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All Journal UICELL Conference Proceeding International Journal of Language Teaching and Education
Suparno
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Social Sciences

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Implementing Collaborative Writing to Teach Writing for Non-English Major Students Zahrotun Hanifah; Suparno; Slamet Supriyadi
International Journal of Language Teaching and Education Vol. 3 No. 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (4763.709 KB) | DOI: 10.22437/ijolte.v3i2.7907

Abstract

This study aims to expose and explore the implementation of collaborative writing in a non-English department in a state university in Surakarta, Indonesia. The method used in this study was descriptive qualitative focusing on the procedures of collaborative writing. The participants of the study were 63 students who were then divided into 16 groups for their collaborative project. In collecting the data, the researcher conducted document analysis, observations, and interview with both the lecturer and students. Three students were selected purposively for interview. The findings of this study were specific procedures of collaborative writing for non-English major students and different types of collaborative writing strategy applied by students. The procedures of collaborative writing for non-English major students comprised forming group, determining topic, outlining, drafting, editing and revising, and submitting. Meanwhile, the strategies applied by students in collaborative writing were reactive writing and parallel writing. In the implementation of collaborative writing, students also faced some difficulties. Those are in terms of cooperation between group members, irresponsible group members, and active learning. In implementing collaborative writing especially for non-English major students, it is better for teachers to consider the language proficiency of the students. In addition, teachers’ guidance is very important in the process of collaborative writing for non-English major students.
Fostering English as Foreign Language Students’ Autonomy Level in Vocabulary Development Siti Roki'ah; Sumardi; Suparno
UICELL No 4 (2020): UICELL Conference Proceedings 2020
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to explore the students' autonomy level in vocabulary development and teachers' role in fostering students' autonomy level. This research explored university students' level of autonomy in English learning and to gain a better understanding of teachers' role in promoting LA in vocabulary development. A qualitative case study design was conducted to analyze the data. The findings showed that the students capable of controlling their learning strategy, motivation, and emotion understood the best condition to study; in this case, the student may control their learning vocabulary capacity, influencing their autonomy level. Furthermore, the teacher's teaching strategy also influenced the student's autonomy level. The more teachers engaged students in the classroom activity, the more they could control their learning strategy, which meant their autonomy level was getting higher. The research's implication is allowing the student to select their preferred method of learning can assist them in increasing their vocabulary. Practical strategies to learn vocabulary must be included to develop learner autonomy because learners' input in the academic context plays a vital role in independent vocabulary learning.
Co-Authors Siti Roki'ah Slamet Supriyadi Sumardi Sumardi Zahrotun Hanifah