Main Article Content
Abstract
Background: Kemampuan menulis opini editorial (op-ed) menjadi bentuk literasi publik strategis yang perlu dikuasai oleh mahasiswa, khususnya dari bidang Hubungan Internasional. Dalam konteks demokrasi digital, keterampilan ini memungkinkan mahasiswa menyuarakan pandangan terhadap isu-isu strategis secara terbuka dan argumentatif. Tujuan: Kegiatan pengabdian bertujuan meningkatkan kapasitas mahasiswa dalam menulis artikel opini yang sesuai dengan standar media massa online. Metode: Metode pelaksanaan terdiri atas empat tahap: persiapan, sosialisasi materi, pelatihan penulisan, dan evaluasi. Pelatihan dilaksanakan secara partisipatif dan berbasis praktik langsung, melibatkan 117 mahasiswa Universitas Sriwijaya. Hasil: Hasil menunjukkan sebanyak 90 artikel berhasil dikirimkan ke media, dan 67 di antaranya telah diterbitkan. Selain peningkatan keterampilan teknis menulis, pelatihan juga mendorong tumbuhnya rasa percaya diri, kemampuan berpikir kritis, dan motivasi berkontribusi di ruang publik. Kesimpulan: Kegiatan ini menunjukkan bahwa pendekatan pelatihan menulis berbasis praktik efektif untuk membangun literasi komunikasi publik mahasiswa, serta layak dijadikan model berkelanjutan dalam pengembangan kapasitas mahasiswa di perguruan tinggi.
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References
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References
Becher, T., & Trowler, P. R. (2001). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines (2nd ed.). Open University Press.
Crittenden, V. L. (2022). Developing student skills in opinion writing: A public-facing assignment. Journal of Marketing Education, 44(2), 127–138. https://doi.org/10.1177/02734753211039759
Firmstone, J. (2019). Editorial journalism and newspaper editorial opinions. Oxford Research Encyclopedia of Communication. https://doi.org/10.1093/acrefore/9780190228613.013.893
Flowerdew, J. (2001). Attitudes of journal editors to nonnative speaker contributions. TESOL Quarterly, 35(1), 121–150. https://doi.org/10.2307/3587862
Gillett, A. (2011). Successful academic writing. Pearson Education.
Hyland, K. (2003). Second language writing. Cambridge University Press.
Ivanič, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220–245. https://doi.org/10.1080/09500780408666877
Lea, M. R., & Street, B. V. (2006). The “academic literacies” model: Theory and applications. Theory into Practice, 45(4), 368–377.
Leki, I. (2007). Undergraduate writing in English: Learning to write and writing to learn. Routledge.
Maybin, J. (2000). The new literacy studies: Context, intertextuality and discourse. In D. Barton, M. Hamilton, & R. Ivanič (Eds.), Situated literacies: Reading and writing in context (pp. 197–209). Routledge.
Nashruddin, W., Syarifuddin, S., & Hamid, S. (2022). Empowering students through writing workshop to improve critical thinking and argumentative writing. Journal of Language and Linguistic Studies, 18(1), 456–470.
Nesi, H., & Gardner, S. (2012). Genres across the disciplines: Student writing in higher education. Cambridge University Press.
Newman, N., Fletcher, R., Robertson, C. T., Eddy, K., & Nielsen, R. K. (2022). Reuters Institute Digital News Report 2022. Reuters Institute for the Study of Journalism. https://reutersinstitute.politics.ox.ac.uk/digital-news-report/2022
Yorke, M. (2006). Employability in higher education: What it is – what it is not. The Higher Education Academy.