A case study of the variety of writing assignments in an undergraduate English department

This article reports an investigation of university students’ use of online Wikipedia site in writing their assignment or research report. Data were collected through a survey questionnaire and interview. First of all, a survey questionnaire was distributed among the learners (n=70) identifying their computer and internet literacy, frequency, strategy, and future orientation of using Wikipedia for their writing assignments or essays. Then, interviews with some lecturers (N=8) revealed teachers’ lack of awareness and agreement of Wikipedia in academic writing, partially due to the absence of Departmental policy. As the results, despite being already informed of the encyclopedia’s academic unreliability, Indonesian EFL informants in this study were proven to be familiar with computer and capable of using internet and incorporating Wikipedia materials when writing their essays at Andalas University. The data also indicated that students had improved their techniques of using the Wikipedia from copying-and-pasting to editing and paraphrasing. Half of them did not cross check Wikipedia article’s citations and references. Therefore, students’ awareness of the ease of Wikipedia may have encouraged them to consciously plagiarize in addition to the absence of their lecturers’ awareness upon this issue.

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THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

Academic Journal Perspective Education Language and Literature ◽

10.33603/perspective.v7i2.2652 ◽

2019 ◽

Vol 7 (2) ◽

pp. 119

Author(s):

Linda Linda ◽

Apandi

Keyword(s):

Qualitative Method ◽

Teaching Practice ◽

Problem Based Learning ◽

Real Field ◽

English Department ◽

Effective Teacher ◽

Existing Problems ◽

Apply Problem ◽

Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

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INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

Social Sciences, Humanities and Education Journal (SHE Journal) ◽

10.25273/she.v1i2.6624 ◽

2020 ◽

Vol 1 (2) ◽

pp. 22

Author(s):

Dyas Intan Rachmawati ◽

Jurianto Jurianto

Keyword(s):

Foreign Language ◽

Significant Negative Correlation ◽

English Department ◽

Common Phenomenon ◽

Speaking Anxiety ◽

Pearson Product Moment Correlation ◽

Efl Learners ◽

Achievement Score ◽

Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

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The Translation Problem Types in Translating Indonesia Text to English (A Case Study of Translation Subject of Fifth Semester English Students –UPY)

ELTICS : Journal of English Language Teaching and English Linguistics ◽

10.31316/eltics.v4i1.541 ◽

2020 ◽

Vol 4 (1) ◽

Author(s):

Sujatmiko Sujatmiko

Keyword(s):

Qualitative Method ◽

English Department ◽

Problem Types ◽

Translation Technique ◽

Data Source ◽

Word Translation ◽

Translation Accuracy ◽

English Students ◽

Successful Transfer

This research is entitled “The Translation Problem Types in Translating Indonesia textinto English (A Case Study of Translation Subject of Fifth Semester English Department –UPY) . It is about how Indonesia text is translated into English by English students, toidentify the translation problems, and to identify the problematics of translation technique.This research uses qualitative method to analyze the data. Techniques of analyzing datain this research consist of 3 components, they are (1) reducing the data, (2) explaining thedata, and (3) taking a conclusion. Reducing data is a process of selecting, focusing,simplifying and abstracting the data. Explaining the data is a process of organizinginformation and arranging the complete narration. Taking a conclusion is a process ofdrawing conclusion from the data. The data source of this research are Indonesia text andstudent’s translation.After conducting the research, the research find the data that all respondents havesimilar translation problem types in translating Indonesia text into English. The problems arediction, tenses, no equivalence translation; others have problems of adverb, article, andrelative clause. None of respondents apply other translation technique. They only apply wordper word translation technique. The accuracy of transfer level is adequate level. Only onerespondent have almost completely successful transfer level. Other respondents haveadequate accuracy transfer level. By applying the untrue translation technique has an impactto translation accuracy transfer level.This research is expected to open wide opportunities and challenges to academicians,especially those in translation linguistics sphere to deepen their research and study, especiallyin translating Indonesia text to English in order to be a new contribution to the translationfields.

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Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

Humaniora ◽

10.21512/humaniora.v3i1.3239 ◽

2012 ◽

Vol 3 (1) ◽

pp. 98

Author(s):

Wiwik Andreani

Keyword(s):

Academic Achievement ◽

Emotional Intelligence ◽

Social Skills ◽

Self Esteem ◽

Academic Ability ◽

English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4).

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ARE COMMUNICATION STRATEGIES FREQUENTLY USED IN SPEAKING CLASS?

English Teaching Journal : A Journal of English Literature, Language and Education ◽

10.25273/etj.v2i2.741 ◽

2014 ◽

Vol 2 (2) ◽

Author(s):

Agung Wicaksono

Keyword(s):

Second Language ◽

Communication Strategies ◽

Communication Strategy ◽

First Year ◽

English Department ◽

First Year Students ◽

Systematic Technique ◽

English Class ◽

The Right

<p>Communication strategy is the way to help the speakers when facing difficulties in communication using English as a second language. This case study, at the first year students of English Department, aims to know the most frequent students’ strategies to communicate in speaking activity in speaking class. It is found that thirteen communication strategies were used by the students in speaking English class, but not all of the communication strategies were used in every conversation, but only certain communication strategy was used. It depends on the materials difficulties. Furhermore, the most frequent communication strategies is stalling or time gaining strategy. As they need some time to think and then continue talking after they find the right words they need to communicate. This findings is in line with the propossed theory stated that communication strategy is defined as a systematic technique employed by a speaker to express his or her meaning when facing certain difficulties in communication.</p>

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An Analysis of Students Problem To Pronounce Aspirated /P/, /T/, /K/ at Initial Position of English Words

Jurnal Ilmiah Pendidikan Scholastic ◽

10.36057/jips.v4i3.425 ◽

2020 ◽

Vol 4 (3) ◽

pp. 92-98

Author(s):

Widya Juli Astria

Keyword(s):

Research Design ◽

Initial Position ◽

English Department ◽

Final Position ◽

The Third ◽

The Subject ◽

Learning English

The purpose of this research was to analyze the third semester students’ problem in learning English basic sounds pronunciation. The research design was case study. The data were collected by recording the students’ pronunciation. The subject of the research were the third Semester Students of English Department at Universitas Ekasakti). The result of the research was found that Each aspirated /p/, /t/, /k/ have two allophones, [ph] and [p], [th] and [t], [kh] and [k]. Then, all instances of [ph] occured immediately before a stressed vowel. It can be said that the following rule: /p/ becomes [ph] when it occured before a stressed vowel or initial position of English words. Moreover, aspirated /p/, /t/, /k/ sounds were really pronounced in two different ways. First, when these sounds came at the beginning of the word they are always followed by a puff of breath. Second, if aspirated /p/, /t/, and /k/ occur at the end of final position of English words, it is not necessary to pronounce them by following a puff of breath. In following there is a chart of aspirated /p/, /t/, /k/ sounds at initial position of English words

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Combatting the “Silo Effect” in the Online Classroom

Simulation and Game-Based Learning in Emergency and Disaster Management - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4087-9.ch006 ◽

2021 ◽

pp. 149-174

Author(s):

James J. Barney

Keyword(s):

Homeland Security ◽

Low Cost ◽

Teaching Experience ◽

Role Playing ◽

Discussion Board ◽

Discussion Boards ◽

High Stakes ◽

Writing Assignments ◽

Case Study Analysis

This case study explores the revision process and experience learned by teaching 12 sections of an asynchronous online graduate Homeland Security Law course over a two-year period from 2018 to 2020. The chapter charts the transition of the course from a traditional format with high-stakes episodic assessments (midterm, final, and a lengthy research paper) to a discussion board-centric class using curated reading materials, case study analysis, role-playing, structured debates, and the scaffolding of shorter, low-stakes writing assignments predominately completed in the online discussion boards increased both student engagement and satisfaction as reflected by student evaluations and feedback. The chapter further argues that a collection of low-tech, low-cost design and delivery tips derived from the insights provided from scholarship and online teaching experience can create a rich and transparent online learning environment.

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