Article Writing Scaffolding: Collaborative Training and Mentoring at UIN Kiai Haji Achmad Siddiq Jember
DOI:
https://doi.org/10.20961/dedikasi.v8i2.3480Keywords:
Scaffolding, Scientific Publication, Academic LiteraciesAbstract
English Students in the English Language Education Study Program at UIN Kiai Haji Achmad Siddiq Jember face critical hurdles in scientific publishing primarily due to weak analytical logic, limited language proficiency, and poor digital reference management. Although publication quantity has increased, independence remains low. Initial screening of 20 previous manuscripts using a standardized scientific writing rubric revealed only 65% met substantive scientific standards, defined as clear methodological design and valid data analysis. This study addresses these gaps through structured mentoring. Initial needs analysis quantified current students' specific deficits averaging 65%: 80% struggled with logical argumentation, 65% required major linguistic corrections, and 50% failed to utilize digital reference managers correctly. These needs were explicitly mapped to targeted activities: logic-focused writing workshops, intensive language mentoring, and digital reference training, with success indicators defined as IMRaD-structured manuscript completion and successful journal submissions. Employing a Participatory Action Research (PAR) design, the intervention involved 40 students in 10 groups of four. The program executed four iterative PAR cycles (planning, acting, observing, and reflecting) encompassing initial skill mapping, intensive training, thesis-to-article conversion, and final submission. Results showed substantial improvements across cycles. Initially unfamiliar with the IMRaD structure, the students progressively mastered scientific templates. Ultimately, all 10 groups submitted a total of 10 manuscripts to SINTA 5 accredited journals. Currently, three manuscripts are accepted, four are under review, and three are in the submission stage. This demonstrates that a structured, collaborative PAR intervention effectively bridges the publication quantity-quality gap, markedly enhancing student research independence.References
Arikunto, S., & Jabar, C. A. (2021). Evaluasi Program Pendidikan: Pedoman Teoritis Praktis bagi Praktisi Pendidikan.Bumi Aksara.
Becker, S., Jacobsen, M. J., & Friesen, S. (2025). Four supervisory mentoring practices that support online doctoral students' academic writing. Frontiers in Education, 10, 1521452. https://doi.org/10.3389/feduc.2025.1521452
Brown, J. S., & Duguid, P. (2000). The Social Life of Information. Boston: Harvard Business School Press.
Creswell, J. W., & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Thousand Oaks, CA: SAGE Publications.
Chong, S. W., & Lin, T. (2023). Feedback practices in journal peer-review: A systematic literature review. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2022.2164757
Fithriani, R., Rahman Hz, B. I., & Ginting, R. S. B. (2023). "Publish or no degree": Cultivating a scholarly writing group for Indonesian master's students of English education. Englisia: Journal of Language, Education, and Humanities, 10(2). https://doi.org/10.22373/ej.v10i2.16725
Fithriani, R., Rahman Hz, B. I., & Kurniati, E. Y. (2023). Scholars in the making: Unravelling the publication quest through a community of writing practice. Indonesian Journal of English Education, 10(1). https://doi.org/10.15408/ijee.v10i1.31457
Fontanarosa, P. B., Flanagin, A., Greenland, P., Shaw, P. L., & Holmes, K. (2024). Referencing and using reference managers. In Principles of Scientific Writing and Biomedical Publication: A JAMA Editors Guide for Authors. Oxford University Press. https://doi.org/10.1093/med/9780197783030.003.0016
Fu, Y. C., Macasaet, B. T., Quetzal, A. S., Junedi, J., & Moradel-Vásquez, J. J. (2024). In pursuit of excellence: A historical investigation of scientific production in Indonesia's higher education system, 1990–2020. Higher Education. https://doi.org/10.1007/s10734-024-01244-7
Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL pedagogy. Prospect, 20(3), 6–30.
Hyland, K. (2019). Second Language Writing (3rd ed.). Cambridge: Cambridge University Press.
Jilcha, K. (2025). Identifying existing research challenges and enhancing outcomes through the development of standardized methodologies. Humanities and Social Sciences Communications, 12(1), Article 187. https://doi.org/10.1057/s41599-024-04269-7
Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. Journal of Education, 198(2), 16–37.
Kheryadi, K., Hidayatullah, H., & Chorbwhan, R. (2026). Enhancing Rhetorical Move Competence in Research Article Discussion Sections through Collaborative Genre-Based Learning. IJLECR (International Journal of Language Education and Cultural Review), 12(1), 115–126. https://doi.org/10.21009/ijlecr.v12i1.67443
Kuiper, C., & Smit, J. (2022). Scaffolding genre-based writing in the subjects: Lecturers' learning processes in a design-based research project. Journal of University Teaching & Learning Practice, 19(5), Article 09. https://eric.ed.gov/?id=EJ1373327&utm
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
Lu, D. (2025). Supporting genre-based writing instruction in EAP with a blended collaborative learning environment: A case study of a graduate-level EFL academic writing course. Journal of English for Academic Purposes, 78, Article 101589. https://doi.org/10.1016/j.jeap.2025.101589
Mulyoto, M., Rosyidi, U., & Rugayah, R. (2023). Mutu perguruan tinggi: Perspektif peringkat universitas global dan akreditasi perguruan tinggi di Indonesia. Manajemen Pendidikan, 18(1), 1–15.
McIntosh, L. D., & Hudson Vitale, C. (2024). Safeguarding scientific integrity: A case study in examining manipulation in the peer review process. Accountability in Research, 31(4), 195–213. https://doi.org/10.1080/08989621.2023.2292043
Nguyen, L. T., Bui, H. P., & Ha, X. V. (2025). Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices. IRAL - International Review of Applied Linguistics in Language Teaching, 63(2), 1275-1293. https://doi.org/10.1515/iral-2023-0125
Paradita, L. I., Rizka, H., Murtafi'ah, B., Mauludin, L. A., & Prasetyo, G. (2025). Bilingual feedback and translanguaging in online EFL mentoring: Mediating academic writing for undergraduate theses. Cogent Education, 12(1), Article 2510010. https://doi.org/10.1080/2331186X.2025.2510010
Pebriani, A. P. (2023). Developing Academic Writing Skills for EFL Students in the Digital Era. Journal of English Language Teaching, 12(1), 45-58.
Proske, A. (2023). Reference Management Systems. In O. Kruse et al. (Eds.), Digital Writing Technologies in Higher Education (pp. 215–230). Springer. https://doi.org/10.1007/978-3-031-36033-6_14
Reason, P., & Bradbury, H. (Eds.). (2021). The SAGE Handbook of Action Research: Participative Inquiry and Practice (2nd ed.). Thousand Oaks, CA: SAGE Publications.
Rinda, R. K., Indrastana, N. S., Pramudita, R. F., Rohmana, W. I. M., & Suryanto, P. J. L. (2022). Cascading a new knowledge: The implementation of reference management software in the academic writing class. Journal of English in Academic and Professional Communication, 8(2), 71–77. https://doi.org/10.25047/jeapco.v8i2.3883
Risnawati, R., Arsyad, S., & Wardhana, D. (2025). Authors’ Strategies for Justifying Research Methodology in Research Articles Published in Prestigious Journals. LLT Journal: A Journal on Language and Language Teaching, 28(1), 411-427. doi:https://doi.org/10.24071/llt.v28i1.10034
Sari, F. W., Jamilah, Aditama, M. G., Bahara, S. R., & Daud, A. (2025). Collaborative Learning for EFL Academic Writing Development in Higher Education: A Systematic Literature Review. Proceeding International Conference on Education, 407–418. Retrieved from https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/proceedings/article/view/6752
Sugiyono. (2022). Metode Penelitian Kuantitatif, Kualitatif, dan R&D: Alfabeta.
Swain, M. (2013). The output hypothesis: Its history and present standing. In J. P. Lantolf (Ed.), The Routledge Handbook of Second Language Acquisition (pp. 384–402). New York: Routledge.
Wang, K., Zhang, L. J., & Cooper, M. (2025). Metacognitive instruction for improving the effectiveness of collaborative writing for EFL learners’ writing development. The Asia-Pacific Education Researcher, 34, 661–673. https://doi.org/10.1007/s40299-024-00886-7
Wenger, E., McDermott, R. A., & Snyder, W. M. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston: Harvard Business School Press.
Wiersma, W., & Jurs, S. G. (2020). Research Methods in Education: An Introduction (11th ed.). Boston, MA: Pearson Education.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Suparwoto Sapto Wahono, Mu’alimin
This work is licensed under a Creative Commons Attribution 4.0 International License.
© The Author(s). Dedikasi: Community Service Reports by UNS is licensed under CC BY 4.0
