Advances in Language and Literary Studies - Learning Writing through Psychowriting Perspective

Oct 15, 2026

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The article presents learning writing through a psychowriting perspective in the Department of Indonesian Language and Literature, State University of Surabaya. It frames writing in academic contexts and addresses obstacles such as low motivation, inadequate lecturing support, and an unsupportive environment. Results indicate that psychowriting-based instruction enhances students’ writing skills, writing effectiveness, and understanding of students’ psychological personality.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages5

Reading Time8 min

AccessFree to download

Introduction

Literature Review

Psychowriting

Advances in Language and Literary Studies ISSN: 2203-4714 [www.alls.aiac.org.au](www.alls.aiac.org.au) | Learning Writing through Psychowriting Perspective
Anas Ahmadi1*, Syamsul Sodiq1, Slamet Setiawan2, Yuni Pratiwi3, Nuria Reny Hariyati4
1Department of Indonesian Language and Literature, Universitas Negeri Surabaya, Indonesia 2Department of English Education, Universitas Negeri Surabaya, Indonesia
3Department of Indonesian Literature, Universitas Negeri Malang, Indonesia 4Akademi Farmasi, Surabaya, Indonesia
Corresponding Author: Anas Ahmadi, E-mail: [anasahmadi@unesa.ac.id](anasahmadi@unesa.ac.id) | | | --- | --- | | ARTICLE INFO
Article history
Received: September 12, 2018
Accepted: November 15, 2018
Published: February 28, 2019
Volume: 10 Issue: 1
Advance access: January 2019 Conflicts of interest: None
Funding: None
Key words:
Psychowriting, Psychological Personality, Learning Writing | ABSTRACT
All this time, writing is widely viewed from various perspectives, such as fragmentary and/ or integrative (mono-disciplinary studies), interdisciplinary studies, and multidisciplinary studies. In this article, learning writing based on psychowriting in the Department of Indonesian Language and Literature, State University of Surabaya is presented. Based on the results of the study, it was found that psychowriting-based writing lesson improves students’ writing skill, writing effectiveness, and the understanding of students’psychological personality. | INTRODUCTION Writing is an urgent matter in academic context. Someone is considered academic when their writing works including journal, book, or research are widely published. Logically, the more someone produces writing, the more academic the person is. Although, on the other hand, the number of writing produced is considered as the parameter of someone’s academic credibility. As broadly known that plagiarism and ghostwriter case are sometimes inseparable from the writing world. The plagiarism case in Indonesia is not a trivial thing. Based on media surveys, academics in Indonesia who had allegedly done plagiarism including students, lecturers, professors, and even ministers. Indeed, writing is not an easy matter, but it is not a difficult stuff either. Many obstacles encountered when someone writing. Starting from prewriting, writing process, and postwriting. Some researchers, for example, Suparno (2007) and Yulianto (2008) showed that the low quality of writing was caused by the disinterest of academics in writing. In the context of university students, there are three main factors underlying the problem in writing, they are (1) the lack of students’maximum interest in writing; (2) the lecturer that are not motivative and attractive; and (3) unsupportive environment. It could be that Swander, Leahly, and Cantrell (2007;15) narrated that “writing cannot be taught.” Therefore, pessimism sometimes popped up in mind and shackled someone to write optimally. Several studies in improving writing ability have been conducted in which the focus is on giving mentoring breakthrough in writing (William & Takkaku, 2011) and offering internet-based learning (Kirkpatrick & Klein, 2016) . In addition, writing is usually related to language skills (listening, reading, speaking, and writing) in integrative language learning context as explained by Mmela (2006) who relates the four skills to literation. Being recognized or not, Indonesia is still ‘walking’ in terms of writing (Ahmadi, 2012; 2014; 2015) . This matter can be seen from the number of Scopus-indexed journals. In 2016, Indonesia has had only 20 journals while Singapore and Malaysia have already had around 50 journals. Why are we left behind compared to the “next-door countries?” The apologia answer is that because we are indeed a younger nation compared to the “next-door countries.” Is it because of less optimal strategy? Is it because of the teachers? Or is it because of the

FAQs

What approach does the article use to teach writing?

The study teaches writing using a psychowriting perspective, presented within the Department of Indonesian Language and Literature at State University of Surabaya.

What problems in academic writing does the introduction highlight?

It highlights issues such as low writing interest, lack of motivational lecturers, unsupportive environments, and concerns including plagiarism and ghostwriting.

What improvements are reported from psychowriting-based writing lessons?

The results report improved writing skill, greater writing effectiveness, and better student understanding of their psychological personality.

Oct 15, 2026

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