Written communication: the professional competency often neglected in auditing courses

Irafahmi, Diana Tien; Williams, Paul J.; Kerr, Rosemary

doi:10.1080/09639284.2021.1916547

Cited by 7 publications

(6 citation statements)

References 32 publications

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“…The lack of academic support from this lecturer can also be the root of the problem of students' lack of competence in carrying out scientific writing activities, and writing scientific papers such as theses requires well-written communication competence. Unfortunately, this written communication competence is often missed in accounting classes (Irafahmi, 2019Irafahmi, Williams, & Kerr, 2021). In addition to requiring written communication competence, writing scientific papers also requires critical thinking skills.…”

Section: Discussionmentioning

confidence: 99%

Hardiness, Social Support, and Academic Stress of Students Working on Bachelor’s Thesis during the Pandemic

Handara

Irafahmi²

2022

JEHCP

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One of the mandatory requirements for obtaining a bachelor's degree is completing a bachelor's thesis. The current COVID-19 pandemic, on the other hand, creates several pressures that cause students to fall behind on their thesis completion. This study aimed to determine how hardiness and social support affect students' ability to cope with academic stress while writing their bachelor's thesis during a pandemic. A 5-point Likert scale questionnaire was used to collect the data. The total research sample consisted of 207 students from a public university in Indonesia working on their thesis during the pandemic. Multiple linear regression analysis was used to analyze the data. This study found that hardiness and social support all significantly negatively impact academic stress. The greater the students' hardiness and social support, the less academic stress they will experience. The findings also show that the primary source of stress for students writing their thesis is a lack of academic support, which has implications for the need to design a suitable support system mechanism so that thesis writing can be completed on time.

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Section: Discussionmentioning

confidence: 99%

Hardiness, Social Support, and Academic Stress of Students Working on Bachelor’s Thesis during the Pandemic

Handara

Irafahmi²

2022

JEHCP

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“…Communication skill is student communication ability in learning with the indicators written: oral communication, written communication, and presentation. The communication skill instruments used to refer to previous researches (Irafahmi et al, 2021;Shauki & Benzie, 2017;Yeh et al, 2019). There were 12 items representing the various aspects of communication skill was finalized.…”

Section: Methodsmentioning

confidence: 99%

“…The students become active in a virtual class, dare convey their ideas, and have increased self-efficacy to learn accountancy. It impacts Indonesian students positively as they are usually passive and reluctant to join actively in the classroom (Irafahmi et al, 2021). Accounting teaching and learning uses moodle can improve students' engagement and self-efficacy in the provided chat room to propose their ideas (Malan, 2020).…”

Section: Introductionmentioning

confidence: 99%

Communication Skill, Student Engagement and Self-Efficacy: Flow on Effect on Student Online Learning

2022

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The transition from offline learning to online learning needs to be researched comprehensively. Accounting lessons, which were originally conducted face-to-face, were finally conducted online due to the COVID-19 pandemic. This study examines online learning using google meet on communication skills, student engagement, and student self-efficacy. The subjects of this study were students who took public sector accounting courses in their second year of study. Data collection was carried out using a google form distributed in public sector accounting classes. Paired t-test was used to analyze 120 student responses. The findings show that students' communication skills in online learning are increasing. Students can express their opinions and ideas using oral, written, and group presentations. However, online learning did not contribute to student engagement and student self-efficacy. They do not have clear learning targets because they do not have the pressure to be involved in online classroom activities. This implies that students have not realized that they should be involved in online learning. Other causes include low supervision by lecturers, and low awareness of students to learn. In addition, students are also unsure of their ability to do academic assignments. Based on these findings, this study provides significant implications for students and lecturers in choosing and using more appropriate online learning strategies to improve communication skills, student engagement, and self-efficacy.

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“…Tanpa intensitas bimbingan yang memadai, niscaya feedback reguler dari dosen terkait kualitas tulisan mahasiswa tidak didapatkan. Hal ini makin diperparah dengan fenomena kurangnya kompetensi komunikasi tulis mahasiswa akuntansi, karena kompetensi komunikasi tulis tidak menjadi prioritas dalam pembelajaran di kelas-kelas akuntansi (Irafahmi, Williams & Kerr, 2021;Irafahmi, 2021). Kurangnya dukungan akademik dari institusi terkait pengembangan written communication sejak proses pembelajaran di tahun-tahun awal perkuliahan dan dilanjutkan dengan kurangnya intensitas dukungan akademik dari dosen pembimbing saat mahasiswa menempuh skripsi inilah yang kemungkinan menjadi pemicu kurang kompetennya mahasiswa dalam menyelesaikan skripsinya.…”

Section: Pengumpulan Dan Analisis Dataunclassified

Self-Efficacy dan Stress Akademik Mahasiswa Yang Menyusun Skripsi Dimasa Pandemi

2022

liabilities.j.pendidik.akunt.

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Stres akademik adalah istilah yang populer dalam dunia pendidikan untuk mendeskripsikan stres yang dialami individu akibat perubahan lingkungan pendidikan. Stres sebenarnya adalah reaksi yang normal terhadap tekanan sehari-hari (American Psychological Association, 2019), namun stres yang terus menerus terjadi dalam keseharian seseorang dapat menjadi gangguan yang serius. Gangguan emosional (psikis/mental) dan fisik yang diakibatkan oleh beban yang melebihi kapasitas dari kemampuan seseorang dan terus menerus berada di dalam diri seseorang akan menjadi penghambat dalam berbagai aktivitas yang dilakukan (Suharsono & Anwar, 2020).Kelompok mahasiswa yang rentan mengalami stres akademik selama pandemi COVID-19 adalah kelompok mahasiswa yang sedang menyusun skripsi (Alimah & Khoirunnisa, 2021). Mayoritas universitas di Indonesia mensyaratkan skripsi sebagai syarat untuk meraih gelar sarjana. Namun dalam situasi pandemi, berbagai penelitian menyebutkan bahwa mahasiswa semakin cemas, khawatir, dan kebingungan dalam menyelesaikan skripsinya (Azizah & Satwika, 2020;Nurcahyo & Valentina, 2020). Oleh karena itu, penyusunan skripsi selama pandemi COVID-19 menjadi tekanan tersendiri yang menyebabkan stres bagi mahasiswa. Pengelolaan/manajemen stres sangat penting bagi mahasiswa agar terhindar dari stres akademik jangka panjang (Sawitri & Widiasavitri, 2021;Sujadi, 2015).Terdapat faktor penting yang dapat membantu individu untuk mengelola stres akademik. Faktor ini disebut faktor protektif, yang merupakan sifat seseorang atau konteks yang dapat mengubah hasil menjadi lebih baik dalam suatu kondisi (Masten & Reed dalam Chung, 2008). Dalam kaitannya dengan stres akademik, faktor protektif dapat mengurangi faktor penyebab stres (Colman et al., 2014). Faktor protektif terdiri dari dua jenis, yaitu faktor protektif dari dalam diri individu (misalnya self-efficacy, hardiness, kompetensi, optimism), dan faktor protektif yang berasal dari luar individu (misalnya dukungan sosial, pola asuh orang tua) (Chung, 2008;Yildirim at al., 2017). Self-efficacy mendapat perhatian ekstra dari para peneliti, karena self-efficacy dinilai dominan dalam menahan serta mengurangi pengaruh negatif dari stres akademik (Chiu, 2014;de la Fuente et al., 2020;Jung et al., 2015;Kooshki et al., 2018;Maulana & Alfian, 2021). Self-efficacy merupakan keyakinan individu mengenai kapasitas dirinya dalam melakukan sesuatu (Bandura, 2012). Bandura (2006) menyebutkan dimensi-dimensi yang terdapat pada self-efficacy terdiri dari 3 bagian yaitu Generality, Strength, dan Level. Sagone & De Caroli (2016) lebih lanjut menjabarkan dimensi-dimensi tersebut. Dimensi Level (tingkat kesulitan tugas) yaitu dimensi yang berfokus pada kesulitan. Dimensi ini menilai sejauh mana individu

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Written communication: the professional competency often neglected in auditing courses

Cited by 7 publications

References 32 publications

Hardiness, Social Support, and Academic Stress of Students Working on Bachelor’s Thesis during the Pandemic

Hardiness, Social Support, and Academic Stress of Students Working on Bachelor’s Thesis during the Pandemic

Communication Skill, Student Engagement and Self-Efficacy: Flow on Effect on Student Online Learning

Self-Efficacy dan Stress Akademik Mahasiswa Yang Menyusun Skripsi Dimasa Pandemi

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