The Implementation of Annotated Bibliography Writing to Improve Research-Based Writing Skills of English Education Students
DOI:
https://doi.org/10.24256/ideas.v13i2.8874Keywords:
Annotated Bibliography; Academic Writing; Critical Thinking; EFL Students; Research-Based WritingAbstract
In the study, the implementation of annotated bibliography writing is explored as the educational method for improving research writing skills for students in English Education courses. Writing based on research is perceived as one of the most difficult aspects for EFL learners, especially when it comes to source evaluation, gathering new knowledge, and creating well-structured research arguments in academic writing. In the study, which employed the methodological framework that included students’ work on their own annotated bibliography analyses and interviews, it was found that research writing skills can be improved for students using the method of annotated bibliography writing as they gain abilities to successfully sum up research sources, assess their applicability and credibility, and combine ideas for research arguments. However, several factors, such as their limited capacity to understand complex research sources, produce appropriate research parodies, assess research methods, and combine sources for analytical arguments, worked against EFL learners, resulting in the production of research arguments in descriptive mode instead of using analysis.
References
Bailey, S. (2018). Academic writing: A handbook for international students. Routledge.
Belcher, D. (2020). Reflections on writing pedagogy. Journal of Second Language Writing.
Bitchener, J., & Ferris, D. (2012). Written corrective feedback in second language acquisition and writing. Routledge.
Bruce, I. (2019). Constructing academic literacies. Palgrave Macmillan.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Dari, R. W., Akhiriyah, S., Rahmawati, E., Nugroho, H. A., & Martiana, T. D. (2023). Students ability in writing annotated bibliography: Teaching critical writing. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 7(2), 264–274. https://doi.org/10.26905/enjourme.v7i2.9034
Dwivedi, Y. et al. (2023). The impact of generative AI tools on education. Education and Information Technologies.
Flowerdew, J., & Wang, S. (2017). Academic literacy challenges for EFL students. Journal of English for Academic Purposes.
Gilbert, L. (2018). Teaching critical reading through annotated bibliography writing. College Teaching.
Head, A. (2020). College students and source credibility. Project Information Literacy.
Hirano, E. (2015). Challenges in academic reading for ESL students. TESOL Journal.
Hyland, K. (2022). Second language writing. Cambridge University Press.
Hyland, K., & Shaw, P. (2016). Feedback and student writing. Language Teaching.
Indah, R. N. (2017). Critical thinking, writing performance and topic familiarity of indonesian efl learners. Journal of Language Teaching and Research, 8(2), 229–236. https://doi.org/10.17507/jltr.0802.04
Ismayanti, D., Said, Y. R., Usman, N., & Nur, M. I. (2024). The Students Ability in Translating Newspaper Headlines into English A Case Study. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 108-131.
Kitani, A.B. (2025). Integrating research-based strategies in English language education: A systematic literature review. Journal of Interdisciplinary Perspectives, 3(2), 412-418. https://doi.org/10.69569/jip.2024.0638
Kohnke, L., Zou, D., & Zhang, R. (2023). AI-assisted writing tools in EFL classrooms. System.
Lam, R., & Law, E. (2020). Evaluative judgment through annotated bibliography writing. Assessment & Evaluation in Higher Education.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Li, Y., & Casanave, C. (2012). Research writing development in graduate education. Journal of English for Academic Purposes.
Mantra, I. B. N., & Widiastuti, I. A. M. S. (2019). An analysis of EFL students’ writing ability to enhance their micro and macro writing skill. International Journal of Linguistics and Discourse Analytics, 1(1), 29-34.
Masruddin, M., & Nasriandi, N. (2022). Lexical and Syntactical Errors Performed by Junior High School Student in Writing Descriptive Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 1094-1100.
Merkle, B. G. (2022). Writing science: Leveraging the annotated bibliography as a writing tool. Bulletin of the Ecological Society of America, 103(1), e01936. https://doi.org/10.1002/bes2.1936
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
Mulyono, H. (2021). Direct and indirect supports in an EFL academic writing course. Journal on English as a Foreign Language, 11(2), 1–20. https://files.eric.ed.gov/fulltext/EJ1320916.pdf
Nenotek, S. A., Tlonaen, Z. A., & Manubulu, H. A. (2022). Exploring University Students’ Difficulties in Writing English Academic Essay. AL-ISHLAH: Jurnal Pendidikan, 14(1), 909–920. https://doi.org/10.35445/alishlah.v14i1.1352
Nurdianingsih, F., Fitriati, S. W., Astuti, P., & Rozi, F. (2021). Writing Difficulties Faced by EFL Writing Learners of English Education Study Program Paper Subtitle as needed. Proceedings of Fine Arts, Literature, Language, and Education WRITING, 461–476.
Qirani, R. A., Baa, S., Sofyan, R. R., & Makassar, U. N. (2025). The Implementation of Corrective Feedback in Writing Class for The First Year Students of English. 4(1), 95–116
Schreier, M. (2021). Qualitative content analysis in practice (2nd ed.). Sage Publications.
Shodieva. M. (2023). Developing summary writing skill in academic writing. Modern Science and Research, 2(9), 140–144. Retrieved from https://inlibrary.uz/index.php/science-research/article/view/24062
Wingate, U. (2018). Academic literacy and student success. Multilingual Matters.
Wingate, U., & Tribble, C. (2020). Academic argumentation and writing challenges. Journal of English for Academic Purpose.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Muhammad Fauzi, Kotangenia Al-Farobi, Nurhaliza Rahmalia Budiman, Alek, Didin Nuruddin Hidayat
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
