Problems of Indonesian EFL Students in Writing Thesis in the Field of English Education (original) (raw)
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This research highlights Indonesian EFL students' problems in writing thesis in the field of English Education at a private college in Indonesia. Respondents in this research were divided into two groups: Quantitative Research Group (QRG-1) and Qualitative Research Group (QRG-2). In terms of references section of the thesis, 'writing references for different sources' was the most difficult aspect for QRG-1 and QRG-2 indicated that the respondents shown 'confusion with references format'. Findings of this research emphasize that research design influenced to which degree an individual Indonesian EFL student encountered problems in the process of writing a thesis for a bachelor's degree in English Education.
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Although EFL learners pass different courses in writing at university and are expected to be able to express their thoughts in various forms of writing, their texts suffer from many problems. Therefore, the current study aimed to identify the type of problems that postgraduate EFL learners encounter in writing their thesis proposals. To this end, first, the problems marked by supervisors in thirty-two proposals written by TEFL and Translation Studies students were classified into two general categories: macro and micro problems. Then, these problems were classified based on Halliday and Hassan’s (1976) and Tardy’s (2009) models of academic genre. After that, a questionnaire about writing problems was administered to participants to elicit their perceptions towards writing MA proposals. The responses were then analyzed according to Dornyei’s (2003) suggestions for analyzing qualitative data. The findings revealed that discoursal and linguistic problems were among the highest frequent...
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This study focuses on the description and analyzes the problems faced by final year students in the Japanese Language Education study program. The research followed several considerations: 1) the number of problems faced by students when completing their studies is not only the problem of writing a thesis, but other academic and non-academic problems need to be solved so that students can graduate on time, 2) the need for harmony between curriculum and academic policies and processes that make it easier for students to graduate on time, 3) the alignment of the curriculum, academic policies and processes are needed to increase the acceleration of graduates and the fluency of final year student studies in completing their studies. The research used a qualitative method through authentic discourse analysis (contrived observation discourse). An authentic discourse analysis observes the emergence of data on the discourse created (conditioned) through a questionnaire instrument and interviews with the respondents' data sources. Data sources came from lecturers and students of the Japanese Language Education Study Program of Universitas Muhammadiyah Yogyakarta (UMY) from the academic year 2017-2018 or students in the 7th and 8th semesters.
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This research was included in quantitative research which aims to find out the problems and factors experienced by students so that it affects their difficulties in completing the thesis. The subjects of this study were 19 students of the 2018 English Department of Batanghari Jambi University who had completed their thesis. This research collected data through questionnaires distributed online using Google form. In this research, three main factors are identified that affecting undergraduate thesis writing. First, psychological factors which include self-esteem, anxiety, and motivation. Furthermore, the second factor is socio-cultural factors which include the social distance among each student and the social distance between students and supervisors. Lastly, linguistic factors which include domain error analysis and extent of error analysis. The results showed that psychology factors got a percentage of 40.36%, socio-cultural factors got a percentage of 29.66%, and linguistic facto...
Students’ English Writing Process and Problems: A Case Study at Hamzanwadi University
Voices of English Language Education Society, 2017
Writing is a very crucial skill in teaching and learning English as a Foreign Language (EFL). However, many students especially in Indonesia regarded this skill as the most complex task to complete, even for university students. Thus, the aim of this study was to describe the process of teaching writing in the classroom as well as to identify the students" writing problemsand to find out the factors which cause them. Thestudy was conducted in the second semester of English language program of Hamzanwadi University in academic year 2016-2017. The participants of this study consisted of 10 students selected using purposesful sampling technique. The research method used was a case study approach. In addition, in order to collect the data in the field, the researcher used some instruments; observation, interview, document and records.In addition, to ensure the trustworhiness of the data, the researcher followed some criteria adapted by Lincoln and Guba (1985), namely credibility (truth), dependability (consistency), transferability (applicability), and confirmability (Neutrality). The findings reveal that the students were taught using process approach in which the students were encouraged to learn writing throught some processes namely prewriting, drafting, revising, editing, and publishing. The researcher found that the students have various problems in their writing; mostly grammatical problems, word choice problems, and mechanical problems. They might be caused by some factors; lack practice, low motivation, and also time allocation.
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The study was aimed at understanding the EFL Indonesian students' perspective on the writing process. The pilot study involved two male Indonesian postgraduate students in Universiti Utara Malaysia. The Indonesian students were selected based on the following criteria: (1) had enough knowledge in English writing, indicated by the completion of Academic Writing and Research Methodology courses taken in UUM; (2) had written an unpublished thesis during their undergraduate studies in Indonesia and they are writing their master or doctoral thesis in English; (3) used English extensively in writing their assignments, and in daily activities. Pseudonyms were used to refer to the participants as Sukarno and Suharto. The data were collected through in-depth interviews with the participants. The interview sessions took approximately 15-20 minutes for each participant and were videotaped and audiotaped. Semi-structured interview with 15 questions and probes were used. The results showed that the two participants had positive feelings and attitudes towards writing in English. Although they had a hard time in English writing during their undergraduate in Indonesia, they become fond of writing in English in their postgraduate time due to the exposure to English extensively. In composing, they used brainstorming, drafting, pausing, revising and editing in a recursive manner.