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1
Wang, Wei. "The Role of EAP Genre-Focused Instruction in Preparing Novice Research Students for Thesis Writing: A Case Study." International Journal of English Linguistics 13, no. 2 (2023): 29. http://dx.doi.org/10.5539/ijel.v13n2p29.
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Although writing master’s theses are believed to be a major challenge for many L2 research students, there has been no extensive discussion about to what extent students are prepared for such advanced academic writing through learning in English for academic purposes (EAP) classes. This study investigated a group of novice research students learning to write master’s theses in an EAP course at a Chinese university and explored their progress in developing genre knowledge. Data were drawn from interviews, participants’ learning diaries, and their written texts. It was found that most learners had developed the macro-level formal genre knowledge, including the overall structure and content of thesis writing, and raised the declarative meta-cognitive genre awareness, but they had not yet grasped the tacit aspects of rhetorical knowledge, the micro-level formal knowledge, and the complicacy of process knowledge, including the abstract thinking processes, intertextuality, and the interpersonal meaning of academic texts, as well as the correspondent lexicogrammatical features. The nascent status of the students’ genre knowledge developed in the EAP class, and the role of EAP genre-focused instruction in preparing novice research students for their future thesis writing, are further discussed. It is suggested that thesis-focused EAP writing courses take advantage of explicit instruction to inform students about the meta-generic specifications of thesis writing and emphasize the multiple dimensions of genre knowledge development.
2
Ahmad, Syarwan, T. Zulfikar, and Fitri Hardiana. "THE USE OF SOCIAL MEDIA WHATSAPP AMONG ENGLISH EDUCATION STUDENTS FOR SOLVING THESIS WRITING PROBLEMS." Humanities & Social Sciences Reviews 8, no. 3 (2020): 447–55. http://dx.doi.org/10.18510/hssr.2020.8348.
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Purpose of the study: This study aimed to analyze the use of social media, WhatsApp, among the UIN (Universitas Islam Negeri) Ar-Raniry's English Language Education Program undergraduate students for solving their thesis writing problems, focusing on the effects of the WhatsApp use and to inquire whether WhatsApp communication helps them solve their thesis writing problems.
 Methodology: The design of this study is descriptive qualitative in nature. The researchers selected 30 English Language Education Program undergraduate students comprising 9 male and 21 female students who were writing theses as participants. This study used the semi-structured interview to collect detailed information needed for this research. The researchers used note-taking and recording device using Galaxy Note 8.
 Main Findings: Findings revealed that the use of social media, WhatsApp, among the undergraduate students of the UIN Ar-Raniry' English Language Education Program, shows a positive impact on solving the problems they face regarding their thesis writing. The findings also indicated that the use of social media, WhatsApp, has put students at ease in solving their various problems regarding thesis writing constraints.
 Application of the study: This study can be very useful for the students writing theses, and thesis supervisors. The findings of this research give insights and provide information and theories related to thesis writing issues. Studies on this issue lack in the field of education in general and thesis related problem sharing and supervisee-supervisor relationships in particular.
 Novelty/Originality of the study: The findings justify how the use of WhatsApp brings about positive effects and partly solve students' thesis writing problems. The findings revealed that these research benefits readers enhance existing knowledge and contributes to the construction of new knowledge in the field of education. Therefore, researchers recommend further research on the effects and benefits or other aspects of social media usage.
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Mr., Rajashekar Gummaraju. "RESEARCH WRITING: FROM ELUSIVE PEDAGOGY TO EXCLUSIVE PEDAGOGY." International Journal of Research – Granthaalayah 4, no. 4 (2017): 115–23. https://doi.org/10.5281/zenodo.846671.
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Recent years have seen an increased attention being given to thesis and dissertation writing in the ESP literature. Prior (1995) attributes more to a thesis or a dissertation than its rhetorical structure. He lists the factors which influence decisions students make about the form of their text-the research perspective taken up in the study, the purpose of the text, and the extent to which the students have been given advice on the positioning and organisation of their text, etc. For Paltridge (2002), thesis and dissertation writing is a difficult process for native speaker students and often doubly so for non-native speaker students. ESL students may have the level of language proficiency required for admission to their course of study, but not yet the necessary textual knowledge, genre knowledge and social knowledge (Bhatia, 1999) required of them to succeed in this particular setting. Our students need to be presented with the range of thesis options that might be open to them, and consider the reasons why they might make a particular choice. There is no such a thing as “one size fits all” master’s and doctoral thesis. The present paper attempts to look at the pedagogies evolved for teaching research writing.
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Ulfa, Risma Liyana, and Reski Ramadhani. "Grammatical cohesion found in undergraduate student’s thesis writing: A case study at one private university in Indonesia." English Learning Innovation 5, no. 1 (2024): 120–31. http://dx.doi.org/10.22219/englie.v5i1.31406.
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Writing an excellent and comprehensive text depends on applying appropriate grammatical cohesive devices. This study aims to investigate the types and errors of the grammatical cohesive devices found in the undergraduate student's thesis. The analysis used in the present study applied the framework of Systemic Functional Linguistics (SFL) proposed by Halliday and Hasan (2014). Through the qualitative design with content analysis, this study examines two undergraduate students' theses, focusing on finding and discussing sections at one private university in Jakarta. The analysis revealed that grammatical cohesive devices in the thesis are not diverse. The data's most dominant grammatical cohesive devices are references and conjunctions—no elliptical and substitution devices are found in the data. Besides, errors in applying grammatical cohesion in the undergraduate students' writing were found, especially in using personal and demonstrative references and extension conjunctions. It indicates that the students still lack understanding in applying the knowledge of grammatical cohesion in their writing, influencing the readers' understanding in capturing information from the thesis. It implies that the knowledge of appropriate grammatical cohesion is essential for students in academic writing, predominantly undergraduate thesis, to convey the ideas and information properly and coherently.
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Salman, Huda D., and Nahi Y. Yaseen. "Writing scientific thesis/dissertation in biology field: Deviation in introduction context writing." Kufa Journal For Veterinary Medical Sciences 4, no. 1 (2013): 1–10. http://dx.doi.org/10.36326/kjvs/2013/v4i13929.
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Writing a scientific articles or thesis or dissertations has vital role to impart the ideas of the researcher to interesting audience and to enhance scientific communication. Postgraduate students in the field of biology in Iraqi Universities must write and present a thesis or a dissertation as a partial fulfilment of the requirements to obtain their MSc or PhD degrees. Introduction chapter, in these thesis or dissertation, must be written clearly and aims to justify the significance of the research working and to link the work to other previous research. Introduction writing process is getting growing problem as it shows differed styles of writing not in compatible with standard guidelines. Hence, this article aimed to focus on the studying the context style of introduction chapter in biological thesis or dissertations. The study included analysis of 124 thesis and dissertations, and interviewing 114 postgraduate students to discuss the introduction writing process. Introduction writing context was analyzed and evaluated according to the standard guidelines for scientific writing. The interview focused on scientific background, knowledge and approaches of student to how to write introduction. The results revealed that students showed significant defect and very poor knowledge in introduction context writing. Deviation from standard guidelines was noticed in all thesis and dissertations introduction writing criteria. All students claimed that they hadn’t passed any syllabus concerning writing process, and their writing style depended on transferring or copying the styles of previous written thesis or dissertations even they were not correct. The study strongly recommends introducing specific syllabus for scientific research methods and scientific writing for postgraduate students before starting their thesis or dissertation writing.
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Fan, Xiying. "Exploration of Integrating Marxist Practice Concept into Graduation Theses of Business English Majors." International Journal of Education and Humanities 14, no. 3 (2024): 1–3. http://dx.doi.org/10.54097/4mvm6a90.
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Integrating ideological and political education into the guidance of graduation thesis is not only an inevitable need for universities to cultivate moral character, but also an inherent need to solve the problems in graduation thesis. Through research, the author has found that there are many problems in the graduation thesis of Business English major, such as topic selection, attitude, insufficient critical thinking ability and academic misconduct. Research the training objectives of the new national standard for Business English majors and the requirements for graduation theses, and confirm that Marxist practical views must be integrated into the graduation theses of Business English majors. And corresponding measures are proposed, including reforms to the course of "Thesis Writing", hiring relevant industry and enterprise experts for guidance, participating in the review and defense, and integrating value shaping, knowledge transmission, and ability cultivation into the graduation thesis writing. Through the inspection of graduation thesis work, it is found that significant results have been achieved, such as enhancing academic integrity and cultural confidence, enhancing innovation awareness, and selecting practical topics.
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Gummaraju, Rajashekar. "RESEARCH WRITING: FROM ELUSIVE PEDAGOGY TO EXCLUSIVE PEDAGOGY." International Journal of Research -GRANTHAALAYAH 4, no. 4 (2016): 115–23. http://dx.doi.org/10.29121/granthaalayah.v4.i4.2016.2764.
Full textAbstract:
Recent years have seen an increased attention being given to thesis and dissertation writing in the ESP literature. Prior (1995) attributes more to a thesis or a dissertation than its rhetorical structure. He lists the factors which influence decisions students make about the form of their text-the research perspective taken up in the study, the purpose of the text, and the extent to which the students have been given advice on the positioning and organisation of their text, etc. For Paltridge (2002), thesis and dissertation writing is a difficult process for native speaker students and often doubly so for non-native speaker students. ESL students may have the level of language proficiency required for admission to their course of study, but not yet the necessary textual knowledge, genre knowledge and social knowledge (Bhatia, 1999) required of them to succeed in this particular setting. Our students need to be presented with the range of thesis options that might be open to them, and consider the reasons why they might make a particular choice. There is no such a thing as “one size fits all” master’s and doctoral thesis. The present paper attempts to look at the pedagogies evolved for teaching research writing.
8
Farhat, Laila. "Upaya Pencegahan Tindakan Plagiarisme untuk Meningkatkan Kualitas Penulisan Karya Tulis Ilmiah di Dalam Pembimbingan Tugas Akhir (Skripsi) Bagi Mahasiswa STIE Jambi." J-MAS (Jurnal Manajemen dan Sains) 4, no. 2 (2019): 326. http://dx.doi.org/10.33087/jmas.v4i2.114.
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This study aims to describe plagiarism in writing final assignments for students at STIE Jambi. This research was conducted at the Management Study Program at STIE Jambi. Data were collected through interviews and in-depth observations, and analyzed using explanatory approaches, specifically qualitative descriptive techniques. The findings obtained indicate that plagiarism in thesis writing includes duplication, which consists of (1) duplication of titles, (2) duplicate themes, (3) duplication of theories, (4) duplication of data, and (5) duplication of references. The process approach in writing this thesis can be used to prevent plagiarism. Such an approach consists of the following steps: return the draft thesis, show the original source, and cancel the thesis. This can be done by investigating, discussing, evaluating, and presenting the title and substance of the thesis. And the final results of finalizing the thesis are done by doing book printing, the printing of this book is intended as a reference material, input and knowledge / teaching material for the next student in scientific writing / thesis writing techniques to avoid plagiarism and increasing interest in writing scientific papers .
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Puteri, Ika Apriati Widya. "EFEKTIVITAS WORKSHOP “ACADEMIC WRITING” DALAM MENINGKATKAN RESILIENSI AKADEMIK MAHASISWA SEMESTER AKHIR." Proyeksi 17, no. 2 (2022): 112. http://dx.doi.org/10.30659/jp.17.2.112-124.
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Academic resilience is an individual's response to affective, cognitive, and behavioral in the face of academic difficulties or failures that he experienced. One of the efforts that can be done so that students have academic resilience is to provide preparation for thesis work. When students already have knowledge of thesis writing techniques, students can feel more prepared, so that they will grow a feeling of optimism in working on their thesis and confidence that they will be able to complete the thesis on time. The “Academic Writing” workshop is a series of workshops to provide knowledge and training to students regarding thesis writing. The themes that will be discussed in this workshop are how to make titles and raise research problems, thesis writing techniques, using reference manager applications, and various research methods. The purpose of this study was to determine the effectiveness of the "Academic Writing" workshop in improving the academic resilience of final semester students. This research method is a pre-experimental design with the one-group pretest-posttest design. Measurements were made with The Academic Resilience Scale (ARS-30) which was carried out 2 times, namely before the intervention and after the intervention. The results of the study using a paired sample t-test showed that the "Academic Writing" workshop did not significantly increase the academic resilience of final semester students (t = 0.811, p = 0.430).
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Gormley, Kevin, and Naoko Mochizuki. "Power effects, normalising advice and evolving knowledge of doctoral writing." Discourse and Writing/Rédactologie 33 (February 10, 2023): 1–24. http://dx.doi.org/10.31468/dwr.989.
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Prescriptive advice about doctoral writing often fails to recognise the complexities of the doctoral journey. Linguistic and cultural backgrounds are negated where advice about writing converges around a norm. In this paper, we explore the role of ‘advice’ in our growth as thesis writers by examining our literacy history and tensions we faced while writing our theses. We pursue a duoethnographic process (Sawyer & Norris, 2013), a process that facilitates the construction and reconstruction of perspectives. From our differing backgrounds, we experienced discourses of ‘advice’ in alternative ways. We identify opposing 'advice' trends which, in turn, provided a space for our agency. Inspired by Foucault’s (1977) ‘power/knowledge’ we think of past experiences and encounters along our doctoral journey as power effects which shaped our views on advice. We conclude by outlining how insights for our teacher-selves inform how we speak about impacts and advice with doctoral students.
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ANYAKORA, Mike Ifeanyi, Ademola FARINMADE, and Chinwe Ngozi ODIMEGWU. "Research Methodology Teaching and Learning Approaches, Thesis Writing Skills, with Effective Completion of Academic Thesis among Postgraduate Students in Nigerian Universities." Niger Delta Journal of Library and Information Science 5, no. 2 (2024): 83–101. https://doi.org/10.5281/zenodo.14787241.
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<strong>Abstract</strong><strong>Purpose of the Study</strong>: This paper examined the nexus between research methodology teaching and learning approaches, students’ thesis writing skills, thesis writing intention, and self-efficacy with effective postgraduate completion of academic thesis in Nigerian Universities.<strong>Methodology:</strong> Based on a sample of 250 students drawn from Environmental Sciences Faculties at Chukwuemeka Odumegwu Ojukwu University in Southeast Nigeria and the University of Lagos in Southwest Nigeria, descriptive and inferential analyses were carried out. Descriptive analytical tools were used to profile teachers’ research methodology teaching and the students’ research methodology learning styles. In contrast, inferential analyses were employed to test the formulated hypotheses.<strong>Findings:</strong> This study revealed that research methodology teaching and learning approaches, students’ thesis writing skills, students’ Perceived Importance of Thesis Writing, Students’ Thesis Writing Intention, and Self-efficacy are positively correlated and do have a significant impact on effective postgraduate completion of thesis writing. Consequently, the study recommends a paradigm shift in research methodology teaching in which the distinct skill sets required for writing each of the sections in the various chapters of a thesis are to be inculcated into students in a practical technical writing laboratory environment.<strong>Recommendations/Conclusion</strong>: This paper fills a gap in knowledge as it draws the attention ofresearch methodology teachers and students to the need to adopt a practical hands-on approach to teaching and learning research methodology. Therefore, the findings of this study could provide useful input for research methodology curriculum development that will adequately equip students with appropriate thesis writing skills for the timely completion of thesis writing in postgraduate programmes.<strong>Study Type</strong>: Research Paper
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Hayati, Novia, Via Luviana Dewanty, and S. Sudjianto. "Undergraduate thesis proposal writing: Problems and causes." Inovasi Kurikulum 21, no. 2 (2024): 763–76. http://dx.doi.org/10.17509/jik.v21i2.63241.
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Writing a research proposal is one of the requirements for university students to be able to write an undergraduate thesis. It requires high academic writing skills that most students find challenging. Even so, this skill can still be taught as long as lecturers have knowledge of students’ abilities and difficulties in writing. This qualitative study is conducted to serve this purpose. They involve two data collection methods: document analysis and Focused Group Discussion (FGD). This case-study research investigated problems and causes in writing a research proposal faced by students studying Program Japanese Language at a public university in Bandung in writing a research proposal. The results were analyzed from general and specific factors as follows: generally, their problems lie in the lack of students’ knowledge of systematicity, components, and elements supporting the components of a research proposal. Further, three factors were responsible for the causes of the problems, including low-quality references, insufficient information provided in the teaching materials and the teaching, and less exposure and effort on readings. The results of identifying the problems and causes will be used as a reference for developing teaching materials for writing research proposals in the Research Methodology Course. AbstrakSebagian besar mahasiswa jenjang pendidikan Sarjana menganggap penulisan proposal cukup menantang karena membutuhkan keterampilan menulis akademis yang tinggi. Pengetahuan tentang menulis akademik memegang peranan penting untuk membantu mahasiswa mengembangkan kemampuan dan meminimalisir kesulitan mereka dalam menulis proposal penelitian skripsi. Penelitian ini adalah penelitian kualitatif dengan melibatkan dua jenis metode pengumpulan data yaitu analisis dokumen (dokumen proposal penelitian) dan Focus Group Discussion (FGD). Penelitian studi kasus ini menyelidiki apa yang menjadi penyebab permasalahan dalam penulisan proposal penelitian yang dihadapi mahasiswa Program Studi Bahasa Jepang di salah satu perguruan tinggi negeri di Bandung. Dokumen dan data FGD dianalisis berdasarkan faktor umum dan faktor khusus, dan memiliki hasil sebagai berikut; permasalahan secara umum terletak pada kurangnya pengetahuan mahasiswa mengenai sistematika, komponen, dan unsur pendukung komponen proposal penelitian; sedangkan permasalahan khusus yang ditemukan adalah kesulitan mahasiswa dalam menentukan tema atau topik, mengorganisasikan ide dan teks, dan menggunakan fitur-fitur kebahasaan. Lebih jauh lagi, terdapat tiga faktor yang menjadi penyebab permasalahan-permasalahan tersebut, yaitu rendahnya kualitas referensi, kurangnya informasi yang diberikan dalam bahan ajar dan pengajaran, serta kurangnya upaya dalam membaca. Hasil identifikasi masalah dan penyebab yang didapat dari penelitian ini akan dijadikan acuan pengembangan bahan ajar penulisan proposal penelitian pada Mata Kuliah Metodologi Penelitian.Kata Kunci: Proposal penelitian; masalah; mata kuliah metodologi penelitian; menulis; skripsi.
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Aprillia, Fanesa Maura, Edi Rozal, and Aryawira Pratama. "Students’ difficulties on writing undergraduate thesis at Islamic university." Journal of Research on English and Language Learning (J-REaLL) 4, no. 2 (2023): 1–11. http://dx.doi.org/10.33474/j-reall.v4i2.19577.
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Until now, there are still students who do not graduate on time. This study aims to determine the difficulties of students in writing undergraduate thesis in the English Tadris Study Program, UIN Sulthan Thaha Saifuddin Jambi. Researcher used case study designs and 31 questions interviews as research instruments. This research was conducted at the English Education Study Program, UIN Sulthan Thaha Saifuddin Jambi. The subjects in this study were 5 female and 5 male who were selected using a purposive sampling technique based on several criteria. In this study, the researcher found that there were some difficulties for students in writing their thesis. These difficulties include: difficulties regarding basic knowledge of thesis; Psychological; Economic; Socio-Cultural; The consultation process with the advisor; and Technological. Besides that, researchers also found other results, which are students' difficulties in lacking basic English knowledge and skills, academic requirements files, study programs and faculty academic services.
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Fitriani, Eka Surya. "The Presupposition Triggers in Thesis Abstract." International Journal of English and Applied Linguistics (IJEAL) 1, no. 3 (2021): 283–90. http://dx.doi.org/10.47709/ijeal.v1i3.1273.
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Abstract drew a summary of the author's writing in a thesis or others publication research. It was outlined some essential points to ease the reader toward the whole investigation. Regarding the presupposition, this study purposed to see the triggers used in students' thesis' abstract and the way authors presuppose in their abstract writing from its motivation in the form of linguistic features. The finding showed that the existential type is mainly used in the abstracts by qualitative research. In the condition of the definite noun phrase and some possessive form, the findings stated the existence of the background knowledge having within the truth value found by the thesis writers. A presupposition was known as a general property of language use has been defined as those taken-for-granted and shared implicit claims inherent in the explicit meaning of a text. The abstract writers formulated and summarized the main point of their research, and thus it provided much potential information and knowledge from the thesis.
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Criado-Davila, Yvette Vanessa, Yuly Victoria San Miguel Velásquez, Margot Quispe Gutierrez, Rosa Elvira Cordova Sopamoyo, and Carmen Marisol Quispe Sanchez. "Factors that Influence Thesis Writing in a Public University." Journal of Educational and Social Research 14, no. 1 (2024): 20. http://dx.doi.org/10.36941/jesr-2024-0003.
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Thesis writing during undergraduate studies is one of the most important undergraduate achievements given that students receive their degrees based on this work. Therefore, the objective of our research was to characterize different thesis writing factors in a public university. We used a mixed-methods approach that included a questionnaire and interview questions. The population was 448 students and the final sample included 208 students from the Faculty of Education at a large state university in Peru. For the questionnaire, Cronbach’s Alpha showed a reliability of 0.80. Meanwhile the construct reliability was measured with the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and was 0.74. Results showed that perceptions about thesis writing factors were medium (40.4%). Regarding personal factors showed a medium level of 44.2%, and students indicated that they had little time to elaborate their theses mostly because of work. Academic factors showed a medium level of 38.9%, and students manifested that they apply what they have learned in research courses, that their one-on-one consulting has been effective, and that they have good knowledge of APA, writing skills and use of Mendeley or Zotero. Finally, institutional factors were medium at 39.3%, and students expressed that although institutional standards do exist for thesis writing, they lack adequate diffusion. Also, students mentioned courses given by the library, among other factors. 
 
 Received: 8 November 2023 / Accepted: 26 December 2023 / Published: 5 January 2024
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Carbonell-Olivares, María, Luz Gil-Salom, and Carmen Soler-Monreal. "The schematic structure of Spanish PhD thesis introductions." Spanish in Context 6, no. 2 (2009): 151–75. http://dx.doi.org/10.1075/sic.6.2.01car.
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Since the 1990s written academic genres have received considerable attention in discourse and rhetorical studies, especially texts written in English. Although few studies describe PhD theses as a genre, some work has been carried out on their macrostructure and the rhetorical moves of certain sections. In the Spanish literature, genre studies on academic writing are scarce relative to those in English, especially in the case of doctoral theses. We analyse the introductions of 21 doctoral theses in computing written in Spanish using Bunton’s model (2002) for thesis introductions in English. The results indicate that most of the steps in this model are applicable to our corpus, but several new steps and sub-steps have been distinguished to account for the observed moves of Spanish PhD thesis introductions. The complexity of the thesis introduction is related to the scope and depth of the research carried out for a doctoral thesis, the need to display extensive knowledge of the field and to justify the relevance of the research.
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Baofang, Li, and Sarimah Shamsudin. "Exploring Interactive Metadiscourse of Chinese Science Postgraduates’ Academic English Writing." English Language Teaching 17, no. 10 (2024): 107. http://dx.doi.org/10.5539/elt.v17n10p107.
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The present study aims to explore the employment of interactive metadiscourse in Chinese science postgraduates&rsquo; academic thesis writing. Based on the interpersonal model of metadiscourse, this study analyzed the form, frequency and distribution of interactive metadiscourse, using thirty English abstracts of chemistry master&rsquo;s theses selected from China National Knowledge Infrastructure during the period of 2021-2023 as corpus. The results showed that among all interactive metadiscourse, transition markers appeared most frequently and were distributed widely; endophoric markers and evidentials occurred less frequently and were distributed sparsely; the transition marker &ldquo;and&rdquo; and the code gloss &ldquo;( )&rdquo; were overused and frame markers were underused. Therefore, academic writing instructors should pay attention to cultivating students&rsquo; rhetorical awareness of using interactive metadiscourse in academic thesis writing to improve the organization of the abstract and make it more scientific. Through the above analysis, this research provides useful insights for academic writing in hard science, especially for improving the English academic writing skills of Chinese novice writers.
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Basaula, Asmita. "Role of Teacher’s Feedback in Master’s Level Thesis Writing." Kalika Journal of Multidisciplinary Studies 6, no. 1 (2024): 27–42. https://doi.org/10.3126/kjms.v6i1.72373.
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This study explores the pivotal role of teacher’s feedback and guidance in facilitating the accomplishment of thesis writing, identifying and analyzing common benefits or challenges faced by masters level students incorporating teacher feedback into their thesis writingprocess. This study is employed based on qualitative research principles, using a narrative inquiry approach. For this, I collected the data taking unstructured interview with the three purposively selected students, involved in Masters level thesis writing from TribhuvanUniversity (TU) affiliated universities. The collected information was thematically analyzed and interpreted using inductive approach of data analysis. The findings of the study reveal that the teacher feedback on the completion of the master’s thesis assumes many-sided traits. First, it greatly enhances the students’ academic writing skills by providing them with definite and workable guidelines on improving their writing skills. These include feedback on structure, coherence, argumentation, and proper use of academic language—all prime necessities for writing a good quality thesis. Second, teacher feedback enables knowledge acquisition through social interaction. This is usually followed by feedback discussion between the teacher and the learner, whereby learners can clarify their understanding of difficult concepts or get guidelines pertaining to the research methodology or even fine-tune ideas. Such interaction not only helps in the acquisition of knowledge but also in developing critical thinking skills. Thirdly, the research showed that teacher feedback begets self-invention—a process wherein learners began to believe more in themselves, and their sense of academic identity became stronger.This is significant in the context of writing a thesis, where independent research by students is expected, and they are supposed to add original ideas in the subject area. This research finally concludes that the relationship between the teacher and the student during the thesis writing process is, in itself, one of transformation. It is not only the quality of the thesis that is affected by this bond, but it has a telling effect on the overall academic and personal growth of the student. Teachers give constructive feedback, thus influencing the waya student approaches learning, research, and writing. Indeed, the findings of this study point to the importance of the nature of the communicative relationship between the teacher and student, and it is suggested that institutions be aware of the necessity of having a context that fosters positive, supportive relationships between students and their supervisors.
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Helmanda, Cut Mawar, Ade M. Novan Novrizal, and Siti Safura. "Students’ problems in the introduction section of thesis writing." ACCENTIA: Journal of English Language and Education 2, no. 1 (2022): 1–6. http://dx.doi.org/10.37598/accentia.v2i1.1264.
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This study aims to investigate undergraduate students’ problems in writing the Introduction section of their thesis. The study used the qualitative research method, employing interview to collect the necessary data. The study took ten students of English Education Department at Universitas Muhammadiyah Aceh, Aceh Province, as the sample. The technique used to analyze the data was descriptive analysis. The results of the study showed that most problems that students faced in writing thesis in the Introduction section consisted of lack of the supporting theories, lack of paraphrasing skills, lack of motivation, lack of grammatical knowledge, and lack of writing organization skills. One of the causes of their problems was low English competence. The students, however, tried to solve their problems by having routine consultation with thesis supervisors and reading many sources related with their thesis topics.
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Yamada, Kiyomi. "Group Supervision and Japanese Students’ Successful Completion of Undergraduate Theses." Education Research and Perspectives 40 (2013): 30–57. https://doi.org/10.70953/erpv40.13002.
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This paper explores, from a sociocultural perspective, the nature and functions of zemi or seminars in which Japanese undergraduate students received group supervision for research and thesis writing. The study also investigates how the zemi contributed to completion of their theses. It was found that the zemi provided contexts for teaching and learning in which, via assigned tasks, formal teaching, oral presentations and discussions, students acquired new knowledge and skills for undertaking research and completing a thesis. The solidarity, friendship and close bonds which were built among the members of the zemi motivated and encouraged them to achieve their goals.
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Taufiq, M. Aries, Rahmi Eka Putri, Resti Amalia, Ririn Septia, Hidayati, and Asmawati. "LEXICAL VARIATION IN UNIVERSITY STUDENTS’ ACADEMIC WRITING." Edutainment 12, no. 1 (2024): 1–9. https://doi.org/10.35438/e.v12i1.886.
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Lexical variation demonstrates word variations utilized in university students’ writing. The focus of this study was to investigate the lexical variation in students’ academic writing and factors contributing to the variations in their’ writing. The data sources for this descriptive study were the introduction portions of the thesis proposals submitted by the students. To identify lexical variance in students' writing, thirty introduction portions from their thesis proposals were gathered and examined. The results showed that university students used fewer different terms in their writing and that nouns predominated in their compositions. Furthermore, the morphological knowledge gaps and vocabulary knowledge of the students were the elements impacting the lexical variations in their academic writing. This study came to the conclusion that pupils were still unable to use a variety of terms in their writing based on its findings. Therefore, it was anticipated that the students would increase their vocabulary in order to write more effectively and to generate work that was richer and better.
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Dan, He. "Research on the pragmatic failures in the EFL writing of Chinese students." International Journal for Innovation Education and Research 4, no. 4 (2016): 38–43. http://dx.doi.org/10.31686/ijier.vol4.iss4.530.
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Writing is an instrument of communication; the Chinese students English writing belongs to intercultura l communication. P ragmatic failure occurs mainly because the lack of the cultural awareness and knowledge, and it offers an angle for the discussion in the thesis. T his thesis is intended to probe into how to develop Chinese students English writing from the perspective of pragmatic failure. T here is an experimental study with a questionnaire is analyzed to infer the students opinions and habits in English writing and culture learning and teaching. All the data and results of the research are analyzed to infer the causes of pragmatic failures in students English writing.
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Handayani, Rindu, Diemroh Ihsan, and Soni Mirizon. "INTERLANGUAGE ANALYSIS OF SYNTACTIC AND DICTION ERRORS FOUND IN THESES WRITTEN BY MAGISTER STUDENTS." IJIET (International Journal of Indonesian Education and Teaching) 3, no. 1 (2019): 102–16. http://dx.doi.org/10.24071/ijiet.v3i1.1713.
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Postgraduate students are expected to show more advanced writing skill than others. However, the writer observed that they still made some errors in their thesis writing. Having reread the theses written by graduate students, Linguistic Surface Category and Surface Strategy Taxonomy proposed by Dulay, Burt Krashen were utilized to analyze the data. It was found that syntactic errors (89%) such as subject-verb agreement (15.42%), tenses (15.71%), redundancy (13.14%), article (7.71%), and pluralization (6.28%) are the most frequent errors occured. While lexical errors (11%) such as wrong selection of verb (5.14%) and adjective (3.14%) also still made by graduate students. The study revealed that intralingual interference still be the cause of the blunders in writing a thesis. It is hoped that the present study could initiate university students to contemplate that self-correction and self-awareness in making errors in scholarly writing are essential. Emphasizing more assignments in academic writing can be applied by the lecturers of higher education know students ability and train students to write academically. Faculty of teacher training of education should afford students with seminars and workshop of academic writing to motivate them to write and enhance their knowledge about academic writing.DOI: doi.org/10.24071/ijiet.2019.030110
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Arifuddin, Arifuddin. "The Effect of Thesis Writing on Paraphrasing Ability of the EFL Alumni of the University of Mataram Lombok." Indonesian Journal of EFL and Linguistics 6, no. 2 (2021): 411. http://dx.doi.org/10.21462/ijefl.v6i2.392.
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Until recently, no study focused on analyzing the effect thesis writing program on paraphrasing ability of the alumni. Generally, some studies focused on the reversed direction, that is, the effect of paraphrasing ability on thesis writing. This is the novelty of the present study. The present study aimed at testing the effect of thesis writing program at the end of the EFL study on paraphrasing ability of the alumni an EFL education, identifying the types of paraphrasing, and exploring weaknesses in paraphrasing and causes of not paraphrasing. This evaluative ex-post facto research employed Mixed-methods. The participants were 68 alumni of the University of Mataram Indonesia, those who undertook thesis writing program during their study in EFL education and the others who did not write undergraduate thesis. They were selected purposively from 37 schools in West Nusa Tenggara province. Data were collected with writing tasks, questionnaire, interview, and recording. The data were analyzed quantitatively and qualitatively. It shows: 1) The level of the alumni’s paraphrasing ability is ‘medium’; 2) Thesis writing program affects paraphrasing ability of the EFL alumni; 3) Synonym and Change of Word Orders are the dominant techniques; 4) The teachers’ weaknesses involve lack of vocabulary, limited conversions, deviation from the authentic ideas, summarizing, and unclear paraphrasing, 5) The causes of not paraphrasing include limited knowledge of paraphrasing and grammatical understanding. It is suggested that teacher education institutions implement curriculums that support teachers’ writing skills. In turn, plagiarism could be minimized which leads to the production of teachers’ quality academic writing.
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KAYAOKAY, İlyas. "Bir Dilbilim Tezi Örneğinden Hareketle Bilimsel Araştırma ve Yayın Etiği İhlalleri Üzerine." International Journal of Social Sciences 7, no. 31 (2023): 160–95. http://dx.doi.org/10.52096/usbd.7.31.10.
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Preparing a scientific thesis is not an easy and frivolous matter that can be done by anyone. Writing a thesis without adequate knowledge of scientific ethics, knowledge, technique, theory and method can sometimes lead to dire consequences. When an uninterested and ill-equipped supervisor is added to this, the situation becomes unmanageable. In this article, based on the example of a thesis in the field of linguistics, with a similarity rate exceeding 53%, unnecessarily prolonged with word lists listed one after the other, written without consulting dictionaries by leaving out a large part of the data, and full of ethical violations and inaccuracies, some violations of scientific research and publication ethics that should be considered in academic studies are revealed. In our article, in which we want to show that the preparation of a thesis requires a good knowledge of theory, method and scientific ethics as well as serious knowledge, the thesis we have taken as an example is analyzed in terms of technical, theoretical, ethical, methodological and informational errors, and some evaluations and proposals are made in the conclusion. Our aim is to create awareness and sensitivity about scientific research and publication ethics, which are not given enough importance, and to be useful to young researchers who will prepare theses, papers, articles and books. Because if no one objects, this irregularity and indiscipline will continue to increase and Turkish academia will lose its prestige in international platforms. Keywords: Thesis, linguistics, place names, plagiarism, dictionary, scientific ethics.
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Sweigart, William. "Classroom Talk, Knowledge Development, and Writing." Research in the Teaching of English 25, no. 4 (1991): 469–96. http://dx.doi.org/10.58680/rte199115457.
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Fifty-eight, college-preparatory twelfth-grade students and their English teacher participated in this study of whether exploratory talk in small groups can help students assimilate new information on complex topics more effectively than can participation in a class discussion or a lecture. Of the three treatments (lecture, class discussion, student-led small-group discussion), the small-group discussion was significantly more effective in improving the students’ knowledge as they prepared to write. Similarly, differences in the quality of analytic, opinion essays (scored for clear thesis and elaboration of ideas) revealed that small-group discussion was consistently superior for both weaker and stronger writers. Data from composing-aloud protocols revealed that following the talk conditions students were better able to remain on task while composing their opinion essays, and that students made significantly fewer negative comments about their essay production. Attitude measures revealed that students preferred the treatments that allowed them to talk when developing their understanding of complex ideas. Results from all data sources converge to indicate that exploratory talk in student-led small groups can provide a powerful means for developing understanding of complex topics and can facilitate writing about these ideas.
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Johnson, E. Marcia. "Towards an enhanced view of doctoral writing environments: Learning alliances to reconceptualise practice." Policy Futures in Education 17, no. 2 (2018): 140–52. http://dx.doi.org/10.1177/1478210318774441.
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As doctoral enrolments have soared in many countries around the world, considerable attention has been devoted to how an increasingly diverse candidature can succeed in thesis writing. Along with supervisory guidance during the student’s research project, various publications have emerged to help students with thesis writing requirements. However, neither necessarily helps students become expert writers as supervisors tend to focus on content discussions, and self-help books attend to the more surface or mechanical features of writing. Along the way to a finished thesis, students can become mired in uncertainty about what they are discovering – intellectually stuck – and then lose confidence in their ability to express themselves within an academically accepted writing style. Indecision hampers student progress as they struggle with appropriate ways to reveal the insights they are gaining during research. Yet, generic, group-oriented, doctoral writing programmes can provide a powerful means for students to appreciate key features of the doctoral writing genre and overcome intellectual hurdles. This paper explores how an understanding of threshold concepts and the use of cultural, social and linguistic tools can mediate students’ emerging knowledge of how to become proficient and successful thesis writers.
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Hasni, Hasni, Ernawati Malik, Dwi Agustyawati, Ahmad Daholu, and Rusdin Rusdin. "SUKSES SKRIPSI MELALUI SOSIALISASI PEDOMAN PENULISAN SKRIPSI PADA MAHASISWA FAKULTAS EKONOMI UNIVERSITAS MUHAMMADIYAH BUTON." Journal of Community Empowerment 1, no. 1 (2022): 1. http://dx.doi.org/10.31764/joce.v1i1.9549.
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ABSTRAK Berbagai kekurangan dan motivasi yang terdapat pada mahasiswa cara-cara menulis skripsi dan Kurangnya motivasi untuk menulis dan minimnya pengetahuan aspek-aspek teknik menulis karya ilmiah secara benar menyebabkan para mahasiswa menyelesaikan studi pendidikan tidak tepat waktu. Permasalahan yang di dapat yaitu; mahasiswa belum mengetahui Teknik dan Penyusunan Proposal skripsi. Tujuan kegiatan pengabdian ini dilakukan guna meningkatkan pengetahuan mahasiswa mengenai pedoman penysunan skripsi khuusnya pedoman yang digunakan oleh Fakultas Ekonomi Universitas Muhammadiyah Buton, serta dilengkapi dengan pengetahuan aturan tata tulis penulisan karya ilmiah yang akan dijadikan artikel serta di publikasikan pada jurnal ilmiah baik di Lingkup Internal Universitas Muhammadiyah Buton ataupun diluar Universitas Muhammadiyah Buton. Metode Kegiatan pengabdian dilaksanakan dengan metode ceramah dan tanya jawab, diskusi dan praktek penyusunan proposal skripsi. Hasil dari kegiatan pengabdian ini, yaitu Mahasiswa yang mengikuti kegiatan Sosialisasi Pedoman Penulisan Skripsi sangat bermanfaat untuk penyusunan Skripsi, mahasiswa mengetahui perbedaan antara Skripsi dan artikel ilmiah, mahasiswa mengetahui dan memahami bentuk pelanggaran dalam penyusunan Skripsi atau Artikel Ilmiah yakni plagiarism, dan mahasiswa mengetahui bagaimana cara menghindari plagiarisme. Kata kunci: Sosialisasi; Pedoman Penulisan; Proposal Skripsi ABSTRACTVarious shortcomings and motivations found in students how to write thesis and lack of motivation to write and lack of knowledge of technical aspects of writing scientific papers correctly cause students to finish their educational studies not on time. The problems that can be obtained are; students do not know the Engineering and Preparation of thesis Proposal. The purpose of this service activity is to increase students' knowledge about the guidelines for writing thesis, especially the guidelines used by the Faculty of Economics, Muhammadiyah University of Buton, and equipped with knowledge of the rules of writing scientific papers that will be used as articles and published in scientific journals both at the Internal Scope of the Muhammadiyah University Buton or outside the Muhammadiyah University of Buton. Methods Service activities are carried out using lecture and question and answer methods, discussions and the practice of preparing thesis proposals. The results of this service activity, namely Students who take part in the Socialization of Thesis Writing Guidelines are very useful for the preparation of Thesis, students know the difference between Thesis and scientific articles, Students know and understand the form of violations in the preparation of Scientific Thesis or Articles, namely plagiarism, and students know how to avoid plagiarism. Keywords: Socialization; Writing Guidelines; Thesis proposal
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Mentari, Lidya Rona, Wisma Yunita, and Alamsyah Harahap. "Grammatical Problems in the Discussion Section of Master Theses." Linguists : Journal Of Linguistics and Language Teaching 9, no. 1 (2023): 148. http://dx.doi.org/10.29300/ling.v9i1.10281.
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The discussion section is one part of the thesis that describes the findings of research by demonstrating deep knowledge of the findings, interpreting the findings, and emphasizing the contribution to the current knowledge. Additionally, discussion section is also the most challenging part of the thesis. This study aimed to find out the most grammatical problems and the causes of grammatical problems in discussion section of thesis written by English Education postgraduate Program students at University of Bengkulu. This study used a mixed method in analyzing the data. Most of the grammatical problems were investigated quantitatively, while the causes of grammatical problems were studied qualitatively. The corpuses of this study were 30 master theses written by postgraduate English students who have graduated in 2021. The findings showed that the most frequent grammatical problems found in the discussion section of the thesis were incorrect verbs with 65,4% or 121 times of errors, which were dominated by tense confusion and subject-verb agreement. The cause of the grammatical problems found in the discussion section of the thesis was first-language interference. The conclusion of this study provides information about the most frequent grammatical problems and possible causes in the thesis discussion section to increase the writer's awareness about the importance of grammatical writing in the discussion section.
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Castillo-González, William, and Javier González-Argote. "Workshops to convert the thesis into an academic article: an incentive to increase scientific production in universities." Seminars in Medical Writing and Education 4 (January 1, 2025): 62. http://dx.doi.org/10.56294/mw202562.
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In the current academic context, scientific production is key to the prestige and relevance of universities. The conversion of theses into academic articles represents a fundamental strategy to increase institutional visibility and contribute to the advancement of knowledge. However, many thesis works, despite their value, remain unpublished due to lack of experience in publication, lack of knowledge of the editorial process and limitations of time and resources. This article addresses the importance of thesis-to-article conversion workshops as an effective means to overcome these barriers, proposing the implementation of institutional programs that offer support in scientific writing, mentoring and resources, encouraging publication as a natural step in research. It is concluded that the adoption of these practices not only increases academic production, but also fosters a culture of excellence and continuity in university research.
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Posca, María José, and Silvana Bertacchini. "Workshops to convert the thesis into an academic article: an incentive to increase scientific production in universities." Odontologia (Montevideo) 3 (January 1, 2025): 127. https://doi.org/10.62486/agodonto2025127.
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In the current academic context, scientific production is key to the prestige and relevance of universities. The conversion of theses into academic articles represents a fundamental strategy to increase institutional visibility and contribute to the advancement of knowledge. However, many thesis works, despite their value, remain unpublished due to lack of experience in publication, lack of knowledge of the editorial process and limitations of time and resources. This article addresses the importance of thesis-to-article conversion workshops as an effective means to overcome these barriers, proposing the implementation of institutional programs that offer support in scientific writing, mentoring and resources, encouraging publication as a natural step in research. It is concluded that the adoption of these practices not only increases academic production, but also fosters a culture of excellence and continuity in university research
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MENTARI, LIDYA RONA, WISMA YUNITA, and ALAMSYAH HARAHAP. "GRAMMATICAL PROBLEMS IN THE DISCUSSION SECTION OF MASTER THESES." Linguists : Journal of Linguistics and Language Teaching 9, no. 1 (2024): 148. http://dx.doi.org/10.29300/ling.v9i1.3887.
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The discussion section is the portion of the thesis that presents the research findings by demonstrating an in- depth understanding of the findings, interpreting the findings, and emphasizing their contribution to current knowledge. Additionally, the discussion section is the most difficult component of the thesis. This study sought to identify the most prevalent grammatical errors and their causes in the discussion sections of theses written by English Education postgraduate students at the University of Bengkulu. This study analyzed its data using a mixed methodology. The majority of grammatical problems were investigated quantitatively, while their causes were investigated qualitatively. This study's corpus consisted of thirty master's theses written by English postgraduates who graduated in 2021. The findings revealed that incorrect verbs comprised 65.4%, or 121, of the grammatical errors found in the discussion section of the thesis. These errors were dominated by tense confusion and subject-verb agreement. First-language interference caused the grammatical errors found in the discussion section of the thesis. This study's conclusion provides information about the most common grammatical errors and their possible causes in the thesis discussion section in order to raise the writer's awareness of the significance of grammatical writing in this section.
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Hayati, Asfitri, and Raden Asri Kartini. "PELATIHAN MENULIS KARYA TULIS ILMIAH MAHASISWA PRODI PARIWISATA UNIVERSITAS MUHAMMADIYAH TANGERANG TAHUN AJARAN 2023-2024." Community Services and Social Work Bulletin 3, no. 2 (2024): 107. http://dx.doi.org/10.31000/cswb.v3i2.10507.
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Students are certainly familiar with the term scientific work. Scientific work is written work that contains an explanation of a scientific discussion carried out by a writer or researcher. Scientific work is written work, specifically writing a thesis. For every student completing their studies, they are required to write a scientific work, because it is a regulation in higher education that they will graduate or get a degree when they have completed all the demands in higher education, namely writing a thesis. So it is necessary to hold training in writing Scientific Writing (KTI) for tourism study program students, Faculty of Tourism and Creative Industries, Universitas Muhammadiyah Tangerang. With this training activity, it is hoped that students will be able to increase their knowledge and skills in writing scientific papers, namely writing theses or other scientific works. The methods used in this service or training in writing scientific papers are the lecture method, discussion method and writing practice method. This training was carried out over three meetings starting from Tuesday to Thursday 17-19 October 2023. The training participants were 20 tourism study program students from the Faculty of Tourism and Creative Industries. Based on the results of the training. Students are trained in choosing titles and determining topics and creating an outline for an essay. Students are able to write problem formulations well by following the systematics of writing scientific papers. With the level of student ability in the training process, the level of student ability in understanding how to choose a title is 80%, compiling an outline online is 82%, practicing writing is 75%, while students find it difficult to determine a topic at 5%.Students are certainly familiar with the term scientific work. Scientific work is written work that contains an explanation of a scientific discussion carried out by a writer or researcher. Scientific work is written work, specifically writing a thesis. For every student completing their studies, they are required to write a scientific work, because it is a regulation in higher education that they will graduate or get a degree when they have completed all the demands in higher education, namely writing a thesis. So it is necessary to hold training in writing Scientific Writing (KTI) for tourism study program students, Faculty of Tourism and Creative Industries, Universitas Muhammadiyah Tangerang. With this training activity, it is hoped that students will be able to increase their knowledge and skills in writing scientific papers, namely writing theses or other scientific works. The methods used in this service or training in writing scientific papers are the lecture method, discussion method and writing practice method. This training was carried out over three meetings starting from Tuesday to Thursday 17-19 October 2023. The training participants were 20 tourism study program students from the Faculty of Tourism and Creative Industries. Based on the results of the training. Students are trained in choosing titles and determining topics and creating an outline for an essay. Students are able to write problem formulations well by following the systematics of writing scientific papers. With the level of student ability in the training process, the level of student ability in understanding how to choose a title is 80%, compiling an outline online is 82%, practicing writing is 75%, while students find it difficult to determine a topic at 5%.
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Fauzan, Umar, Nur Hasanah, and Siti Hadijah. "The Undergraduate Students’ Difficulties in Writing Thesis Proposal." Indonesian Journal of EFL and Linguistics 7, no. 1 (2022): 175. http://dx.doi.org/10.21462/ijefl.v7i1.515.
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The purposes of this research were to find out the students’ difficulties in developing a paragraph and to understand the students’ difficulties in implementing the writing elements in writing their undergraduate thesis proposals. This research used the descriptive qualitative method. The instrument used in this research were interviews, documentation, and Oshima & Hogue’s Paragraph Rubric. The research subject was 7 eighth-semester students of UINSI Samarinda. The data were collected from the background of the study of the student’s undergraduate thesis proposals and analyzed with the Miles and Huberman Model. The result showed that the difficulties in developing a paragraph experienced by the students were related to too specific and too general topic sentences, poor supporting sentences, the absence of concluding sentences, inconsistent topic discussion, and inharmonic sentences. At the same time, the students’ difficulties shown in implementing the writing elements were found in the organization (the failure to run the sentences smoothly), vocabulary (informal phrases, redundancy, unclear word), grammar (singular and plural error, wrong word choice errors, missing word error, article error, subject-verb agreement error, fragment error, conjunction error, wrong word form error, wrong word order error, and preposition error), and mechanics (capitalization error, punctuation error, and spelling error). The causes of these problems were the interference of students’ native language and the lack of knowledge about the rules of the development of paragraph and writing elements.
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Jusuf Blegur, Pnatmo Welhelmina Masi, and Zuvyati Aryani Tlonaen. "Thesis Preparation Training According to the Template for Physical Education Study Program Students." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (2023): 633–46. http://dx.doi.org/10.36526/gandrung.v4i1.2441.
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The study program has created a template for a thesis preparation to facilitate and assist students in compiling their thesis. The problem is that the study program still encounters numerous proposal and thesis documents that do not match the template distributed. Therefore, it is necessary to conduct training for students in compiling their thesis following the template. The methods used to carry out this training were lectures, exercises, mentoring, simulations, and evaluations. The material provided included the preparation of a thesis following the physical education study program template, tips on finding credible references for the final project, and technically making citations and compiling the APA model reference by involving 52 students who are preparing their final project, both proposals and theses (only 25 participants whose thesis documents were evaluated). The result showed that students' knowledge and skills in compiling their thesis following the template was improved. Although successful in giving an impact, study programs, course lecturers, supervisors, and examiners need to simultaneously pay attention to the thesis writing as the final project following the template in order to accelerate students to complete their studies.
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Abrar, Mukhlash, Nunung Fajaryani, Roni Rizki Hutabarat, Failasofah Failasofah, and Masbirorotni Masbirorotni. "EFL Student Teachers’ Experiences in Writing Their Undergraduate Theses in Jambi." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 7, no. 2 (2023): 401. https://doi.org/10.21093/ijeltal.v7i2.1404.
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The purpose of this qualitative study was to comprehensively investigate the experiences in writing undergraduate theses, the challenges faced, and strategies to alleviate the encountered challenges, of ten EFL student teachers at one higher education institution in Jambi. To collect the data, we employed semi-structured interviews guided by an interview protocol to elicit the participants’ responses. The results of the study, through thematic analysis (Braun & Clark, 2006), indicated that there are four major themes of challenges in writing an undergraduate thesis, including linguistics and writing knowledge issues, psychological issues, media and resources issues, and supervision and time management issues. To cope with those challenges, the participants employed some strategies, such as self-management strategy, technological help, and help from others. This study suggests EFL student teachers identify issues they struggle with in writing their theses. It is necessary so they could find a helpful way to deal with the challenge.
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Irwandi, Irwandi. "HE PROBLEM FACED IN WRITING THESIS BY EIGHTH SEMESTER STUDENTS OF ENGLISH EDUCATION PROGRAM FKIP-UMM IN ACADEMIC THE STUDENTS’ PROBLEMS IN WRITING AN UNDERGRADUATE THESIS: A CASE STUDY AT ENGLISH LANGUAGE TEACHING PROGRAM OF MUHAMMADIYAH UNIVERSITY OF MATARAM." Linguistics and Elt Journal 10, no. 2 (2019): 37. http://dx.doi.org/10.31764/leltj.v10i2.793.
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The purpose of this study was to investigate the problems faced by Eighth-semester students of English Education Program FKIP-UMM in the academic year 2015–2016 in writing thesis, especially in internal and external factors. This study used a case study. The subjects of this study were the Eighth-semester students who composed their thesis. In this study, the writer used purposive sampling as the sampling technique. So, the sample was 15 students. The instruments applied in this study were questionnaire and interview. The questionnaire was used for finding the students’ problems in writing a thesis. However, the interview was used to support the data obtained from the questionnaire. The result of this study showed that the problem faced in writing a thesis by Eighth-semester students of English Education Program, especially in internal and external factors. The first internal factors consisted of 33 % of students have a problem in deciding the title of thesis, 20 % of students did not understand how to write the organization of their thesis, 20 % of students have a problem in finding appropriate theories to support their thesis, 13 % of students have a problem in deciding methodology which is suitable. The external factor was 33 % of students said “No” library of the college provides a variety of books that can help them to write their thesis. Those problems are dominantly caused by internal factors rather than the external ones. The internal factors include the knowledge of students while the external factor related to the facility of college that support students in writing a thesis.
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Kholik, Nur. "SOSIALISASI PEMUTAKHIRAN PENULISAN KARYA ILMIAH BAGI MAHASISWA PENDIDIKAN AGAMA ISLAM UNIVERSITAS ALMA ATA." Indonesian Collaboration Journal of Community Services (ICJCS) 3, no. 1 (2023): 1–6. http://dx.doi.org/10.53067/icjcs.v3i1.99.
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It is known that some of the activities of the PAI Study Program include organizing socialization of "thesis writing", where the activities are focused on research activities as well as distributing information to students related to thesis cheating style. The service procedure is through several things, namely: 1) understanding of participants, 2) mastery of the layout of writing and systematics of scientific papers, 3) understanding of planning, 4) implementation of methods, 5) evaluation. Then the results of the evaluation of activities produced several conclusions including; a) The activity was well organized attended by the Head of Study Program, presenters and 98 students who were compiling a thesis, b) The results of the evaluation found that students had understood and received information about the systematics of writing and thesis cheating style at Alma Ata University, 3) Students felt that they had additional knowledge related to their research methodology, d) Students were motivated to compile a thesis, e) Students have understood the technique of compiling research articles as a graduation requirement at neighborhood of Alma Ata University
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Connie, Connie, Muhammad Kristiawan, Nova Asvio, and Echa Sriyanti. "Coaching of Writing Students’ Thesis: The Implementation of Community Service." JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) 9, no. 2 (2024): 1146–57. http://dx.doi.org/10.31851/jmksp.v9i2.16745.
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Learning to write a thesis is not only about getting a degree, but also about developing valuable skills and knowledge for an academic and professional future. Thesis allows students to develop their research skills. They learn about research methodology, data analysis, and constructing strong arguments. Writing a thesis requires a deep understanding of the chosen topic. This encourages students to become experts in their field of study. This service is in the form of training for students that aims to provide them with provisions to be able to write a good thesis. The service method used is presentation and discussion, where participants listen to presentations from speakers and then continue with discussions. Participants who take part in this service are students of STIESNU Bengkulu. The results of this service are expected that participants will be able to write a good thesis. This training has a major impact on improving the abilities of participants, namely students, in writing a thesis. The abilities of the participants have improved in writing a thesis, both in terms of presenting an interesting introduction, presenting a systematic literature review, being able to determine the right research method to answer the formulation of problems and research objectives, being able to present research results and compile relevant discussions, interpretations and implementations, and being able to make relevant conclusions and recommendations to users and further researchers.
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Ngurah Surya Permadi Pinatih Sargunawan, Gusti, I. Nyoman Aryawibawa, and I. Nyoman Udayana. "Error Analysis of English by 8-th Grade Students at SMPN 4 Baturiti." ULIL ALBAB : Jurnal Ilmiah Multidisiplin 2, no. 10 (2023): 4827–30. https://doi.org/10.56799/jim.v2i10.2252.
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Thesis with the title Error Analysis of English by 8th-grade student in SMPN 4 Baturiti. This thesis aims to analyze the repeated errors made by SMPN 4 Baturiti students to find the types of errors in their writing, the causes of students in error writing, Writing in English is not easy even though the students have learned this before. They still find some problems in writing and cannot write the sentences in right structure. They still need more knowledge to understand the basics. The students still write sentences by using Indonesian rules and also still miss in grammar knowledge. The data used in the study was taken from descriptive writing test by the students in SMPN 4 Baturiti, Tabanan. The eight grade student was chosen because they already know how to make a descriptive text and they have learned it before. This school has four classes of eighth-grade (8A-8D). In this study, the writing data were taken from students in 8B. In collecting data, this thesis uses qualitative methods. In collecting data there are four steps used, namely first, selecting data properly, identifying errors, then classifying data based on its type, and finally evaluating the data found. In analyzing the data, the theory of error analysis was used by Ellis (1997). The results of the analysis show the types of errors found in the writing of SMPN 4 Baturiti students. Errors found in youth writing are grouped and categorized into four types: Omission. There are five omission errors. These errors were found and analyzed with a syntactic structure perspective.
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Lee, Ran. "Discourse Rules of a Book Essay and a Case Study for the Writing Classes in a University Curriculum of Liberal Arts." Korean Association of General Education 18, no. 1 (2024): 303–18. http://dx.doi.org/10.46392/kjge.2024.18.1.303.
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This thesis explored what the genre knowledge of the book essay is and its discourse rules in the writing classes in a University curriculum of a liberal arts program. Using an example of a class design for book essay writing, it presented the cases pertaining to how the learners internalized the discourse rules and reflected them into their book essays. It put forth an extensive approach, proposing that the discourse rules fall under the premise that the academic book essay belongs to an academic essay, which is located between book journals and academic theses. Also, it presented writing rules which can allow the writers to face their tasks using not only the approach of essays, but also an insight of criticism, using both formal and informal approaches. Learners were able to select their books in a self-directed manner, for the books were related to their own majors and thus were interesting to them. Moreover, they utilized the advantages of the free style forms of writing book essays by selecting their book genre without any restrictions. Also, the program respected the learners’ choices when it came to the components on book essays according to their reading materials by providing, as extensively and diversely as possible, each component in the ‘introduction’, ‘body’ and ‘conclusion’ respectively. Through connecting the writings to presentation classes, this strengthened the learners’ competency of understanding and criticism regarding the transference of their abilities as well as the reading materials and instructions in order for them to establish their authorships. Finally, the learners were able to internalize the discourse rules and they showed that they can reflect them into their writing on their own. This thesis furthermore suggested that the more genre-restricted discourse rules be researched in a more specific way.
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Zhou, Yaping. "The Application of Process-genre Writing Approach in Senior High School English Writing Teaching." Frontiers in Sustainable Development 4, no. 5 (2024): 74–78. http://dx.doi.org/10.54691/18y9cc98.
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The objective of this research is to improve the writing abilities of students through a concentrated emphasis on before-writing information input, information output in writing, post-writing reflection. The conceptual framework of the process genre approach informed the design of the course. The framework outlines the developmental stages of learners, beginning with the acquisition and understanding of knowledge, followed by its analysis, and culminating in the application of knowledge in a creative manner. Aiming at improve leaners’ writing skills, this thesis explores the feasibility and application of process-genre writing in senior high school English writing teaching based on the input and output theory of English teaching, guided by the models of process-genre writing approach.
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Safitri, Citra Dwi, Siti Azisah, and Muhammad Jabal Annur. "THE ANALYSIS OF STUDENTS’ CHALLENGES TO THESIS WRITING AT UIN ALAUDDIN MAKASSAR." English Language Teaching for EFL Learners 3, no. 2 (2021): 41. http://dx.doi.org/10.24252/elties.v3i2.21013.
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Thesis writing as one of final year students’ assignment is not a simple work. It involves hard work and effort to complete. This research addresses issue of the students’ challenges to thesis writing among the eighth semester students of English Education Department at UIN Alauddin Makassar. The research questions were asking about the challenges faced by the eighth semester students to thesis writing of English Education Department at UIN Alauddin Makassar and the causal factors of the challenges faced by the eighth semester students to thesis writing of English Education Department at UIN Alauddin Makassar. Descriptive qualitative design was used in this research. The subject of this research consisted of 30 students of English Education Department intake year 2016. The subjects were chosen purposively including several criteria. The data of this research was obtained from two kinds of instruments, namely interview with supporting data from questionnaire. The data analysis technique in this research used three steps, they are identification, classification, and explanation. The result of this research showed that the students mostly encountered challenges and delays in their thesis writing process. The challenges were: lack of availability of the references and resources related to the students’ thesis topic, lack of students’ skills in research methodology, as well as lack of students’ knowledge related to the guidelines for writing scientific paper. Moreover, the challenges that the students encountered divided into two affecting factors, namely internal factor and external factor. The internal factors of the students’ challenges are the students’ academic skill related to research methodology and guidelines for writing scientific paper; and the students’ self-confidence. Whereas, the external factors that influencing the students’ challenges are, the availability of the research references, research supervisor, as well as respondents.
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Wilsher, Mark. "The phantom ‘practice-only thesis’." Journal of Writing in Creative Practice 13, no. 2 (2020): 219–27. http://dx.doi.org/10.1386/jwcp_00005_1.
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As universities become accustomed to the complexities of their art and design faculties, a body of literature has emerged that explores some of the possibilities of a doctorate in the creative arts. In the area of fine art in particular, although not exclusively, there has been a drive towards a purely practice-based thesis. This article argues that the notion of the practice-only thesis is not only an unrealistic illusion that puts pressure on students, but also does not reflect contemporary professional practices. For an art practice to communicate any sort of specific knowledge it must be embedded in a pre-existing and continuously evolving flux of discourse produced through written and spoken language. The American artist Trisha Donnelly’s 2014 Serpentine Gallery exhibition is taken as an example. Critical writing in the art press produces an accepted interpretation, and this is what the artist ‘Trisha Donnelly’ comes to stand for. So artwork that might appear to be producing its meaning autonomously should be seen as a collaborative practice involving the artist together with their professional interpreters. Research students are required to produce a self-contained project which would seem to preclude the incorporation of writing or academic interpretation by others. But it is fundamentally unfair to demand a thesis without any written component since it does not exist in an expanded notion of the contemporary art world.
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Namanya, Dan, and Mennen Pearl C. Talibong. "Harnessing the Potential of AI Tools for Student Thesis Research and Writing: An Appreciative Inquiry." Pan-African Journal of Education and Social Sciences 6, no. 1 (2025): 30–48. https://doi.org/10.56893/pajes2025v06i01.03.
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This qualitative study examines how students use AI tools for their research and thesis writing, anchored in Constructivist Learning Theory, which holds that learners actively construct knowledge through experience and reflection. Utilizing the 4D model of appreciative inquiry, this study investigated the positive experiences of students using AI chatbots to write their theses, their ideal role in AI, methods to optimize the positive effects of AI chatbots, and approaches to promote a culture that accepts AI technology in research while upholding academic integrity. Using semi-structured interviews and focused group discussions with undergraduate students currently writing theses. The results indicated that students appreciated the productivity and efficiency increases made possible by AI tools such as instantaneous writing feedback and quick literary summarization. However, they were also worried about their potential effects on creativity and critical thinking. This study offers insightful information for academic institutions, faculty, and students. It suggests establishing clear rules and placing faculty training programs to guarantee the ethical and appropriate use of AI technologies in academic endeavors.
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Lundgren, Solveig M., and Barbro Robertsson. "Writing a bachelor thesis generates transferable knowledge and skills useable in nursing practice." Nurse Education Today 33, no. 11 (2013): 1406–10. http://dx.doi.org/10.1016/j.nedt.2012.10.019.
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Zakiyah, Uliz, M. Afifudin Dimyathi та Wahib Wahib. "تحليل الأخطاء الإملائية في الرسائل الجامعية رسائل شعبة تعليم اللغة العربية بكلية التربية والتعليم بجامعة سونان أمبيل الإسلامية الحكومية سورابايا-نموذجا". alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 1, № 2 (2017): 206–14. http://dx.doi.org/10.15642/alfazuna.v1i2.156.
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Thesis (undergraduate) writing is the process of writing research that must be done by college students to complete their undergraduate study (S1). Whith this final assignment, college students are expected to be able develop their knowledge in accordance with scientific fields that have been studied systematically, logically and quality. However, the researchers found that in writing thesis (undergraduate), college students made many mistakes in writing. Therefore, researchers want to know their mistakes in writing thesis (undergraduate) and analyze them more deeply. The thesis used as the population in this study is the thesis of alumni from the Arabic language Education program at Sunan Ampel Surabaya 2015-2016. The samples taken were 35 thesis (undergraduate). This study uses qualitative and quantitative methods. The data collection method used is the documentation method. The results of analysis found by researchers from the thesis (undergraduate) that has been analyzed, show that there is a rush in completing their thesis (undergraduate), this can be seen from the errors in writing Arabic (Imla).
 Penulisan skripsi adalah proses penyusunan penelitian secara tertulis yang wajib dilakukan oleh mahasiswa untuk menyelesaikan studi strata satu (S1). Dengan adanya tugas akhir ini, diharapkan mahasiswa mampu mengembangkan ilmu pengetahuan sesuai bidang keilmuan yang telah dipelajari secara sistematis, logis dan berbobot. Namun, peneliti menemukan bahwa dalam penulisan skripsi tersebut, mahasiswa melakukan kesalahan-kesalahan dalam penulisannya. Oleh sebab itu, peneliti ingin mengetahui kesalahan-kesalahan yang dilakukan mahasiswa dalam penulisan skripsi dan menganalisisnya dengan lebih mendalam. Adapun skripsi yang dijadikan populasi dalam penelitian ini adalah skripsi alumni prodi Pendidikan Bahasa Arab UIN Sunan Ampel Surabaya 2015 dan 2016. Sampel yang diambil adalah 35 skripsi. Penelitian ini menggunakan metode kualitatif dan kuantitatif. Dan metode pengumpulan data yang digunakan adalah metode doumentasi. Hasil analisis yang ditemukan oleh peneliti dari skripsi yang telah dianalisis menunjukkan bahwa adanya ketergesaan peneliti dalam menyelesaikan skripsinya, hal ini terlihat dari kesalahan-kesalahan dalam penulisan bahasa Arab (Imla).
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Załęska, Maria. "Pratiche di stesura della tesi di laurea in italiano LS." Studia Romanica Posnaniensia 49, no. 2 (2022): 21–33. http://dx.doi.org/10.14746/strop.2022.492.002.
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In the Italian academic discourse research, Master’s degree theses used to be studied mainly from the perspective of linguistic competencies of their authors. However, strictly linguistic skills are not the only challenge for undergraduate, who must also convey intellectual content in appropriate discursive and rhetorical forms. The paper explores the patterns of a peculiar form of “collaborative writing”, i.e. the cooperation between the thesis supervisor and the student. Using the example of Master’s theses in lin- guistics, written in Italian as a foreign language, three basic didactic approaches are discussed in the paper. In the didactics of content the supervisors emphasize knowledge, i.e. linguistic concepts expected to be applied in a Master’s thesis. In the didactics of forms, the supervisors focus on the linguistic code, that is, on grammatical and lexical correctness of the Master’s thesis. In the didactics of forms of content the supervisors use regularities observed in academic discourse, such as genre and rhetorical structures, as valuable teaching resources likely to help students develop metacommunicative awareness.
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Agustina, Ria, and Al Ikhlas. "ANALISIS KESULITAN MAHASISWA MENULIS KARYA ILMIAH DI STKIP MUHAMMADIYAH SUNGAI PENUH." Pendekar: Jurnal Pendidikan Berkarakter 5, no. 4 (2022): 6. http://dx.doi.org/10.31764/pendekar.v5i4.11565.
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Abstrak: Pada umumnya mahasiswa yang sedang menulis skripsi sering mengalami kesulitan. Kesulitan yang dihadapi sangatlah beragam, mulai dari kurang memahami permasalahan yang akan diteliti, terbatasnya referensi, kurang menguasai teori, belum memiliki keinginan untuk memulai menulis, sibuk bekerja,dan sebagainya. Tujuan penelitian yaitu untuk menganalisis kesulitan mahasiswa semester VII dalam menulis karya ilmiah. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian ini adalah mahasiswa semester VII atau tingkat akhir yang sedang bimbingan skripsi. Teknik pengumpulan data dalam penelitian ini menggunakan angket. Angket kesulitan diberikan kepada mahasiswa yang sedang menulis skripsi. Teknik analisis data menggunakan teknik persentase dan selanjutnya dideskripsikan. Hasil penelitian secara umum diperoleh informasi mahasiswa mengalami kesulitan dalam menuangkan ide ke dalam tulisan ilmiah yakni sekitar 58,47 %. Penggunaan ilmu statistik dalam pengolahan data yakni dengan persentase 41,64%, serta menarasikan hasil penelitian yani dengan persentase 54,17 %. Hasil penelitian diharapkan dapat menjadi masukan, informasi dan referensi kepada seluruh mahasiswa STKIP Muhammadiyah Sungai Penuh sehingga faktor-faktor kesulitan mahasiswa dalam penyelesaian skripsi akan bisa diatasi.Abstract: Generally most of the students had difficulties in writing their thesis. They had various difficulties such as lack of knowledge in understanding their research problems, lack of related literature, lack of understanding of the theory. They also didn’t have motivation in writing their thesis. Further, some of them were also busy with their job so they didn’t have enough time to finish their thesis, and others reasons that made it difficult for them in writing their thesis. The aimed of this research is to analyze the difficulties that faced by VII Semester students in writing their thesis. This research was a descriptive qualitative research. The participants of this research were the VII grade students who were in process of writing their thesis. In collecting the data the researcher used questionnaire as the research instrument. It was given to the students who were in process of writing their thesis. Moreover in analyzing the data, the researcher used percentage technique, and then describes the result descriptively. The result of this research showed that 58,47% of the students had difficulties in writing their ideas in the thesis. Others 41,64% had difficulties in using statistic to analyze the data. Further, 54,17% had difficulties in describing their research result. Hopefully, the research of this research could be an input, information, and reference for all of STKIP Muhammadiyah Sungai Penuh students. It could help them to reduce the difficulties they faced in writing a thesis.
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اسماعيل, عزمان. "الأخطاء التحريرية لطلبة قسم الأدب العربي وتحليلها". Jurnal Ilmiah Islam Futura 14, № 1 (2014): 13. http://dx.doi.org/10.22373/jiif.v14i1.77.
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This article based on a study of writing errors contained in some thesis of Arabic Literature students of UIN Ar-Raniry Banda Aceh. Among the mistakes that often occur in the thesis is on writing Hamzah, morphology, grammar, and semantics. Several causes of these errors are: 1 ) The influence of mother tongue and the presence of the difference between Indonesian and Arabic in vocabulary, structure, and style of language; 2) Some errors occur on developmental stages of the students during process of Arabic language acquisition. So, there are some errors caused by lack of knowledge about the application of linguistic context in writing that comes from a thought, or the ignorance of rules of grammar.