MOTIVATION, WRITING STRATEGIES, AND WRITING PERFORMANCE AMONG UNIVERSITY STUDENTS: A LITERATURE REVIEW

Abstract

Motivasi dan strategi menulis merupakan faktor penting dalam penulisan yang berkesan kerana kedua-duanya mempengaruhi penglibatan, ketekunan dan prestasi penulisan pelajar. Kajian ini merupakan sorotan literatur yang meneliti kajian terdahulu mengenai motivasi menulis dan strategi penulisan. Kajian lepas menunjukkan bahawa pelajar yang mempunyai motivasi tinggi cenderung menggunakan pelbagai strategi, khususnya strategi kawal selia kendiri dan metakognitif, untuk membantu mereka mengurus proses penulisan dengan lebih berkesan serta mencapai prestasi penulisan yang lebih baik. Motivasi menulis juga bersifat dinamik dan dipengaruhi oleh faktor dalaman seperti kepercayaan dan emosi, serta faktor luaran seperti amalan pengajaran dan persekitaran pembelajaran. Sorotan kajian turut menunjukkan hubungan antara motivasi dan penggunaan strategi, yang menunjukkan bahawa motivasi sahaja tidak mencukupi tanpa strategi penulisan yang berkesan. Oleh itu, pengajaran penulisan perlu mengintegrasikan sokongan motivasi dan strategi untuk membantu pelajar mengembangkan kemahiran serta meningkatkan prestasi penulisan mereka.

Writing motivation and writing strategies play an important role in effective writing, particularly in shaping students’ engagement, persistence, and writing performance. This study reviews previous research on writing motivation and writing strategies to better understand their relationship. Findings from previous studies suggest that students with higher levels of motivation tend to use a wider range of strategies, particularly self-regulated and metacognitive strategies, to manage different stages of the writing process and improve their writing performance. Writing motivation is not static; it can be shaped by internal factors, such as students’ beliefs and emotions, as well as external factors, including teaching practices and the learning environment. The literature also points to a close relationship between students’ motivation and their use of writing strategies, suggesting that motivation alone may not be enough to achieve good writing performance. Effective writing instruction should therefore provide both motivational and strategic support to help students develop their writing skills and improve their overall writing performance.