THE STUDENTS’ WRITING PERFORMANCE IN HIGHER EDUCATION: EMPIRICAL STUDY IN ENGLISH CREATIVE WRITING CLASS
This study investigates students’ writing performance regarding the problem that obstruct their perception of good writing skills. It also examines students’ ability to identify their composition, including their introductory paragraph, supporting sentences, concluding paragraph, supporting sentences, concluding paragraph, and correct linguistic errors such as spelling, grammar, punctuation, etc. Using a qualitative method, data were collected from undergraduate students who enrolled in a creative writing class. The participants were 13 students aged 20-21 years and were interviewed to learn about the tools and tactics to improve their writing’s linguistic accuracy. The findings revealed that most of the pupils’ issues were related to language use. Mastering a second language is a different issue in that they must learn the grammar, vocabularies, syntactic structures, and other aspects of the new language. Students who had difficulty reading and writing in English had to work harder to develop with concepts and thoughts for their writing assignments.
Creative writing, performance, undergraduate, higher education, English language.