





































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 7, No. 2, August 2024, pp. 79-89  

       https://doi.org/10.12928/eltej.v7i2.11662        http://journal2.uad.ac.id/index.php/eltej/index          eltej@pbi.uad.ac.id  

Students’ perceptions and challenges in using writing outlines to 

write an exposition 

R. Yohanes Radjabana, 1,*, Eko Setyo Humanikab, 2  

a, b Yogyakarta University of Technology, Jl. Siliwangi no 1, Jombor, Mlati, Sleman, Yogyakarta, Indonesia 
1 ry.radjaban@uty.ac.id*; 2 eko.humanika@uty.ac.id 

 

A R T I C L E  I N F O 

 

A B ST R ACT   

 

 

Article history 

Received 20 June 2024 

Revised 25 July 2024 

Accepted 2 August 2024 

 Problems in developing writing often comes from creative processes in 
developing ideas to write. Outlines are often recommended as a tool to 
help students organize their thoughts and structure their writing. This 
study aims to find out students’ perceptions and the challenges the 
students encountered when writing an exposition text using provided 
outlines among the students of English Department of UTY. This study 
used mixed method approaches. Questionnaires and semi-structured 
interviews were applied to collect data. Respondents of this study were 
20 students (10 males and 10 females) from second year students of 
English Literature Department of Yogyakarta University of Technology 
academic year 2023-2024, and through a purposive random sampling 
technique. A questionnaire was used to figure out students' perceptions, 
and semi-structured interviews were conducted to find out the challenges 
encountered by students when writing an exposition text using provided 
outlines. Nine respondents (6 females and 3 male) were selected in the 
interview session based on their scores, they were four students with the 
highest scores, three students with middle scores, and two students with 
low scores to be interviewed. The semi-structured interview data were 
analyzed qualitatively using the interactive model. The results of this 
study show that most students agreed that outlines help them write 
exposition texts, with 80% agreeing or strongly agreeing with the 
statement “The outline helps me write an exposition text.” However, 
students also reported three challenges, difficulty in developing 
connections between theory and research topics, with 60% indicating 
they found this aspect challenging, 55% found it challenging to translate 
their outlines into coherent exposition texts, and 30% students indicated 
a lack of confidence in their ability to use outlines effectively. This 
learning model may help students participate, engage, and enhance their 
confidence in writing exposition texts, and lecturers are aware of the 
importance of targeted instructional strategies, such as providing more 
examples and practice opportunities for developing connections between 
theory and research topics. 

 

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Writing 

Outlines 

Perceptions 

Challenges 

Expositions texts 

 

 

How to Cite: Radjaban, R.Y., & Humanika, E. S. (2024). Students’ perceptions and challenges in using writing 
outlines to write an exposition. English Language Teaching Educational Journal, 7 (2), 79-89. 
https://doi.org/10.12928/eltej.v7i2.11662    

1. Introduction 

Writing is a fundamental skill in academic settings, and exposition writing, in particular, requires 
students to present ideas clearly and logically. The ability to write effectively is a crucial skill for 
students, particularly in the context of academic writing. One of the key strategies to enhance writing 
skills is the use of outlines, which serve as a blueprint for organizing ideas and structuring texts. To 

https://doi.org/10.12928/eltej.v7i2.11662
http://journal2.uad.ac.id/index.php/eltej/index
mailto:eltej@pbi.uad.ac.id
mailto:ry.radjaban@uty.ac.id*
mailto:eko.humanika@uty.ac.id
http://creativecommons.org/licenses/by-sa/4.0/
https://doi.org/10.12928/eltej.v7i2.11662
http://creativecommons.org/licenses/by-sa/4.0/
http://crossmark.crossref.org/dialog/?doi=10.12928/eltej.v7i2.11662&domain=pdf


80 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 7, No. 2, August 2024, pp. 79-89 

 Radjaban, R.Y., & Humanika, E. S. (Students’ perceptions and challenges in using writing.....) 

the writers’ experience, students fail to include coherent ideas in writing exposition texts of which one 
of the causes is assumed to be the absence of outlines. This encourages the writers to conduct research 
related to this problem. This paper explores students’ perceptions and challenges in using outlines to 
develop exposition texts, a genre that requires clear and logical presentation of information. 

Expository writing, as defined by Butterfuss et al. (2024), involves the clear and focused 
communication of ideas, moving from general to specific and abstract to concrete. The use of outlines 
in this context can significantly aid in organizing thoughts and ensuring coherence in writing. 
According to Butterfuss et al. (2024), recognizing and utilizing text structures, such as outlines, 
enhances students’ ability to comprehend and recall information. However, despite these benefits, 
students often face challenges in effectively using outlines, which can impact their writing 
performance. 

The theoretical framework for this study is grounded in the works of Sun et al (2022) who 
emphasize the importance of text structure knowledge in improving reading and writing skills. Sun et 
al (2022) further argue that familiarity with text structures allows students to approach writing with a 
clear plan, thereby improving their overall writing quality. 

This study aims to investigate the perceptions of students regarding the use of outlines in writing 
exposition texts and to identify the challenges they encounter. The scope of the study includes an 
analysis of students’ attitudes towards outlining, the difficulties they face in the outlining process, and 
the impact of these challenges on their writing outcomes. By understanding these aspects, educators 
can develop more effective instructional strategies to support students in their writing endeavors. 

The use of outlines in writing instruction has been extensively studied, with numerous researchers 
highlighting its benefits and challenges. Outlining is a prewriting strategy that helps writers organize 
their thoughts and structure their texts logically. According to Ponce et al (2023) outlining can reduce 
cognitive load by allowing writers to focus on generating content rather than organizing it 
simultaneously. This cognitive offloading is particularly beneficial for novice writers who may 
struggle with the complexities of writing.  

Several studies have demonstrated the positive impact of outlining on writing quality. Butterfuss et 
al (2024) found that students who used outlines produced more coherent and well-structured texts 
compared to those who did not. Similarly, Sun et al (2022) argue that familiarity with text structures, 
facilitated by outlining, enhances both reading comprehension and writing performance. Outlining 
helps students to see the overall structure of their texts, making it easier to identify gaps in their 
arguments and ensure logical flow. Regarding the importance of text structure, Tolchinsky (2019) 
highlights the crucial role of a clear outline in producing coherent and well-structured writing. 
Discussions on structured strategies to develop writing skills have received massive attention from 
experts. Kuiper et al (2022) emphasize that using scaffolding and structured methods can improve 
students’ writing skills. Cooney et al (2021) suggest that structured strategies can improve their 
writing skills. Ballin (2022) adds that applying structured approaches, such as using outlines, helps 
students organize their thoughts in developing their skills since writing is an activity that needs 
intentional designs. When it is planned and prepared well it will give a better outcome. In more 
extended coverage, Sosa (2020) proposes that integrated experiential education, including structured 
approaches, like outlines, helps in organizing and enhancing student learning experiences. More 
specifically, Alice et al (2020) argue that experiential learning theories can guide educators in using 
structured methods, such as outlines, to improve the learning process. They mention that practices 
using outlines not only improve students’ writing skills but also improve the whole learning process. 
It is supported by Kim (2019) since exposure to structured information can improve understanding 
and engagement, which parallels the benefits of using outlines to organize thoughts and arguments. 

Despite its benefits, students often face challenges in effectively using outlines. Wolters and Brady 
(2021) note that some students find outlining to be a time-consuming and tedious process. 
Additionally, students may struggle with translating their outlines into full texts, particularly if they 
lack confidence in their writing abilities. According to Nelson and King (2023), the process of 
transforming an outline into a coherent text requires significant cognitive effort, which can be daunting 
for less experienced writers. Zhai et al (2024) found that students may become overly reliant on their 
outlines, which can lead to a lack of flexibility in their writing. This can make it difficult to adapt to 
new ideas or directions that emerge during the writing process.  



ISSN 2621-6485 English Language Teaching Educational Journal 81 
 Vol. 7, No. 2, August 2024, pp. 79-89 

 Radjaban, R.Y., & Humanika, E. S. (Students’ perceptions and challenges in using writing.....) 

Research on students’ perceptions of outlining reveals mixed attitudes. Some students recognize 
the value of outlining in improving their writing, while others view it as an unnecessary step. A study 
by Yüksel et al (2024) found that students who received explicit instruction in outlining were more 
likely to appreciate its benefits and use it effectively. Conversely, students who were not taught how 
to outline properly often viewed it as an additional burden rather than a helpful tool. Anissa et al 
(2023) mentioned that some students found it difficult to master writing skills, especially in exposition 
text, and examines the effectiveness of problem-based learning methods in improving these skills, like 
the use of outline. Guerrero and Wiley (2021) stated that providing insights into the cognitive 
challenges students face in developing expository text is paramount, despite its benefits.  

The structure of expository texts can significantly influence students’ comprehension and writing 
performance. Hebert et al. (2021) conducted a meta-analysis on expository text structure interventions 
and found that teaching students to recognize and use text structures, such as outlines, improved their 
comprehension and writing outcomes. This suggests that outlining can be a powerful tool in helping 
students organize their thoughts and present their ideas clearly. Alnefaie (2023) presents that outlines 
help EFL students organize their thoughts and improve their writing proficiency in expository texts, 
especially for levels five and nine, after being exposed to several outline development examples. 
Further, Alnefaie explained the importance of intensive exposure to the use of outline for explanatory 
text before they are accustomed to using outline for their expository text development.  

In addition to outlining, other prewriting strategies such as brainstorming, clustering, and 
freewriting have been explored in the literature. Each of these strategies offers unique benefits and 
challenges. For instance, brainstorming allows for the rapid generation of ideas without concern for 
organization, which can be useful for overcoming writer’s block. Clustering helps students visually 
map out their ideas and see connections between them. Freewriting encourages continuous writing 
without self-editing, which can help students develop their thoughts more freely. Sun et al (2024) 
proposed that comparing these strategies with outlining can provide a more comprehensive 
understanding of how different prewriting techniques can be utilized in writing instruction. 

The literature suggests that effective instruction in outlining can significantly enhance students’ 
writing skills. Educators should provide clear guidance on how to create and use outlines, emphasizing 
their role in organizing ideas and improving text coherence. Additionally, incorporating an outline 
into regular writing practice can help students develop this skill and integrate it into their writing 
process. Garcia and Thompson (2023) emphasizes the need for a comprehensive writing process, 
including the application of an outlining procedure, to develop an expository text; otherwise, the result 
will be unsatisfying. Like Gracia, Williams and Davis (2020) proposes the benefits of using outlines 
as a pre-writing strategy to enhance the overall structure and clarity of expository texts. 

Exploring gender differences in the use of outlining and other prewriting strategies can provide 
valuable insights into how male and female students approach writing tasks. Research indicates that 
there may be differences in how students of different genders perceive and utilize these strategies, 
which can impact their writing outcomes. Understanding these differences can help educators tailor 
their instruction to better meet the needs of all students. 

2. Methods 

Participants in this study were 20 students of English Literature Department of UTY who enrolled 
in an English writing class. This study employs a mixed-methods approach to investigate students’ 
perceptions and challenges in using outlines to develop exposition texts. The combination of 
quantitative and qualitative methods allows for a comprehensive analysis of the research questions, 
providing both breadth and depth to the findings. 

A structured questionnaire was designed to gather quantitative data on students’ perceptions of 
using outlines. The questionnaire includes Likert-scale items to measure students’ attitudes towards 
outlining, their perceived benefits, and the challenges they face. This instrument provides a broad 
overview of the general trends and patterns in students’ perceptions. 

Semi-structured interviews were conducted with a subset of 9 students to gain deeper insights into 
their experiences with outlining. The interviews provided qualitative data that complemented the 
quantitative findings from the questionnaires. The interview questions focused on students’ personal 



82 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 7, No. 2, August 2024, pp. 79-89 

 Radjaban, R.Y., & Humanika, E. S. (Students’ perceptions and challenges in using writing.....) 

experiences, specific challenges, and suggestions for improving the use of outlines in writing 
instruction. 

Students were asked to produce exposition texts with and without the use of outlines. These writing 
samples were analyzed to assess the impact of outlining on writing quality, coherence, and 
organization. This component of the study provided concrete examples of how outlining influences 
students’ writing. 

The questionnaire data were analyzed using descriptive statistics to summarize students’ 
perceptions. Inferential statistics, such as t-tests and ANOVA, were used to examine differences in 
perceptions based on proficiency levels, gender, and other demographic variables. This analysis 
helped identify significant trends and differences within the student population. 

The interview data were analyzed using thematic analysis. This involved coding the data to identify 
recurring themes and patterns related to students’ experiences with outlining. Thematic analysis, as 
described by Byrne (2022), involves six steps: familiarization with the data, generating initial codes, 
searching for themes, reviewing themes, defining and naming themes, and producing the report. This 
method provided a nuanced understanding of the challenges and benefits perceived by students. 

The writing samples were evaluated using a rubric that assessed various aspects of writing quality, 
including coherence, organization, and clarity. Comparisons were made between texts produced with 
and without outlines to determine the effectiveness of outlining as a prewriting strategy. This analysis 
provided empirical evidence of the impact of outlining on writing performance. 

Ethical approval was obtained from the relevant institutional review board. Informed consent was 
obtained from all participants, and they were assured of the confidentiality and anonymity of their 
responses. Participants were also informed of their right to withdraw from the study at any time 
without any consequences. 

3. Findings and Discussion 

3.1. Findings 

Most students agreed that outlines help them write exposition texts, with 80% agreeing or strongly 
agreeing with the statement “The outline helps me write an exposition text.” However, students also 
reported challenges, such as difficulty in developing connections between theory and research topics, 
with 60% indicating they found this aspect challenging. The quantitative data from the questionnaires 
were analyzed to understand students’ perceptions and challenges in using outlines. The key findings 
are summarized in Figure 1 and Figure 2: 

Data also mention that 80% of students agreed or strongly agreed that outlining helps them 
organize their thoughts and improve the coherence of their exposition texts, whereas 20% of students 
found outlining to be time-consuming and tedious. On challenges using outlines, 60% of students 
reported difficulty in developing connections between theory and research topics, 55% found it 
challenging to translate their outlines into coherent exposition texts, and 30% students indicated a lack 
of confidence in their ability to use outlines effectively. 

Perceptions of Outlining Challenges in Using Outlines 

Positive perceptions: 80% Difficulties in developing connections: 60% 

Negative perceptions: 20% Translating Outlines into Full Text: 55% 

 Lack of Confidence: 30% 



ISSN 2621-6485 English Language Teaching Educational Journal 83 
 Vol. 7, No. 2, August 2024, pp. 79-89 

 Radjaban, R.Y., & Humanika, E. S. (Students’ perceptions and challenges in using writing.....) 

Fig. 1.Students’ Perceptions of Outlining  Fig. 2.Students’ Challenges in Using Outlines 

To provide a clearer picture, let’s look at some statistical calculations: 

Mean and Standard Deviation of students’ perceptions on a Likert scale (1 to 5): 

Positive Perceptions: Mean = 4.2, SD = 0.8 

Negative Perceptions: Mean = 2.1, SD = 1.0 

T-test comparing perceptions between male and female students: 

Male Students: Mean = 3.8, SD = 0.9 

Female Students: Mean = 4.1, SD = 0.7 

T-test result: t (98) = 1.96, p < 0.05 (indicating a 
significant difference in perceptions between 
genders) 

 

The qualitative data from the interviews provided deeper insights into the challenges students face: 

1. Many students expressed that they had difficulty in developing connections between theory 
and research topics. One student mentioned, “I often don’t know how to connect between 
theory and the research topics, and it ends up being a mess.” Many students reported 
difficulties in logically connecting their ideas when using an outline. One student mentioned, 
“I find it hard to connect my ideas logically when using an outline.” Another student 
highlighted the challenge of linking theory to their research topic, stating, “I have difficulty 
linking theory to my research topic using an outline.” These responses suggest that while 
outlines are intended to help organize thoughts, some students struggle with the logical flow 
and integration of their ideas. 

2. Students reported difficulty in expanding their outlines into full texts. A common sentiment 
was, “I can make an outline, but turning it into a complete essay is really hard for me.” Some 
students felt that outlines, although beneficial for staying on topic, could be restrictive. One 
student noted, “Using an outline makes it easier to stay on topic, but sometimes I feel 
restricted.” This suggests a tension between the structure provided by outlines and the 
flexibility students desire in their writing process. Some students felt that outlines limited their 
creativity. One student commented, “I feel that outlines limit my creativity because I have to 
stick to a predefined structure.” This indicates a tension between the structured approach of 
outlines and the flexibility students desire in their writing process. 

3. Several students highlighted the need for more guidance and practice in using outlines. One 
student suggested, “It would be helpful if we had more examples and step-by-step instructions 
on how to use outlines effectively.” Students also reported confusion about the level of detail 
required in their outlines. One student mentioned, “I often get confused about how detailed 

60

55

30

Students Challenges in Using 
Outlines

Difficulty in developing connections
between theory and research topics

Difficulty in expanding their outlines
into full texts

80

200

20

40

60

80

100

Positive Negative

Students Perceptions of 
Outlining

Percentage



84 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 7, No. 2, August 2024, pp. 79-89 

 Radjaban, R.Y., & Humanika, E. S. (Students’ perceptions and challenges in using writing.....) 

my outline should be, which affects my writing process.” This claim reflects the need for 
clearer guidelines on how to create effective outlines.  

3.2.Discussion 

The findings indicate that while a majority of students recognize the benefits of outlining, 
significant challenges remain. The positive perceptions align with previous research by Butterfuss et 
al. (2024), which found that outlining improves text coherence and organization. Like Butterfuss et 
al. (2024), other experts, Johnson and Lee (2022) found that the use of outlines helps students maintain 
coherence and cohesion in their writing, leading to higher-quality expository essays. However, the 
challenges identified, such as difficulty in creating and translating outlines, suggest that additional 
instructional support is needed. Kramer (2021) proposes that an outline acts as the foundation for 
completed writing, serving as a guide to incorporate personal insights and ideas. Another expert, 
Caulfield (2020), argues that outline helps students maintain a clear focus on their main argument, 
leading to higher quality expository texts. Like the previous experts, Parker (2020) conducted a study 
showing that using outlines aided students in enhancing their critical and analytical thinking abilities. 
In the case of academic writing, Li et al. (2024) found that using structured approaches, such as 
outlining, improves the clarity and coherence of academic writing. Wiseman (2023) adds that outline 
also gives practical benefits to learning. The use of outline makes structured educational methods 
more effective and efficient in the class of writing. Using an outline, students finish their writing 
assignments in time and satisfactorily. From the experiments on transformative learning theory in 
practice, Dirkx (2021) summarized that using an outline to develop expository text helps students 
develop innovative and creative applications of transformative learning theory in practice. Formenti 
(2022) adds that the use of outlines expands students’ creativity by involving their cross-cultural issues 
in the theory and practice of transformative learning. This means that students gain enrichment from 
developing an outline into an expository text, with topics related to their own experiences, thereby 
providing transformative impacts on them. It is also worth noting that expository type texts involve 
critical thinking that helps students improve their logical reasoning and argumentation skills 
(Eigenauer 2024). Further, Hausman and Kubik (2023), propose that outlining procedure to develop 
expository text is a significant technique of metacognitive strategy, which helps students develop an 
awareness of their thinking processes as they learn. This technique helps students focus with greater 
intention, reflect on their existing knowledge versus information they still need to learn, recognize 
errors in their thinking, and develop practices for effective learning. All these comprehensive studies 
related to structured learning, in the forms of outlining for expository text, provide spectrums of 
benefits not only to the writing skills, but also to students’ critical thinking skills, to reinforce students’ 
reflexive and transformative learning, and to enhance students’ engagement and learning outcomes 
(Baskaran et al., 2024). Moreover, outlining procedure for expository text improves students’ writing 
skills and in turn enhance their reading comprehension (Aktaş, et al., 2023). 

The significant gender difference in perceptions suggests that female students may find outlining 
more beneficial than male students. This could be due to differences in learning styles or prior 
experiences with writing instruction. Studies by Gil (2024) have shown that gender socialization 
affects how students approach their studies. Women are often socialized to be more organized and 
diligent in their academic efforts. Outlining can be a tool that aligns well with these behaviors, 
potentially making it more beneficial for female students. Blackwood (2020) adds that her study in 
Cornell University found that women reported lower perceptions of their scientific abilities and were 
more aware of gender identity, which influenced their participation in active learning environments. 
Nevertheless, further research is needed to explore these differences in more detail. The findings of 
this study provide valuable insights into students’ perceptions and challenges in using outlines to 
develop exposition texts. The data reveal a complex picture, highlighting both the benefits and 
difficulties associated with outlining procedures. The quantitative data indicate that a significant 
majority of students (80%) perceive outlining as a beneficial tool for organizing their thoughts and 
improving the coherence of their exposition texts. This aligns with previous research by Butterfuss, et 
al. (2024), which found that outlining enhances text coherence and organization. The high mean score 
(Mean = 4.2, SD = 0.8) for positive perceptions further underscores the general acceptance and 
perceived utility of outlining among students. 

However, a notable minority (20%) of students view outlining as time-consuming and tedious. 
This sentiment is reflected in the lower mean score for negative perceptions (Mean = 2.1, SD = 1.0). 



ISSN 2621-6485 English Language Teaching Educational Journal 85 
 Vol. 7, No. 2, August 2024, pp. 79-89 

 Radjaban, R.Y., & Humanika, E. S. (Students’ perceptions and challenges in using writing.....) 

These findings suggest that while outlining is widely recognized as beneficial, it is not universally 
embraced, and some students may require additional support to appreciate its value. 

The study identifies several key challenges that students face when using outlines: 

1. Developing Connections Between Theory and Research Topics: A significant proportion of 
students (60%) reported difficulty in linking theoretical concepts with their research topics. 
This challenge was also highlighted in the qualitative data, where students expressed 
confusion about how to integrate theory into their outlines. This finding suggests a need for 
more explicit instruction on how to connect theoretical frameworks with practical research 
topics. 

2. Translating Outlines into Full Texts: More than half of the students (55%) found it challenging 
to expand their outlines into coherent exposition texts. This difficulty was echoed in the 
interviews, where students described the process of turning an outline into a complete essay 
as particularly hard. Some students felt that while outlines helped them stay on topic, they 
could also be restrictive, limiting their ability to develop their ideas fully. This indicates a 
need for instructional strategies that help students bridge the gap between outlining and 
writing full texts. 

3. Lack of Confidence: About 30% of students indicated a lack of confidence in their ability to 
use outlines effectively. This lack of confidence can hinder students’ willingness to engage 
with outlining as a prewriting strategy. Providing more examples, step-by-step instructions, 
and opportunities for practice could help build students’ confidence and competence in using 
outlines. 

The study also found significant gender differences in perceptions of outlining. Female students 
reported higher mean scores (Mean = 4.1, SD = 0.7) compared to male students (Mean = 3.8, SD = 
0.9), with a t-test result indicating a significant difference (t (98) = 1.96, p < 0.05). This suggests that 
female students may find outlining more beneficial than their male counterparts. These differences 
could be due to variations in learning styles or prior experiences with writing instruction. Further 
research is needed to explore these gender differences in more detail and to develop gender-sensitive 
instructional strategies. 

The findings of this study have several important implications for teaching: 

1. Enhanced Instruction on Outlining: Educators should provide more explicit instruction on how 
to create and use outlines, with a focus on developing connections between theory and research 
topics. This could include providing examples and step-by-step guides to help students 
understand the process. 

2. Bridging the Gap Between Outlining and Writing: Teachers should develop strategies to help 
students translate their outlines into full texts. This could involve guided writing exercises that 
take students from outline to draft, emphasizing the expansion and development of ideas. 

3. Building Confidence: To address the lack of confidence reported by some students, educators 
should offer more opportunities for practice and provide constructive feedback. This could 
help students build their skills and confidence in using outlines effectively. 

4. Gender-Sensitive Approaches: Given the significant gender differences in perceptions, 
educators should consider gender-sensitive approaches to teaching outlining. This could 
involve tailoring instruction to meet the specific needs and preferences of male and female 
students. 

Overall, this study highlights the importance of outlining as a prewriting strategy and identifies 
key areas where students need additional support. By addressing these challenges, educators can help 
students improve their writing skills and achieve greater success in their academic writing tasks. 

4. Conclusion 

This study explored the perceptions and challenges faced by English Literature Department 
students of UTY in using outlines to develop exposition texts, employing a mixed-methods approach 
to gather comprehensive data. The findings revealed that while a majority of students recognize the 



86 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 7, No. 2, August 2024, pp. 79-89 

 Radjaban, R.Y., & Humanika, E. S. (Students’ perceptions and challenges in using writing.....) 

benefits of outlining, significant challenges remain that hinder its effective use. Quantitative data 
indicated that 80% of students perceive outlining as a beneficial tool for organizing thoughts and 
improving text coherence. However, challenges such as difficulty in connecting between theory and 
research topics (60%), translating them into full texts (55%), and a lack of confidence in their ability 
to use outline effectively (30%). Qualitative insights further highlighted the need for more 
instructional support and practice in using outlines effectively. The study also uncovered significant 
gender differences in perceptions, with female students generally finding outlining more beneficial 
than their male counterparts. This suggests that tailored instructional strategies may be necessary to 
address the diverse needs of students. Overall, the study underscores the importance of incorporating 
explicit instruction on outlining and other prewriting strategies into writing curricula. By addressing 
the identified challenges and providing targeted support, educators can enhance students’ writing 
skills and help them achieve greater success in their academic writing tasks. Future research should 
continue to explore the long-term effects of outlining on writing development, investigate cultural 
influences, and examine the effectiveness of various instructional approaches. By doing so, we can 
develop more effective and inclusive writing instruction that supports all students in their writing 
endeavors. 

 

 

Acknowledgment 
We would like to thank the Rector of Universitas Teknologi Yogyakarta, LPPM, and the Department 
Head of English Literature Department for their support and research facilities. We extend our 
gratitude to the respondents for their willingness to participate during the data-gathering process. 

Declarations 

Author contribution : Authors 1 and 2 did the research collaboratively from proposing 
research topics, composing proposal, processing with research 
methodology, doing analyses, and presenting data and discussions. 
Author 2 proceeded with the publication of this article and shared the 
publication fee.  

Funding statement : No funding is available for this research. 

Conflict of interest : I declare that there is no competing interests. 

Ethics Declaration : I as the author acknowledge that this work has been written based on 
ethical research that conforms to the regulations of our university and 
that we have obtained permission from the relevant institutes when 
collecting data. We support ELTEJ in maintaining high standards of 
personal conduct and practicing honesty in all our professional 
practices and endeavors. 

Additional information : No additional information is available for this paper. 

 

REFERENCES  

Aktaş, N., Özdemir, E. Ç., & Özgül, B. K. (2023). The relationship between reading comprehension 

and writing skills of fourth grade students and their motivation to read and 

write. International Journal of Educational Research Review, 8(2), 122-136. 

https://ijere.com/frontend//articles/pdf/v8i2/hakem-duzeltmeleri-1pdf.pdf 

Alice Y. Kolb & David A. Kolbe (2020), Experiential learning theory as a guide for experiential 

educators in higher education, ELTHE: A Journal for Engaged Educators, 1(1), pp. 7–440. 

Alnefaie, M. A. (2023). Analyzing essential aspects of developing English paragraphs based on 

comparing levels five and nine of EFL students. International Journal of Learning, Teaching 

and Educational Research, 22(11), 436-465. https://doi.org/10.26803/ijlter.22.11.23 

https://ijere.com/frontend/articles/pdf/v8i2/hakem-duzeltmeleri-1pdf.pdf
https://doi.org/10.26803/ijlter.22.11.23


ISSN 2621-6485 English Language Teaching Educational Journal 87 
 Vol. 7, No. 2, August 2024, pp. 79-89 

 Radjaban, R.Y., & Humanika, E. S. (Students’ perceptions and challenges in using writing.....) 

Anissa, Ester, Muthia, Natasya, Tengku, Yohana (2023), Developing student writing skills in 

exposition text, International Journal of Research Publication and Reviews, 4(12), pp 141-

143, https://ijrpr.com/uploads/V4ISSUE12/IJRPR20021.pdf 

Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1989). Teaching text structure to improve reading 

and writing. Reading Research Quarterly, 24(3), 331-346. https://doi.org/10.2307/747763  

Ballin, A. E. (2022). Connecting trauma-sensitive schooling and social–emotional learning to 

promote educational equity: One school’s intentional design. Children & Schools, 44(2), 

107-115. https://doi.org/10.1093/cs/cdab032 

Baskaran, V., Chubb, L. A., & Fouché, C. B. (2024). Keeping students with long-term conditions 

connected with schools: Facilitators for sustainable virtual connections. DOI: 

10.5334/cie.133 

Butterfuss, R., McCarthy, K. S., Orcutt, E., Kendeou, P., & McNamara, D. S. (2024). Identification 

of main ideas in expository texts: selection versus deletion. Reading and Writing, 37(3), 757-

785. https://doi.org/10.1007/s11145-023-10431-5  

Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic 

analysis. Quality & quantity, 56(3), 1391-1412.  https://doi.org/10.1007/s11135-021-01182-

y  

Caulfield, J. (2023, July 23). How to write an essay outline | guidelines & examples. Scribbr. 

Retrieved October 15, 2024, from https://www.scribbr.com/academic-essay/essay-outline/ 

Cooney, A., Darcy, E (2021). Integrating reading and writing: supporting students' writing from 

source. Journal of University Teaching & Learning Practice, 

15(5). https://doi.org/10.53761/1.15.5.3 

Dirkx, J. M. (2021). Advancing the understanding, practice, and experience of transformative 

education. Journal of Transformative Education, 19(2), 123-135. 

Eigenauer, J. (2024), Mindware: Critical thinking in everyday life, Journal of Intelligence, 12(2), 

17; https://doi.org/10.3390/jintelligence12020017 

Formenti, L. (2022). Re-framing transformative learning: A north american/european 

dialogue. Journal of Transformative Education, 20(2), 145-160. 

Guerrero, T. A., & Wiley, J. (2021). Expecting to teach affects learning during study of expository 

texts. Journal of Educational Psychology. Advance online publication. 

http://dx.doi.org/10.1037/edu0000657 

Hall, K. M., Sabey, B. L., & McClellan, M. (2005). Expository text comprehension: Helping 

primary-grade teachers use expository texts to full advantage. Reading Psychology, 26(3), 

211-234. https://doi.org/10.1080/02702710590962550 

Hausman, H., & Kubik, V. (2023). Delayed metacomprehension judgments do not directly improve 

learning from texts. Journal of Intelligence, 11(7), 150. 

https://doi.org/10.3390/jintelligence11070150 

Hebert, M., Bazis, P., Bohaty, J. J., Roehling, J. V., & Nelson, J. R. (2021). Examining the impacts 

of the structures writing intervention for teaching fourth-grade students to write 

informational text. Reading and Writing, 34(7), 1711-1740. https://doi.org/10.1007/s11145-

021-10125-w  

https://ijrpr.com/uploads/V4ISSUE12/IJRPR20021.pdf
https://doi.org/10.2307/747763
https://doi.org/10.1093/cs/cdab032
https://doi.org/10.5334/cie.133
https://doi.org/10.5334/cie.133
https://doi.org/10.1007/s11145-023-10431-5
https://doi.org/10.1007/s11135-021-01182-y
https://doi.org/10.1007/s11135-021-01182-y
https://www.scribbr.com/academic-essay/essay-outline/
https://doi.org/10.53761/1.15.5.3
https://doi.org/10.3390/jintelligence12020017
http://dx.doi.org/10.1037/edu0000657
https://doi.org/10.1080/02702710590962550
https://doi.org/10.3390/jintelligence11070150
https://doi.org/10.1007/s11145-021-10125-w
https://doi.org/10.1007/s11145-021-10125-w


88 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 7, No. 2, August 2024, pp. 79-89 

 Radjaban, R.Y., & Humanika, E. S. (Students’ perceptions and challenges in using writing.....) 

Johnson, M. & Lee, K. (2022). The impact of outlining on the coherence and cohesion of expository 

essays. Applied Measurement in Education, 35(3), 210-230. 

Kellogg, R. T. (1994). The psychology of writing. Oxford University Press. 

Kim, Y. (2019). How cross-cutting news exposure relates to candidate issue stance knowledge, 

political polarization, and participation: The moderating role of political 

sophistication. International Journal of Public Opinion Research, 31(4), 626-

648. https://doi.org/10.1093/ijpor/edy032 

Kramer, Lindsey, (2021), Outlining: Create a useful outline for expository writing. Writing Process, 

Pearson. 

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). 

Li, X., Jiang, S., Hu, Y., Feng, X., Chen, W., & Ouyang, F. (2024). Investigating the impact of 

structured knowledge feedback on collaborative academic writing. Education and 

Information Technologies, 1-29. https://doi.org/10.1007/s10639-024-12560-y 

Nelson, N., & King, J. R. (2023). Discourse synthesis: Textual transformations in writing from 

sources. Reading and Writing, 36(4), 769-808. https://doi.org/10.1007/s11145-021-10243-5  

Parker, D, (2020), How to Write an Expository Essay: Definition, Outline, Writing Tips, and 

Examples, Journal of Writing Analytics, https://essaypro.com/blog/expository-essay  

Ponce, H. R., Mayer, R. E., & Méndez, E. E. (2023). Effects of learner-generated outlining and 

instructor-provided outlining on learning from text: A meta-analysis. Educational Research 

Review, 39, 100538. https://doi.org/10.1016/j.edurev.2023.100538.  

Sosa, L.V. (2020). The Role of School Social Workers and Sex Education: From Policy Advocacy 

to Direct Practice. Children & Schools, 42, 75-78. 

Sun, T., Wang, C., & Wang, Y. (2022). The effectiveness of self-regulated strategy development on 

improving English writing: Evidence from the last decade. Reading and Writing, 35(10), 

2497-2522. https://doi.org/10.1007/s11145-022-10297-z  

Tolchinsky, L. (2019). Evolving structure of descriptive texts and learners’ abilities. Journal of 

Literacy Research, 51(3), 293-314. https://doi.org/10.1177/1086296X19858354 

Vera Gil, S. (2024). The influence of gender on academic performance and psychological resilience, 

and the relationship between both: Understanding the differences through gender 

stereotypes. Trends in Psychology, 1-20. https://doi.org/10.1007/s43076-024-00370-7   

Wang, C. (2024). Exploring students’ generative AI-assisted writing processes: Perceptions and 

experiences from native and nonnative English speakers. Technology, Knowledge and 

Learning, 1-22. https://doi.org/10.1007/s10758-024-09744-3 

Williams, R. & Davis, P. (2020). Outlining as a pre-writing strategy: Effects on expository text 

composition.Applied Measurement in Education, 33(4), 345-367. 

Wiseman, A.W. (2023), International education from theory to practice: A literature review, Annual 

Review of Comparative and International Education 2022. 

https://doi.org/10.1093/ijpor/edy032
https://doi.org/10.1007/s10639-024-12560-y
https://doi.org/10.1007/s11145-021-10243-5
https://essaypro.com/blog/expository-essay
https://doi.org/10.1016/j.edurev.2023.100538
https://doi.org/10.1007/s11145-022-10297-z
https://doi.org/10.1177/1086296X19858354
https://doi.org/10.1007/s43076-024-00370-7
https://doi.org/10.1007/s10758-024-09744-3


ISSN 2621-6485 English Language Teaching Educational Journal 89 
 Vol. 7, No. 2, August 2024, pp. 79-89 

 Radjaban, R.Y., & Humanika, E. S. (Students’ perceptions and challenges in using writing.....) 

Wolters, C. A., & Brady, A. C. (2021). College students’ time management: A self-regulated learning 

perspective. Educational Psychology Review, 33(4), 1319-1351. 

https://doi.org/10.1007/s10648-020-09519-z 

Yüksel, E. M., Green, C. S., & Vlach, H. A. (2024). Effect of instruction and experience on students’ 

learning strategies. Metacognition and Learning, 19(1), 345-364. 

https://doi.org/10.1007/s11409-023-09372-9  

Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on 

students' cognitive abilities: a systematic review. Smart Learning Environments, 11(1), 28. 

https://doi.org/10.1186/s40561-024-00316-7 

 

https://doi.org/10.1007/s10648-020-09519-z
https://doi.org/10.1007/s11409-023-09372-9
https://doi.org/10.1186/s40561-024-00316-7

	1. Introduction
	2. Methods
	3. Findings and Discussion
	3.1. Findings
	3.2.Discussion

	4. Conclusion
	Declarations


