scholarly journals Examining Text Coherence in Graduate Students of English Argumentative Writing: Case Study

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sri Wuli Fitriati ◽  
Fadhila Yonata
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Central Java ◽  
Text Coherence ◽  
Cohesive Devices ◽  
Argumentative Texts

This study aims at examining the writing skills of a group of Indonesian graduate students of English. A particular attention has been focused on the coherence of their production of argumentative texts. Employing a discourse analytical case study, three texts written by three Master’s degree students of the English language education at a local university in Central Java, Indonesia, were analyzed. Coherence and cohesion is inextricable in which both are crucial in academic writing as to achieve a makes-sense text. Therefore, it is an urgent need to look at the writing competency of students as they are at graduate level, majoring in the English language education. The texts produced by the students were scrutinized through the lens of micro- and macro-level coherence (Thornburry, 2005). From this theory, cohesion is involved in micro level coherence. The findings indicate that the students show a bit weakness on achieving coherent texts due to lack of optimization of cohesive devices especially conjunctions to create interconnectedness of the whole sentences in the texts.

scholarly journals Lexical Bundles in Academic Writing by Undergraduate and Graduate Students of English Language Education Program

2018 ◽  
Vol 11 (02) ◽  
pp. 1
Author(s):  
Try Retno Sugiarti ◽  
Nevita Indah Fitrianasari ◽  
Terry Sulistyorini
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Noun Phrase ◽  
Academic Writing ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Significant Component ◽  
Writing Ability ◽  
Lexical Bundles

Studies related to the ubiquity of lexical bundles used by undergraduate and graduate students in writing their academic writing, more specifically skripsi and thesis, seems to be limited. As an important defining feature of academic discourse and a significant component of fluent linguistic production, its existence in writing not only can contribute coherence in a text but also can determine the writing ability of a writer, either professional or novice one (Hyland, 2012, p. 166; Cortes, 2004, p. 397). Therefore, it is necessary to conduct this study in order to know the most frequent forms, structures, and functions of lexical bundles used by undergraduate and graduate students in composing their skripsi and thesis. It was revealed that (1) graduate students use more varied bundles rather than undergraduate students; (2) both students tend to use the same structure of noun phrase with of fragment bundles; (3) undergraduate students tend to use research-oriented bundles, while graduate students prefer to use more text-oriented bundle.

scholarly journals VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Listyani Listyani ◽  
Onie Pradina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Extensive Reading ◽  
English Language Education ◽  
Qualitative Research Design ◽  
Central Java ◽  
Social Strategy ◽  
The Social

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.

scholarly journals PRE-SERVICE TEACHERS’ SELF-REGULATED LEARNING STRATEGY, MOTIVATION, AND REVISION BEHAVIORS IN EFL ACADEMIC WRITING

2019 ◽  
Vol 8 (2) ◽  
pp. 193
Author(s):  
Salim Nabhan
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
English Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Writing Revision ◽  
Personal Process ◽  
The Relationship

<p>The present study explored pre-service teachers’ self-regulated learning strategy<br />and motivation in EFL academic writing. A further aim of the study is to<br />investigate the relationship between their self-regulated learning strategy and<br />motivation as well as to explore the revision behaviors in English academic<br />writing. A questionnaire was administered to 56 pre-service teachers (PST)<br />majoring English language education. The questionnaire covered 16 items of<br />questions regarding self-regulated learning strategy comprising environmental<br />process, behavioral process, and personal process, as well as motivation. PSTs’<br />revisions of academic writing were also assessed using writing revision categories<br />to identify their revision behaviors. Descriptive analyses indicated that<br />participants were moderate to high in their self-regulated learning strategy and<br />motivation toward their writing activities. Furthermore, the result showed that<br />despite the fact that self-regulated learning strategy in the aspect of environmental<br />strategy and personal strategy did not significantly correlate with motivation,<br />behavioral strategy significantly correlated with motivation. In addition to this,<br />among the revision categories, the aspects of organization, citation, mechanics,<br />language use, and references were the most common categories of revisions,<br />while content and format were the least ones. The study might have implication<br />on the PST’s EFL academic writing instruction.<br />Keywords: self-regulated learning strategy, motivation, revision, EFL academic<br />writing</p>

scholarly journals STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING IN ACADEMIC WRITING CLASSES

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Listyani - Listyani
Keyword(s):  
21St Century ◽  
Academic Writing ◽  
21St Century Skills ◽  
English Language ◽  
Classroom Interaction ◽  
Language Education ◽  
Structured Interviews ◽  
Group Discussions ◽  
English Language Education ◽  
Writing Classes

The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions. The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions.

scholarly journals NILAI STRATEGIS KURIKULUM PENDIDIKAN BAHASA INGGRIS-BERBASIS KKNI FKIP UNIVERSITAS ISLAM BALITAR

2016 ◽  
Vol 8 (1) ◽  
pp. 1-19
Author(s):  
Teguh Budiharso
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Action Plan ◽  
Personality Development ◽  
Group Discussion ◽  
Language Education ◽  
English Language Education ◽  
Managerial Skills ◽  
Work Skill ◽  
Qualification Framework

This study describes English Language Education Curriculum (ELEC) of Balitar Islamic University delineating needs analysis, tracer study and action plan that is devised considerably upon National Qualification Framework. The study used content analysis implementing qualitative approach. Data were collected from curriculum document, strategic plan of UNISBA, workshop, and Focus Group Discussion conducted at UNISBA for two-month visit. The study revealed that (1) ELEC has been organized in adherence to KKNI containing 144 credits, (2) semesterly course distribution is outlined into: 20 credits each in the first and second semester, 22 credits each in the third up to sixth semester, and 16 credits in seventh semester, (3) diploma supplement as subsequent competency is programmed in terms of workshop in academic literacy, TEFL, enterpreheneurship, IT and computer, and academic writing, (4) competency elements are categorized into: personality development (KPK), work skill (KKK), expertise and knowledge (KKP), methods and knowledge degree (KMK), and managerial skills (KKM) imposed by KKNI.

scholarly journals NILAI STRATEGIS KURIKULUM PENDIDIKAN BAHASA INGGRIS-BERBASIS KKNI FKIP UNIVERSITAS ISLAM BALITAR

2016 ◽  
Vol 8 (1) ◽  
pp. 1-19
Author(s):  
Teguh Budiharso
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Action Plan ◽  
Personality Development ◽  
Group Discussion ◽  
Language Education ◽  
English Language Education ◽  
Managerial Skills ◽  
Work Skill ◽  
Qualification Framework

This study describes English Language Education Curriculum (ELEC) of Balitar Islamic University delineating needs analysis, tracer study and action plan that is devised considerably upon National Qualification Framework. The study used content analysis implementing qualitative approach.  Data were collected from curriculum document, strategic plan of UNISBA, workshop, and Focus Group Discussion conducted at UNISBA for two-month visit.  The study revealed that (1)  ELEC has been organized in adherence to KKNI containing 144 credits, (2) semesterly course distribution is outlined into: 20 credits each in the first and second semester, 22 credits each in the third up to sixth semester, and 16 credits in seventh semester, (3) diploma supplement as subsequent competency is programmed in terms of workshop in academic literacy, TEFL, enterpreheneurship, IT and computer, and academic writing, (4) competency elements are categorized into:  personality development (KPK), work skill (KKK), expertise and knowledge (KKP), methods and knowledge degree (KMK), and managerial skills (KKM) imposed by KKNI. 

scholarly journals ENGLISH LANGUAGE EDUCATION PROGRAM SECOND-YEAR STUDENTS’ SPEAKING DIFFICULTIES IN AN ACADEMIC SPEAKING CLASS

2021 ◽  
Vol 2 (2) ◽  
pp. 73-88
Author(s):  
Satya Monique Saragih ◽  
Listyani - Listyani
Keyword(s):  
Education Program ◽  
English Language ◽  
Mother Tongue ◽  
Language Education ◽  
Private University ◽  
English Language Education ◽  
Academic Context ◽  
Central Java ◽  
Second Year ◽  
The Right

Academic Speaking class is the last speaking class that students at an English Language Education Program (ELEP) have to take. However, to pass this class is not very easy because the students had to be able to speak in an academic context. Seeing this phenomenon, the researchers tried to identify the second-year students’ difficulties in the Academic Speaking class, in a private university in Central Java. There are three research questions in this research, “What are ELEP second-year students’ speaking difficulties in Academic Speaking class?”, “What factors contribute to the speaking difficulties in Academic Speaking class?’, and What strategies do the Academic Speaking students employ to overcome the difficulties?”. This research used both qualitative and quantitative approaches that took place at an ELEP and involved 38 participants from three Academic Speaking classes. The data were taken using questionnaires and interviews. This study acknowledged 8 difficulties in speaking English, difficulties in dealing with anxiety, over-using mother tongue, giving a spontaneous response, learning unfamiliar and strange accents, expressing ideas, finding the right lexicon, ordering the right grammatical patterns, and dealing with a competitive environment. Subsequently, the factors which contributed to the difficulties were students’ lack of confidence and lack of vocabulary. The findings of the study are hoped to be advantageous for both students and teachers in the Academic Speaking class.

scholarly journals Appropriating BANA Teaching Approaches to Suit TESEP Contexts: A Case Study in a Saudi University

2020 ◽  
pp. 24-32
Author(s):  
Grami Mohammad A. Grami ◽  
Hamza Alshenqeeti ◽  
Hadi Alsamdani
Keyword(s):  
Cultural Values ◽  
English Language ◽  
Arab World ◽  
Language Education ◽  
Teaching Approaches ◽  
English Language Education ◽  
Teaching Methodologies ◽  
Local Contexts ◽  
Do So

This article briefly looks at the practice of appropriating Western teaching methodologies into the Arab world. It accounts for recent and historical attempts to do so and evaluates the success or otherwise of such practice. The paper adopts Adrian Holliday's (1994) distinction between British, Australian and North American (BANA) context and Tertiary, Secondary, and Primary English language education (TESEP) where the context of the current study fits. The paper argues that appropriating Western methodologies risks alienating the culture from which these teaching approaches come. Since one reason for learning a language is to become familiar with its  culture, one may question the need for adapting its teaching methodologies by simply separating it from its cultural values in the first place. The question is that shall one protect his or her cultural identity by dismissing the cultures of other dominant languages? This is a conundrum that cannot be easily saved but one that needs looking at nonetheless. The paper looks at a widely used series of textbooks in a TESEP context and attempts to see if adapting  ow local contexts can shape BANA methodologies.

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