Connecting Active Reading and Academic Writing in A Multicultural Context: Strategies for Syllabus and Material Packet Development
Keywords:
academic honesty, academic writing, active reading, multicultural context, syllabus and materials packet development
Abstract
In response to the absence of a module for academic writing courses in a multicultural classroom context and the problems of starting to write and finding ideas for academic writing, this research aims to develop an academic writing module that meets the teachers' and undergraduate students' needs and voices. This study employed ADDIE model of R&D carried out through some steps: need analysis, drafting, developing, implementing, and evaluating. In the steps of need analysis, students claimed that reading contributes to getting ideas and building background knowledge of a certain topic for writing. Brainstorming is another voice they proposed to solve the problems. Moreover, they believe that writing essays can be the starting point for writing journal articles. Accordingly, by considering all findings in the initial step, the products of this R&D comprise students’ and teachers’ books. The product's specific characteristics are reading preceding essay writing, brainstorming, the syllabus, the scoring rubric with a detailed description, and academic honesty. The study revealed that integrating active reading into academic writing modules can be pedagogically implemented and enhance both students’ reading and writing skills. The following studies on developing a module for other levels of education can be carried out to further contribute to reading-writing pedagogy.
References
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Aldoobie, N. (2015). ADDIE model. American International Journal of Contemporary Research, 5(6), 68–72.
Alharthi, T. (2022). The impact of collaborative reading tasks on EFL learners' academic writing. Journal of Language and Linguistic Studies, 18(1), 295–310. https://doi.org/10.52462/jlls.102
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Aruan, R. (2019). The improvement of students' academic writing through reading ability using cooperative integrated reading and composition (CIRC) model. International Journal of Educational Best Practices, 3(2), 52–63. https://doi.org/10.31258/ijebp.v3n2.p52-63
Atayeva, M., Putro, N. H. P. S., Kassymova, G., & Kosbay, S. (2019). Impact of reading on students' writing ability. In Materials of International Practical Internet Conference "Challenges of Science" (pp. 5–13).
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Kemalsyah, M., Solehuddin, M., Hariyadi, A., Jenuri, J., & Suwarma, D. M. (2022). An analysis of factors that affect EFL students' writing skill. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 14(2), 869–876. https://doi.org/10.37680/qalamuna.v14i2.3692
Kessler, G., & Pusey, K. (2022). Digital literacies and academic writing in multicultural classrooms. Language Learning & Technology, 26(1), 45–63. https://doi.org/10125/73435
Khairi, I. S. M., Retnaningdyah, P., & Anam, S. (2021). Promoting students' active reading through the use of reciprocal teaching strategy. Studies in English Language and Education, 8(1), 258–275. https://doi.org/10.24815/siele.v8i1.17764
Khulel, B. (2022). Improving students' writing skill through project-based learning, process writing, and Instagram. IJECA (International Journal of Education and Curriculum Application), 5(1), 25–35. https://doi.org/10.31764/ijeca.v5i1.7601
Larasati, A. (2015). Improving students' writing skills through project-based learning technique at Grade XI of SMA N 2 Sleman in the academic year of 2014/2015 [Unpublished undergraduate thesis]. Yogyakarta State University.
Lawson, C., Whitaker, W., & Meyers, C. (2021). Analyzing changes in students' media writing self-perceptions during a writing-intensive course. Journal of Applied Communications, 105(4), 1–15. https://doi.org/10.4148/1051-0834.2398
Lee, J., & Lee, K. (2021). The effects of reading strategy instruction on EFL learners' writing development. Reading & Writing Quarterly, 37(2), 133–150. https://doi.org/10.1080/10573569.2020.1739525
Lim, J. H., & Graham, S. (2021). Scaffolding EFL students' academic writing: The role of reading-to-write tasks. TESOL Quarterly, 55(3), 905–930. https://doi.org/10.1002/tesq.299
Matsuda, P. K. (2021). Genre and second language writing. Journal of Second Language Writing, 52, 100818. https://doi.org/10.1016/j.jslw.2021.100818
Mohamed, A. R. (2020). Integrating reading and writing: A cognitive strategies approach. International Journal of Instruction, 13(2), 417–432. https://doi.org/10.29333/iji.2020.13229a
Oktavianti, D., Gusmuliana, P., & Apriani, E. (2021). The students' strategies in developing their ideas in writing essay. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(4), 389–406.
Prihananto, L., & Nurhaeni, A. (2022). Active reading strategy in teaching reading comprehension: Students' perception. Journal of Research on Language Education, 3(1), 36–44. https://doi.org/10.36706/jrle.v3i1.14529
Qian, D. D., & Chou, H. (2020). Task-based language teaching in integrated reading-writing tasks. TESL-EJ, 24(2), 1–20. http://www.tesl-ej.org/wordpress/issues/volume24/ej94/ej94a2/
Rahmatunisa, W. (2014). Problems faced by Indonesian EFL learners in writing argumentative essay. English Review: Journal of English Education, 3(1), 1–9. http://journal.uniku.ac.id/index.php/ERJEE
Sari, D. M. M., & Prasetyo, Y. (2021). Project-based-learning on critical reading course to enhance critical thinking skills. Studies in English Language and Education, 8(2), 442–456. https://doi.org/10.24815/siele.v8i2.18407
Sari, S. A., Fatkurochman, H., & Astutik, I. (2023). The effect of Pick, List, Evaluate, Active, Supply, End (PLEASE) strategy on students' writing ability in developing descriptive paragraphs. Journal of English Language and Education, 8(2), 43–51. https://doi.org/10.31004/jele.v8i2.413
Sihombing, M., & Napitupulu, S. (2025). Enhancing the English writing skill through active reading in English teaching. Innovative: Journal of Social Science Research, 5(1), 1428–1440. https://doi.org/10.31004/innovative.v5i1.17441
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), 237–260. https://doi.org/10.1007/s11409-022-09328-5
Tian, L., & Low, G. D. (2020). Metaphor in academic writing: A tool for enhancing EFL students' expression. Journal of English for Academic Purposes, 44, 100834. https://doi.org/10.1016/j.jeap.2020.100834
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students' writing skills: Ability, problem, and reason in writing comparison and contrast essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506
Wahyuni, D. S. (2017). Integrating critical thinking in teaching academic writing. In UAD TEFL International Conference (Vol. 1, pp. 144–153).
Wang, W., & Zhang, L. J. (2021). A longitudinal study of metacognitive academic writing strategy instruction for EFL students. Language Teaching Research, 25(3), 437–459. https://doi.org/10.1177/1362168819846793
Wijayanti, S. (2020). Indonesian students' reading literacy. In Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019) (pp. 61–65). Atlantis Press. https://doi.org/10.2991/icracos-19.2020.13
Yin, X., & Zhang, J. (2021). Effects of extensive reading on EFL learners' writing accuracy. RELC Journal, 52(2), 267–285. https://doi.org/10.1177/0033688220927537
Yulastri, D., Damaiyanti, M., & Sumira, S. (2022). Reading habits of Indonesian English department polytechnic students. In Proceedings of the International Conference on Applied Science and Technology on Social Science 2021 (iCAST-SS 2021) (pp. 790–793). Atlantis Press. https://doi.org/10.2991/assehr.k.220301.130
Zhang, Y. (2021). A study of reading habits and academic writing performance among Chinese undergraduates. Journal of Language Teaching and Research, 12(5), 792–798. https://doi.org/10.17507/jltr.1205.09
Zhou, M. (2020). Exploring EFL learners' perceptions of reading-writing integration tasks. System, 91, 102263. https://doi.org/10.1016/j.system.2020.102263
Aisah, S., El-Sulukiyyah, A. A., & Aisyah, R. N. (2019). A survey on the reading habit of Indonesian preservice EFL teachers. EDULANGUE, 2(2), 148–171. https://doi.org/10.20414/edulangue.v2i2.1212
Aldoobie, N. (2015). ADDIE model. American International Journal of Contemporary Research, 5(6), 68–72.
Alharthi, T. (2022). The impact of collaborative reading tasks on EFL learners' academic writing. Journal of Language and Linguistic Studies, 18(1), 295–310. https://doi.org/10.52462/jlls.102
Alves, R. A., Limpo, T., & Joshi, R. M. (Eds.). (2020). Reading-writing connections: Towards integrative literacy science (Vol. 19). Springer Nature. https://doi.org/10.1007/978-3-030-38811-9
Aprizani, Y., & Islamiah, N. (2019). Integrating reading and writing instruction for cultivating students' critical thinking. EDULANGUE, 2(2), 130–147. https://doi.org/10.20414/edulangue.v2i2.1251
Armstrong, S. L., Williams, J. L., & Stahl, N. A. (2018). Reading and writing. In Handbook of college reading and study strategy research (pp. 143–167). Routledge.
Aruan, R. (2019). The improvement of students' academic writing through reading ability using cooperative integrated reading and composition (CIRC) model. International Journal of Educational Best Practices, 3(2), 52–63. https://doi.org/10.31258/ijebp.v3n2.p52-63
Atayeva, M., Putro, N. H. P. S., Kassymova, G., & Kosbay, S. (2019). Impact of reading on students' writing ability. In Materials of International Practical Internet Conference "Challenges of Science" (pp. 5–13).
Bean, J. C., & Melzer, D. (2021). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom (3rd ed.). Wiley.
Cardozo, K. M. (2006). At the Museum of Natural Theory: The experiential syllabus (or, what happens when students act like professors). Pedagogy, 6(3), 405–433. https://doi.org/10.1215/15314200-2006-003
Chairanissa, N., & Wirza, Y. (2019). The portrait of reading habit among junior high school students. In Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018) (pp. 206–210). Atlantis Press. https://doi.org/10.2991/icollite-18.2019.45
Chen, J. C. (2020). Understanding EFL learners' writer identities through critical reading. English Teaching & Learning, 44(4), 467–488. https://doi.org/10.1007/s42321-020-00068-w
Dallagi, M. (2020). From reading to writing argumentative texts: Strategies as a bridge. Journal of English Language Teaching and Applied Linguistics, 2(2), 1–9.
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021). Enhancing scientific argumentation skill through partnership comprehensive literacy. Journal of Physics: Conference Series, 2098(1), 012015. https://doi.org/10.1088/1742-6596/2098/1/012015
Hassan, A., Kazi, A. S., & Asmara Shafqat, Z. A. (2020). The impact of process writing on the language and attitude of Pakistani English learners. Asian EFL Journal, 27(4.3), 260–277.
Hidayati, D. (2023). Assessment of project-based learning: Evaluating its impact on students' writing proficiency and academic outcomes. English Language and Literature in Education Journal, 1(1), 1–11. https://doi.org/10.63011/ep6nnx37
Ho, U. (2024). Problems with academic writing encountered by EFL postgraduate students at a university in the Mekong Delta. SSRN. https://doi.org/10.2139/ssrn.4789928
Hossain, K. I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9, 100781. https://doi.org/10.1016/j.ssaho.2023.100781
Humaira, H., Lamusiah, S., Isnaini, I., & Ilham, I. (2019). Improving students ability in writing essay through "free weekly writing" activity. Linguistics and ELT Journal, 7(2), 19–25.
Hwa, Y., Kaffenberger, M., & Silberstein, J. (2020). Aligning levels of instruction with goals and the needs of students (ALIGNS): Varied approaches, common principles. RISE Insight Series, 2020(22), 1–12.
Hyland, K. (2020). Second language writing (2nd ed.). Cambridge University Press.
Iftanti, E. (2012). A survey of the English reading habits of EFL students in Indonesia. TEFLIN Journal, 23(2), 149–164. https://doi.org/10.15639/teflinjournal.v23i2/149-164
Kemalsyah, M., Solehuddin, M., Hariyadi, A., Jenuri, J., & Suwarma, D. M. (2022). An analysis of factors that affect EFL students' writing skill. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 14(2), 869–876. https://doi.org/10.37680/qalamuna.v14i2.3692
Kessler, G., & Pusey, K. (2022). Digital literacies and academic writing in multicultural classrooms. Language Learning & Technology, 26(1), 45–63. https://doi.org/10125/73435
Khairi, I. S. M., Retnaningdyah, P., & Anam, S. (2021). Promoting students' active reading through the use of reciprocal teaching strategy. Studies in English Language and Education, 8(1), 258–275. https://doi.org/10.24815/siele.v8i1.17764
Khulel, B. (2022). Improving students' writing skill through project-based learning, process writing, and Instagram. IJECA (International Journal of Education and Curriculum Application), 5(1), 25–35. https://doi.org/10.31764/ijeca.v5i1.7601
Larasati, A. (2015). Improving students' writing skills through project-based learning technique at Grade XI of SMA N 2 Sleman in the academic year of 2014/2015 [Unpublished undergraduate thesis]. Yogyakarta State University.
Lawson, C., Whitaker, W., & Meyers, C. (2021). Analyzing changes in students' media writing self-perceptions during a writing-intensive course. Journal of Applied Communications, 105(4), 1–15. https://doi.org/10.4148/1051-0834.2398
Lee, J., & Lee, K. (2021). The effects of reading strategy instruction on EFL learners' writing development. Reading & Writing Quarterly, 37(2), 133–150. https://doi.org/10.1080/10573569.2020.1739525
Lim, J. H., & Graham, S. (2021). Scaffolding EFL students' academic writing: The role of reading-to-write tasks. TESOL Quarterly, 55(3), 905–930. https://doi.org/10.1002/tesq.299
Matsuda, P. K. (2021). Genre and second language writing. Journal of Second Language Writing, 52, 100818. https://doi.org/10.1016/j.jslw.2021.100818
Mohamed, A. R. (2020). Integrating reading and writing: A cognitive strategies approach. International Journal of Instruction, 13(2), 417–432. https://doi.org/10.29333/iji.2020.13229a
Oktavianti, D., Gusmuliana, P., & Apriani, E. (2021). The students' strategies in developing their ideas in writing essay. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(4), 389–406.
Prihananto, L., & Nurhaeni, A. (2022). Active reading strategy in teaching reading comprehension: Students' perception. Journal of Research on Language Education, 3(1), 36–44. https://doi.org/10.36706/jrle.v3i1.14529
Qian, D. D., & Chou, H. (2020). Task-based language teaching in integrated reading-writing tasks. TESL-EJ, 24(2), 1–20. http://www.tesl-ej.org/wordpress/issues/volume24/ej94/ej94a2/
Rahmatunisa, W. (2014). Problems faced by Indonesian EFL learners in writing argumentative essay. English Review: Journal of English Education, 3(1), 1–9. http://journal.uniku.ac.id/index.php/ERJEE
Sari, D. M. M., & Prasetyo, Y. (2021). Project-based-learning on critical reading course to enhance critical thinking skills. Studies in English Language and Education, 8(2), 442–456. https://doi.org/10.24815/siele.v8i2.18407
Sari, S. A., Fatkurochman, H., & Astutik, I. (2023). The effect of Pick, List, Evaluate, Active, Supply, End (PLEASE) strategy on students' writing ability in developing descriptive paragraphs. Journal of English Language and Education, 8(2), 43–51. https://doi.org/10.31004/jele.v8i2.413
Sihombing, M., & Napitupulu, S. (2025). Enhancing the English writing skill through active reading in English teaching. Innovative: Journal of Social Science Research, 5(1), 1428–1440. https://doi.org/10.31004/innovative.v5i1.17441
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), 237–260. https://doi.org/10.1007/s11409-022-09328-5
Tian, L., & Low, G. D. (2020). Metaphor in academic writing: A tool for enhancing EFL students' expression. Journal of English for Academic Purposes, 44, 100834. https://doi.org/10.1016/j.jeap.2020.100834
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students' writing skills: Ability, problem, and reason in writing comparison and contrast essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506
Wahyuni, D. S. (2017). Integrating critical thinking in teaching academic writing. In UAD TEFL International Conference (Vol. 1, pp. 144–153).
Wang, W., & Zhang, L. J. (2021). A longitudinal study of metacognitive academic writing strategy instruction for EFL students. Language Teaching Research, 25(3), 437–459. https://doi.org/10.1177/1362168819846793
Wijayanti, S. (2020). Indonesian students' reading literacy. In Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019) (pp. 61–65). Atlantis Press. https://doi.org/10.2991/icracos-19.2020.13
Yin, X., & Zhang, J. (2021). Effects of extensive reading on EFL learners' writing accuracy. RELC Journal, 52(2), 267–285. https://doi.org/10.1177/0033688220927537
Yulastri, D., Damaiyanti, M., & Sumira, S. (2022). Reading habits of Indonesian English department polytechnic students. In Proceedings of the International Conference on Applied Science and Technology on Social Science 2021 (iCAST-SS 2021) (pp. 790–793). Atlantis Press. https://doi.org/10.2991/assehr.k.220301.130
Zhang, Y. (2021). A study of reading habits and academic writing performance among Chinese undergraduates. Journal of Language Teaching and Research, 12(5), 792–798. https://doi.org/10.17507/jltr.1205.09
Zhou, M. (2020). Exploring EFL learners' perceptions of reading-writing integration tasks. System, 91, 102263. https://doi.org/10.1016/j.system.2020.102263
Published
2025-06-01
How to Cite
Iftanti, E., Awalin, A., & Amrullah, L. (2025). Connecting Active Reading and Academic Writing in A Multicultural Context: Strategies for Syllabus and Material Packet Development. Dinamika Ilmu, 25(1), 145-164. https://doi.org/10.21093/di.v25i1.10185
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