The interest to do this research is to investigate the impact of technology transformation on the lecturer's performance. The terms technical performance in this research are divided into five (5) indicators: engaging and empowering learning, and teaching with technology, leadership, accommodation (syllabus and lesson scheme), and infrastructure provided by the campus. The findings indicate that many lecturers have a lack of knowledge in technology transformation. However, all lecturers must have it for the teaching and learning process in the 21st-century. The research methods used were descriptive analysis, observations, quantitative and semi-structured qualitative research, and the questionnaires done using Google Form. There were sixty-four (64) respondents in this research. The result shows that the use of technology proves its significant impact on the lecturer's performance.
Developing students' critical thinking and reading comprehension is crucial, particularly for those in colleges, because they need to read numerous scientific journals and textbooks written in English. Therefore, students need to employ critical reading strategies to raise their critical thinking skills for a successful academic life. However, current studies have shown a lack of critical thinking strategies among Indonesian students, thereby leading to various academic problems, particularly the inability to comprehend English. Therefore, this research aims to explore critical reading's role to support students' critical thinking and reading comprehension skills when reading a text. This is a qualitative research with the purposive random technique used to obtain data from seven (7) EFL non-English major undergraduate students in their 2nd semester through three (3) short argumentative texts, a semi-structured interview, and students' answers in written forms. The results showed that students developed their critical thinking skills and improved their reading comprehension in varying degrees by exposure to numerous tasks.
This study investigates the writing strategies and the predominantly strategies used by four Indonesian graduate students when writing in L2 (English). They were divided into 2 groups, skilled and less skilled writers, to examine what strategies they applied when writing. The main instrument of this study is Think Aloud Protocols (TAPs). The analysis of data collected discovered some findings: (1) both skilled and less skilled writers used varied strategies. However, the frequency of using each strategy was different. Skilled writers used each strategy in high frequency. On the other hand, less skilled writers only used each strategy in low frequency, while skilled writers understand the recursive nature of writing. (2) Skilled writers used reading and rereading strategies in high frequency for several purposes: revising and editing the text, developing ideas, and getting new ideas, while less skilled writers rarely used those strategies. They wrote whatever ideas came into their mind, and reread the text once in a while. These findings suggest that effective writing strategies should be introduced explicitly when student writers have already mastered the foundation of writing. Unfortunately, they are seldom guided on the use of writing strategies in the process of their writing. In fact, effective writing strategies and the frequency of using each strategy could help them become good writers and influence the quality of their writing. Based on these findings some suggestions are discussed.Keywords: L2 writing strategies, Think aloud Protocols (TAPs), skilled and less skilled writers.Studi ini meneliti strategi penulisan dan strategi yang paling sering digunakan oleh empat mahasiswa pascasarjana Indonesia saat menulis dalam bahasa Inggris (L2). Partisipan dalam penelitian ini dibagi dalam 2 kelompok, penulis terampil dan kurang terampil, untuk meneliti strategi apa yang mereka terapkan saat menulis. Instrumen utama penelitian ini adalah Think Aloud Protocols (TAPs). Analisis data yang dikumpulkan menemukan beberapa hasil: (1) Masiswa, baik penulis yang terampil dan kurang terampil, menggunakan beragam strategi. Namun, frekuensi penggunaan masing-masing strategi berbeda. Penulis terampil menggunakan beberapa strategi dengan frekuensi tinggi terutama strategy membaca dan pembacaan ulang. Sementara 116 | Arifin itu penulis yang kurang terampil hanya menggunakan setiap strategi dalam frekuensi yang rendah, sedangkan penulis terampil memahami menulis itu bersifat rekursif. (2) Penulis terampil menggunakan strategi membaca dan pembacaan ulang dengan frekuensi tinggi untuk beberapa tujuan: merevisi, mengedit teks, mengembangkan gagasan, dan mendapatkan gagasan baru. Di sisi lain, penulis kurang terampil jarang menggunakan strategi tersebut. Mereka menulis gagasan apa pun yang masuk ke dalam pikiran mereka, dan hanya membaca ulang teks itu sesekali. Penemuan ini menyarankan agar penggunaan strategi yang efektif dalam menulis sudah diperkenalkan dari awal secara explicit oleh guru mereka setelah para siswa memahami dasar...
Writing is a challenging activity that comprises a complex cognitive process, as well as various strategies. Furthermore, minimal research has been performed on using writing strategies among High School students in the EFL context, specifically in Indonesia. Although the applications of effective strategies have been evidenced to be helpful, many students are not aware of using them to alleviate their writing quality. Therefore, this study aims at investigating English L2 strategies when writing recount texts using three skilled English students. This is a qualitative research that utilized purposive sampling and the instruments employed were Think-Aloud Protocols (TAPs), observation, retrospective, and semi-structured interviews. Following the analysis and interpretation of the data obtained from these instruments, the acquired results demonstrated that they used similar writing strategies. However, the occurrences from this use differed from one individual to another as some were unaware that the writing process was recursive and not linear. Therefore, this study implies that students need to be encouraged to apply different strategies to develop their writing, and teachers also, were required to explicitly teach these strategies as it will lead students to use them effectively. Training on the use of writing strategies is needed for Indonesian students to support and help them write efficiently in English.
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