Language Literacy-Based Social Community Learning in Creating Innovative and Sustainable Student Writing Education

This study aims to develop and test the effectiveness of a social community learning model based on language literacy in improving students' language literacy and academic writing skills. The study used a DBR approach and was conducted over three cycles with 80 students in the Indonesian Language Education Study Program. Data were collected through writing tests, language literacy questionnaires, observations, and student reflections, and analyzed quantitatively and qualitatively. The results showed a consistent improvement in students' language literacy, with an average score increasing from 2.17 (low category) in the pre-cycle to 3.45 (high category) in the third cycle. Academic writing skills also experienced a significant improvement, from an average score of 2.05 to 3.50 on the overall academic writing quality indicator. Furthermore, student learning behaviors, such as discussion participation and independent revision, increased from the low to the high category. These findings indicate that the integration of language literacy and social community learning is effective in sustainably improving the quality of academic writing in higher education

Academic writing · Discourse community · Indonesian · Language acquisition · Language assessment · Learning community · Literacy · Educational Methods and Media Use · English Language Learning and Teaching · Linguistics and Language Analysis