Integrated Reading–Writing Learning as a Strategy to Improve Students' Academic Writing Skills

Abstract

This study aims to analyse the application of integrated Reading–Writing learning as a learning strategy in improving students' academic writing skills and its contribution to strengthening academic literacy in higher education. This study uses a qualitative approach with a qualitative descriptive design. The research analysis unit includes the integrated Reading-Writing learning process, learning strategies applied by lecturers, and students' academic writing skills. The research data source consists of primary data obtained through in-depth interviews with lecturers and students, observation of the learning process, and analysis of students' academic writing, while secondary data is obtained from learning documents and related literature. Data collection was carried out through observation, interviews, and documentation, then analysed using the stages of data reduction, data presentation, and drawing conclusions. The results of the study show that integrated Reading-Writing learning is able to improve students' ability to develop ideas, build writing structures, use academic language, and integrate sources through paraphrasing, citation, and information synthesis activities. These findings show that the integration of reading and writing can strengthen students' academic literacy and critical thinking skills. This research contributes to the development of academic learning strategies through an integrative approach that supports the improvement of the quality of students' scientific writing.