Identifying Problems in Writing Thesis Introductions in Research Methodology Class

Stapa, Siti Hamin; Maasum, Tengku Nor Rizan Tengku Mohd; Aziz, Mohd Sallehhudin Abd

doi:10.1016/j.sbspro.2014.01.1194

Cited by 10 publications

(12 citation statements)

References 2 publications

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“…Related to the students' thesis writing ability of Indonesian EFL learners, recently, there are studies which have been conducted (Cheung, 2012;Stapa et al, 2013;and Dinamika Ilmu, Volume 17(2), 2017 Pratama, 2017). These researchers have undertaken serious academic works to identity and examine the abilities of university students in thesis writing.…”

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confidence: 99%

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The Ability of Indonesian EFL Learners in Writing Academic Papers

Husin

Nurbayani

2017

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This study is meant to examine the thesis quality of students of English Department at IAIN Samarinda. Through the descriptive-quantitative research, the thesis quality of students of English Department at IAIN Samarinda is reviewed from the aspects of language, structure, concepts understanding, theoretical framework, methodology, content, writing mechanism, and references used. This study also tries to figure out any factors that affect the thesis quality of English Department students. Fourteen English Department Students' thesis tested in 2013 are used as the main data. In addition, other data are obtained from respondents i.e. 19 students, and informants i.e. lecturers of English Department who are also their thesis advisors. The result shows that the average score of thesis written by 14 English Department students at IAIN Samarinda academic year of 2013 is 3.16 which is in the range of 2.61-3.40 scale, which is quite good quality. This quality is relevant with the informants' perceptions about the quality of thesis written by their students. Judging from some aspects, they assume that their students are able to write a good quality of thesis with an average score of 2.81 which is at a scale of 2.61-3.40. The quality is affected by internal factors and external factors. The most decisive internal factor is the respondents' low score of writing with appropriate and acceptable structure in English. This is the effect of respondents' lack of ability of composing adequate paragraphs in English. Meanwhile, the most concerning external factor is the quality of learning structure course and the professionalism of the informants in guiding the students to improve their writing ability in thesis writing.

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confidence: 99%

“…Her research claimed to be valuable, especially for genre variation analysis of international student. On the other hand, (Stapa et al, 2013) analyses undergraduate research proposals written by students majoring in English Language Studies of University Kebangsaan Malaysia. She focuses on problems faced by 22 students in writing theses introductions.…”

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confidence: 99%

The Ability of Indonesian EFL Learners in Writing Academic Papers

Husin

Nurbayani

2017

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“…The role of the Introduction in general is to convey the topic or argument that authors highlight in their manuscripts. It functions as an opening, and captures the reader's attention while introducing the significance of the study (Cheung, 2012;Hashim, 2005;Samraj, 2002Samraj, & 2005Stapa, Tengku Mohd Maasum, & Abd Aziz, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Studies (e.g. Gecikli, 2013;Hirano, 2009;Khan & Mehmood, 2014;Stapa, Tengku Mohd Maasum & Abd Aziz, 2014) have adopted moves from one of the aforementioned move models to study the non-native speakers of English language that came from various fields and contexts.…”

Section: Introductionmentioning

confidence: 99%

“…Problems and difficulties in writing the Introduction section of research papers in various areas such as social sciences, scientific and technical fields has attracted the attention of researchers (Cheung, 2012;Fudhla, Rozimiela, & Ningsih, 2014;Samraj, 2002Samraj, , 2005Shehzad, 2008). However, there are very few papers (Fudhla, Rozimiela, & Ningsih, 2014;Stapa, Tengku Mohd Maasum, & Abd Aziz, 2014) that highlight the difficulties faced by undergraduate students in writing the Introduction section of their research reports. Most of the previous studies investigated the Masters and PhD theses, instead.…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate ESL Students’ Difficulties in Writing the Introduction for Research Reports

Maznun

Monsefi

Nimehchisalem

2017

ALLS

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This study was conducted to investigate the difficulties encountered by undergraduate ESL students in writing the introduction section of their project reports. Five introduction sections of bachelor of arts students, majoring in English language, were analyzed and a lecturer was interviewed regarding the areas of the students’ weaknesses. Swales’ create-a-research-space (cars) model was used as the analytical framework of the study. The results revealed that students confronted problems in writing their introduction for each move especially for move 2, which consists of counter claiming, indicating research gap, raising questions from previous research and continuing tradition. It was also found that the students had difficulty in writing the background of the study, theoretical framework, and statement of the problem which indicated their unawareness of the appropriate rhetorical structure of the introduction section.

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What to Accommodate to Develop Students' Academic Writing? Need Analysis for a Research-Based Textbook Development

Safriyani

Rakhmawati²,

Sadieda³

2021

IJET

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The development of research-based learning proliferates throughout the world, and it depicts the growth of an academic article's publication globally. To strengthen the paper's quality, particularly in Indonesia, the students need a guideline on writing an academic article. This qualitative and quantitative research would portray the needs analysis in developing a research-based textbook in academic writing. Fifty students and thirty lecturers were involved in the interview, documentation, and survey. The result shows that the skills needed to accommodate are referencing skills, writing the research's significance, and writing the conclusion. This study also suggested nine units of an Academic Writing Textbook needed by the students to produce a good article, namely Introduction to Academic Article Writing, Strategies in avoiding plagiarism, Writing an introduction, writing a literature review, writing a research method, Presenting Findings and Discussion, Writing a conclusion, Tips on Referencing, choosing the title, and writing an abstract. These findings strengthen the previous studies, which states writing a conclusion of an academic article is challenging, particularly in the English Language Teaching context.

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Identifying Problems in Writing Thesis Introductions in Research Methodology Class

Cited by 10 publications

References 2 publications

The Ability of Indonesian EFL Learners in Writing Academic Papers

The Ability of Indonesian EFL Learners in Writing Academic Papers

Undergraduate ESL Students’ Difficulties in Writing the Introduction for Research Reports

What to Accommodate to Develop Students' Academic Writing? Need Analysis for a Research-Based Textbook Development

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