scholarly journals A Model of Research Paper Writing Instructional Materials for Academic Writing Course: Needs & Documents Analysis and Model Design

2016 ◽  
Vol 9 (3) ◽  
pp. 1 ◽  
Author(s):  
M. Ali Ghufron ◽  
Mursid Saleh ◽  
. Warsono ◽  
Ahmad Sofwan
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Lesson Plan ◽  
Model Development ◽  
Research Paper ◽  
Instructional Materials ◽  
Needs Analysis ◽  
Model Design ◽  
Writing Teachers ◽  
Writing Course

<p>This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve students’ skill in writing research paper which is one of the prerequisite tasks before graduating from university. The steps of this research and development consist of needs analysis, document analysis, model design, model development, and model experimentation. The researchers conducted needs analysis to the fifth semester students and three academic writing teachers, in order to generate information dealing with the students’ needs in academic writing course materials. The needs analysis and documents analysis were dug up through questionnaire, interview, and discussion among students and academic writing teachers. The documents analyzed in this study were syllabus, lesson plan, and the existing textbook. The model design used is derived from Borg and Gall (1983) and Sukmadinata (2008), in which there are four steps, i.e. (1) exploration phase; (2) model development phase; (3) model experimentation phase; and (4) dissemination and model implementation phase. The results of needs analysis questionnaire reveal that students need to be taught how to write academic writing in terms of journal article since it will be the final project of the students at the end of their study in university. Instructional materials with different strategies focused on research paper writing are needed by the students.</p>

Need Analysis for Developing Writing Skill Materials Using Facebook for English Undergraduate Students

2021 ◽  
Vol 5 (1) ◽  
pp. 542
Author(s):  
Geminastiti Sakkir ◽  
Syarifuddin Dollah ◽  
Safnil Arsyad ◽  
Jamaluddin Ahmad
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Process ◽  
Lesson Plan ◽  
Teaching Writing ◽  
Needs Analysis ◽  
Visual Aids ◽  
Need Analysis ◽  
Online Social Media

This research is aiming at giving a contribution to the lecturers’ knowledge on the design materials in using social media Facebook in teaching writing process to English Department students. Before conducted the developing module for Facebook-based writing instructional course, we surveyed and explored the student’s need. The stages of this research consisted of need analysis and document analysis. We conducted needs analysis to 141 English students and 2 lecturers of writing. Data were collected using need analysis questionnaire and interview. The analyzed documents in this research were lesson plan, syllabus and the existing textbooks. The data from questionnaire and interview were analyzed in quantitative and qualitative methods. The results concluded that: first, needs analysis is the basic of developing module for Facebook-based writing instructional course, in order that the material can be related to the students’ needs, levels and lecturers’ perception. The result of students need found urgent to develop module for facebook-based writing instructional course through the following criteria of interactive, self-contained, user friendly, online supporting, online social media, authentic, environmentally friendly, formal and informal environments, online evaluation, presented in visual  aids, support  and facilitate the students’  academic and non-academic writing activities, topics of the materials should be interesting which provides a cultural background of students, the materials should be implemented by applying vocabulary, reading texts, grammar and basic skills in writing process, implemented in beginner level (Writing 1), used in class and out- class and the materials globally/ international context. Second, the lecturers’ desires in teaching writing are to improve the students’ skill to comprehend the materials. Third, the existing materials are unsuitable for the students, they prefer learning facilitated by electronic social media, Facebook, so they will more motivate in write.

scholarly journals Developing Materials of Writing Course Using Graphic Organizers for the English Department Students

2015 ◽  
Vol 5 (2) ◽  
pp. 113
Author(s):  
Tazkiyatunnafs Elhawwa
Keyword(s):  
Graphic Organizers ◽  
English Education ◽  
Field Testing ◽  
Instructional Materials ◽  
English Department ◽  
Study Program ◽  
Course Materials ◽  
Need Analysis ◽  
Writing Course ◽  
Education Study

<p>The study is intended to develop Writing III Course materials using graphic organizers for the fourth-semester students of English Education Study Program of IAIN Palangka Raya. The Research and Development (R &amp; D) design was employed in this study. It included the stages:  need analysis, description of the purpose, selection and development of material type, production of proto-material, production of pedagogical material, expert validation, field testing (trying-out), evaluation and revision (evaluation from try-out and the expert, and final product. The final product of this study was the instructional materials (six units for nine meetings) covering introduction to the essay (unit 1 for meetings 1-4), the illustration essay (unit 2 for meeting 5), the classification essay (unit 3 for meeting 6), the process essay (unit 4 for meeting 7), the comparison contrast essay (unit 5 for meeting 8), and the cause and effect (unit 6 for meeting 9). Each unit consisted of learning objective, topic, sub-topic, description, relevancy, and keywords. The materials serve for appropriate topics, clear models, stimulating learning, relevant activities, clear example, graphic organizers, and providing strategies.</p><em></em>

scholarly journals THE DEVELOPMENT OF SCIENTIFIC PAPER TEACHING MATERIALS USING PROCESS-GENRE APPROACH

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Sri Indrawati ◽  
Subadiyono Subadiyono ◽  
A. Rizki Turama
Keyword(s):  
Academic Writing ◽  
Scientific Paper ◽  
Instructional Materials ◽  
Needs Analysis ◽  
Literature Study ◽  
Study Program ◽  
Prototype Development ◽  
Joint Construction ◽  
Language And Literature ◽  
Expert Validation

This study aimed to compile materials to teach scientific-paper writing based on needs analysis, expert validation, and practicality test. This study employed a research and development (R&D) design, of which procedures consisted of needs analysis, prototype development, expert validation, prototype revision, small-group tryout, and product revision. The participants of the study were students from the Indonesian Language and Literature Study Program, FKIP, Sriwijaya University. The data were collected using questionnaires, interviews, and document analysis checklists. The result of the study was a book containing materials to teach scientific-paper writing. The book also contained academic writing concepts and exercises developed based on the Process Genre Approach (modeling, joint construction, individual construction, and writing. The book can be implemented as one of the instructional materials to improve students’ academic writing skills.

scholarly journals Specifying Learners’ Professional Needs in Academic Writing

2022 ◽  
Vol 30 (12) ◽  
pp. 102-109
Author(s):  
E. S. Chuikova
Keyword(s):  
Academic Writing ◽  
Needs Analysis ◽  
Development Theory ◽  
Situation Analysis ◽  
Teacher Student ◽  
Professional Needs ◽  
Limited Experience ◽  
Writing Course ◽  
Invaluable Tool ◽  
Academic Communication

The article examines the controversial procedure of analyzing the learner’s professional needs. Needs analysis is generally regarded as an invaluable tool for constructing a course syllabus. It might be really informative if the target situation analysis and present situation analysis are combined. Speaking about academic writing teaching for Russian non-academic students at the Bachelor Degree level, one should admit that students have no or limited experience of functioning in an academic area in English. Consequently, their responses to the questionnaires as one of the frequently used methods of target situation analysis are merely assumptions; and the answers could not be taken as objective and valid. The author presents a system of analyzing students’ needs within the framework of Academic Writing course: namely, distinguishes the stages that precede or follow teacher-student talks about their expectations, provides more objective practice of examining learners’ needs, and discusses ways of improving question-answer sessions/ interviews. Needs analysis practice that develops learners’ professional needs involves task-based learning, reflexive activities, and teaching to ask good questions. Bringing into life the analogy between customer development theory in management and needs analysis practice in education, it is possible to work out a fruitful strategy. Conducting needs analysis pertains equally to specifying and developing students’ needs in academic communication.

scholarly journals Discourse Analysis of Grammatical Cohesion Devices in College Students’ Academic Writing Essay

2019 ◽  
Vol 1 (1) ◽  
pp. 79-90
Author(s):  
Yuliani Trisnaningrum ◽  
Alek Alek ◽  
Didin Nuruddin Hidayat
Keyword(s):  
College Students ◽  
Discourse Analysis ◽  
Conceptual Framework ◽  
Academic Writing ◽  
Analytical Study ◽  
English Education ◽  
Tertiary Education ◽  
Writing Quality ◽  
Online Writing ◽  
Writing Course

ABSTRACTThe study was undertaken to investigate grammatical cohesion devices use in college students’ academic writing essay as a part of discourse analysis. The study also explored to find out the kinds of grammatical cohesion devices specifications in college students’ academic writing essay. The researchers conducted this study with attention to know the college students’ writing quality at tertiary education. Further, the researchers employed Halliday & Hasan (1976) conceptual framework related to grammatical cohesion devices. The study was conducted to 42 college students enrolling on an online writing course. The researchers applied descriptive and analytical study by giving an assignment to assess grammatical cohesion devices use in college students’ academic writing essay. Data were collected from college students’ academic writing essay. The findings revealed that 1048 grammatical cohesion devices were used in the essays. Other findings indicated that the highest use of grammatical cohesion devices were reference with 53.53% and conjunction. The data also pointed out that the college students were more familiar with reference and conjunction use rather than substitution and ellipsis. The result also indicated that the lack of grammatical cohesion devices use in terms of comprehension, knowledge and ability in writing leads the college students use inappropriate grammatical cohesion devices.ABSTRAKPenelitian ini bertujuan menginvestigasi penggunaan perangkat grammatical cohesive device/kohesi tata bahasa pada penulisan akademik esai mahasiswa. Penelitian ini juga bermaksud untuk menggali jenis-jenis spesifikasi kohesi tata bahasa pada esai mereka. Dalam penelitian ini, para peneliti ingin mengetahui kualitas penulisan esai mahasiswa di perguruan tinggi. Untuk mencapai tujuan tersebut, para peneliti menggunakan kerangka konseptual dari Halliday dan Hasan (1976) terkait dengan kohesi tata bahasa. Penelitian ini melibatkan 42 mahasiswa yang mengikuti kelas menulis via daring. Penelitian menggunakan studi deskriptif dan analitik dengan menugaskan para mahasiswa menulis esai. Temuan dari penelitian ini menunjukkan bahwa terdapat 1048 kohesi tata bahasa yang dipergunakan dalam esai-esai tersebut. Selanjutnya, temuan lain menunjukkan bahwa penggunaan kohesi tata bahasa tertinggi adalah referensi 53,53% dan kata penghubung 45,80%. Temuan lainnya adalah mahasiswa lebih familiar terhadap dua aspek tersebut daripada substitusi dan elipsis. Hasil penelitian juga menunjukkan bahwa kurangnya tata kohesi bahasa dalam hal pemahaman, pengetahuan, dan kemampuan dalam menulis menyebabkan para mahasiswa menggunakan tata bahasa kohesi yang kurang variatif. How to Cite: Trisnaningrum, Y., Alek, Hidayat, D. N. (2019). Discourse Analysis of Grammatical Cohesion Devices in College Students’ Academic Writing Essay  . IJEE (Indonesian Journal of English Education), 6(1), 79-90. doi:10.15408/ijee.v6i1.12502

scholarly journals Discourse Analysis of Grammatical Cohesion Devices in College Students’ Academic Writing Essay

2019 ◽  
Vol 6 (1) ◽  
pp. 79-90
Author(s):  
Yuliani Trisnaningrum ◽  
Alek Alek ◽  
Didin Nuruddin Hidayat
Keyword(s):  
College Students ◽  
Discourse Analysis ◽  
Conceptual Framework ◽  
Academic Writing ◽  
Analytical Study ◽  
English Education ◽  
Tertiary Education ◽  
Writing Quality ◽  
Online Writing ◽  
Writing Course

ABSTRACTThe study was undertaken to investigate grammatical cohesion devices use in college students’ academic writing essay as a part of discourse analysis. The study also explored to find out the kinds of grammatical cohesion devices specifications in college students’ academic writing essay. The researchers conducted this study with attention to know the college students’ writing quality at tertiary education. Further, the researchers employed Halliday & Hasan (1976) conceptual framework related to grammatical cohesion devices. The study was conducted to 42 college students enrolling on an online writing course. The researchers applied descriptive and analytical study by giving an assignment to assess grammatical cohesion devices use in college students’ academic writing essay. Data were collected from college students’ academic writing essay. The findings revealed that 1048 grammatical cohesion devices were used in the essays. Other findings indicated that the highest use of grammatical cohesion devices were reference with 53.53% and conjunction. The data also pointed out that the college students were more familiar with reference and conjunction use rather than substitution and ellipsis. The result also indicated that the lack of grammatical cohesion devices use in terms of comprehension, knowledge and ability in writing leads the college students use inappropriate grammatical cohesion devices.ABSTRAKPenelitian ini bertujuan menginvestigasi penggunaan perangkat grammatical cohesive device/kohesi tata bahasa pada penulisan akademik esai mahasiswa. Penelitian ini juga bermaksud untuk menggali jenis-jenis spesifikasi kohesi tata bahasa pada esai mereka. Dalam penelitian ini, para peneliti ingin mengetahui kualitas penulisan esai mahasiswa di perguruan tinggi. Untuk mencapai tujuan tersebut, para peneliti menggunakan kerangka konseptual dari Halliday dan Hasan (1976) terkait dengan kohesi tata bahasa. Penelitian ini melibatkan 42 mahasiswa yang mengikuti kelas menulis via daring. Penelitian menggunakan studi deskriptif dan analitik dengan menugaskan para mahasiswa menulis esai. Temuan dari penelitian ini menunjukkan bahwa terdapat 1048 kohesi tata bahasa yang dipergunakan dalam esai-esai tersebut. Selanjutnya, temuan lain menunjukkan bahwa penggunaan kohesi tata bahasa tertinggi adalah referensi 53,53% dan kata penghubung 45,80%. Temuan lainnya adalah mahasiswa lebih familiar terhadap dua aspek tersebut daripada substitusi dan elipsis. Hasil penelitian juga menunjukkan bahwa kurangnya tata kohesi bahasa dalam hal pemahaman, pengetahuan, dan kemampuan dalam menulis menyebabkan para mahasiswa menggunakan tata bahasa kohesi yang kurang variatif. How to Cite: Trisnaningrum, Y., Alek, Hidayat, D. N. (2019). Discourse Analysis of Grammatical Cohesion Devices in College Students’ Academic Writing Essay  . IJEE (Indonesian Journal of English Education), 6(1), 79-90. doi:10.15408/ijee.v6i1.12502

scholarly journals Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

2021 ◽  
Vol 8 (2) ◽  
pp. 710-725
Author(s):  
Amrina Rosyada ◽  
Hanna Sundari
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Home Environment ◽  
Academic Writing ◽  
Education Program ◽  
English Education ◽  
Writing Assignments ◽  
Writing Course ◽  
Efl Students ◽  
English Speaking

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

scholarly journals The Implementation of Station Rotation and Flipped Classroom Models of Blended Learning in EFL Learning

2019 ◽  
Vol 12 (12) ◽  
pp. 23
Author(s):  
. Mahalli ◽  
Joko Nurkamto ◽  
Januarius Mujiyanto ◽  
Issy Yuliasri
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Academic Writing ◽  
Flipped Classroom ◽  
English Education ◽  
Study Program ◽  
Face To Face ◽  
Writing Course ◽  
Education Study ◽  
Independent Work

This research was conducted to analyze the implementation of blended learning. This study focused on the implementation Station Rotation and Flipped Classroom models of blended learning in academic writing course in English Education Study Program of UNISNU Jepara. Observation and interview were done to collect the data of the implementation of Station Rotation and Flipped Classroom model. The study found that station rotation was implemented in 3 cycles/rotations; 1) teacher led instruction, 2) independent work or ollaborative activities , and 3) online learning. Whereas flipped classroom was implemented in 2 steps; 1) lecturer share online assignment about the topic through SIAkad Unisnu Jepara, and 2) face-to-face meeting in the classroom. It also found that blended learning can facilitate the flexibiliy and make students learn more active and urge their curiousity.

Exploring the Nature of Teaching for Transfer in EAP: A Case Study

RELC Journal ◽  
2021 ◽  
pp. 003368822097410
Author(s):  
Heon Jeon
Keyword(s):  
Instructional Practices ◽  
Academic Writing ◽  
Qualitative Case Study ◽  
Writing Teachers ◽  
Undergraduate Level ◽  
Reading And Writing ◽  
Writing Course ◽  
The Us ◽  
Nature Of Teaching

This qualitative case study explored the nature of teaching for transfer of one EAP writing teacher who taught an undergraduate-level academic writing course in the US. The findings of this study revealed that the teacher believed in the importance of teaching for transfer and addressed various dimensions of transfer, such as (a) transfer between reading and writing, (b) transfer across major writing tasks, and (c) transfer beyond a course. However, in terms of actual instructional practices, the teacher was not yet fully prepared to handle the various dimensions of transfer in an effective way. Implications for EAP writing teachers are discussed.

scholarly journals Analysis of Coherence and Cohesion on Students’ Academic Writing: A Case Study at the 3rd Year students at English Education Program

2020 ◽  
Vol 3 (2) ◽  
pp. 74-82
Author(s):  
Lismay Leli
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Education Program ◽  
Design Methodology ◽  
English Education ◽  
Document Analysis ◽  
Research Paper ◽  
Good Work ◽  
Descriptive Research

Purpose - This research aims to analyze the understanding of coherence and cohesion made by the 3rd year students of English education program on their academic writing at Islamic Institute of Bukittinggi. Design/methodology/approach - This was descriptive research which explains the phenomena concerns on the data due to field finding. This research applied for the library based work where the data was taken by using document analysis and interview. Findings - The result of the research showed that the numbers of students were still difficult to construct the idea cohesively and coherently. The result of the students’ understanding on coherence and cohesion showed that there were 59% students who were considered in need to improve and also followed by good work and could be better with 27% and 14% respectively. It can be explained that students were lack of ability to write the idea smoothly and grammatically correct. The interview result showed that there were three main reasons for this. Those are lack of motivation, limited lecture duration and prior English knowledge. Originality/value - coherence and cohesion are parts of academic writing that should be mastered by students in order to create a good thesis. Specifically for the students who will graduate from Higher Education. Paper type – Research paper

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