Abstract:The required instructional material should be designed based on students' needs. This study is intended toidentify 1) material design and organization,2)language content, and 3) method and techniqueof the writing skill instructional material context for academic purposes which appropriate with students'characteristics and their situationrelated to the need of writing skills for academic purposes at non-English education study programs of STKIP Kusuma Negara Jakarta. The descriptive survey was used in identifying its' material context through questionnaire, semi-structured interview and non-participant observation. The respondents were non-English education study programs students duringthe fifth semester in academicyear of 2016-2017.The result showed that 1) It is required to have clear and easily understandable writing instructional material for academic purposes; 2) The required language content is related to a)rhetorical-functional (descriptive, narrative, classifying and identifying); b) academic genres, in the forms of essay and report; c)writing process; d) summarizing; e) paraphrasing; 3) The method and techniques which are applied to instructional material must empower thestudents to practice a lot through communicative and applicative activities. Based on the findings, it can be concluded that need analysis should be the starting point in designing the instructional material, due to it is a process to determine students' needs according to their wants, lacks, and necessities.
Present situation analysis is considered to be the umbrella that embraces students� lacks in language proficiencies. The aims of this study were to (1) find out current students� writing competence level; (2) identify students� entry behaviors and characteristics; (3) identify students� perception concerning with writing skill for academic purposes at non-English education study programs of STKIP Kusuma Negara Jakarta. The descriptive inquiry was used in identifying students� present situation. The respondents were non-English education study programs students of STKIP Kusuma Negara Jakarta in the academic year 2016-2017 and English lecturers. Non-English education study programs students of STKIP Kusuma Negara Jakarta had low-level writing competence for academic purposes, in the area of academic styles and genres based on their disciplines. Their previous experience in studying English was different with college requirement. They were not interested in studying writing for an academic purpose due to it was difficult and made them confusing. Most of them never practiced and learned it seriously but they realized the importance of having competence in writing for academic purposes, especially related with the learning process in the university level.Keywords: present situation analysis, writing for academic purposes, descriptive inquiry�
English communication is a crucial skill that should be mastered by students at the university level due to the demand of study skills comprehension. Nevertheless, students still have low motivation and lack of practicing English proficiency as substantial ability in academic field. This condition is strengthened by the limited owing to the required time in English for Academic Purposes (EAP) classes. Covering the ongoing situation, information and communications technology (ICT) presents an virtual educational setting that is able to provide accessible effective materials to assist participants in learning. In addition, the task-based approach is taken based on the students’ need to practice authentic English through meaningful tasks. This study aims at analyzing the students’ perceptions on the implementation of integrating ICT into EAP materials through a task-based approach and identifying the implications. We employ descriptive qualitative method, where a survey was carried out to obtain some information about the students’ viewpoint regarding the materials. This results reveals that the practice of integrating ICT into English Academic Purposes (EAP) materials through task-based approach promotes students’ motivation and gains meaningful learning experiences.
The Covid-19 pandemic has influenced various dimensions of higher education systems globally, including English language learning. To illustrate, the pedagogical practices should be altered from face-to-face to online modes. This move affects students' learning engagement, notably cognitive engagement. Although myriad studies have focused on probing students' cognitive engagement, little is known about how students engage cognitively during emergency remote teaching (ERT). To fill this void, this study investigated students' cognitive engagement in English language learning activities in an ERT environment. Sixty students from three Indonesian higher educational institutions were involved as participants. The data were collected through a semi-structured interview and analyzed with thematic analysis (Braun & Clarke, 2006). The findings revealed that students, (1) deploying metacognitive language learning strategies, (2) possessing self-regulated learning, (3) designating English language learning motivation, (4) showcasing critical thinking as a manifestation of students’ cognitive engagement, and (5) connecting teaching materials to the students’ daily life. The implications of this study call for emphasizing students’ English language learning needs and teachers’ continuous professional development.
The pandemic situation shifted the learning process from offline to online. It challenges the students in English learning, especially in learning their speaking ability. However, the students manipulated the strategies by utilizing online platforms or mobile phone applications accordingly to their learning experience. This study investigates students' language learning strategies and how the strategy is applied in learning speaking ability. The case study was carried out in a senior high school. The respondents are 64, who were chosen purposively to be involved in this study. The instruments of data collection were conducted by questionnaire and interview under Strategy Inventory for Language Learning. The results showed that 63 (95%) of students applied metacognitive strategies in the form of centering learning process, arranging, and planning learning strategies. Moreover, 61 or 91% of students used practicing, receiving, and sending messages of group cognitive strategies to motivate them to practice their speaking ability during online learning. Furthermore, less than 80% of social, memory, affective, and compensation. It recommended that the teacher be a facilitator by providing a good stimulus for the students to motivate themselves to be self-regulated
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