Rahayu, Endah Yulia (2021) The experience and capability of english department's undergraduate students in Indonesia to write undergraduate thesis in light of the 4cs' 21st century skills / Endah Yulia Rahayu. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Since Indonesian EDUS have to write their thesis in English they face some challenges in writing their thesis content and some English Department s undergraduate students (EDUS) from private and state universities cannot finish their undergraduate writing thesis. Therefore this study aimed to identify the universal goal of how the experience and capability of the EDUS as a general process of writing undergraduate thesis was in light of the 4Cs 21st-century skills. Accordingly the objectives were to find out (1) what activity types of the EDUS describe in the pre during and post activities they reported as the process of writing an undergraduate thesis in the light of the 4Cs (2) what challenge types of the EDUS face in the pre during and post challenges they reported as the process of writing an undergraduate thesis in the light of the 4Cs (3) how the EDUS overcome the challenges in the pre during and post solution when writing a thesis in light of the 4Cs (4) what capability of the EDUS is required to cope with all the three aspects above in the light of the 4Cs This study investigated the 8 interviewed EDUS alumni as the purposive sampling. They were selected from a total of 18 targeted participants who were purposively selected from the eight state and private universities in Surabaya Malang Jombang and Jember recommended by the English Department head. They graduated from the English Department in the years 2019 2020 2021. Thus they represent the millennials. Therefore this study applies the 4Cs to calibrate the millennial skills particularly the capabilities to write the undergraduate thesis. In this study the participants experience was explored qualitatively focusing on the four variables ndash activities challenges solution and capability. The activities challenges and solutions were seen from three attributes of time ndash pre during and post-writing. The variable of capability was viewed from the main and support skills. Their answers were then justified with the 4Cs theory to know the category of creativity critical thinking communication and collaboration. The study is phenomenology and qualitative descriptive. This research applied a participant selection form to identify the participants biodata and readiness to be the targeted participant (TP) a written interview to see the general overview of the participants though about undergraduate thesis experience and capability in-depth-Zoom-interview to collect primary data Zoom meeting for interview guide targeted participants document checking by the head of English Department. The instruments of the participant selection form and interview questions were validated by two experts and passed through a pilot study to gain credible instruments. The participant selection form instrument was organized in Google forms while the interview instrument was a list of open questions. Both were developed based on the generated blueprints of this study. Interview guidelines were also created to prepare written and in-depth-zoom-interview to run smoothly. Thus the written and in-depth Zoom interviews were applied to mine the data. The zoom-audio-recording of the participant interview was transcribed with Otter.ai for English interviews and Transkrip Instan for Indonesian interviews. The transcriptions from Otter.ai and Transkrip Instan were manually checked and revised with the Zoom video recording at least three times to get the data ready to be analyzed. v The data collection was passed through four stages. Firstly the head of the English Department purposively and officially invited the TPs to fill out the participant selection form in Google forms. Secondly the eligible TP were invited to the zoom meeting/briefing for interview guidelines one by one before performing a written interview and in-depth Zoom interview. Thirdly after the TP understood this research purpose and what they had to do in a written and in-depth-zoom interview a link to the written interview was sent to the TP. Fourthly after the written interview had been filled each TP was scheduled to attend an in-depth Zoom interview to get the recorded audio and video data. Either English or Bahasa Indonesia was used at the preference of the TP in the written and in-depth-zoom interview to get comprehensive data. The analysis of the participant selection form resulted in category data while the assessment of the Zoom interview transcription resulted in qualitative descriptive data. The criteria content analysis (CCA) was used accordingly. Next the interview scripts were clustered into four variables (activities challenges solutions and capabilities) and eleven attributes. The 4Cs concept justified all the four variables and eleven attributes. The findings show that the four variables and eleven attributes resulted in different quantities and data categories in the 4Cs. Thus each variable requires different skills of 4Cs. Successful activities require communication (4C3) and collaboration (4C4) while handling challenges needs critical thinking (4C2). The best solution entails communication (4C3). Creativity (4C1) supports suitable activities handling challenges and the best solutions for writing the thesis. The activities start on pre-activities increase during writing activities and decrease in the post-activities. They are varied in pre during and post writing for an undergraduate thesis. Next the pre-writing activities representing creativity skills (4C1) contain imagining adopting imitating memorizing practicing implementing combining elaborating innovating composing creating. Then the during activities include adopting imitating memorizing implementing modifying composing creating. The post activities are practicing implementing modifying taking time. Lengthwise creativity skill the pre activities indicate critical thinking skills (4C2) comprise thinking investigating evaluating proving. Then the while activities showing 4C2 are thinking asking accessing synthesizing investigating interpreting reflecting proving arguing. The post activities indicating 4C2 are listening communicating articulating informing. Next the pre-writing activities indicating communication skills (4C3) include listening communicating motivating informing while the during writing activities comprise listening and communicating. The post-writing activities involve listening and communicating. Lastly the pre-writing activities indicating collaboration skills (4C4) report interacting and discussing while the during writing demonstrate interacting discussing managing and overcoming. Finally the post-writing activities include discussing managing and overcoming. Thus the writing of undergraduate thesis activities are dominated by creativity with sufficiently significant critical thinking with less significance and communication and collaboration with highly significant. The challenges are less than the reported activities. They decrease from pre-challenge to during challenges but slump down in post-challenges. The pre-writing challenges representing creativity (4C1) include adopting implementing modifying creating while the during writing challenges report imitating practicing elaborating modifying creating designing taking time. Meanwhile the post writing challenges indicating 4C1 are implementing modifying taking time. Along with the creativity skill the pre-writing challenges showing critical thinking skills (4C2) cover thinking sorting out investigating proving and during writing challenges include thinking sorting out associating evaluating interpreting reflecting proving. The post-writing challenges comprise thinking and proving. Based on the communication skills (4C3) the pre-writing challenges include understanding only. The during and post writing challenges covered understanding motivating informing. Following the 4C3 the pre-writing challenge indicating 4C4 is not reported. During writing challenges report compromising while post challenges testify discussing compromising managing. They are dominated by 4C1 with less significant 4C2 with vi very significance 4C3 with reasonably significant and 4C4 with less significant. The solution is more than the reported challenges regarding the time attribute and 4Cs. The solutions keep increasing from pre-solution to during solution but they drastically decrease in post-solution. Regarding the 4Cs the pre-writing solutions demonstrate creativity skills (4C1) include adopting practicing innovating modifying creating designing while during writing solutions report adopting imitating implementing innovating modifying and taking time. The post-writing thesis solutions describe adopting practicing modifying. Next the pre-writing solutions showing critical thinking skills (4C2) include thinking asking investigating evaluating interpreting and proving. The during writing solutions describe thinking asking sorting out investigating evaluating reflecting proving arguing. The post-writing solutions showing 4C2 involve thinking asking investigating evaluating reflecting proving. According to the communication skills (4C3) the pre-writing solutions include listening communicating writing motivating informing while the whist writing solution encompass listening understanding communicating instructing motivating informing. The post writing solutions representing 4C3 include listening communicating motivating and informing. Based on the collaboration skills (4C4) the pre-writing solutions include discussing managing preventing while the during writing solutions involve compromising and contributing. Next the post-writing solutions indicating 4C4 comprise discussing managing overcoming. The solutions are dominated by 4C1 with less significance 4C2 with sufficient significance 4C3 with real significance and 4C4 with fewer significant. The skills are main skills (MS) and support skills (SS). All EDUS claimed that both skills are essential to cope with the experience. The MS is more than the SS only fifteen percent of the total MS. The main skills indicating 4C1 include implementing elaborating innovating modifying composing demonstrating and indicating 4C2 cover thinking sorting out associating synthesizing investigating interpreting reflecting proving. The main skills indicating 4C3 are understanding instructing motivating and informing. Next the main skills representing 4C4 involve interacting cooperating discussing contributing managing and overcoming. In addition the support skills indicate 4C1 only report practicing and 4C2 report investigating and reflecting. Next the support skills indicating 4C3 skills include listening understanding communicating and motivating while showing 4C4 skills cover only contributing. Both MS and SS are dominated by 4C1 with reasonably significant by 4C2 with really significance by 4C3 with fairly sufficiently significant by 4C4 with less significance. In addition since this study is limited to the eight participants who are EDUS finishing writing their thesis and EDUS alumni they figured out to limited informants among huge EDUS from Indonesia. Further I realize that the found data were various in type - English and Bahasa Indonesia. The contents are qualitative interpretative data that need a deep order of thinking to synthesize. Lastly analyzing and categorizing data for the depth of data took more energy than collecting it. These drawbacks however harvested the final trajectory of this study. Besides that the participants have various research focus ndash the experience of overseas academic sojourner teaching and learning English application and technology learning English experiences teaching English strategies online English teaching and learning critical discourse analysis students perception and motivation toward English textbook. Most participants do not focus intensely on the internal structure of an excellent undergraduate thesis such as introduction method literature review findings and discussion. Some of them mentioned these factors but they did not go deep to what extent of the depth. The problematic aspects were so broad to everything related to writing thesis aspects. As a result the findings did not dig up the internal organization and content of an eligible standard undergraduate thesis. Thus all the proposed research questions were superficially answered since the participants still conducted their corny research and wrote their thesis for the first time. Therefore broader studies for each research question need to be taken. vii The implication of this study has revealed some more observable empirical evidence added in the previous studies. Therefore many parties such as academic developers EDUS university students and scholars can achieve positive and feasible results. The study has empirical and pedagogical implications including in ELT. Students and scholars can prepare and arrange which activities to do first based on the 4Cs. Thus they can anticipate and identify the challenges when writing an undergraduate thesis. Next they can prescribe the best formula to overcome the predicted obstacles. Lastly the required skills can be trained since activities challenges and solutions need specific writing thesis skills. Thus any EDUS should take undergraduate research and thesis writing workshops to sharpen and improve the required skills. Finally the findings of this study have benefited many individuals professionals and institutions as part of my contribution to the development of science in writing an undergraduate thesis.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 13 Apr 2021 04:29 |
| Last Modified: | 09 Sep 2021 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/263320 |
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