scholarly journals The power of reflective journal writing for university students from the EFL perspective

2021 ◽  
Vol 8 (3) ◽  
pp. 1061-1079
Author(s):  
Anselmus Sudirman ◽  
Adria Vitalya Gemilang ◽  
Thadius Marhendra Adi Kristanto
Keyword(s):  
University Students ◽  
Journal Writing ◽  
Secondary Data ◽  
Primary Data ◽  
Metacognitive Skills ◽  
Order Unity ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Self Discovery ◽  
Learning Logs

English as a foreign language (EFL) university students use reflective journals as learning logs to express or capture their ideas within a scientific conceptual framework. The objectives of this research are to (1) describe the power of reflective journal writing in communicating ideas, and (2) identify the aspects of reflective journal writing that aid learning in an EFL context. The reflective journals were written by 21 EFL university students. This research takes a qualitative approach, with the primary data coming from several reflective journals (N=124) while the secondary data coming from EFL students’ interviews (N=15). The research results showed that reflective journals were useful for students to make critical reflections and self-discovery responses to writing topics. The students learned to focus on writing components such as order, unity, coherence, cohesiveness, content, and organization of ideas through reflective journal writing. The students’ perspectives on aspects of reflective journal writing were primarily concerned with macro-and micro-level linguistic issues, as evidenced from the interview results. Writing a reflective journal necessitated their ability to reformulate thoughts, provide details, and solve problems. Furthermore, critical thinking, metacognitive skills, and self-reflections became increasingly important in helping the students to develop their ability to write reflective journals.

Understanding and promoting students’ well-being and performance in university studies – effects of a 7-week Acceptance and Commitment Therapy based course (Preprint)

2019 ◽  
Author(s):  
Henna Asikainen ◽  
Nina Katajavuori ◽  
Kirsikka Kaipainen
Keyword(s):  
Mental Illness ◽  
University Students ◽  
Acceptance And Commitment Therapy ◽  
Well Being ◽  
Pharmacy Students ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
And Performance

BACKGROUND Internationally there have been many studies showing that the number of university students suffering from mental illness is growing and this problem should be addressed OBJECTIVE The aim of this study was to examine 41 pharmacy students’ experiences of a small Acceptance and Commitment Therapy (ACT) -based intervention that was implemented as a 7-week course with weekly online modules. METHODS Students’ well-being, experiences of stress, organised studying and psychological flexibility were measured with questionnaires at the beginning and end of the course. Students’ experiences of the effectiveness of the course and were analysed from open-ended responses and a reflective journal. RESULTS The results show that students’ well-being and ability to manage time and effort increased during the course(p≤0.003). In their reflective journals, students described how their ability to manage stress in their studies, cope with their thoughts and feelings, focus on the things that are more important to them, and manage their time in studying and their well-being had improved. CONCLUSIONS This study showed that it is possible to foster students’ well-being in their studies. More research is needed to identify the long-lasting effects of these kind of interventions.

Factors Affecting on Entrepreneurial Intention of University Students (Case Study on Wollo University)

2021 ◽  
Author(s):  
Abdu Kamil
Keyword(s):  
Environmental Factors ◽  
University Students ◽  
Family Background ◽  
Secondary Data ◽  
Entrepreneurial Intention ◽  
Primary Data ◽  
Personal Factors ◽  
Factors Affecting ◽  
College Of Business

Abstract Background: Entrepreneurship is essential in creating, fulfilling and forming a healthy economy. This study is conducted to investigate Factor Affecting on Entrepreneurial Intention: The case study on Wollo University Students. Some studies have been done in this area but only a few were conducted in Ethiopia. This research aims to address the gap that exists due to the weakness of previous studies to verify the factors that affect entrepreneurial intention and provide more clarification on the topic. Methods: For the purpose of this study explanatory research design was employed. The researcher used stratified random sampling to classify all participants into seven colleges and one school of law. From each stratum proportionally by using purposive sampling to select 226 respondents with graduate students from college of business and economics for the desire of the study. Both primary and secondary data were collected. Primary data were collected through structured questionnaire from 210 students. Secondary data were collected from previous studies and used as reference. Results: The correlation and regression analysis has been applied to see the relationship and how independent variables influence entrepreneurial intention. From the analyses it is confirmed that demographic factors have statistically insignificant effect on entrepreneurial intention, while personal factors, environmental factors and family background have a statistically significant effect on entrepreneurial intention. Conclusions: Based on the findings it is concluded that demographic factor does not affect entrepreneurial intention while personal factors, environmental factors and family background affect entrepreneurial intention.

scholarly journals Implementasi Nilai-Nilai Falsafah Ojo Dumeh Dikalangan Mahasiswa Universitas Bina Nusantara

Humaniora ◽  
2010 ◽  
Vol 1 (2) ◽  
pp. 658
Author(s):  
Besar Besar
Keyword(s):  
University Students ◽  
Everyday Life ◽  
Student Behavior ◽  
Secondary Data ◽  
Primary Data ◽  
Teaching Philosophies ◽  
Exploratory Data ◽  
The Relationship

Ojo Dumeh is the old philosophy that comes from Javanese language that has meaning do not being arrogant. If the value of this philosophy is implemented, it will have incredible power because old values never fade. The three main pillars of this are Ojo Dumeh, Ojo Gumunan, Ojo Kagetan; each of which has implemented power. The message is always delivered by parents to their children from childhood with the intention that their children do not become someone who are arrogant and always appreciate a friend or someone else. Research at BINUS University students are to learn about the importance of Ojo Dumeh in everyday life among students and to know more deeply about the relationship between philosophies Ojo Dumeh with changes in student behavior. The methodology of the research is exploratory, data used are primary data and secondary data obtained from the first source of BINUS University students, and the data obtained from the teaching philosophies that are books and literature. Based on the research, it can be concluded that the Ojo Dumeh philosophy needs to be implemented in the lives of students and believe that by applying this philosophy Ojo Dumeh the relationship will be better. 

scholarly journals Perceptions of student nurses on the writing of reflective journals as a means for personal, professional and clinical learning development

2017 ◽  
Vol 22 ◽  
Author(s):  
Hazel T. Mahlanze ◽  
Maureen N. Sibiya
Keyword(s):  
Professional Development ◽  
Role Models ◽  
Professional Growth ◽  
Journal Writing ◽  
Student Nurses ◽  
Sampling Strategy ◽  
Clinical Learning ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Constructive Feedback

Background: Reflective journals are used by the students to voice their views on the daily activities during clinical placement. Reflective journals are aimed at helping the student to observe and record as many facts about daily practice as the student finds relevant. Reflective journal writing can therefore be used as a tool to evaluate that clinical learning is actually taking place and what challenges students are experiencing which may influence their learning. Findings by Harris (2006:460–461) are encouraging that through journaling students will develop ability to identify and analyse their difficulties, make suggestions for solving problems and ask and pursue questions on their own. Some of the participants confirmed improved values clarification, self-valuing and personal growth. Bulman & Schutz (2008:172) recommends journal writing for recording processes the student observe, copy and internalize in her journey towards professional development.Objectives: This study aimed to determine student nurses' perceptions of reflective journal writing as a means for personal, professional development and clinical learning development.Method: A quantitative and descriptive survey was conducted in September 2013. Forty participants were recruited from second year student nurses of a University of Technology in uMgungundlovu District of KwaZulu-Natal. Purposive convenience sampling strategy was used. A structured questionnaire was designed by the researcher from literature reviewed. The questionnaire was piloted and modified, then used after permission had been granted by the Ethics Committee of the university concerned. The Statistical Package for Social Sciences (SPSS 17) programme was used for data analysis.Results: Results indicated that the participants generally experienced writing of reflective journals to be a valuable tool enhancing personal development, professional growth and clinical learning. A significant number (n = 24/60%) confirmed that they improved in making proactive decisions and taking on the spot corrective actions; 52% (n = 21) of the participants were empowered to examine their attitudes and perspectives to a given situation and 55% (n = 22) participants increased in active involvement and ownership of their learning.Recommendations: It is recommended that clinical staff be reminded of their responsibility as role models for student nurses so as to enhance their personal, professional development and clinical development. The writing of reflective journals must be encouraged in nurse education and students given guidance and constructive feedback.

scholarly journals Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study

2020 ◽  
Vol 15 (01) ◽  
pp. 200
Author(s):  
Bening Sri Palupi ◽  
Slamet Subiyantoro ◽  
Triyanto Triyanto ◽  
Rukayah Rukayah
Keyword(s):  
Mixed Method ◽  
Cognitive Abilities ◽  
Creative Thinking ◽  
Writing Skills ◽  
Secondary Data ◽  
Thinking Skills ◽  
Primary Data ◽  
Personality Factors ◽  
Metacognitive Skills

Creative thinking involves the activities of complex skills and cognitive abilities, personality factors and motivations, styles, strategies, and metacognitive skills. Therefore, creative-thinking skills can reflect the students’ personality considered as unique individuals. On the other hand, the effectiveness of education can be seen from teaching practices and class climate. The application of guided inquiry learning (GIL) and problem-based learning (PBL) models is one effort to improve the effectiveness of education. This research is a mixed-method case study that aims to describe the behaviour of groups of students, studying with GIL and PBL, with high, moderate, and low creative-thinking skills. The mixed-method analysis applied is a concurrent embedded strategy that combines primary data (qualitative) and secondary data (quantitative) to complement each other. The results showed that the application of the GIL and PBL models was proved to be effective for learning explanatory writing skills. In terms of the creative-thinking skills, the higher the students' creative-thinking skills are, the higher their explanatory writing skills will be. Students who have high creative-thinking skills also exhibit prominent attitudes during the learning process, such as intensity of asking frequently with substantive questions on the subject matter and having good opinion and leadership skills.

scholarly journals VIETNAMESE EFL STUDENTS’ CRITICAL THINKING VIA REFLECTIVE JOURNALS IN EFL LITERATURE CLASSES

2020 ◽  
Vol 129 (6B) ◽  
pp. 91-115
Author(s):  
Bình Thị Thanh Nguyễn ◽  
Ngọc Thị Thanh Trần ◽  
Ngọc Thị Lê Hoàng
Keyword(s):  
Critical Thinking ◽  
British Literature ◽  
Journal Writing ◽  
Structured Interview ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Cognitive Levels ◽  
Efl Students ◽  
Reference Tool

Critical thinking has been recently recognised as an important skill in Vietnamese education and in EFL field. However, research on critical thinking practices or critical thinking development in Vietnamese EFL classes is still rare. This study investigated some Vietnamese EFL students’ critical thinking via their reflective journals in American-British Literature classes.30 reflective journals of 15 students were analysed to look for the evidence of the students’ critical thinking. Seven students (out of 15) were then invited for a semi-structured interview to further understand their thoughts in their reflective journals and to get their opinions about the role of reflective journal writing for opportunities to express or develop critical thinking. Anderson and Krathwohl’s (2001) cognitive levels and Barnett’s (1997) criticality domains were combined to form a framework for analysing the data in this study.The study found that the students demonstrated their critical thinking by being able to analyse, evaluate and create not only literary knowledge but also themselves and the world. Reflective journal writing was found to assist the opportunities to develop students’ critical thinking. It is implied from the study’s findings that the critical thinking framework which combines Anderson and Krathwohl’s (2001) cognitive levels and Barnett’s (2015) criticality domains can be used as a reference tool to develop and assess critical thinking or to design teaching contents with the integration of critical thinking. Reflective journal writing activity can be widely used in EFL content classes in general and in EFL Literature classes in particular to promote students’ critical thinking.

scholarly journals Harnessing the Power of Reflective Journal Writing in Global Contexts: A Systematic Literature Review

2021 ◽  
Vol 20 (12) ◽  
pp. 174-194
Author(s):  
Anselmus Sudirman ◽  
Adria Vitalya Gemilang ◽  
Thadius Marhendra Adi Kristanto
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Journal Writing ◽  
Theoretical Frameworks ◽  
Student Writers ◽  
Reflective Journal ◽  
Writing Practices ◽  
Self Discovery ◽  
Intellectual Activities ◽  
Published Research

writing that has significant impacts on student writers worldwide and identify the qualities of reflective journal writing that foster transformative practices involving personal, relational, and intellectual activities. This systematic literature review incorporated important theoretical frameworks into acceptable convictions. A thorough analysis of 20 recently published research articles (out of 450) from 2016 to 2021 aimed to present written arguments that support thesis positions and credible evidence, as well as determine the global contexts of writing practices. The findings showed that reflective journal writing reinforced a profound transformation to further explore self-discovery, self-inquiry, and critical ideas. It is also concerned with writing performance, as well as the advancement of cognitive and metacognitive writing skills. Reflective journal writers' voices empowered significant changes in a variety of writing aspects, including personal idea exploration, creativity, self-organization, and professional practice development. These findings have implications for encouraging critical reflection, self-expression, and critical thinking among students. They should write reflective journals that can have an impact on a global community and allow them to bring about transformations.

scholarly journals Notary Responsibility for Employee Health Insurance (Study in Mataram City)

2019 ◽  
Vol 7 (05) ◽  
Author(s):  
Dyah Eka Suryawati ◽  
Muhaimin ◽  
Muh. Risnain
Keyword(s):  
Health Insurance ◽  
Public Services ◽  
Journal Writing ◽  
Secondary Data ◽  
Employee Health ◽  
Empirical Approach ◽  
Primary Data ◽  
Research Results ◽  
Positive Law ◽  
Administrative Sanctions

The title of this journal writing is the Notary's responsibility for Employee Health Insurance. The purpose of writing this journal is to (1) To analyze the arrangement of Notary's responsibility towards the employee's Health Insurance registration according to positive law, (2) To explain and analyze the application of sanctions for Notaries who have not included their employees in Health Insurance. This study uses a normative - empirical approach. The data used are primary data and secondary data. The data obtained were analyzed qualitatively and then presented in descriptive descriptions. The research results lead to a conclusion that: (1) Every company such as a Notary office is an employer, in Law No. 24 of 2011 Article 15 paragraph (1) employers are required to gradually register themselves and their workers as BPJS participants, (2) Mechanism for imposing administrative sanctions for companies that have not become participants of BPJS Kesehatan Insurance are written warnings, fines and do not receive certain public services.

scholarly journals Students’ Perceptions on Reflective Journal as Self-Assessment to promote writing skills in EFL Class

2019 ◽  
Vol 2 (4) ◽  
pp. 626-632
Author(s):  
Hanna Novariana Azizah Ni'ma ◽  
Sumardi Sumardi ◽  
Sri Samiati Tarjana
Keyword(s):  
Best Practices ◽  
Journal Writing ◽  
Writing Skills ◽  
Writing Proficiency ◽  
Structured Interviews ◽  
Self Assessment ◽  
Assessment Technique ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Writing Practices

The purpose of this study was to examine students’ perspectives on best practices to promote writing skills by using self-assessment technique named reflective journal in EFL class. The method of this study is qualitative research. The data collected and analyzed from this study to compromise a better understanding of students’ perspectives on how reflective journal writing of self-assessment promotes their writing proficiency. In this study, the writer collected the data by using semi-structured interviews and focused on twelve students from high school who taught by using reflective journal in Surakarta, Jawa Tengah. The finding of this study identified how students’ perspectives on reflective journals to promote their writing proficiency. The result of this study indicated the positive impacts of reflective journals in enhancing students’ writing proficiency. Nevertheless, there were several difficulties students faced during learning process. There were also some challenges such as students’ lack of motivation. However, both the teacher and the students were actively involved in overcoming those problems. In sum, students thought that reflective journal makes their writing practices exciting, enjoying, and motivating.

Sign in / Sign up

Export Citation Format

Share Document