The presence of the Industrial Revolution (IR) 4.0 has inevitably affected the way how scholars proceed to write. Thus, activities intended to yield a piece of scientific writing facilitated by the obtainability and accessibility of internet browsing is called scholarly publishing. Since English has indisputably become the language of international scholarship and research, it is urgent to have the skill in writing scientific articles benefitting the support from IR 4.0 principles. What is going on with academics and what should they do dealing with the IR 4.0 pertinent to their scholarly writing activities, benefits, and drawbacks. This paper discusses what scholarly publishing in the Industrial Revolution 4.0 and how it supports the process of writing articles for publishing. The purposes of this paper are to explain (1). What are scholarly publishing and industrial revolution? (2). Why is it essential for academics? (3) How does writing scholarly publication in Industrial Revolution 4.0 work? Writing the scholarly publication in English has become obligatory for Teacher-Educator Authors (TEAs) and undergraduate students to doctoral students in Indonesia. The study was a descriptive qualitative library to build a conceptual paper for the purpose of a further study. The method was by reviewing any related kinds of literature to provide sufficient arguments for the three research questions. The outcome is several claims, arguments, and evidence gambits for any author to consider. Theoretically, the IR 4.0 principles have significantly eased the flexibility of the process, the quality, and the credibility of research outputs.
This study investigates the written test results of the Indonesian undergraduate students’ argumentative essay. For that reason, three research questions are made. 1). what is the level of achievement of the students in the argumentative essay quantitatively? 2). what aspects of an essay appear in respect to the argumentative essay generic structure as formulated? 3). how well did they use the rhetoric reputation and argument in their essay?. 27 handwriting' answer sheets of undergraduate English Department students enrolled at semester four of a state university in Indonesia were taken purposively. The data analysis uses a quantitative and qualitative approach. The results show that the students quantitatively achieved average score 76,74 which means good. All parts of generic structures were expressed in different quality. However; the organization of the essay is the lowest part compared to the other four parts respectively content, vocabulary, and language use seen from their segmented scores. This study is confirmed to be inline the previous study in that the majority of the students did not present the refutation section in both their English essays. This implies that teachers should be more aware of promoting this absent aspect as this refutation or rebuttal is a distinguishing marker in argumentative and discussion essays.
This paper discusses a web-based instruction mixed with off-line learning in a blended EFL academic writing classes for undergraduate students. The concepts are constructed by reviewing selected and related articles based on the current trends of blended instructions with the aid of technology in education. The main ideas taken into account is how to make EFL academic writing practicality, and convenience, yet respecting norms and responsibilities of education principles. It is practical since it is flexible and can be done anywhere and anytime, yet within the consensus. Thus, the concept covers the conceptual framework of blended EFL academic learning mixed with face-to-face and web-based model as a unit of Blended EFL Academic Writing Classes. It is a theoretical description and procedural flow of face to face and web-based. This is hoped to assist any higher education educators in treating the students and contribute to the body knowledge of online learning in the era of information and communication technology (ICT) or currently known as virtual technology era.
Students and test takers of iBT faced difficult problem in solving how to write a full English Essay of different genres in 30 minutes with minimum 250 words. The designed technique facilitates students and test-takers how to write such essay in 30 minutes, but the result meets the standard ideal iBT TOEFL test model. The technique is called Forward-Back Forward Revising and Publishing (FBFRP) Technique. The designed is under the learning principles of CTL: critical creative and self-regulative thought. This study is 1) to provide a technique that can help students and test takers to develop their computerized-based English Essay effectively in 30 minutes, 2) to describe how the procedure of FBFRP technique work in writing computerized -based English Essay, 3) to shows readers how FBFRP technique was developed and validated. This is a research and development adopted by Borg and Gale (2003), Formative Evaluation taken by Tesmer (2013) self-evaluation, expert review, one-to-one, small group, and field test. The outcomes are 1) a technique that can help students and test takers called "FBFRP Technique, 2) a description or underlying principles of how FBFRP technique work in writing computerized-based English Essay, 3) the process of how FBFRP technique was validated. The product is applicable across disciplines in ELT or ESL context as an instructional tool, particularly for Academic writing course, and real test of internet-based TOEFL test takers.
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