This study aims to analyze students' English needs in an ESP course. English for specific purposes has become a significant aspect in the learning process in Indonesian tertiary context. The significant of occupation requirement globally and the emergence of mastering certain skills for certain jobs drives the need of English for specific area. Referring to this concern, General English is considered no longer suitable and it should be specified into several subjects based on certain purposes. In this case, ESP gives chances for students and teacher to define the target or the outcomes based on their purposes by considering their needs. Thus, conducting need analysis is the first, most significant part to be conducted in ESP course. Conducted in a private university in Indonesia, this study employed descriptive qualitative approach that used questionnaire and focus group discussion to collect the data. This study is a representation of
This research aimed at examining the effect of Constructive and Analyzing Model on learners'grammar mastery and writing ability at the university EFL context. The study also attempted to seek the light on how they perceived about the implementation of the model in learning grammar integrated with writing activities. A quasi-experimental with pretest-posttest non-equivalent control group design was employed, involving 49 university learners. Cloze-grammar tests and questionnaire were used to collect the data. Before administered, the instruments were tried out PEOPLE: International Journal of Social Sciences 1897 in a pilot class to establish validity and reliability. The experiment group was engaged in CAM activities following five major phases, such as text observation, form/function and discourse connection, grammar exploration, peer and reflective feedback, and comprehension check and clarification, meanwhile the control group received no treatment and was taught by using an ordinary method. The independent sample t-test was performed using SPSS 25 to investigate the difference of grammar mean score between these two groups in terms of S-V agreement and tenses. The results revealed that the Sig. (2-tailed) values of the experiment group and the control group were .015 and .586 respectively, and the significance value between the groups was .039. The findings showed that there was a significant difference on the grammar score between the experimental group and the control group. It revealed CAM could assist learners not only to understand grammar lesson more easily but also to make a use of their grammatical knowledge in writing more accurately. Furthermore, most of the participants perceived positively towards the implementation of CAM in learning grammar. Since the implementation of CAM is effective in grammar class, ELT practitioners are suggested to apply this model on other skills in different areas.
This research aimed to seek the light on how the advisors made a use of feedback during supervisory panel and find out how different ways and types of feedback impacted on student-writers' thesis outcomes. Qualitative study was applied by involving three tenured lecturers at College of Islamic Studies, in Java as the research subjects. Two data collection techniques were applied, such as interview and documentation, to trace evidence on what types of feedback used, how students noticed, and how they impacted on subsequent drafts. This study revealed that indirect feedback using error codes and commentary was the most frequent form used during the advisory session. However, the mere use of feedback could only serve a short-term impact on the development of writing, and even it seemed only to spoon-feed them which could create burdens in writing. It was quite evident that engaging them in such self-regulated and interdependence group works, through problem-solving discussion and peer review, was much worthier as compared to only ask them to process the feedback themselves.
This study primarily aims at capturing the nature of how highly proficiency learners (HPLs) employ noticing strategies in processing the indirect corrective feedback. The results of this study can be adapted by others learners to apply the strategy used by HPLs in noticing corrective feedback so that they can improve their writing ability. To meet the goal, a study on the way highly proficiency learners notice indirect corrective feedback that focused on three language aspects, i.e., lexis, grammar, and content was conducted. Observation and in depth- interview were used as the instruments to collect the data. The subjects chosen were six students who have a good performance on their writing. This study revealed that the HPLs are able to employ various noticing strategies when they are processing the indirect corrective feedback. They seem more cognizant of the problems they encounter and more capable of taking an action to respond the feedback given. Some noticing strategies are identified to apply in processing the feedback that are suited on the nature of the problems, such as by making any comparison, connection, correlation, identification of error, recalling the past experience/ knowledge and self-inquiry. However, three aspects that often applied by HPLs are identification of error well, recalling the past knowledge and self-inquiry.
Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to foster students’ critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants’ writing portfolios, observations, and the teacher’s reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerging themes. Drawing on the qualitative content analysis, the results showed that the CIRC technique helped to shape the participants’ critical thinking and self-voicing skills which were consistently demonstrated during the student-centered activities and their writing results. The participants could engage in productive writing processes, such as critical reading, note-taking, summarizing, drafting and revising composition, peer-reviewing, and other related collaborative skills. The findings indicated that the development of students’ critical thinking and self-voicing skills simultaneously affected the quality of their academic writing texts.
Plagiarism among academicians has been a popular issue in Indonesia for the last five years. Some people argue that plagiarism occurs due to pressure of work to get certain level of academic degree. Another opinion claims that it is due to incapability of writing an academic paper. Plagiarism is definitely unacceptable and not tolerated in any context. Writing an academic paper is is about producing a masterpiece. An academic writing should be given a high appreciation to boost positive motivation for academicians to write and publish their research papers. A lot of efforts have been conducted by institutions to avoid plagiarism, such as giving academic writing lectures and citation training, and checking papers using plagiarism checker tools. However, plagiarism still has its popularity among academicians including students and lecturers. For this reason, it is interested to study how those academicians perceive
English for Informatics Engineering (EIE, hereafter) is significantly requisite for tertiary students. Since EIE is one of English for Specific Purposes (ESP, hereafter) branches, it has particular inescapable characteristics. Teaching materials for EIE should be composed and delivered based on those attributes. Although the materials can be adapted from various resources, developing materials for EIE should definitely follow pedagogical standardized procedures. This article aims to present how material development for EIE is designed based on need analysis results described in a previous research (Nimasari, 2018) and developed according to a specific ESP teaching approach. This current study is a further examination of need analysis results implemented in a coursebook for Informatics Engineering students in a private university in Indonesia. As a part of research and development project research, this study focuses on developing preliminary form of product that includes a prototype of EIE coursebook development. A text-based instruction is utilized as a basis approach to design the EIE material. The results of this preliminary product are four lessons of EIE materials. While one lesson will be presented thoroughly in the discussion, the other three lessons will be attached in the appendix.
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