79. https://doi.org/10.1016/j.learninstruc.2022.101599
Merkel, W. (2020). A case study of undergraduate L2 writers’ concerns with source-based writing and plagiarism. TESOL Journal, 11(3). https://doi.org/10.1002/tesj.503
Meza, A., Rodríguez, I., & Caviedes, L. (2021). Fostering efl preservice teachers’ academic writing skills through reflective learning. Profile: Issues in Teachers’ Professional Development, 23(1). https://doi.org/10.15446/profile.v23n1.85145
Mohseni, A. (2021). The Impact of Genre-Based Instruction on Iranian Intermediate EFL Learners’ Writing Skills. Vision: Journal for Language and Foreign Language Learning, 10(2). https://doi.org/10.21580/vjv11i110596
Moojen, S. M. P., Gonçalves, H. A., Bassôa, A., Navas, A. L., de Jou, G., & Miguel, E. S. (2020). Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill. Annals of Dyslexia, 70(1). https://doi.org/10.1007/s11881-020-00195-w
Nabhan, S. (2021). Pre-service teachers’ conceptions and competences on digital literacy in an EFL academic writing setting. Indonesian Journal of Applied Linguistics, 11(1). https://doi.org/10.17509/ijal.v11i1.34628
Namira, M., Ping, M., & Suhatmady, B. (2021). Plagiarism Awareness and Academic Writing Ability: The Relationship with the EFL Students’ Plagiarism Practice. Educational Studies: Conference Series, 1(1). https://doi.org/10.30872/escs.v1i1.867
Ningsih, A. R., Mentari, S., Julyanto, R., & Safrudin, S. (2022). The Development of Educational Human Resources through Indonesia’s Education System. Interdisciplinary Social Studies, 1(4). https://doi.org/10.55324/iss.v1i4.70
Ningtyas, H. P., Cahyono, B. Y., & El Khoiri, N. (2021). ELT Students’ Attitudes towards Plagiarism in Writing Argumentative Essays. JoLLA: Journal of Language, Literature, and Arts, 1(1). https://doi.org/10.17977/um064v1i12021p37-48
Noor, G. R., Arini, D. N., & Arapah, E. (2022). Correlation of English students’ reading habits and their writing ability. International Journal of Educational Studies in Social Sciences (IJESSS), 2(2). https://doi.org/10.53402/ijesss.v2i2.48
Öncel, P., Flynn, L. E., Sonia, A. N., Barker, K. E., Lindsay, G. C., Mcclure, C. M., Mcnamara, D. S., & Allen, L. K. (2021). Automatic student writing evaluation: Investigating the impact of individual differences on source-based writing. ACM International Conference Proceeding Series. https://doi.org/10.1145/3448139.3448207
Pirttimaa, R., Takala, M., & Ladonlahti, T. (2015). Students in higher education with reading and writing difficulties. Education Inquiry, 6(1). https://doi.org/10.3402/edui.v6.24277
Pusey, K., & Butler, Y. G. (2024). Amplifying test-taker voices in the validation of L2 writing assessment tasks. Assessing Writing, 59. https://doi.org/10.1016/j.asw.2023.100790
Putri Andayani, E., Sarah Fitriani, S., & Fitrisia, D. (2021). The strategies used by post-graduate students to avoid plagiarism in thesis writing. English Education Journal, 12(4).https://doi.org/10.24815/eej.v12i4.19461
Rodhiya, N., & Hermilia Wijayati, P. (2020). Graduate Students’ Attitude Toward Plagiarism in
Academic Writing. KnE Social Sciences. https://doi.org/10.18502/kss.v4i4.6484
Rosdiana, L. A., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2023). The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education. International Journal of Learning,
Teaching and Educational Research, 22(6). https://doi.org/10.26803/ijlter.22.6.18
Sari, A., Rasyid, Y., & Muliastuti, L. (2022). Development of Exposition Text Writing Materials based
on Contextual Approach. Jurnal Pendidikan Dan Pengajaran, 51(3).
Sasayama, S., Garcia Gomez, P., & Norris, J. M. (2021). Designing Efficient L2 Writing Assessment
Tasks for Low-Proficiency Learners of English. ETS Research Report Series, 2021(1).
https://doi.org/10.1002/ets2.12341
Smart, J. (2019). Affordances of TOEFL writing tasks beyond university admissions. Assessing
Writing, 41. https://doi.org/10.1016/j.asw.2019.06.006
Tasker, D. G. (2022). A case study of the variety of writing assignments in an undergraduate English
department. English for Specific Purposes, 66. https://doi.org/10.1016/j.esp.2021.12.001
Teng, M. F., Qin, C., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context.
Metacognition and Learning, 17(1). https://doi.org/10.1007/s11409-021-09278-4
Teng, M. F., & Yue, M. (2023). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning,
18(1). https://doi.org/10.1007/s11409-022-09328-5
Utami, S. P. T., Andayani, Winarni, R., & Sumarwati. (2023). Utilization of artificial intelligence
technology in an academic writing class: How do Indonesian students perceive? Contemporary
Educational Technology, 15(4). https://doi.org/10.30935/cedtech/13419
Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop students’ academic writing skills. Asian-Pacific Journal of Second and Foreign Language Education, 6(1).
https://doi.org/10.1186/s40862-020-00108-9
Weston-Sementelli, J. L., Allen, L. K., & McNamara, D. S. (2018). Comprehension and Writing
Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks. International Journal of Artificial Intelligence in Education, 28(1). https://doi.org/10.1007/s40593- 016-0127-7
Wijaya, K. F. (2022). Indonesian EFL Teachers’ Perceptions on Formative Assessment in Writing. JET (Journal of English Teaching), 8(1). https://doi.org/10.33541/jet.v8i1.3359
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2025-04-08
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