scholarly journals OPTIMIZING STUDENTS’ BLOG BASED ONLINE BUSINESS BY UTILIZING GOOGLE KEYWORD PLANNER AND GOOGLE TRENDS

2017 ◽  
Vol 1 ◽  
pp. 192
Author(s):  
Ellisa Indriyani
Keyword(s):  
Qualitative Method ◽  
English Education ◽  
Google Trends ◽  
Business English ◽  
Writing Quality ◽  
Education Department ◽  
English Writing ◽  
Writing Class ◽  
Online Business

This paper aims to describe the search engine optimization of students’ blog based business by utilizing Google Keyword Planner and Google Trends. Students’ blog based business is one of activities employing content writing in Business English Writing Class. It is a blog based project. As a matter of fact, most of the blog based project ended up underutilized. Producing content writing is not that simple, besides the writing quality, students have to make sure that the writing product can be searched online and indexed by Google.  Thus, not only having an excellent writing skill and qualified products, students also have to learn how to optimize their content writing. This study employs a descriptive qualitative method in term of case study. Subjects are Business English Writing Class students in English Education Department of Sebelas Maret University. The findings reveal that: 1) the students’ content writing have good quality, good optimization and resulted in the real transactional activities; 2) the students acknowledge that they have to conduct a mini research to figure out what is the most appropriate keyword elaborated in their writing used in promoting their products; 3) the students learn that blog based writing is not only substituting from paper based writing into internet based writing.

scholarly journals OPTIMIZING CRITICAL THINKING SKILL THROUGH PEER EDITING TECHNIQUE IN TEACHING WRITING

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Nur Muthmainnah Yusuf
Keyword(s):  
Critical Thinking ◽  
Qualitative Method ◽  
English Education ◽  
Teaching Writing ◽  
Education Department ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Peer Editing ◽  
Writing Class ◽  
The Mean

The objective of the research was to know the description of how critical thinking skill can be optimized in teaching writing using peer editing technique.  Critical thinking skill should be strengthened in writing class to elicit the writing class problem. Applying peer teaching technique was assumed can optimize the critical thinking skill in writing class. This research used descriptive qualitative method. It was conducted to the students of English Education Department students in paragraph based writing class. The writer took one of six classes as the sample of the research. The researcher used observation and documentation to know the description of the class situation. The data which was collected are in form documentation, observation and interview result and students writing and peer editing form which is analyzed descriptively. After the research conducted it can be drawn a conclusion that teaching writing using peer editing can optimize the students’ critical thinking skill. It was proven with the minimal error that was produced in the next writing produced and the increasing score of students’ writing. The mean score in the pre-research was 68.62, after the treatment conducted the mean score increased up to 72.90.

scholarly journals The Impact of Direct Feedback on Students’ EFL Writing Skill: A Case Study on Writing III Course in STKIP Suar Bangli

2017 ◽  
Vol 1 (3) ◽  
pp. 137
Author(s):  
I Putu Suyoga Dharma ◽  
Nirmala Tari
Keyword(s):  
English Education ◽  
Case Study Research ◽  
Writing Quality ◽  
Education Department ◽  
Writing Skill ◽  
Efl Students ◽  
Short Essay ◽  
Direct Feedback ◽  
The Impact

This case study research aims at knowing the impact of direct feedback on EFL students‟ writing skill. This research was done on the fourth semester students of English Education Department in STKIP Suar Bangli. Totally, there were three students selected to be the subject. The students were assigned to write short essay consisting of 6-7 paragraphs, then it was returned after direct feedback was given. Next, the students were assigned to write the new one. It was then analyzed qualitatively. Based on the result of data analysis, it was discovered that there was no significant impact of direct feedback on students‟ writing quality. The students still made the same mistakes as before. It implies that the use of direct feedback should be reduced in writing. 

scholarly journals Promoting mobile collaborative language learning in Islamic higher education

2019 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Rully Agung Yudhiantara ◽  
Ade Yeti Nuryantini
Keyword(s):  
Language Learning ◽  
English Education ◽  
Group Discussion ◽  
Case Study Research ◽  
Word Meaning ◽  
Analysis Data ◽  
Education Department ◽  
Writing Feedback ◽  
Collaborative Language

<span lang="EN-US">This study sought to explore students’ experience in using Instagram to participate in mobile collaborative language learning (MCLL)</span><span lang="EN-US">. T</span><span lang="EN-US">he</span><span lang="EN-US"> contents they </span><span lang="EN-US">produced and shared, a</span><span lang="EN-US">s well as</span><span lang="EN-US"> their interaction and collaboratio</span><span lang="EN-US">n, were analyzed</span><span lang="EN-US">. The participants of this study were </span><span lang="EN-US">110 students in an </span><span lang="EN-US">English education department</span><span lang="EN-US">, in three different classes,</span><span lang="EN-US">who all had taken a </span><span lang="EN-US">translation course</span><span lang="EN-US">their third semester. Online tasks were assigned to students and they were required to produce, share, interact and collaborate to accomplish tasks. This study applied </span><span lang="EN-US">a </span><span lang="EN-US">qualitative method </span><span>with case study research design </span><span lang="EN-US">using observation, focus group discussion and content analysis. Data were analyzed through stages namely categorization, reduction and interpretation. </span><span>Results showed </span><span lang="EN-US">that </span><span>the </span><span lang="EN-US">students were able to participate in MCLL using Instagram. They produced and shared contents that met the requirement of MCLL. The contents include</span><span lang="EN-US">d</span><span lang="EN-US"> English sentences for structural collaboration in terms of subject-verb agreement and English sentences for word meaning collaborations. They interacted with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by writing feedback and comment</span><span lang="EN-US">s on the uploaded content</span><span lang="EN-US">. They collaborated with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by providing multiple interactions to accomplish tasks in MCLL like writing structural analysis, word meaning, paraphrasing sentences, and sentence translation.</span>

scholarly journals FACTORS INFLUENCING TEACHERS’ INTEGRATING INTERCULTURAL COMMUNICATIVE COMPETENCE (ICC) INTO BUSINESS ENGLISH TEACHING

2020 ◽  
Vol 129 (6B) ◽  
Author(s):  
Duyen Thi Phung Ho ◽  
Huong Nu Nhu Ton
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Influential Factors ◽  
Global Integration ◽  
Intercultural Communicative Competence ◽  
Business English ◽  
English Teaching ◽  
Factors Influencing ◽  
English Textbooks

<p>Globalization has triggered the need to teach ICC in Business English education for effective communication and interaction across cultural diversity.<strong> </strong>This case study was carried out at a college specializing in International Trade in Vietnam with six Business English teachers as participants. The study aims to explore factors influencing the teachers’ integrating ICC into their Business English teaching (BET). The data were collected through 1/ in- depth interviews; 2/ analyses of two syllabi and two Business English textbooks in current use; 3/classroom observations. Inductive analysis was used to analyze the data. The findings revealed that the teachers hesitated to teach ICC due to multiple influential factors. The results of the study were a good source of data for more efficient policies to develop ICC teaching and learning in the global integration.</p>

Focus on Students: A Blended Business English Writing Class in Sabah

2013 ◽  
Vol 65 (2) ◽  
Author(s):  
Deborah Leduning ◽  
Lee Kean Wah
Keyword(s):  
Business English ◽  
English Writing ◽  
Writing Class

Online Features of Qzone Weblog for Critical Peer Feedback to Facilitate Business English Writing

2016 ◽  
Vol 45 (2) ◽  
pp. 285-301
Author(s):  
Xianwei Gao ◽  
Moses Samuel ◽  
Adelina Asmawi
Keyword(s):  
Communication Technology ◽  
Peer Feedback ◽  
Information Communication ◽  
Business English ◽  
Writing Assignments ◽  
English Writing ◽  
Semistructured Interviews ◽  
Research Questions ◽  
Chinese Undergraduates

Qzone weblog is one of the most popular weblogs in China. This study explores Qzone weblog for critical peer feedback to facilitate Business English writing among the Chinese undergraduates. A qualitative case study is conducted by NVivo 8 to analyze the three research data of semistructured interviews, Business English writing assignments, and critical peer feedback artifacts. Three research questions are focused on the case participants’ perception of this study, the strength and weakness of Qzone for critical peer feedback, and online features of Qzone affecting critical peer feedback in Business English writing. The findings indicate that Qzone weblog is a convenient information communication technology platform for online critical peer feedback among the Chinese undergraduates. The six aspects of strength and five online features are coded by NVivo 8, which are models by NVivo 8 with figures. The weakness of Qzone is the character number limitation for blogging and feedback. The conclusion of this study will be applied for the use of Qzone weblog and other kinds of weblog for online peer feedback in English writing.

scholarly journals The Effect of A Process Approach Using Report Writing Frame on Students’ Writing Achievement

2017 ◽  
Vol 6 (1) ◽  
pp. 49-64
Author(s):  
Khoiriyatul Hariro
Keyword(s):  
Experimental Design ◽  
Academic Writing ◽  
English Education ◽  
Process Approach ◽  
Writing Achievement ◽  
Education Department ◽  
Report Writing ◽  
The Third ◽  
Writing Class ◽  
Quasi Experimental

This study is aimed at investigating the effect of process approach using Report Writing Frame on students’ writing achievement. The design of this study was quasi-experimental design. The subjects of this study were the third-semester students of Academic Writing class of English Education Department of Brawijaya University of Malang. The result of t-test showed that the students who were taught using Report Writing Frame have better writing achievement than those who were taught without using Report Writing Frame. Besides, from the five categories or aspects which were scored; organization, content, grammar, vocabulary, and mechanic, it indicated that the students who were taught using Report Writing Frame had more significant improvement in term organization, content, and vocabulary.

scholarly journals ENGLISH EDUCATION DEPARTMENT GRADUATES’ JOB PREFERENCES: A CASE STUDY ON ENGLISH LANGUAGE LEARNING CENTER TEACHERS

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Aji Budi Rinekso ◽  
Nurin Afifah ◽  
Ari Nur Widyantoro
Keyword(s):  
Language Learning ◽  
English Language ◽  
Formal Education ◽  
English Education ◽  
Education Department ◽  
International Language ◽  
Teaching Situation ◽  
Career Prospect ◽  
Learning English

The demands of English as an international language keep increasing along the time. Through time, the needs for learning English vary from for different purposes. Then the realization came to the surface that not all groups of learners need to learn general English. Thus, the design of English courses is developed for specific purposes as they are best known as English for Specific Purpose (ESP). The needs for learning English in specific purpose enable English teachers to pose themselves in different challenges other than in formal education. This paper aims at investigating the motivations of some English Education Department graduates for working as English instructors at English courses. The qualitative data was obtained by conducting the interview on some English instructors in Swift English School in Yogyakarta. After analyzing the data, it was found that despite its challenges, some English Education graduates prefer to work in English courses to regular schools. With all of the privileges of working in an English course, some general motivations underlie their working preferences. Among of the factors are flexible teaching situation, more chances for improving personal competence, higher salary and moderate career prospect.

scholarly journals THE USE OF WHATSAPP APP IN DISTANCE LANGUAGE LEARNING IN PANDEMIC COVID-19: A CASE STUDY IN NAHDLATUL ULAMA UNIVERSITY OF YOGYAKARTA

2020 ◽  
Vol 10 (2) ◽  
pp. 24
Author(s):  
Adhan Kholis
Keyword(s):  
Distance Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Education ◽  
Asynchronous Communication ◽  
Education Department ◽  
Factors Affecting ◽  
Nahdlatul Ulama ◽  
Educational Field

Lately, pandemic covid-19 has changed the educational field including learning methods from conventional learning to distance learning. This shift needed more adaptation for all parts like stakeholders, teachers, and also students. Evidently, various efforts have been made by teachers in simplifying teaching and learning such as applying some digital technologies like WhatsApp App, an asynchronous communication to reach the students’ presence with any spaces and time. This study aimed to describe and to evaluate the use of utilizing WhatsApp App in distance language learning for the English Education Department Students of Nahdlatul Ulama University of Yogyakarta. The research design of this study was a case study. Furthermore, this study gave the detailed information, description, and understanding deeply in relation to the use of WhatsApp App in remote teaching. Students’ perception and the factors affecting the effectiveness were investigated through a questionnaire. The results showed that WhatsApp App can support and helped the language learning to be more effective and efficient for the reason that it was accessible and low technology for distance learning. The students were more responsive and enthusiastic in joining the class. Indeed, it has given more facilities and satisfaction in practice.     

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