Students’ Preferences and Their Needs of Reading in Writing Class
- DOI
- 10.2991/assehr.k.210325.052How to use a DOI?
- Keywords
- Reading-based Writing, Writing Skill
- Abstract
Many studies have claimed that one’s ability in writing is affected significantly by his or her interest in reading. This means that the more one reads, the better one can usually write. Despite its importance, reading activities in class, however, are not yet implemented in ways that can facilitate and help students find ideas more easily and write well. Hence, this study is aimed at finding out the students’ perception and preferences about their writing need. A questionnaire was distributed to 137 sophomore students in a university in Padang. The questionnaire is mainly concerned with activities in pre-writing, whilst-writing and post-writing stages. Data analysis reveals that 98.5% students agree that they need to do some pre-reading to get more information about the topic they will write. In whilst-writing stage, the data shows that the students strongly prefer collaborative writing to individual writing. Lastly, it is no doubt that feedback from both peers and teachers are considered advantageous; yet, direct corrective feedback from teachers is more preferred by more than 70% students. These results hopefully give insights into how appropriate method and strategy should be implemented in teaching writing.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Yenni Rozimela AU - Desvalini Anwar AU - Ririn Ovilia AU - Ainul Addinna PY - 2021 DA - 2021/03/26 TI - Students’ Preferences and Their Needs of Reading in Writing Class BT - Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020) PB - Atlantis Press SP - 293 EP - 298 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210325.052 DO - 10.2991/assehr.k.210325.052 ID - Rozimela2021 ER -