A DESCRIPTIVE STUDY OF WRITING WORKSHOP IN TEACHING JOURNAL ARTICLE WRITING TO THE SIXTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT IAIN SURAKARTA IN THE ACADEMIC YEAR 2015/2016
THESIS Submitted as A Partial Requirements for the degree of Sarjana in English Education Department
By: IKA YULITA ARMIS SRN. 123221135
ENGLISH EDUCATION DEPARTMENT ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY THE STATE ISLAMIC INSTITUTE OF SURAKARTA 2016
DEDICATION
This thesis dedicated to: 1. My beloved parents (Misja, Sumini, Sugito, Alm. Untung Gunadi, Yuli Lestari) 2. My beloved brother and sister (Dodi, Rizki Kurniawan, Faizatul Khomariah, Rani Untari, Shakila Dwi Putri, Widya Wijayanti, Rahma Ayu Novia) 3. My beloved husband (Andri Alfian) 4. My beloved daughter (Fianka Lituhayu Qanita) 5. My beloved friends in Delirium Class 6. My beloved friends in Crayon Class (PBI 6C) 7. My beloved almamater (The State Islamic Institute of Surakarta)
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MOTTO
“My past is mine, your past is yours, but the future is ours” (B.J Habibie)
“Education is the most powerful weapon which can you use to change the world” (Nelson Mandela)
“Live as if you were to die tomorrow. Learn as if you were to live forever” (Gandhi)
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ACKNOWLEDGEMENT
Assalamu‟alaikum Warahmatullahi Wabarakaatuh Alhamdulillahirobbil‟alamin, the first thanks to Allah S.W.T. who has given us the mercy, guidance, and presents in our life. Sholawat and Salam are for the great Prophet Muhammad S.A.W who leads us to the truth. The researcher could accomplish her thesis with helps and supports from the others. Therefore the researcher would like to express her gratitude as follows: 1. Dr. Mudhofir, S.Ag., M.Pd., as the Rector of The State Islamic Institute of Surakarta, 2. Dr. H. Giyoto, M.Hum., as the Dean of Islamic Education and Teacher Training Faculty of The State Islamic Institute of Surakarta, 3. Dr. Imroatus Solikhah, M.Pd., as the Head of English Education Department of The State Islamic Institute of Surakarta, 4. Novianni Anggraini, M.Pd., as the consultant for her guidance, precious, advices, and motivation for the researcher, 5. All lecturer and office staffs of English Education Study Program, thanks for giving the service and time during her study, 6. Wildan Mahir Muttaqien, MA., TESL., as the lecturer of writing for the sixth semester students (6C class) of English Education Department for his guidance, kindness, patient, and help her during the research, 7. The family of 6C Class (Crayoners) for facilitating, helping, participating in this research, 8. My beloved parents (Misja, Sumini, Sugito, Alm. Untung Gunadi, Yuli Lestari) who always give their pray, support, and affection for the researcher, 9. My beloved brother and sister (Dodi, Rizki Kurniawan, Faizatul Khomariah, Rani Untari, Shakila Dwi Putri, Widya Wijayanti, Rahma Ayu Novia) who always support, prayer, and care with the researcher,
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10. My beloved husband (Andri Alfian) who always support, prayer, care, and love with the researcher, 11. My beloved daughter (Fianka Lituhayu Qanita) who always give spirit to the researcher, 12. My beloved friends in Delirium Class 13. All of people who made this research paper completed. The researcher realizes that this thesis is still far from being perfect. The researcher hopes that this thesis is useful for the researcher in particular and the readers in general. Wassalamu‟alaikum Warahmatullahi Wabarakaatuh Surakarta, January 25, 2017 The Researcher
Ika Yulita Armis SRN. 123221135
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TABLE OF CONTENT TITLE........................................................................................................
i
ADVISOR SHEET ...................................................................................
ii
RATIFICATION .......................................................................................
iii
DEDICATION ..........................................................................................
iv
MOTTO ....................................................................................................
v
PRONOUNCEMENT ...............................................................................
vi
ACKNOWLEDGEMENT ........................................................................
vii
TABLE OF CONTENTS ..........................................................................
ix
ABSTRACT ..............................................................................................
xii
LIST OF FIGURE .....................................................................................
xiii
LIST OF TABLE ......................................................................................
xiv
LIST OF APPENDICES ...........................................................................
xv
CHAPTER I: INTRODUCTION A. Background of Study ....................................................................
1
B. Identification of Study...................................................................
5
C. Limitation of Study .......................................................................
6
D. Problem Statements.......................................................................
6
E. Objectives of Study .......................................................................
6
F. Benefits of Study...........................................................................
7
G. Previous of Study ..........................................................................
8
H. Definition of Key Terms ...............................................................
13
CHAPTER II: THEORETICAL REVIEW A. Notion of Teaching .......................................................................
14
B. Notion of Journal Article Writing .................................................
15
1.
Notion of Writing ...................................................................
15
2.
Notion of Article Writing .......................................................
16
3.
Notion of Journal....................................................................
19
4.
Notion of Journal Article Writing .........................................
23
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C. The Elements of Writing an Academic Articles for Journal .........
23
D. The Writing Workshop in Teaching Journal Article Writing .......
29
1.
Notion of Workshop...............................................................
29
2.
The Objectives of Using Writing Workshop..........................
31
3.
The Teachers‟ Preparation in the Writing Workshop ............
32
4.
The Materials Needed for the Writing Workshop..................
34
5.
Peer Feedback in the Writing Workshop ...............................
35
6.
The Teachers‟ Feedback in the Writing Workshop ...............
35
7.
Correction in the Writing Workshop......................................
36
8.
Evaluating Students‟ Work in the Writing Workshop ...........
37
E. The Strategies for Successful Workshop ......................................
39
CHAPTER III: RESEARCH METHODOLOGY A. Research Design ............................................................................
43
B. Research Instrument ......................................................................
44
C. The Research Setting.....................................................................
44
1.
Place of the Research .............................................................
44
2.
Time of the Research..............................................................
45
D. Subject of the Research and Informant .........................................
47
E. Technique of Collecting Data .......................................................
48
F. Technique of Analyzing Data .......................................................
50
G. Trustworthiness of Data ................................................................
52
CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Research Finding........................................................................... 1.
55
The Procedure of Writing Workshop in Teaching Writing Process to the Sixth Semester Students ...................
55
a.
The Lecturer‟s Preparation in the Writing Workshop.....
56
b.
The Materials Needed for the Writing Workshop...........
58
c.
The Lecturer‟s Feedback in the Writing Workshop........
59
d.
Correction in the Writing Workshop ..............................
60
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e. 2.
Evaluating Students‟ Work in the Writing Workshop ....
61
The Problems Faced by the Lecturer in Teaching Writing Process Using Writing Workshop to the Sixth Semester Student ....................................................................
62
B. Discussion .....................................................................................
63
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ....................................................................................
69
B. Suggestion .....................................................................................
71
BIBLIOGRAPHY .....................................................................................
73
APPENDICES ..........................................................................................
75
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CHAPTER I INTRODUCTION This chapter discusses about introduction of the research which consists of background of study, identification of study, limitation of study, problem statements, objectives of study, benefits of study, previous of study, and definition of key terms. A.
Background of Study Teaching and learning English includes teaching four skills such as listening, speaking, reading and writing. The four skills can be divided into receptive and productive skills as follow, productive skills are speaking and writing, while receptive skills are listening and reading (Watkins, 2005: 57). As a productive skill, writing is important to be learned. Writing needs more attention in teaching, because writing is more difficult than other skills. When students write a passage for example, they must pay attention on the grammar, punctuation, spelling, or coherent and cohesive of the paragraph. Jennifer Berne (2009: 3) states that the components of the writing process are planning, drafting, revising, giving and receiving feedback, editing and publishing. It shows that writing is a complex process than other skills in teaching and learning English. Teaching writing needs long time and process. Students expected to understand the material and make a good paper assignment. Writing‟s assignment includes making essay writing. Essay writing is a privileged form of discourse in many academic circles (Berne, 2009: 28). Certainly, there is any other kind of writing‟s assignment besides essay
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writing, it is writing an article. Writing an article means writing the ideas based on research and shares it to the readers. It seems like share an idea about new issues in the worldwide. Articles usually can be split into some types such as; think pieces, news stories, true life stories, interviews, reviews and short articles (Brooks, 2002: 37-38). An article is familiar with publishing. Students can search many articles which published in the internet easily. But, article about research only get from journal article, both e-journal and journal‟s book. In the journal, there are many kinds of research article from different writers such as, lecturer, students, scientist, etc. Journal is a book that includes articles about research from different writers. Teaching writing process in the university is focus on the quality of the students in order that the students can write well and they can make the research paper as well. The aim of teaching writing is to ensure that the students learn to write effectively in community and academic contexts. To develop the skill, knowledge, and understanding required, students need to learn about writing and learn through writing. Writing for the sixth semester students in English education department of IAIN Surakarta is called journal article writing. It is writing subject for students who pass from writing 4. Besides understanding about an analytical and argumentative research paper, students need to learn about journal article research paper. Journal Article Writing (JAW) teaches about how to write an article for journal publishing. It introduces the materials
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about the introduction of journal article, the body of journal article, and the conclusion of journal article. This writing skill is important to the English students because they must write a journal article research paper for final assignment very well and it will be published in the students‟ blog by the lecturer. In teaching writing process to the sixth semester students, there is a lecturer that uses writing workshop. It is a kind of method that can be implemented in the writing process especially in writing a journal article. According to Mr. Wildan Mahir Muttaqien, as the lecturer that uses this method, writing workshop is seem available to be implemented in the journal article writing class. He states that besides understanding the material, students need to write an article in the journal. It can be a tool to measure students‟ skill in journal article writing subject. Based on the interview, the writing workshop held on the 8th meeting until the 14th meeting. In the writing workshop, the lecturer gives to do list to the students. To do list is a list of claim that must be submitted by the students based on the due date and will be checked by the lecturer. In the 8th meeting students have to find a topic/title, write an abstract, and make an outline of the paper/article. In the 9th meeting students have to write the introductions. In the 10th meeting students have to conduct mini research (mini test/questionnaires/interviews/documentations/library research). In the 11th meeting students have to write the body (materials and methods, results, discussions) and write the conclusions. In the 12th meeting students have to
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revise the abstract, topic/title, introduction, and write the references. And in the last meeting (13th meeting) students have to get peer reviewed for their article and then submit their paper/article in the lecturer‟s blog. Mr. Wildan prepares their students to join the writing workshop by giving materials related to the components of writing an article for journal. Based on the observation in the C class on 18 March, 2016, Mr. Wildan introduces the journal article writing and the components of journal article. Mr. Wildan teaches students by using LCD, while the students listen by carefully. It happens continuously until the 6th meeting. The projects of writing for sixth semester students are weekly assignments (progress report), find a journal article to analyze, and write a journal article. Besides that, there is also written test to students for midterm test and final test. In the observation, the researcher finds some students who didn‟t pay attention to the lecturer explanation. Every meeting there is new materials related to the components of writing journal article. It may be a problems for students itself and the lecturer in the writing workshop, because students will be difficult in writing an article later. Students must understand all of the materials firstly, and then join in the writing workshop to be an active participant by always on time submitted the article paper. The function of writing workshop is to invites the students to be an active participant in writing an article based on the students‟ understanding about the material. Because each students must find their own topic of article and accessed by the lecturer. From the writing workshop, Mr. Wildan gives a
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certificate for students who as an active participant in writing their own journal article. Based on the statements above, in this research the researcher conduct a research entitle “A Descriptive Study of Writing Workshop in Teaching Writing Process to the Sixth Semester Students of English Education Department at IAIN Surakarta in the Academic Year 2015/2016”.
B.
Identification of Study Based on the background of study above, some problems which can be identified are: 1.
There are some students who cannot understand the explanation of the lecturer.
2.
There are some students who as a passive participant in the writing workshop.
3.
Lecturer could not manage all of the students‟ difficulties in writing their own article.
C.
Limitation of Study In this research, the researcher concerns only on the writing workshop in teaching writing process to the sixth semester students of English education department at IAIN Surakarta in the academic year
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2015/2016. Teaching writing for the sixth semester students means teaching journal article writing subject, especially at C class.
D.
Problem Statements 1.
What are the procedures of writing workshop in teaching writing process to the sixth semester students of English education department at IAIN Surakarta?
2.
What are the problems faced by the lecturer in teaching writing process using writing workshop to the sixth semester students of English education department at IAIN Surakarta?
E.
Objectives of Study Based on the problem statements above, the objectives of the research are to: 1.
Describe the procedures of writing workshop in teaching writing process to the sixth semester students of English education department at IAIN Surakarta.
2.
Discover the problems faced by the lecturer in teaching writing process using writing workshop to the sixth semester students of English education department at IAIN Surakarta.
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F.
Benefits of Study The researcher expects that this research can give benefits, both theoretical and practical: 1.
Theoretical Benefit a.
The result of this research can be used as input in teaching process of journal article writing, especially in teaching journal article writing by using writing workshop.
b.
The result of this research can be used as reference for those who want to conduct a research in teaching process of journal article writing.
2.
Practical Benefit From this research, it is expected that the results of the research can give contribution to the improvement of the effective teaching process of journal article writing in general. The results of this research can be useful for lecturer, students and other researcher to reduce the problems in teaching journal article writing. a.
Lecturer The Lecturer more understands the strategies to teach journal article writing by using writing workshop according to the students‟ progress. Lecturer can understand about his students who active or passive in the writing workshop.
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b.
Students The students in the under grade semester of English Education Department are expected to prepare read some journal articles, actually national/international journal. Students can prepare early to learn about journal article, in order that they have knowledge about the material of journal article writing in the sixth semester.
c.
Other Researcher This research may be useful for other researcher to get a large knowledge on teaching journal article writing. It can be a reference when they conduct the research with same variable.
G.
Previous of Study Related to this research, the researcher chooses some literature about previous researches which are relevant to this research. There are three previous researches related to this research, as follow: 1.
Septian‟s Research The first research paper arranged by Septian Nugroho Wicaksono (2016) “A Descriptive Study on Teaching Writing to the Eight Grade Students at SMP Muhammadiyah 1 Pati in 2014/2015 Academic Year”. The objective of the research is to describe the process of teaching writing, to describe objective of teaching writing, to describe the materials of teaching writing, to describe approach used by
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the teacher, and to describe the problems faced by the teacher in teaching writing at SMP Muhammadiyah 1 Pati. The type of the research is descriptive qualitative research especially naturalistic approach. In this research, the data are derived from event, informant, and field note. There are three techniques of collecting data, namely: observation, interview and documentation. The techniques for analyzing data are reduction of the data, display of data, and conclusion or verification. The results of the research are: (1) Describing of the process of teaching learning writing. The process of teaching writing consists of opening, core-learning, and closing. In every meeting the teacher gives homework to the students to master the materials better and gives some information about material that would be learned next meeting. (2) The objectives of teaching writing at SMP Muhammadiyah 1 Pati are to make students understand and remember about the lesson and to develop communicative competence of the students in four language skills and one of them in writing. (3) The materials used by the teacher and students are appropriate with the syllabus of junior high school especially at eighth grade. The materials in teaching writing is recount text and used workbook entitled “Effective English” as handbook and “Headway English” as students‟ workbook. (4) The approaches applied by the teacher in teaching writing at eighth grade students are Product-based approach and Process-based approach. (5) The problem faced by the teacher in
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teaching writing are class management, limited time, different capability of the students, and unstable motivation of the students. 2.
Asmal, Syafe‟i and Ahdi‟s Research The second research is taken from journal article, written by Asmal Wafa, Muh. Syafei, and Ahdi Riyono under the title “Keeping Journal Article Writing to Improve the Writing Ability of the Tenth Grade Students of SMA N 1 Jekulo Kudus in the Academic Year of 2009/2010”. This research is conduct to improve the writing ability of the tenth grade students of SMA N 1 Jekulo Kudus in the academic year of 2009/2010 by keeping journal. The purpose of this research is describes whether there is or no significance progress in the students writing ability of the tenth grade students of SMA N 1 Jekulo Kudus after keeping journal writing. This study belongs to experimental research with pre-test and post-test design. This study focus on applying journal writing to the tenth grade students of SMA N 1 Jekulo Kudus in the academic year of 2009/2010 based on learning journal on Hiemstra (2001) concept and adding by the writers; own develop. After getting treatment, students are tested in the post-test. The result of post-test showed that the students stand on the categorize of “Good” from the mean score 58,2 into 80,5 with
8,04 >
2,04 on the level of significance 5 % and
degree of freedom 34 (n-1).
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3.
Liang-Chen and Ernest‟s Research The third research is taken from journal article, written by Liang-Chen Lin and Ernest J. Enchelmayer under the title “The Practice and Effect of a Workshop Approach to Teaching English Writing in ESL Composition Courses”. The qualitative case study was used as the basis of research method to examine the practice and effect of a Workshop approach to teaching English writing in ESL composition course. Eleven (n=11) college ESL students were involved in an eightweek ESL composition course of spring semester. Classroom observations, interviews and artifacts were collected and analyzed for this case study. Findings revealed that the majority of ESL students in this sample made progress in their English writing via the practice of writing workshop in the composition course. Findings also unfolded that writing instruction using a Workshop approach successfully enhanced students‟ writing competence to meet the requirements of the college for starting or continuing college courses.
4.
Position of This Research Based on previous researches above, the researcher proposed current research that different from the previous researches. The differences between the current research and the first previous research are the subject and object of the research. The subject of the current research is teaching journal article writing, while the subject of the
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Septian‟s research is teaching writing. The object of current research is sixth semester students of English education department at IAIN Surakarta, while Septian‟s research is in the eighth grade students at SMP Muhammadiyah 1 Pati. The difference the current research with the second previous research is in the object of the research. Asmal Wafa, Muh. Syafe‟i and Ahdi Riyono‟s research focus in the tenth grade students of SMA N 1 Jekulo Kudus, while this current research focus in the sixth semester students of English education department at IAIN Surakarta. Besides that, the researches design that used in Asmal Wafa, Muh. Syafe‟i and Ahdi Riyono‟s research is experimental research with pre-test and posttest design. While, in this current research used descriptive qualitative research which is use; interview, observation and documentation in technique of collecting the data. The differences between the current research and the third previous research are in the subject and object of the research. LiangChen and Ernest‟s Research focus on the teaching English writing by using workshop approach in ESL composition courses, while the current research focus on teaching journal article writing by using workshop technique to the sixth semester students of English education department at IAIN Surakarta. Then at the technique of collecting data, Liang-Chen and Ernest use artifacts besides interview and observation while the researcher not.
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H.
Definition of Key Terms 1.
Teaching is guiding and facilitating learning, enabling the learner to learn, and setting the condition for learning (Brown, 1980: 8).
2.
Journal is anything that is not a book or a newspaper but a better term is the word “periodical”. Academic journals are periodicals that publish collections of scholarly articles in the humanities, social sciences, or sciences (Belcher, 2009: 103).
3.
An Article is a piece of writing usually intended for publication in a newspaper, magazine or journal (Macmillan Publisher, 2016)
4.
Workshop is a kind of task-based group activity which involves the completion of a certain specified task. It is expected that all the members of the group will contribute something to the completion of the task (Wallace, 1991: 47).
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CHAPTER II THEORETICAL REVIEW This chapter concerns with the kinds of theory dealing with the research. The theories related to the research are useful for researcher to conduct the research. Those theories are as follow; notion of teaching, notion of journal article writing, the elements of writing an academic articles for journal, notion of workshop, objective of using writing workshop, materials needed for the writing workshop, teachers‟ preparation in the writing workshop, peer feedback in the writing workshop, teachers‟ feedback in the writing workshop, correctness in the writing workshop, evaluating students‟ work in the writing workshop, and strategies for successful workshop. I.
Notion of Teaching Teaching is an activity of helping, guiding and showing the learner in learning to get knowledge of subject or skill that they want. According to H. Douglas Brown (1980: 8) teaching is guiding and facilitating learning, enabling the learner to learn, and setting the conditions for learning. The understanding of how the learner learns will determine the philosophy of education, teaching style, approach, methods, and classroom techniques. Teaching also may be defined as showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, and causing to know or understand (Brown, 1980: 7). A theory of instruction or teaching should specify the following features (Jerome Bruner in Brown, 1980: 8): xi v
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1.
The experiences which most effectively implant in the individual a predisposition toward learning.
2.
The ways in which a body of knowledge should be structured so that it can be most readily grasped by the learner.
3.
The most effective sequences in which to present the materials to be learned.
4.
The nature and pacing of rewards and punishments in the process of learning and teaching.
J.
Notion of Journal Article Writing 4.
Notion of Writing Writing is a kind of productive skills. There are four skills in English language that can be divided into receptive and productive skills as follow, productive skills are speaking and writing, while receptive skills are listening and reading (Watkins, 2005: 57). According to Alice Oshima and Ann Hogue (1997: 2) writing is a progressive activity. It means that when you first write something down, you have already been thinking about what you are going to say and how you are going to say it. Then after you have finished writing, you read over what you have written and make changes and corrections. Therefore, writing is never one-step action; it is a process that has several steps.
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Academic writing (e.g. a report, an essay, an assignment and a project), its structure and particularly the way in which the different parts are linked together (Jordan, 1999: 9). An Essay are includes analytical and argumentative essay. Analytical papers create a balanced, neutral approach to presenting a snapshot of an overall topic from which you draw conclusions. While, argumentative papers create a debate between differing sides with a logical argument that favors one side of an argument over another. Analytical essay refers to inform the readers about the topic. While, argumentative essay refers to persuade the readers besides inform them about the topic. 5.
Notion of Article Writing Writing an article means writing the ideas based on research and shares it to the readers. Definitions of an article are as follow (Macmillan Publishers, 2016): a.
An article is a piece of writing usually intended for publication in a newspaper, magazine or journal.
b.
An article is written for a wide audience, so it is essential to attract and retain the readers‟ attention.
c. An article may include amusing stories, reported speech and descriptions. d. An article can be formal or informal, depending on the target audience. e. An article should be written in an interesting or entertaining manner.
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f. An article should give opinions and thoughts, as well as facts. g. An article is in a less formal style than a report. Based on the definitions above, it can be concluded that an article is a piece of writing that gives opinions and thoughts based on facts, written in an interesting manner and may be published in the journal. Wendy Laura Belcher (2009: 44-47) explore the following types of academic articles: 1.
Annotated Bibliography. These articles list texts with two or three sentences describing each.
2.
Book Review. These articles critique one recently published book.
3.
Trade/Professional Article. These articles are for a nonacademic audience. In order to get the word out, academics sometimes write articles for newspapers, popular magazines, trade journals, or practitioner newsletters.
4.
Notes. These short articles document a small finding. Notes are usually around 500 words, and are typically a case history, a methodological innovation, one observation about a particular text, etc.
5.
Interviews. These are a brief introduction to and transcript of an interview with another scholar, political figure, or artist.
6.
Translation. These articles are translation of a journal article or creative piece by someone else, into English from another language.
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7.
Response Article. These articles respond to a previously published article and published in the same journal. It is usually shorter than a research article and easier to write, since it addresses only one article rather than a whole literature.
8.
Review Article. These articles review the literature on a particular topic. A leading scholar in the field usually writers articles of this type, although junior scholars, especially in the social sciences, sometimes publish reviews of a new literature or a sub-field.
9.
Theoretical Article. These articles review and advance theory.
10. Social Science Research Article. An article reporting on data collected about human behavior. Such articles are the standard in the disciplines of anthropology, sociology, psychology, political science, economics, geography, education, and sometimes history and law. There are three main kinds of social science research articles such as: a.
Quantitative Research Article. An article reporting on data collected using a scientific experiment.
b.
Qualitative Research Article. An article reporting on data collected using ethnographic research.
c.
Interpretive Research Article. Some social science research articles are not based on experimental studies, either qualitative or quantitative. This is particularly the case in the
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soft social sciences, where authors may take approaches to their topics that are more speculative. 11. Humanities Research Article. An article presenting original analysis of humans‟ expression. Such articles are the standard in the disciplines of language and literature, art history, architecture, film, television, digital media, theater, musicology, religion, philosophy, and sometimes history. 12. Natural Science Research Article. An article reporting on data collected about the physical world. 6.
Notion of Journal Academic journals are periodicals that publish collections of scholarly articles in the humanities, social sciences, or science (Belcher, 2009: 103). Journal writing is a supreme way to record your own life‟s journey. It is away to discover what matters to you and even what and how you think. For many journal writers, the journal is also a guide, a map, a treasure trove and a repository of memories. The journal itself can fulfill many roles. It can be silent friends, a compassionate, therapist, a nurturing parent, a wise supervisor or a keeper of secrets. A journal can act as the best friends, quietly supportive and good natured, listening to everything with no judgment and demanding nothing from the writer. Some standard types of publishing outlets for articles, divided into journals which should not publish, journals which should think
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twice about publishing, and journals which should prefer to publish (Belcher, 2009: 104). They are as follow: 1.
No recommended Publishing Outlets a.
Newspaper and magazines. A newspaper or magazine is any popular periodical that never publishes articles with citations. Newspaper disseminates news on a board range of topics, while magazines on more specific topics.
b.
News and information journals. These periodicals publish news articles and announcements for a particular academic field or profession. Their content may include updates on trends in the field, opinion pieces, review articles, conference reports, book reviews, abstracts of peer-reviewed literature, job announcements, and grant deadlines.
c.
Trade and professional journals. These periodicals publish articles on the technical or practical aspects of performing in a particular field or profession.
d.
Society and conference proceedings. These annual periodicals publish papers presented at a conference.
2.
Questionable Publishing Outlets a.
Chapters in edited volumes. These are collections of articles published as a book.
b.
Non-peer-reviewed
academic
journals.
These
scholarly
periodicals publish scholarly articles but are not peer reviewed.
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c.
Graduate student journals. These scholarly periodicals are produced and reviewed by graduate students.
d.
Note journals. These scholarly periodicals publish very short articles, usually less than three published pages.
e.
Review journals. These scholarly periodicals publish only literature reviews. Some are devoted to individual book reviews; others publish review that takes a critical approach in apprising a whole body of literature or discussing new research findings.
f.
Local journals. These scholarly periodicals publish only local scholars for a local area. For instance, some universities have journals that publish only their own professors and some small association have journals that publish only their own members.
g.
New journals. These scholarly, peer-reviewed periodicals are planning a first issue or have only come out once.
h.
Electronic journals. These scholarly peer-reviewed periodicals are disseminated only on the web or through e-mail.
i.
Non-U.S. journals. These scholarly peer-reviewed periodicals are edited outside of the United States (where they are actually produced is irrelevant).
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3.
Preferred Publishing Outlets a.
Regional journals. These scholarly peer-reviewed periodicals publish articles from or about a particular locale (e.g. metropolis, province, cluster of provinces, nation).
b.
Newer journals. These scholarly peer-reviewed periodicals are three to seven years old. While brand new journals are a bad bet, newer journals are often a good bet. Since newer journals have fewer submissions and less of a backlog, they are often actively searching for submission, and have a better chance of getting published quickly in their pages.
c.
Interdisciplinary journals. These scholarly peer-reviewed periodicals publish work informed by more than one discipline.
d.
Field journals. These scholarly peer-reviewed periodicals publish work in a particular field of a particular discipline. Field journals represent the vast majority of academic journals.
e.
Disciplinary
journals.
These
scholarly
peer-reviewed
periodicals publish work in a particular discipline (of which there are only about twenty).
K.
The Elements of Writing an Academic Articles for Journal Woro Retnaningsih (2013: 12) states that research articles typically have a standard structure to facilitate communication, which is known as
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IMRAD (introduction, method, results, and discussion), although, of course there are variations on this basic format. IMRAD is a formula for writing up, and it is a method for making the scientific enterprise look much more logical than it actually is (Medawar in Woro, 2013: 12). Writing an academic articles are included writing a title, author, abstract, key word, introduction, method, result, discussion, and acknowledgement (Woro, 2013: 36-129): 1.
Title All articles begin with a title. The title is designed to stimulate the
readers‟ interest. The main topic of the article should be stated in the title. There are thirteen types of titles that I have used, or seen used, in the journal articles (Hartley in Woro, 2013: 37-40): a.
Titles that announce the general subject, for example: Designing instructional and informational text.
b.
Titles that particularize a specific theme following a general heading, for example: Pre-writing: The relation between thinking and feeling.
c.
Titles that indicate the controlling question, for example: Is academic writing masculine?
d.
Titles that just state the findings, for example: Asthma in schoolchildren is greater in schools close to concentrated animal feeding operations.
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e.
Titles that indicate that the answer to a question will be revealed, for example: The effects of summaries on the recall of information.
f.
Titles that announce the thesis – i.e. indicate the direction of the author‟s argument, for example: The lost art of conversation.
g.
Titles that emphasize the methodology used in the research, for example: Using colons in titles: A meta-analytic review.
h.
Titles that suggest guidelines and/or comparisons, for example: Eight ways of improving instructional text.
i.
Titles that bid for attention by using startling or effective openings, for example: Something more to tell you: Gay, lesbian and bisexual young peoples‟ experiences of secondary schooling.
j.
Titles that attract by alliteration, for example: Legal ease and „legalese‟.
k.
Titles that attract by using literary or biblical allusions, for example: Low! They came to pass. The motivations of failing students.
l.
Titles that attract by using puns, for example: Now take this PIL (Patient Information Leaflet).
m. Titles that mystify, for example: Is October Brown Chinese?
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2.
Author The author confirms about the writer‟s name, institution, or email
address. Providing the name of a single author is no problem, but providing the name of a pair of authors might require resolution in terms of who come first. Woro Retnaningsih (2013: 47) cited in The American Psychological Association (APA) Publication Manual (2001) gives clear advice on allocating credit for authorship. It states that: a.
The sequence of names of the authors to an article must reflect the relative scientific or professional contribution of the authors, irrespective of their academic status.
b.
The general rule is that the name of the principal contributor should come first, with subsequent names in order of decreasing contribution.
c.
More possession of an institutional position on its own, such as Head of the Research team, does not justify authorship.
d.
A student should be listed as a principal author on any multiauthored article that is substantially based on the students‟ dissertation or thesis.
3.
Abstract The abstract, although it heads the article, is often written last,
together with the title. Abstract have to summarize what has been done, sometimes in as few as 150 words. Structured abstracts are typically
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written using five sub-headings such as; background, aim, method, results and conclusions. 4.
Key word Key words are typically: a.
Allow readers to judge whether or not an article contains material relevant to their interest.
b.
Provide readers with suitable terms to use in web-based searches to locate other materials on the same or similar topics.
c.
Help indexers/editors group together related materials in, say, the end of-year issues of a particular journal or a set of conference proceedings.
d.
Allow editors/researchers to document changes in a subject discipline (over time).
e.
Link the specific issues of concern to issues at a higher level of abstraction.
5.
Introduction Three types of structure typical in introductions are: a.
The one listed above where the authors establish their niche by indicating limitations or omissions in the previous research.
b.
One where two (or more) different areas of research are reviewed and the authors establish their niche by bringing them together.
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c.
One where some previous research has provided support for a particular finding or theory, and some have not, and the authors establish their niche by seeking to resolve and explain this.
6.
Method These courses improve student knowledge and understanding on
how different research methods can be utilized to create knowledge. Methodological implications, possibilities and limitations are discussed and exemplified. Aiming to improve the student academic writing skills, students learn to adapt a critical approach to all aspects of research, discussing concepts from data gathering, source criticism, and application to validity, reliability, generalizability, accuracy when writing academic texts. Most method sections are usually subdivided (with subheadings) into three sections, as follow; participants, measures, and procedures. 7.
Result The result section of the repot clearly describes the findings of the
study. The elements that included in results section are: a.
Statement showing where the results can be found.
b.
Statement presenting the most important findings.
c.
Statements commenting on the results this may include: a) Generalizing from the results. b) Explaining possible reasons for the results.
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c) Comparing the results with what was expected or with results from other studies. 8.
Discussion The main purpose of the discussion is to show that the results lead
clearly to the conclusion being drawn. The elements that included in the discussion sections are: a.
A reference to the main purpose of the study.
b.
A generalized review of the most important findings‟ summary of results.
c.
Possible explanations for the findings in general.
d.
Comparison with expected results and other studies.
e.
Limitations of the overall study that restrict the extent to which the findings can be generalized.
9.
Acknowledgement Most academic articles contain acknowledgements to various
sources of help received during their preparation, although one editor of my acquaintance steadfastly deletes them on the grounds that they add nothing to the contain. The different parts of an acknowledgement are as follow: a.
Financial (recognition of extramural or internal finding).
b.
Instrumental/technical (providing access to tools, technologies, facilities, and also furnishing technical expertise, such as statistical analysis).
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c.
Conceptual (source of inspiration, idea generation, critical insight, intellectual guidance, assistance of referees, etc.).
d.
Editorial (providing advice on manuscript preparation, submission, bibliographic assistance, etc.).
e.
L.
Moral (recognizing the support of family, friends, etc.).
The Writing Workshop in Teaching Journal Article Writing 1.
Notion of Workshop Teaching the writing process sometimes called the writing workshop approach which is less a set of practices than a philosophy or stance about the way that students learn to write (Berne, 2009: 3). Workshop is a kind of task-based group activity which involves the completion of a certain specified task. It is expected that all the members of the group will contribute something to the completion of the task (Wallace, 1991: 47). Workshop also can be implemented in the process of teaching journal article writing. Writing workshop is a kind of technique to guide the students to write an article or the product assignment. The writing process of workshop comprises the following tenets (Berne, 2009: 3-4): a.
Students learn to write by writing. In the writing workshop, students write a lot and it is worked on over a period of time. Much of the writing students do in the
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writing workshop is shared with peers or the teacher for feedback, but not all. b.
Learning to revise is learning to write. Learning to revise, literally review, one‟s writing is a key to the writing workshop and commands much time and attention. Skill in writing comes from hard work and lots of feedback. Learning to revise is about learning how to use feedback.
c.
Students learn to write by writing about what they care about. There are always times when writing assignment are dictated from outside. When students are invested in their message, instruction in delivery of that message is far more potent than instruction given when a student is writing to fulfill an obligation.
d.
Students writing should be both good and correct. Correctness is a necessary condition for proficiency in writing, but it is not sufficient on its own. To be skilled at writing, students must know how to write both correctly and well. Correct writing is error free, good writing is filled with file. It has a message, a voice, and it offers the reader something. That something could be to help students to work at writing that is both correct and good.
e.
Students should be assessed by their growth in using the writing process and the resulting product. Success in a writing course should be based both on how the student works through the writing process and on the outcome of
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that process. Students in writing workshop are rewarded for final products but also for evidence that they know how to use strategies even if those strategies don‟t always result in expert writing. 2.
The Objectives of Using Writing Workshop Jennifer Berne (2009: 24) states that the writing workshop will improve student writing as represented on many different measures, high-stakes test among them. The process of collaboration that is characteristic of the writing workshop
will improve student
understanding of how to write. The writing workshop also slows down the writing process, helps novice writers to understand all that goes in to productive writing, and continuous to help even skillful writers by providing a community, an audience, and a workspace. 3.
The Teachers’ Preparation in the Writing Workshop Teachers prepare students to participate in the writing workshop for many weeks before knowing that they can function appropriately. There are some prepare that teachers do for students‟ participation in the writing workshop (Berne, 2009: 11-23): a.
Getting off to the best possible start Writing teachers from elementary school through college have found that there are no shortcuts to helping students understand how to function socially (by using time wisely) and physically (by being where they ought to be) in this environments so that they can function cognitively as writers engaged in the craft.
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In order to succeed this, students need explicit instruction in what to do and how to do it. b.
Organizing teachers‟ physical space The writing workshop was initially modeled after fine-arts courses. In courses like painting and sculpture, the instructor might talk with the students for a short time, but his or her primary role is to circulate among the students as they work to provide feedback and guidance. Students will meet with the teacher in a writing conference either at the teachers‟ desk (in which case a student space is needed), or by the teacher moving to the student‟s desk (in which case a teacher space is needed).
c.
Finding space for word processing Even without a computer for every student, word processing can be integrated into the writing workshop. Laptop carts or computer labs can also be integrated into the space needed to work on writing.
d.
Preparing students for participation Having an audience provided for a writer and being an audience for other writers are among the most important components of the writing workshop, yet these are not intuitive activities for most students.
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e.
Kicking off with mini-lesson A mini-lesson is a short piece of whole-group instruction that can introduce a strategy or behavior you want to cultivate. The total time the mini-lesson takes should be brief (thus the name mini-lesson), because it is important for students to get short bursts of information, have the task or behavior modeled, practice it with guidance and then begin to move toward independence. The structure of mini-lesson is summarized in Figure 2.1. (Berne, 2009: 18):
First Step
Introduce the task or objective.
Second Step
Talk about how students get started.
Third Step
Model the process for students.
Fourth Step
Lead students in practicing the process.
Fifth Step
Debrief the whole group.
Sixth Step
Prepare students for the physical, cognitive, and social demands of working independently.
Figure 2.1. Mini-lesson template f.
Scaffolding student collaboration Students spend a great deal of their time in writing workshop conferring with one another or with the teacher. This presents two interrelated management concerns students must be able to work together productively and they must do so without
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teachers‟ watchful eyes, as the teacher will likely be busy in conference with one of their peers. 4.
The Materials Needed for the Writing Workshop One of the advantages of the writing workshop is that it needs no pre-developed materials that have to be purchased from a publisher. There is no need for student textbooks or workbooks. What students do need is some version of a writers‟ notebook, where they can journal, keep notes, and sometimes begin first drafts; one file to keep work in progress; and one file to keep work that they consider finished (Berne, 2009: 24).
5.
Peer Feedback in the Writing Workshop According to Joseph Harris (in Jennifer Berne, 2009: 81), the writing workshop is as a collaborative community of writers. A characteristic of this collaboration is an emphasis on peer support for increased achievement in writing. Having an audience of peers to write for helps bridge the significant gap between the abstract idea of audience and the reality of a real person responding to your writing. When students respond to one another, they place a cognitive challenge in front of the writer. This challenge is significant and generative. If you place students in groups and ask them to respond to one another‟s work as if this is an intuitive activity, you will likely be disappointed with the results. Students may try hard but have limited ability to read critically or to understand how to communicate their
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responses to a writer. Students may also have little experience with functioning in an academic group that is not supervised by an adult. Instruction in preparing students to participate in these groups thus must be both social and cognitive (Berne, 2009: 81-82). 6.
The Teacher’s Feedback in the Writing Workshop One of the great pleasures of teaching writing is reading and responding to student work. In order for the writing workshop to be successful, teachers must be able to respond the students‟ work efficiently and effectively. A teacher responds to student work in progress, either orally or in writing. The student uses that response to create another, stronger version of the same paper, to try a new technique to see what happens, or as one more piece of feedback that he or she may accept or reject. Jennifer Berne (2009: 102) states that teacher response is crucial to writing workshop because it is feedback given from the view of a more experienced writer. For all the things that peers can do for one another as audiences for writing, there are also things only the teacher can do. Because the purpose of formative assessment is to keep the writer moving, there is no room for simultaneously summative evaluation that would indicate to a student that something is finished.
7.
Correctness in the Writing Workshop Jennifer Berne (2009: 119) states that in the writing workshop, grammar instruction is embedded in instruction in editing and
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proofreading skills, which we can consider both separately and together as a unit. Skill in proofreading is the ability to note known errors in usage of English in ones‟ own writing (and sometimes in the writing of others) and to have strategies for correcting those errors. The first important step in helping students to correct their work accurately is to distinguish the purposes and practices of editing and proofreading from other components of the writing process, specifically revision. The differences purposes between editing, proofreading, and revising are summarized below (Berne, 2009: 120): a.
Revising is changing drafts to improve attention to audience, focus, organization, word choice, interest, etc.
b.
Editing is finding and correcting errors in Standard Written English that the student may read as correct.
c.
Proofreading is finding and correcting errors that the student knows to be incorrect.
8.
Evaluating Students’ Work in the Writing Workshop Evaluating student work is necessary and appropriate even in a context like the writing workshop that places such a premium on writers‟ control of their own work (Berne, 2009: 136). The evaluation of the work must be authentically grounded in real-world literacy tasks. Because the focus of writing workshop is real writing, looking at that writing as a piece that might be read outside the classroom in the real
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world and evaluating it on that basis will ensure a measure of authenticity. According to Jennifer Berne (2009: 144), there are two ways to measure progress. The first is to look at change within one writing assignment. This includes looking at how the student has represented his or her planning and then examining the changes in drafts all the way to the final, edited version. In looking at this, the real measure is quantitative change. The second measure of progress is to look across writing assignment chronologically. This half of the final evaluation, the progress half, will look both within a single writing project and across projects to give students the greatest opportunity for a thorough evaluation of their work in the writing classroom. These two methods of evaluating process along with suggestions for point values or grade equivalents are summarized in Table 2.2. (Berne, 2009: 145): Look at…
To determine…
And grade on…
For example…
The difference between a
Whether the student has
The students‟ quantify of
Percentage of chance:
first draft of a paper and
used feedback and the
change
Over 30 10 points (or A)
its final draft
writing process to work
20-30
8 points (or B)
on writing
10-20
6 points (or C)
Under 10 4 points (or F)
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The difference between a
Whether the student is
Your assessment of the
first draft early in the
able to transfer learning
improvement
year and one later
from writing one paper to
Much improvement 10 points (or A) Good improvement
future tasks
8 points (or B) Some improvement 6 points (or C) Little improvement 4 points (or F)
Table 2.2. Two Measures of Process While, in evaluating the product, it is popular to use rubrics to evaluate student work because they are believed to make criteria more explicit for students. Rubrics also help to discipline teachers who may be reading many student papers at one sitting and need a tool with which to standardize their evaluation. There are two measures of product that are summarized in Table 2.3. (Berne, 2009: 146): Look at…
To determine…
And grade on…
For example…
The overall quality of
Whether the student can
This success
Above grade level 10
the paper, including
effectively communicate
relative to standards
points (or A) At grade
voice, organization,
a point that is meaningful
or grade-level
level 8 points (or B)
expectation
Below grade level 6
word choice, sentence fluency,
points (or C) Far below
audience awareness
grade level 4 points (or F)
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The correctness of
Whether the student can
The number of
0-1 errors:10 points
the paper
edit for the required
errors
0-2 (or A)
elements and proofread
2-3 errors:8 points
effectively
(or B) 4-5 errors:6 points (or C) 6+ errors:4 points (or F)
Table 2.3. Two Measures of Product
M.
The Strategies for Successful Workshop There are some strategies that can be used by the instructor for getting success in workshop. They are as follow (Learning and Teaching Office): 1.
Ask students to come to the class prepared. Assign students some readings or a short writing assignment, or ask them to post a question or their thoughts to a blackboard discussion board. It can show who is prepared or where potential issues may crop up. It will help to familiarize with individual students and their skill levels, as well as help students get used to the workshop process.
2.
Models the methods that can be used by students. If introducing a new methodology, lead the class through an
example.
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3.
Ensure the process is students‟ driven. After finishing an activity, ask students to offer their perspective before offering your own. Instead, facilitate, asking questions and summarizing as necessary.
4.
Offer praise before moving on to critique. Students are more open to criticism once they have received positive feedback.
5.
Insists that students be respectful and critically engaged. Generally, students aren‟t out to hurt each other during peer critique. More often they are unwilling to offer comments that are even gently critical. To avoid comments that are too harsh or too soft, model constructive comments for the students and they will learn from you how to engage in a respectful dialogue with each other.
6.
Encourage differences of opinion. Don‟t get nervous if the conversation heats up. Use controversy to keep students engaged and to explore the material in depth.
7.
Learn students‟ name. This is a very powerful technique and makes students fell valued. If you have difficulty remembering names, ask students to wear sticky labels or use paper tents on the tables. Collect the paper tents and redistribute them before each class to help you to remember.
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8.
Sit with students as they are working in groups. Use group work as an opportunity to get to know students. Sitting with them, rather than standing over them or to the side of the classroom will make them fell less intimidated and more likely to participate.
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CHAPTER III RESEARCH METHODOLOGY In this chapter, the researcher discusses about the research method. Research method is very important in a research. It is used to make accomplishes her research easily. This chapter discusses about research design, place and time of the research, subject of the research and informant, technique of collecting data, technique of analyzing data, and trustworthiness of data. N.
Research Design The research design is the conceptual structure within which research is conducted. In this research, the researcher uses qualitative research. According to Norman K. Denzin and Yvonna S. Lincoln (1994: 2), Qualitative research is multi method in focus, involving an interpretive, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them. Qualitative research involves the studied use and collection of a variety of empirical materials (case study, personal experience, introspective, life story, interview, observational, historical, interactional, and visual texts) that describe routine and problematic moments and meaning in individuals‟ lives. The researcher applies descriptive qualitative research. Descriptive research studies are those studies which are concerned with describing the characteristics of a particular individual, or of a group, whereas diagnostic research studies determine the frequency with which something occurs or its xl ii
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association with something else (Kothari, 2004: 37). The purpose of this method is describing the fact or social phenomena accurately and systematically about “A Descriptive Study of Writing Workshop in Teaching Writing Process to the Sixth Semester Students of English Education Department at IAIN Surakarta in the Academic Year 2015/2016”.
O.
The Research Setting 7.
Place of the Research Location of the research is the place where the researcher doing the research and collect the data. This research conducted at IAIN Surakarta. IAIN Surakarta is located at Jl.Pandawa, Pucangan, Kartasura, Sukoharjo. The researcher chooses this place because it is suitable subject. In the English Education Department of IAIN Surakarta teaches journal article writing to the students in the sixth grade semester. Mr. Wildan Mahir Muttaqin, MA. TESL is one of the lecturers who teach journal article writing by using writing workshop. He manages five classes from nine classes in journal article writing class, they are; A, B, C, D, E, and F class. This research is conducted in C class that consists of 26 students; they are 2 male students and 24 female students.
8.
Time of the Research The researcher conducted the research in writing workshop activity of journal article writing (after midterm test) in the C class at
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the sixth semester students of English education department at IAIN Surakarta in the academic year of 2015/2016. This research carried out from April 2016 to June 2016. Table 3.1. The Research Schedule
April N
Activities
3
May 4
1
2
June 3
4
1
2
3
4
o. Pre- Research: a. Asking permission 1.
b. Observation c. Making research proposal Research:
2.
a. Interview b. Collecting the data Post-Research: a. Analyzing the data
3. b. Report and submit chapter IV and V
The researcher asked permission to Mr. Wildan to do her research in the C class of journal article writing on April 19, 2016. Then, on April 22 and April 29, 2016, the researcher observed the teaching process of journal article writing in C class (teaching the materials). After the pre-observation, the researcher made a research
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proposal and submitted it, and then on May 25, 2016 she did the proposal seminar. On May 27, 2016, she began collects the data by doing observation and documentation. Every meeting of journal article writing in the C class is held on Friday at 01.00-02.40 p.m. The schedule of observation are; May 27, June 3, June 10 and June 17, 2016. The interview with Mr. Wildan is done on May 30, 2016. While, the researchers‟ interview with students in C class of journal article writing is held on June 17, 2016. After getting all of the data, the researcher analyzed it and then reported and submited chapter IV and V.
P.
Subject of the Research and Informant Journal article writing is taught to the sixth semester students of English education department at IAIN Surakarta. The researcher chosen one class from nine classes in the journal article writing, it is C class. The researcher chosen C class as a subject of the research, because the researcher would to know how the process of writing workshop used by the lecturer to teach journal article writing to the C class. According to the lecturer, C class has majorities students who active in learning and they have a critical thinking. It is suitable with the purpose of workshop approach, which guided the students to be an active participant in the journal article‟s writing workshop.
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For collecting other supporting data, the researcher also interviewed some informants, they are; Mr. Wildan Mahir Muttaqien, MA. TESL as a lecturer in the journal article writing, and students of C class. While the object of this research was the process of writing workshop in teaching journal article writing to the sixth semester students of English education department at IAIN Surakarta in the academic year of 2015/2016.
Q.
Technique of Collecting Data Data has an important role in the research, because without data it is impossible to get the result of the research. In qualitative research, the researcher is the instrument, thus the researcher should have the theory and wide insight about what is being researched. To get deep understanding about the object of research, the researcher should use some techniques of collecting data simultaneously. The methods of collecting data in this research are observation, interview and documentation. 1.
Observation Observation is an activity of viewing the research subject in detail. According to Morris (in Norman and Lincoln, 1994: 378), observations defines as the act of nothing a phenomenon, often with instruments, and recording it for scientific or other purposes. Observation thus consists of gathering impressions of the surrounding world through all relevant human faculties. This generally necessitates direct contact with the subject of observation, although remote
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observation can be carried out by recording the data with photography, audiotape, or videotape and studying it either concurrently or later. In the observation, the researcher came into the classroom, took a seat at the back row and paid attention to the teaching-learning process. She did not take a part actively and interact with teacher and students during the teaching-learning process but she only taking note. The activities in the classroom being observed is the way of writing workshop in teaching journal article writing to the C class, began from the opening, main teaching, until the end of teaching. It includes:
2.
1)
The lecturers‟ preparation in the writing workshop activity.
2)
The lecturers‟ feedback in the writing workshop activity.
3)
The lecturers‟ correctness in the writing workshop activity.
4)
Evaluating students‟ work in the writing workshop activity.
Interview Interviewing is a paramount part of sociology, because interviewing is interaction and sociology is the study of interaction (Benney and Hughes in Norman and Lincoln, 1994:361). Interview is asking the respondent orally to obtain detailed information. Interview is done by the interviewer (the person who poses the question) and the interviewee (the person who answer the question). The purpose of the interview are constructing someone, event, organization, feeling, motivation, demand, etc.; constructing the past conclusion; constructing
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the future conclusion; verifying, changing and developing the information. In this case, the researcher used two kinds of interview, namely: informal interview and general order approach of interview. The first is done spontaneously. Wherever the researcher met the subject, she asked as many as questions. The second is done exclusively. It means that, firstly, the researcher made an appointment to the subject then met the subject with the arranged questions. The questions are about the objectives of using writing workshop, the materials used in writing workshop, the procedure of writing workshop, and the problems faced by the lecturer of using writing workshop in teaching journal article writing to C class of the sixth semester students of English education department at IAIN Surakarta. 3.
Documentation Documentation is derived from word “document”. Written documents are sources of research, which are often having important role in qualitative research. According to Ian Hodder (in Norman and Lincoln, 1994: 393), Documents on the other hand, are prepared for personal rather than official reasons and include diaries, memos, letters, field notes, and so on. The researcher has gathered a variety of written data on document such as report, materials, syllabus (SAP), to do list, and students‟ project assignment (journal article).
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R.
Technique of Analyzing Data After collecting some data, the next step is analyzing data. The researcher will use interactive analysis to find the specific activities and conclude them generally. According to Miles and Huberman (in Norman and Lincoln, 1994: 428-429), data analysis contains of three linked sub processes; data reduction, data display, and conclusion drawing/ verification. 1.
Data Reduction Reduction is the process of selecting, focusing, simplifying, and abstracting the data. Reducing data means summarize, choose the basic substance, focus on important substance, find the theme and the pattern and dispose the unnecessary.
2.
Data Display Data display defined as an organized, compressed assembly of information that permits conclusion drawing and action taking. The data are displayed in narrative style. This narration of the data will allow taking conclusion of the study. The data is arranged as the description data in order to describe the phenomena.
3.
Conclusion The third step in analyzing data is taking and verify conclusion. Verifying is done accurately by many argumentations that examined the validity, such as credibility, intensity, and confirm ability.
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Data Collection
Data Display
Data Reduction
Verifying Conclusion
Figure 3.1. Components of Data Analysis: Interactive Model In this research, the process of analyzing data is starting by collecting data from interview, observation and documentation that related to the process of writing workshop in teaching journal article writing to the C class at the sixth semester students of English education department at IAIN Surakarta in the academic year of 2015/2016. After that, the next process is coding the data (spoken and written data) as an example of data reduction taken to the important data input in the data display. The spoken data is taken from the lecturer‟s activities in teaching their students in the classroom, especially in the writing workshop activity, while the written data is taken from the students‟ assignment (journal article). Then, the result of data reduction showed in the data display in the form of description data about interview, observation and documentation from the research. From the result of data display, the researcher gives conclusion (include comments and suggestions) about the research of “A Descriptive Study of Writing
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Workshop in Teaching Writing Process to the Sixth Semester Students of English Education Department at IAIN Surakarta in the Academic Year 2015/2016”.
S.
Trustworthiness of Data Trustworthiness is a common term used to describe validity in qualitative research. According to Tohirin (2012: 71), qualitative researchers can establish the trustworthiness of their research by addressing the credibility, transferability, dependability, and confirmability of their studies and finding. First, a researcher must take into account all the complexities in the study being conducted and address problem that are not easily explained (credibility). The researcher should also include descriptive, contextrelevant statements so the consumer can identify the setting (transferability). The researcher needs to address is the stability of the data collected (dependability). Finally the researcher should address the neutrally and objectivity of the data (confirm ability). One strategy for ensuring the validity in the qualitative research is triangulation. According to Denzin (1978) there are four kinds of triangulation in the qualitative research. The first is data triangulation or source triangulation, in which the researcher uses some sources in collecting the data to make validity. The second is methodological triangulation, in which the researcher can validate the data by using some technique in collecting the data. The third is investigator triangulation, in which the
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validation of the data can be examined by some researchers. And the fourth is theoretical triangulation that used with more than one theory to discuss related to the topic of the research. Triangulation method means in checking the data validity a problem, the researcher has to compare some methods of collecting data (observation, interview, and documentation), in order that the data collection is the same place or portion. If there is a difference in the data validation, the researcher has to find and to look for the caudices why the data are different, then the researcher has to reconfirm to the subject and informant of the research. Based on the explanation above, it can be concluded that this research uses source triangulation or data triangulation that consists of the observation, interview, and document analysis. From the observation, the researcher got the information based on the process of writing workshop in teaching journal article writing. In the interview, the researcher interviewed lecturer (Mr. Wildan Mahir Muttaqien, MA.TESL) and three students of the C class at the sixth semester students of English education department at IAIN Surakarta. For the data document, the researcher collected some data documents such as; syllabus, materials, attendance list of students, to do list in the writing workshop activity, students‟ paper assignment, and field note of observations. After observing the process of the teaching process, the researcher crosschecks the data by comparing them to the data of interviews.
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CHAPTER IV RESEARCH FINDING AND DISCUSSION This chapter presents the research finding and discussion used to answer the problem statements in Chapter I, which have been collected from the observation and interview. The important point of this chapter is to describe the procedures of writing workshop and the problems faced by the lecturer in teaching writing process using writing workshop to the sixth semester students of English education department at IAIN Surakarta in the academic year 2015/2016. T.
Research Finding Based on the observations which have been done by the researcher during the teaching writing process to the sixth semester students, the researcher found some findings. The findings of the researcher concerning to the writing workshop in teaching writing process to the sixth semester students of English education department at IAIN Surakarta are discussed in following: 1.
The Procedures of Writing Workshop in Teaching Writing Process to the Sixth Semester Students The procedures of writing workshop in teaching writing process to the sixth semester students of English education department at IAIN Surakarta in the academic year 2015/2016 consists of; (a) the lecturer‟s preparation in the writing workshop, (b) the materials needed for the writing workshop, (c) the lecturer‟s feedback in the writing workshop, (d) correctness in the writing workshop and (e) evaluating students‟ work in the writing workshop. lii i
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a.
The Lecturer’s Preparation in the Writing Workshop The lecturer prepared the students for many weeks before being participant in the writing workshop. Based on the data of observations which were done by the researcher, teaching writing process to the sixth semester students divided into two stages. The first stage began from the 1st until 7th meeting, while the second stage began from 8th until 14th meeting. In the first stage, teaching writing process to the sixth semester students is about understanding the materials. The lecturer transferred all of the materials connected with the journal article writing. While, in the second stage the lecturer guided his students to join in the writing workshop activity. Students prepared their own journal article from home, and then in the writing workshop class the lecturer would check it one by one. Besides that, the lecturer also gave some references or new materials connected with the students‟ article. The lecturer began the writing workshop by giving to do list to the students. Then, he explained about the function and parts of to do list. The function of to do list is to guide the students working in the process of writing an article for journal. To do list consists of 6 parts for 6 meeting in the writing workshop. The first parts for the 8th meeting (that day) are find a topic/title, write an abstract, and make an outline of the paper. Second part for the 9th meeting is writing the introductions. Third part for the 10th meeting
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is conduct mini research (mini test/ questionnaires/ interviews/ documentations/ library research). Fourth part for the 11th meeting are write the body (materials and methods, result, discussion), and write the conclusion. Fifth parts for the 12th meeting are revise the abstract, topic/ title (if necessary) and introduction, and write the references. And the last parts for the 13th meeting are peer review and final draft. From the researcher‟s observation, the lecturer prepared the students before the writing workshop began. The lecturer transferred all of the materials related to the journal article writing to the students before they joined in the writing workshop. The lecturer needed seven meeting (1st meeting until 7th meeting) to transfer the material to the students, in order to make the students understood. After that, the lecturer invited the students to join in the writing workshop that held on 8th meeting until 14th meeting. In the writing workshop, the lecturer gave to do list to the students. The function of to do list is to guide the students working in the process of writing an article for journal. b. The Materials Needed for the Writing Workshop The materials related to the journal article writing that has been transferred by the lecturer before writing workshop began, are about title, author, abstract, keywords, the introduction of journal article, the body of journal articles that consists of methods;
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result/findings; and discussion, the conclusion of journal article and the AIMRAD format (APA and MLA). Based on the observation, the lecturer explained new material to the students in the writing workshop activity. The lecturer said, “Ok. Today we are going to discuss about notes. Notes used to write a citation”. Then, he explained about styles and types of notes. There are two styles of notes; they are American Psychological
Association
(APA)
and
Modern
Languages
Association (MLA). While, there are three types of notes; they are in-text note, footnote and endnote. Besides that the materials about summarizing and paraphrasing also explained by the lecturer. Summarizing and paraphrasing are used to avoid the plagiarism. In order to make the students understood, the lecturer asked the students to answer the questions in the handout related to the differences between summarizing and paraphrasing. From the researcher‟s observation, the materials needed for the writing workshop that have been transferred by the lecturer before writing workshop began are about title, author, abstract, keywords, the introduction of journal article, the body of journal articles that consists of methods; result/findings; and discussion, the conclusion of journal article and the AIMRAD format (APA and MLA). Besides that, there was also any materials that
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transferred by the lecturer in the writing workshop, they are styles and types of notes, summarizing and paraphrasing. c.
The Lecturer’s Feedback in the Writing Workshop Based on the observation, the lecturer gave feedback to the students‟ article paper. An article paper entitle “A study on teachers’ politeness strategies in EFL classroom” by Noviana Andriani, had been consulted to the lecturer. The lecturer
:“Kalau judulnya begini saja bagaimana? Misalkan meneliti tentang “politeness strategy” yang digunakan oleh mahasiswa semester 4 atau
semester
6,
antara
laki-laki
dan
perempuan”. (How is this title? For example, you conducted a research about politeness strategy used by the fourth or sixth semester students between boys and girls students) Noviana
:“Kalau misalnya meneliti dosennya saja bagaimana pak?” (How if I would like to conduct this research just focuses on the lecturer, sir?)
The lecturer
:”Kalau mau meneliti dosennya saja berarti disini
harus
ada
“interaction”,
misalkan
interaksi antara dosen dan mahasiswa”.
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(If you would like to conduct your research just focus on the lecturer, it means here you must added interaction, for example interaction between lecturer and students) Noviana
:”Ok. pak” (Ok. sir)
From the researcher‟s observation, the lecturer gave feedback to the students‟ article paper by orally. Students came to the lecturer by individually, and then they shared an idea about their own progress of the article paper. After got feedback from the lecturer, students tried to revise or changed their article paper in order to make it better. d. Correctness in the Writing Workshop Based on the observation, besides gave feedback to the students‟ article paper the lecturer also gave correctness. The lecturers‟ correctness is about revising the students‟ article paper. The lecturers‟ correctness to the students‟ article paper are as follow: “Kita awali dari Linda, judulnya yaitu “An error analysis in writing expository and essay text made by first semester students”. “Writing expository and essay text” itu satu atau dua mata kuliah? Jika satu mata kuliah maka akan lebih baik jika judul
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anda dituliska begini Linda, “An error analysis in expository essay writing made by first semester students.” (We began from Linda, the title is “An error analysis in writing expository and essay text made by first semester students”. “Writing expository and essay text” is one or two subject? If it is one subject, it better if your title written like this Linda, “An error analysis in expository essay writing made by first semester students”). From the researcher‟s observation, in the writing workshop the lecturer also gave correctness to the students‟ article paper. The lecturer checked the students‟ article title and then gave correctness by changing word choice of the title. When the lecturer gave correctness to Linda‟s article paper, other students should paid attention on the lecturer correctness. Although, each student had different article but they needed to know the lecturers‟ correctness in each students‟ article. e.
Evaluating Students’ Work in the Writing Workshop In relation to the evaluating students‟ work in the writing workshop of journal article at 6C class of the sixth semester students of English education department, the researcher asked the lecturer about the evaluation of students‟ work in the writing workshop, answered:
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“Evaluasi saya lakukan dalam setiap kali pertemuan, jadi saya bisa menilai mana mahasiswa yang rajin atau tidak. Penilaian saya sebenarnya gampang, yang saya inginkan oleh mahasiswa saya adalah bagaimana mereka melalui proses dalam kegiatan menulis artikel untuk jurnal, tidak hanya sekedar “copypaste”, dsb. Selain itu ya ada “midterm test” dan “final test” yang masing-masing berupa “written test”. (Evaluation is done in every meeting, so I could evaluate students who is diligent or not. My evaluation is truly easy, I hoped my students knew how they through the process of writing an article for journal, just not copy-paste, etc. Besides that there are midterm test and final test in form of written test). From the researcher‟s interview with the lecturer, in evaluating students‟ work in the writing workshop of journal article the lecturer used individual evaluation. It based on each student‟s participation in the writing workshop, they are active or passive in submitting their article paper based on the progress of to do list. Besides that, the lecturer also used midterm test and final test in the form of written test. It is to check the students‟ understood about the materials of journal article writing subject related to the elements of an article and the technical in writing journal article. 2.
The Problems Faced by the Lecturer in Teaching Writing Process Using Writing Workshop to the Sixth Semester Students
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There are always problems in teaching writing process. It also occurred in teaching writing process using writing workshop at 6C class of English education department. In relation to the problems faced by the lecturer in the writing workshop, the researcher asked the lecturer about the problems that faced in teaching process, answered: “Yang pertama adalah bagaimana menemukan “potion” mahasiswa, “potion” mereka ini belum jelas yaitu tertarik pada bidang apa. Kemudian yang kedua adalah mereka masih lemah dalam penggunaan “grammar”. Dan yang ketiga adalah terkadang mereka masih belum paham metodologi penelitian.” (The first is how to find students‟ potion, their potion are not clear yet on what subject. Then, the second is the students‟ grammar is still weak. And the third is sometimes the students are still not understood yet about the research methodology). From the researcher‟s interview with the lecturer, the problems faced by the lecturer in teaching writing process using writing workshop to the sixth semester students (6C class) of English education department such as; the difficulties in found the students‟ potion, faced students with low grammar, and faced students who not understood enough about the materials related to the research methodology.
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U.
Discussion In the research finding, the researcher explained about the description of the procedures of writing workshop and the problems faced by the lecturer in teaching writing process using writing workshop to the sixth semester students of English education department at IAIN Surakarta in the academic year 2015/2016. The procedures of writing workshop in teaching writing process to the sixth semester students that has been explained consists of five main points, they are; (a) the lecturers‟ preparation in the writing workshop, (b) the materials needed for the writing workshop, (c) the lecturer‟s feedback in the writing workshop, (d) correctness in the writing workshop and (e) evaluating students‟ work in the writing workshop. In the discussion session, the researcher tried to justify the description of the research findings based on the following explanations: 9.
The Procedures of Writing Workshop in Teaching Writing Process to the Sixth Semester Students Related to the research findings above, the data were focused on the result of the observations during the writing workshop process, and the result of the interview to the students and lecturer of the sixth semester students (6C class) of English education department at IAIN Surakarta in the academic year 2015/2016. There are three activity in the writing workshop of journal article writing they are; opening, main activity, and closing.
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In the opening of writing workshop, the lecturer greeted the students, checked the attendance and questioned about the students‟ progress of the article paper. The lecturer greeted the students and recited basmallah together. In checking the students‟ attendance, the lecturer called one by one student and then gave them question about their progress of the journal article paper. Sometimes the lecturer checked it in the spare time or in the end of class. The lecturer introduced new material related to the technical in writing an article paper for journal, but sometimes there is no material just reviewed or checked the students‟ article. The exercises or homework sometimes gave by the lecturer, related to the materials about summarizing, paraphrasing or notes. It was aimed to train the students about the materials, in order to make them easier in writing their article paper. In the main activity of writing workshop, the lecturers transferred the materials or sometimes, if there was any material the lecturer just checked the students‟ article. The lecturer transferred the material successively according to his guide book or some references. The students got sheet or handout of the material. The lecturer gave exercises after explaining the material. He invited his students to answer together the question in the book, related to the materials about summarizing and paraphrasing. Sometimes the lecturer used electronic media such as LCD, speaker, etc. to make the students interested in teaching writing process especially in the writing workshop activity.
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In checking the students‟ article, sometimes the lecturer pointed the students by randomly, or it might be the students who would like to consult by themselves. When checking the students‟ title, the lecturer checked it by called the students‟ name one by one. It was aimed to know the students‟ article title by clearly. And if there was any mistake, the lecturer would give correctness by directly. The students paid attention on the lecturer‟s correctness, in order to make them more understood. Sometimes, the lecturer also showed some references to the students about other journal article that similar with the students‟ article. In the end activity of writing workshop, the lecturer opened the question. The lecturer always gave opportunity to the students to ask the difficulties of the material or their progress in writing a journal article. It was aimed to help the students to be confident, help the students to understand the material comprehensively and to help the students to submit their progress of an article paper based on the due date of to do list. Usually, most of the students did not question about the material, but they questioned or consulted about their article paper in order to get feedback from the lecturer. The lecturer gave feedback to the students‟ article, if they would to consult to the lecturer. The lecturer always opened consultation for the students, even if the time was out the lecturer gave additional time to consultation. Sometimes, the lecturer closed the meeting of writing lx iv
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workshop earlier, in order to give students opportunity to consult with him. Then, one by one students were consulted their article paper to the lecturer. Each student gave time about five minutes to consult their article to the lecturer. The lecturer would give signature in the students‟ to do list, if their article is not revised and they could continue the next stages in writing the article paper. The lecturer announced to the students about the due date of an article that should be submitted by the students in the next meeting. The lecturer closed the meeting of writing workshop by reciting hamdallah together. 10. The Problems Faced by the Lecturer in Teaching Writing Process Using Writing Workshop to the Sixth Semester Students Based on the observations and interviews to the lecturer of writing for the sixth semester students (6C class) of English education department at IAIN Surakarta, the researcher found some problems are faced by the lecturer. The problems are the difficulties in found the students‟ potion, faced students with low grammar, and faced students who not understood enough about the materials related to the research methodology. The students‟ potion is not clear yet, they might be interested in writing, but after they found some article about reading they also interested. The lecturer should focus the students in one subject that could be mastered by the students. Before choosing the article title, students needed to read some related article or other references in order
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to make them understood by clearly about the subject of their research article. The lecturer had to know the students‟ potion. The lecturer might talk with the students by individually, shared about what the students‟ potion. The suggestion from the lecturer might be helped students to found their potion in writing an article for journal. The lecturer also has difficulties in writing workshop, because most of the students have low knowledge in using grammar. The students were less of wrote an essay or an article paper. The students usually wrote an essay or article if there was any task for the lecturer. Most of them never made an article for themselves and then shared it in the blog or other media. When made a complex sentence or compound sentence in essay writing for example, the students still confused in using grammar. The students needed to review again the materials about grammar especially in writing using complex sentence or compound sentence. The other problem in writing workshop is the students who are not understood enough about the materials related to the research methodology.
The
students
needed
to
know
about
research
methodology, in order to make them understood about what they should do in their research based on their own article paper. Actually, the students got the material about quantitative research in the previous semester, but the material about qualitative research given in the sixth semester also. So, the students not understood yet the material about
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research methodology especially for qualitative research. Most of students were choose an articles‟ title that used a qualitative research, because it looked easier than quantitative research. So, the lecturer should explain the materials about research methodology to the students by detail.
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CHAPTER V CONCLUSION AND SUGGESTION V.
Conclusion Based on the result of the research, the researcher draws the conclusion that the process of writing workshop in teaching writing process to the sixth semester students of English education department at IAIN Surakarta in the academic year 2015/2016 consists of three activities, they are opening, main activity and closing. In the opening of writing workshop, the lecturer greeted the students, checked the attendance and questioned about the students‟ progress of the article paper. The lecturer introduced new material related to the technical in writing an article paper for journal, but sometimes there is no material just reviewed or checked the students‟ article. The exercises or homework sometimes gave by the lecturer, related to the materials about summarizing, paraphrasing or notes. The lecturer used electronic media such as LCD, speaker, etc. to make the students interested in teaching writing process especially in the writing workshop activity. The lecturer prepared his students for many weeks before being participant in the writing workshop. In the 1st meeting until 7th meeting, teaching writing process to the sixth semester students (6C class) are about understanding the materials and analyzing some parts of journal article. The lecturer began the writing workshop by giving to do list to the students. The function of to do list is to guide the students working in the process of writing an article for journal. To do list consists of 6 parts for 6 meeting in the writing workshop. The first parts for the 8th meeting (that day) are find a lx vi ii
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topic/title, write an abstract, and make an outline of the paper. Second part for the 9th meeting is writing the introductions. Third part for the 10th meeting is conduct mini research (mini test/ questionnaires/ interviews/ documentations/ library research). Fourth part for the 11th meeting are write the body (materials and methods, result, discussion), and write the conclusion. Fifth parts for the 12th meeting are revise the abstract, topic/ title (if necessary) and introduction, and write the references. And the last parts for the 13th meeting are peer review and final draft. The materials related to the journal article writing that has been transferred by the lecturer before writing workshop began, are about title, author, abstract, keywords, the introduction of journal article, the body of journal articles that consists of methods; result/findings; and discussion, the conclusion of journal article and the AIMRAD format (APA and MLA). Besides that, in the writing workshop the lecturer also gave new material about notes, summarizing and paraphrasing. The lecturer gave feedback to the students‟ article, if they would to consult to the lecturer. The lecturer always opened consultation for the students, even if the time was out the lecturer gave additional time to consultation. Besides that, the lecturer also gave correctness to the students‟ article paper. The lecturers‟ correctness is about revising the students‟ article paper. The lecturer checked the students‟ article title and then gave correctness by changing word choice of the title. In evaluating students‟ work in the writing workshop of journal article, the lecturer used individual
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evaluation. It based on each student‟s participation in the writing workshop, they are active or passive in submitting their article paper based on the progress of to do list. Besides that, the lecturer also used midterm test and final test in the form of written test. The problems faced by the lecturer are the difficulties in found the students‟ potion, faced students with low grammar, and faced students who not understood enough about the materials related to the research methodology. The students‟ potion is not clear yet, they might be interested in writing, but after they found some article about reading they also interested. The lecturer should focus the students in one subject that could be mastered by the students. The lecturer also has difficulties in writing workshop, because most of the students have low knowledge in using grammar. Most of them never made an article for themselves and then shared it in the blog or other media. When made a complex sentence or compound sentence in essay writing for example, the students still confused in using grammar. The other problem in writing workshop is the students who are not understood enough about the materials related to the research methodology. The students needed to know about research methodology, in order to make them understood about what they should do in their research based on their own article paper.
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W.
Suggestion After obtaining the result of the research, the researcher would like to give some suggestions. The following are the suggestion that may be useful for the lecturer, the students and other researcher. 1.
For the lecturer a.
The lecturer must give material to the students by clearly related to the research methodology, technical in using grammar, and other technical in writing an article that needed by the students. The lecturer may ask the students about what material that they did not understand or not mastered yet, and then the lecturer try to explain it again to them.
b.
The lecturer may ask the students one by one to present about their own article in front of the class by using LCD. It can be a tool to know the students‟ progress in writing their own article. The lecturer will know his students who active or not in following the progress of to do list. Besides that, the students will motivated and will make and submit their article on time based on to do list.
2.
For the students a.
The students must understand the material related to the journal article writing clearly.
b.
The students must be an active participant in the writing workshop of journal article writing.
c.
The students must submit the progress of their article on time.
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d.
The students need to read some references related to their article.
e.
The students must be confident, not shy to consult to the lecturer if have difficulties in writing an article.
3.
For other researcher The researcher realizes that this research is far from being perfect, thus the researcher hopes that the readers will give any critics and suggestions. The researcher wishes that this research can give contributions for the readers and it will be useful to improve information about the study of writing workshop in teaching writing process. The researcher hopes that there will be more students who are interested in analyzing. By this research, the researcher hopes it can lead the other students in studying of writing workshop in teaching writing process to do more perfect research in the future.
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BIBLIOGRAPHY Belcher, Wendy L. (2009). Writing Your Journal Article in 12 Weeks: A Guide to Academic Publishing Success. London: Sage Publications. Berne, J. (2009). The Writing-Rich High School Classroom: Engaging Students in the Writing Workshop. New York: The Guildford Press. Britton, J., Shafer, R.E., and Watson, K. (1990). Teaching and Learning English Worldwide. Bristol: Multilingual Matters. Brooks, P. (2002). The Easy Step by Step Guide: Writing Articles and Newsletters. Hampshire: Rowmark. Brown, H.D. and Gonzo, S. (1994). Reading and Second Language Acquisition. New York: Prentince Hall. Byrne. (1997). Teaching Writing Skill. Essex: Pearson Education Limited. Jordan, R.R. (1999). Academic Writing Course: Study Skills in English. Essex: Pearson Education Limited. Macmillan Publishers. Exams: Article Writing: CAE and CPE: Lesson Plan. http://www.onestopenglish.com/community/lesson-share/pdfcontent/writing/writing-article-writing-for-cae-/-cpe-lesson-plan/147736.article. Accessed on 20 April 2016. Wafa, A., Syafei, Muh., and Riyono, A. (2010). Keeping Journal Writing to Improve the Writing Ability of the Tenth Grade Students of SMA N 1 Jekulo Kudus in the Academic Year 2009/2010. ISSN (1979-6889): 1. Wicaksono, Septian N. (2016). A Descriptive Study on Teaching Writing to the Eight Grade Students at SMP Muhammadiyah 1 Pati in 2014/2015 Academic Year. Lin, Liang-Chen and Enchelmayer, Ernest J. The Practice and Effect of a Workshop Approach to Teaching English Writing in ESL Composition Courses. Watkins, Peter. (2005). Learning to Teach English. Surrey: Delta Publishing.
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Wallace, 1991: 47 Brown, 1980: 7, 8. Alice Oshima and Ann Hogue, 1997: 2. Retnaningsih, Woro. (2013). Denzin, Norman K., and Lincoln, Yvonna S. (1994: 2). Kothari, 2004: 37. Tohirin, 2012: 71. Denzin, 1978
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FIELD NOTE 1. First Observation Date
: May, 27th 2016
Time : 13.00-14.40 p.m. Place : L.201 This is the first meeting in the writing workshop of journal article writing in the C class. The class was started at 13.00 p.m. There are 19 students, consists of 18 girl students and 1 boy student. The lecturer opened the class by greeting and reciting basmallah. The lecturer introduced the material that would be discussed, “Today the discussion is about checking your title and outline of the article”. Before discussed the material, the lecturer gave to do list (in form of a piece paper) to each of students. The lecturer tried to explain about what to do list is. The function of to do list is to guide the students working in the process of journal article writing. To do list consists of 6 parts for 6 meeting in the writing workshop. The first parts for the 8th meeting (today) are find a topic/title, write an abstract, and make an outline of the paper. Second part for the 9th meeting is writing the introductions. Third part for the 10th meeting is conduct mini research (mini test/ questionnaires/ interviews/ documentations/ library research). Fourth part for the 11th meeting are write the body (materials and methods, result, discussion), and write the conclusion. Fifth parts for the 12th meeting are revise the abstract, topic/ title (if
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necessary) and introduction, and write the references. And the last parts for the 13th meeting are peer review and final draft. The lecturer moved to checking the students‟ article title. By using LCD, the lecturer showed all of C class students‟ title that had been sent to his blog before. The lecturer began to check students‟ article by read the title and gave correctness. “Kita awali dari Linda, judulnya yaitu “an error analysis in writing expository and essay text made by first semester students”. “Writing expository and essay text” itu satu atau dua mata kuliah? Jika satu mata kuliah maka akan lebih baik jika judul anda dituliskan begini Linda, “An error analysis in expository essay writing made by first semester students.” Then the lecturer moved to the other students‟ article names Fajar by her title, “A descriptive study on teaching method argumentative writing class in English department at IAIN Surakarta in the academic year of 2015/2016”. Then the lecturer gave questions to Fajar, “Siapa partisipan anda? Sudahkah melakukan penelitian?” The lecturer concluded, “Fajar tidak melakukan interpretasi, dia seperti kakak tingkat anda ini (the researcher), cukup duduk kemudian melakukan observasi mengenai pengajaran dikelas.” The lecturer continued checked the students‟ article title. After finished, the lecturer showed example of journal article‟s title that not mention the name of school or institution. “Dalam menulis sebuah jurnal artikel, tidak perlu anda sebutkan nama sekolah yang diteliti pada judul. Contoh model artikelnya adalah “Engaging students in literature circles: vocational English reading programs”.
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Time was up, and then the lecturer closed the meeting by greeting and reciting hamdallah. The lecturer gave additional time for students who would to get lecturer‟s signature in to do list. In this meeting, students should submit the abstract and outline of the paper/ article. But for the other students who not done yet for it, they could come to the lecturer‟s room by privacy before next meeting.
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2. Second Observation Date
: June, 3rd 2016
Time : 13.00-14.40 p.m. Place : L.201 This is the second meeting in the writing workshop of journal article writing in the C class. The class was started at 13.00 p.m. There are 22 students, consists of 21 girl students and 1 boy student. The lecturer opened the class by greeting and reciting basmallah. Before explained new material, the lecturer offered questions for students who got difficulty in writing an article. “Ada pertanyaan? Sudah sampai manakah artikelnya? The lecturer moved with his laptop and the LCD. The lecturer explained new material about notes. “Ok. Today we are going to discuss about notes. “Notes” digunakan untuk menuliskan kutipan (citation). The lecturer explained about styles of notes they are APA style and MLA style, and three types of notes. “How to write a good citation in the text and reference list based on APA (American Psychological Association) style and MLA (Modern Languages Association) style”. Then, the lecturer moved to explain about the types of notes; they are in-text note, footnote, and endnote. The lecturer continued explains about making footnotes and endnotes using Microsoft words. It can be automatically made using Microsoft word by references menu tab with insert footnote, insert endnote, next footnote, show
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notes, and footnotes optional buttons. Then the lecturer offered questions to the students, “Ada yang ditanyakan sampai disini?”. Time was up, the lecturer gave suggestion to the students before close the meeting. “Pastikan “title” anda sudah fix dan disetor kesaya, kemudian cari “previous study” atau rujukan, lalu melakukan “research”. The lecturer gave time for students who want to consult. Then the lecturer closed the meeting by greeting and reciting hamdallah.
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3. Third Observation Date
: June, 10th 2016
Time : 13.00-14.40 p.m. Place : L.201 This is the third meeting in the writing workshop of journal article writing in the C class. The class was started at 13.00 p.m. There are 22 students, consists of 21 girl students and 1 boy student. The lecturer opened the class by greeting and reciting basmallah. Before explained new material, the lecturer offered questions for students who got difficulty in writing an article. “Ada pertanyaan? Sudah melakukan penelitian belum? The
lecturer
introduced
new
material
about
summarizing
and
paraphrasing. Summarizing and paraphrasing are used to avoid the plagiarism. The lecturer began with giving some questions to the students, “Anda sering nggak merangkum dari sebuah teks atau memparaphrase dari sebuah teks? Apa perbedaan dari “summarizing” and “paraphrasing”. Then the lecturer invited his students to answer together the question in the book related to the summarizing and paraphrasing. The lecturer give homework to the students to do the exercises in the book related to the material about summarizing and paraphrasing. Before the consultation session, the lecturer closed the meeting by greeting and reciting hamdallah. Then, one by one student was consult with the lecturer about their paper article. The lecturer gave feedback and suggestion for the students‟ paper.
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An article paper entitle “A study on teachers’ politeness strategies in EFL classroom” by Noviana Andriani, was consulted to the lecturer. The lecturer gave feedback to Noviana‟s article paper. The lecturer asked, “kalau judulnya begini saja bagaimana? Misalkan meneliti tentang “politeness” strategi yang digunakan oleh mahasiswa semester 4 atau semester 6, antara laki-laki dan perempuan”. Novi answered, “kalau misalnya meneliti dosennya saja bagaimana pak. Then the lecturer said, “kalau mau meneliti dosennya saja berarti disini harus ada “interaction”, misalkan interaksi antara dosen dan mahasiswa”. Most of students consulted about their title, abstract, and introduction. Each student gave time about 3 minutes to consultation with the lecturer. The lecturer gave signature in the students‟ to do list. It was for the students who had done the step of writing journal article and should not revise.
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4. Fourth Observation Date
: June, 17th 2016
Time : 13.00-14.40 p.m. Place : L.201 This is the fourth meeting in the writing workshop of journal article writing in the C class. The class was started at 13.00 p.m. There are 20 students, consists of 15 girl students and 5 boy students. The lecturer opened the class by greeting and reciting basmallah. There was no new material, but the lecturer just gave reviewed for students‟ progress in writing a journal article. “Ok. Today I want to check your progress in your journal article”. The lecturer began with called students‟ name in attendance list and then asked about their progress in their article writing. The lecturer began from the first students‟ list name, “Maulida, sudah sampai mana progressmu? Kalau sudah melakukan penelitian, kesulitannya apa? Because Maulida was slowly in writing the journal article, so the lecturer gave suggestion for her to finish writing an article as soon as possible. Then the lecturer moved to the other students, “Fajar setiyani, “How is the progress of your article? Introduction? Have you got at least five sources? The lecturer reviewed about the previous of study. “Previous study” bisa dari “article” atau “project”, kalau mencari teori carilah dari penelitian sebelumnya yang mirip atau variabelnya sama dengan yang diteliti. For the next
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meeting, the lecturer asked students to show the article or project related to the students‟ previous study. Before the consultation session, the lecturer closed the meeting by greeting and reciting hamdallah. Then, one by one student was consult with the lecturer about their paper article. The lecturer gave correction and suggestion for the students‟ paper. The lecturer remembered that next meeting was the due date for submitting the final draft of the journal article.
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Interview script for the lecturer of journal article writing
Date of interview
:
Time of interview
:
Place of interview
:
Interviewer
:
Interviewee
:
1. Apa tujuan bapak menggunakan Writing Workshop dalam mengajar Journal Article Writing di kelas yang bapak ampu khususnya di kelas 6CPBI? 2. Apa kekurangan dan kelebihan dari kegiatan Writing Workshop dalam mengajar Journal Article Writing? 3. Bagaimanakah bapak mengevaluasi project mahasiswa atau jurnal artikel mahasiswa? 4. Apakah artikel mahasiswa akan di upload di blog atau hanya dikumpulkan sebagai tugas akhir dalam mata kuliah jurnal artikel writing? 5. Masalah atau kendala apa saja yang bapak hadapi dalam mengajar jurnal artikel writing dengan menggunakan Writing Workshop ini? 6. Apakah terbatasnya waktu juga menjadi salah satu masalah dalam mengajar jurnal artikel writing menggunakan Writing Workshop ini? 7. Bagaimana upaya bapak dalam menghadapi mahasiswa yang pasif dalam kegiatan Writing Workshop ini?
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Interview script for the student of journal article writing
Date of interview
:
Time of interview
:
Place of interview
:
Interviewer
:
Interviewee
:
1. Bagaimana pendapatmu tentang adanya kegiatan Writing Workshop di mata kuliah jurnal artikel writing? 2. Menurut pendapatmu, apa saja dampak positif dan negatif dari adanya Writing Workshop tersebut? 3. Kesulitan apakah yang kamu alami dalam menulis sebuah jurnal artikel? 4. Kamu termasuk partisipan yang aktif atau pasif dalam kegiatan Writing Workshop ini? Jika pasif, apakah penyebabnya? 5. Ungkapkan sebuah kata untuk menggambarkan kegiatan Writing Workshop di mata kuliah jurnal artikel writing ini!
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The off interview to the lecturer of journal article writing
Date of interview
: May 30, 2016
Time of interview
: 14.00 p.m.
Place of interview
: P2B room
Interviewer
: Ika Yulita Armis
Interviewee
: Wildan Mahir Muttaqien, MA., TESL.
Ika
: Selamat siang pak wildan, maaf menganggu waktunya.
Mr. Wildan
: Ya, ika. Ada yang bisa saya bantu?
Ika
: Ini pak, saya mau melakukan wawancara mengenai pengajaran bapak menggunakan Writing Workshop di kelas C Journal Article Writing. Apakah bapak bisa kalau wawancaranya sekarang?
Mr. Wildan
: Oh, it‟s ok. Kebetulan saya sedang tidak sibuk sekarang. Silahkan dimulai saja!
Ika
: Terima kasih sebelumnya pak. Yang pertama yang ingin saya tanyakan adalah apakah tujuan bapak menggunakan Writing Workshop dalam mengajar Journal Article Writing di kelas yang bapak ampu khususnya di kelas C?
Mr. Wildan
: Ya jadi begini, saya belajar dari para mentor, trainer, dan pakar yang mana beliau-beliau ini adalah para penulis artikel dan sudah sering diterbitkan dijurnal terindek fokus atau jurnal beredukasi internasional. Seperti di Indonesia kita punya pak handoyo, beliau adalah teman dari Jack Richard. Seperti kita tahu bahwa, Jack Richard adalah professor dalam pengajaran bahasa inggris. Nah, oleh karena itu mengapa saya menggunakan Workshop, karena Workshop ini saya pandang lebih intensif dalam pengajaran writing daripada hanya one way teaching. Karena proses menulis artikel ini tidak bisa diselesaikan dalam satu kali pertemuan, walaupun ini hanya kegiatan menulis namun tidak hanya sekedar menulis. Journal Article Writing berbeda dengan menulis essay atau paragraph writing. Hal ini membutuhkan potion dan power of reading (seperti reading untuk mencari makna litterer dan influential). Jadi dalam Workshop disamping mahasiswa memperoleh materi namun juga memperoleh feedback langsung dari saya. Namun jika ada yang masih kesulitan dalam menulis
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artikel, maka akan saya bantu dengan menunjukkan contoh artikel sejenis. Workshop disini berarti kita menghargai adanya sebuah proses. Dalam Workshop ada tagihan (to do list), jadi setiap pertemuan ada tagihan yang harus dipenuhi oleh mahasiswa. Pertemuan ke-8 mereka harus menyelesaikan tentang judul dan keyword. Kemudian setelah itu akan saya beri input tentang introduction, di pertemuan ke-9 mahasiswa harus sudah setor introduction dan seterusnya. Paling tidak mereka dalam sepekan ini harus sudah mencari materi tentang teori atau definisi tentang variable yang mereka teliti. Untuk pertemuan selanjutnya yaitu mini-research, findings, dst. Dalam setiap pertemuan saya akan memberikan input mengenai technical dalam writing seperti; punctuation, how to make summary, citation, quotation, references, bagaimana mengelompokkan data, mengklasifikasi dan menganalisa. Nanti akan kelihatan mahasiswa mana yang rajin atau mengikuti proses dan yang tidak ada keinginan atau semangat untuk menulis. Ini akan terlihat dari tagihan masing-masing mahasiswa. Penguatan menulis ini sebenarnya tidak berkutat pada grammar namun lebih kepada bagaimana mereka menulis dengan bagus dan memainkan retorikanya, kemudian mengambil data (mencari gap), mengelompokkan data, dan menyimpulkan data. Ika
: Nah, kalau untuk kekurangan dan kelebihan dari kegiatan Writing Workshop itu sendiri apa pak?
Mr. Wildan
: Kelebihan dari Workshop (bisa ditanyakan kepada mahasiswa) ini yaitu mahasiswa lebih merasa terbimbing step by step dalam menulis artikel tidak dilepas begitu saja oleh dosen. Sedangkan kekurangannya yang saya lihat ini menyita banyak waktu lebih, dan harus banyak bersabar. Karena untuk menghasilkan kualitas tulisan yang bagus maka akan membutuhkan proses yang panjang. Mahasiswa dituntut untuk mengikuti proses menulis, meneliti, dan membaca.
Ika
: Oh, begitu. Selanjutnya, bagaimanakah bapak mengevaluasi project mahasiswa atau jurnal artikel mahasiswa?
Mr. Wildan
: Evaluasi saya lakukan dalam setiap kali pertemuan, jadi saya bisa menilai mana mahasiswa yang rajin atau tidak. Ini juga bisa kita lihat dari to do list atau tagihan mahasiswa dalam Workshop karena disana ada tanda tangan saya sebagai acc atas pekerjaan mereka. Tagihan itu tidak boleh hilang, karena ketika mereka setor untuk tagihan dalam setiap pertemuan seperti judul, introduction, dsb, maka saya akan mengecek dan memberi acc (penilaian individu). Jadi, ketika mereka ketinggalan dari jadwal setor atau menunggak setor tagihan, maka mereka harus bergerak cepat agar bisa menyelesaikan tagihan yang ada. Penilaian saya sebenarnya
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gampang, yang saya inginkan oleh mahasiswa saya adalah bagaimana mereka melalui proses dalam kegiatan menulis artikel untuk jurnal, tidak hanya sekedar copy-paste, dsb. Selain itu ya ada midterm test dan final test yang masing-masing berupa written test. Test ini berupa hal-hal tehnik dalam penulisan artikel, bahkan saya memberikan soal tentang bagaimana menuliskan quotation dengan benar, menulis referensi dengan benar, menuliskan referensi dari jurnal/web/buku. Kemudian saya berikan kasus misalkan bacaan yang panjang, kemudian bagaimana cara memparafrase. Karena mayoritas mahasiswa ini tidak memparafrase tetapi hanya copypaste. Kalau yang midterm test kemarin tentang full teori. Seperti apa itu introduction, body, conclusion. Nah, untuk mengimbangi 2 hal ini maka perlu ada semacam project yaitu mereka harus menyelesaikan satu artikel dalam waktu setengah semester ini. Ika
: Nah, kalau untuk artikel itu sendiri apakah akan di upload di blog atau hanya dikumpulkan sebagai tugas akhir dalam mata kuliah jurnal artikel writing atau bagaimana pak, tolong dijelaskan!
Mr. Wildan
: Project sementara ini hanya saya kumpulkan karena belum ada yang memfasilitasi. Namun saya berkeinginan, artikel mereka ini ada peer-review jika sudah 80% atau 90% jadi, artikel mereka saya minta dibaca oleh temannya yang satu level. Jadi ada feedback, dan ada masukan sehingga mereka saling bekerjasama dengan baik. Peer-review misal partner A dan B, A punya artikel sudah menyelesaikan 80 % kemudian diminta mengecek oleh B, dan B ini tidak mengecek dengan baik, maka akan kelihatan ada grammar yang salah dsb. Jadi peer-reviewed ini tidak bekerja. Jadi, inilah proses belajar, harus saling memberikan masukan antara satu dengan yang lainnya. Dan ketika artikel sudah jadi 90 % (tinggal memoles) saya akan memberikan template-nya, jadi begini lho model-model artikel yang baik seperti yang ada di jurnal sastra dan bahasa. Kalau misalkan jurusan atau fakultas memfasilitasi jurnal untuk publikasi, ya tinggal naik cetak saja tidak masalah. Artinya saya akan menyeleksi artikel yang bagus dari 180 artikel mahasiswa, karena tidak semua artikel bisa diterbitkan dijurnal. Pengalaman saya dari tahun kemarin ada yang saya backlist dari sekian mahasiswa, karena full copy-paste dan ketika saya cek progress reportnya mereka jarang ketemu saya, artinya mereka pasif atau tidak rajin dalam menulis artikel ini. Itu adalah Warning istilahnya, karena sebenarnya project yang 40 % ini kalau tidak dikerjakan dengan sungguh-sungguh ya nilainya akan pas-passan. Jika ada yang protes saya tunjukkan artikelmu seperti ini, banyak copy-paste dari ini, atau progress report nya jarang bertemu dengan saya. Dan itu ada sekitar 30 % dari jumlah seluruh mahasiswa saya.
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Ika
: Baik. Selanjutnya masalah atau kendala apa saja yang bapak sering jumpai dalam mengajar jurnal artikel writing dengan menggunakan Writing Workshop ini?
Mr. Wildan
: Yang pertama adalah bagaimana menemukan potion mahasiswa, potion mereka ini belum jelas ada yang tertarik pada writing, namun setelah melihat artikel tentang reading kok dia juga tertarik. Jadi perlu memfokuskan ke satu bidang. Kemudian yang kedua adalah mereka masih lemah dalam penggunaan grammarnya, misalkan dalam membuat kalimat complex sentence & compound sentence, dan mereka kurang latihan menulis. Yang ketiga adalah terkadang mereka masih belum paham metodologi penelitian. Seperti ketika mereka memilih menggunakan improving atau the effectiveness dalam penelitian mereka, kemudian ketika saya berikan pertanyaan mengenai bagaimana metodenya maka mereka belum bisa memberikan gambaran atau jawaban yang benar, ini menunjukkan bahwa mereka belum paham tentang methodology penelitian. Jadi, jika mahasiswa menggunakan improving atau the effectiveness maka mereka harus siap-siap dengan model quantitative, paling tidak penguatan statistik harus sudah ada pada mereka. Mayoritas mereka masih bingung, dan solusinya adalah banyak membaca.
Ika
: Apakah terbatasnya waktu juga menjadi salah satu masalah dalam mengajar jurnal artikel writing menggunakan Writing Workshop ini?
Mr. Wildan
: Sebenarnya mayoritas pekerjaan mereka ini diselesaikan dirumah. Jadi, ketika Workshop berlangsung saya hanya akan memberikan feedback, menunjukkan contoh yang bagus, dan meminta mahasiswa untuk merevisi pekerjaan mereka. Jadi Workshop ini lebih ke hal-hal content dan teknis. Kalau hal-hal yang lain mahasiswa harus bekerja all-out, sehingga Workshop ini semacam kita membuat mini-review. Saya menunjukkan buku dan memberikan teori yang relevant. Cara yang terbaik dalam menulis artikel ini sebenarnya adalah ATM (Amati, Tiru dan Modifikasi). Jadi misalkan mereka menuliskan judul, maka harus dilihat previous study nya ada atau tidak karena mereka masih dalam tahap mengembangkan teori. Jika meneliti tentang politeness maka cari artikel atau teori tentang politeness, kemudian tiru teoriteorinya misal bagaimana dia menampilkan politeness, apa jenisjenis politeness, dsb. Kemudian tiru dan modifikasi namun dengan partisipan yang berbeda.
Ika
: Lalu bagaimana upaya bapak dalam menghadapi mahasiswa yang pasif dalam kegiatan Writing Workshop ini?
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Mr. Wildan
: Yang pertama pasti akan saya berikan motivasi, motivasi disini saya berikan agak keras karena mereka sudah semester 6. Jurnal artikel writing ini adalah mata kuliah writing, sehingga mahasiswa harus aktif bukan dalam hal berbicara tapi aktif yang produktif. Jadi, mereka harus aktif memberikan input ide, aktif membaca, dan aktif mengungkapkan pendapatnya. Saya suka dengan mahasiswa saya yang ketika dikelas saya tanya kemudian merespon, pertanyaan tersebut misalkan tentang apa itu validity, reliability, experimental research, interview, atau questionnaire. Namun, bagi mahasiswa yang tidak aktif, maka saya melihatnya dengan progress report, kalau dia progress report nya tidak bagus, maka akan saya paksa untuk mengejar. Tapi ketika mereka tetap tidak mau belajar, ya sudah berarti nilai mereka apa adanya saja. Ini sama halnya dengan menulis skripsi, siapa yang mau belajar dan semangat maka akan cepat lulusnya.
Ika
: Ya, baiklah. Terimakasih atas waktu dan informasi yang sudah bapak berikan.
Mr. Wildan
: Oke, sama-sama.
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The off interview to the C class student of journal article writing
Date of interview
: June 17, 2016
Time of interview
: 14.50 p.m.
Place of interview
: Laboratory Building
Interviewer
: Ika Yulita Armis
Interviewee
: Diah Kusumaningrum
Interview after observation Ika
: Mbak diah buru-buru pulang nggak?
Diah
: Enggak kok mbak, ada apa emangnya mbak?
Ika
: Saya mau tanya-tanya tentang Workshop di kelas tadi boleh ya mbak?
Diah
: Oh, iya boleh mbak.
Ika
: Bagaimana pendapat mbak diah tentang adanya kegiatan Workshop di mata kuliah jurnal artikel writing?
Diah
: Sebenarnya Workshop di kelas jurnal artikel itu salah satu inovasi atau metode pembelajaran yang masih jarang digunakan oleh para dosen. Nah, mengenai Workshop di kelas jurnal artikel writing sendiri menurut saya bagus mbak.
Ika
: Oke. Kalau Menurut pendapatmu, apa saja dampak positif dan negatif dari adanya Workshop tersebut?
Diah
: Kalau dampak positifnya yang pasti dengan adanya Workshop itu dapat menambah wawasan kepada mahasiswa. Jadi, mahasiswa mendapatkan ilmu baru terlebih pada bagaimana caranya menulis artikel yang bagus, serta berargumen dalam tulisan. Namun dalam Workshop ini juga banyak sisi negatifnya, yaitu seperti dosen yang berperan sebagai pusat atau center pembelajaran mendorong mahasiswa untuk tidak aktif dalam kegiatan Workshop ini. Terlebih, mereka akan cenderung diam dan hanya mendengarkan saja, mungkin dosen bisa membagi mahasiswa menjadi
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beberapa kelompok dalam Workshop agar mahasiswa lebih bisa berperan aktif dalam kegiatan pembelajaran. Ika
: Oh, begitu. Lalu kesulitan apakah yang kamu alami dalam menulis sebuah jurnal artikel?
Diah
: Sebenarnya bekal pengetahuan dalam penelitian quantitative maupun qualitative sudah ada, namun kesulitan dalam menulis sebuah jurnal artikel bagi saya yaitu wawasan yang belum luas sehingga perbendaharaan kata dalam menulis sebuah artikel masih minim sekali. Seperti grammar, tenses, dan penyusunan kalimat yang efektif masih perlu didalami oleh mahasiswa khususnya saya sendiri.
Ika
: Kamu sendiri termasuk partisipan yang aktif atau pasif dalam kegiatan Workshop ini? Jika pasif, apakah penyebabnya?
Diah
: Menurut saya, saya termasuk mahasiswa yang mungkin jarang aktif dan kadang pasif. Kalau dikelas saya banyak diam dalam artian jarang menjawab pertanyaan dari dosen, namun dalam hal penyetoran tugas-tugas saya usahakan untuk selalu mengumpulkan tugas dengan tepat waktu seperti apa yang diminta oleh dosen.
Ika
: Oke. Yang terakhir, ungkapkanlah sebuah kata untuk menggambarkan kegiatan Workshop di mata kuliah jurnal artikel writing ini!
Diah
: Tingkatkan! Itu mungkin mbak.
Ika
: Oke, mbak diah. Terimakasih untuk waktu dan informasinya ya.
Diah
: Sip mbak.
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The off interview to the C class student of journal article writing
Date of interview
: June 17, 2016
Time of interview
: 14.40 p.m.
Place of interview
: Laboratory Building
Interviewer
: Ika Yulita Armis
Interviewee
: Rani Untari
Interview after observation Ika
: Rani sebelumnya terimakasih ya, sudah bersedia untuk saya wawancarai.
Rani
: Iya mbak, sama-sama.
Ika
: Jadi, bagaimana pendapatmu tentang adanya kegiatan Workshop di mata kuliah jurnal artikel writing ini?
Rani
: Pendapat saya Workshop itu ada menyenangkan dan menyusahkannya. Menyenangkan karena kita jadi tahu cara-cara menulis jurnal artikel yang baik itu seperti apa, dan teori-teori dari mulai abstrak sampai conclusion itu benar-benar detail. Sedangkan menyusahkannya, yaitu cara mengatur deadline setoran setiap pertemuan, karena tugas mata kuliah yang lain juga banyak. Ditambah sistem dari Workshop ini kan setiap pertemuan harus setor sesuai dengan yang ada di to do list, jika tidak setor maka akan mempengaruhi nilai juga.
Ika
: Oke. Kalau untuk dampak positif dan negatif dari kegiatan Workshop ini apa menurutmu?
Rani
: Dampak positifnya ya kita dikenalkan tentang jurnal artikel, bagianbagiannya secara detail. Tadinya hanya sekedar membaca-baca diperpus, sekarang sudah mengenal apa itu jurnal artikel. Bagaimana menuliskan introduction, terdiri dari berapa jumlah kata, sampai bagaimana cara menuliskan referensi semuanya dikupas tuntas dalam Workshop ini. Dampak negatif sebenarnya tidak ada, itu kan ilmu dan tidak ada yang siasia. Mungkin hanya masalah waktu, karena dalam waktu setengah
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semester mahasiswa harus menyelesaikan sebuah jurnal artikel, dan itu sangat cepat sekali menurut saya. Ika
: Kalau untuk menulis sebuah jurnal artikel itu sendiri, adakah kesulitan yang kamu alami?
Rani
: Kesulitannya adalah bagaimana mencari topik yang interest atau menarik minat pembaca, dan harus up to date. Terkadang saya ingin menggunakan metode qualitative, tapi menemukan topiknya sulit. Kalau untuk abstark dan seterusnya insyaallah sudah terarahkan dengan adanya outline.
Ika
: Oh, gitu. Kamu sendiri sebenarnya termasuk partisipan yang aktif atau pasif dalam kegiatan Workshop ini? Jika pasif, apakah penyebabnya?
Rani
: Emm. Maksudnya aktif atau pasif itu bagaimana ya mbak?
Ika
: Aktif disini artinya dalam setiap pertemuan kamu selalu setor tagihan atau to do list artikel dan mendapat acc dari dosen.
Rani
: Ya, Alhamdulillah termasuk yang partisipan aktif sih mbak. Soalnya bisa setor tagihan artikel setiap pertemuannya. Meskipun sistem kebut semalam mengerjakannya dan banyak yang harus direvisi lagi.
Ika
: Oh, begitu ya. Tolong ungkapkan sebuah kata untuk menggambarkan kegiatan Workshop di mata kuliah jurnal artikel writing ini!
Rani
: Workshop ini bagus sih mbak diterapkan dalam mata kuliah jurnal artikel writing, tapi untuk kedepannya saya harapkan pak wildan bisa lebih mengalokasikan waktu untuk mahasiswa yang mau setoran tagihan artikel setiap pertemuannya. Jadi selama Workshop berlangsung diharapkan pak wildan memberikan waktu yang lebih luas bagi mahasiswa yang ingin setoran to do list. Karena selama ini yang saya rasakan pak wildan hanya memberikan sedikit waktu untuk itu, sedangkan sebagian besar waktu Workshop digunakan untuk mengulas kembali materi atau memberikan penjelasan mengenai tehnik-tehnik penulisan artikel yang baik dan benar.
Ika
: Oke rani. Terimakasih atas waktu dan informasinya ya.
Rani
: Ya, sama-sama.
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The off interview to the C class student of journal article writing
Date of interview
: June 17, 2016
Time of interview
: 15.00 p.m.
Place of interview
: Laboratory Building
Interviewer
: Ika Yulita Armis
Interviewee
: Noviana Andriani
Interview after observation Ika
: Mbak, kok belum pulang? Masih nunggu siapa?
Novi
: Hey mbak, iya ini mau kelompokkan CCU tapi temen-temen belum pada kumpul.
Ika
: Oh, gitu. Kalau minta waktunya sebentar boleh nggak mbak? Mau tanyatanya tentang Workshop dikelas pak wildan tadi.
Novi
: It‟s ok. Silahkan mbak.
Ika
: Bagaimana pendapat mbak novi tentang adanya kegiatan Workshop di mata kuliah jurnal artikel writing?
Novi
: Menurut saya Workshop jurnal artikel writing ini cukup bagus karena memberikan beberapa manfaat, misalnya kita bisa tahu bagaimana cara menulis jurnal internasional dengan baik dan benar menurut aturan yang berlaku. Kemudian dalam Workshop ini kita juga diberikan pengetahuan ataupun bekal untuk mengerjakan skripsi nanti, karena Workshop ini menuntut kita untuk melakukan mini-research dimana kita harus melakukan penelitian dilapangan. Jadi, Workshop ini sangat membantu kita untuk mengerjakan skripsi nanti.
Ika
: Oke. Kalau dampak positif dan negatif dari adanya Workshop sendiri apa?
Novi
: Dampak positif dari adanya Workshop ini yang pertama yaitu Workshop ini bisa meningkatkan writing skill khususnya dalam penulisan karya ilmiah. Yang kedua yaitu, bisa memberikan gambaran bagaimana
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menuliskan skripsi ataupun jurnal artikel internasional. Kemudian yang ketiga, dalam Workshop ini dapat menambah pengalaman terkait dengan penelitian yang dilakukan dilapangan. Sedangkan dampak negatifnya sejauh ini belum ada. Ika
: Oh, gitu. Menurutmu kesulitan apakah yang kamu alami dalam menulis sebuah jurnal artikel?
Novi
: Kesulitannya yang pertama yaitu sulitnya menemukan methodology, yang kedua yaitu tata cara dalam penulisan jurnal artikel yang cukup rumit karena harus mengikuti aturan yang berlaku, kemudian yang ketiga yaitu sulitnya menemukan referensi karena dibutuhkan referensi yang up to date.
Ika
: Lalu, kamu sendiri termasuk partisipan yang aktif atau pasif dalam kegiatan Workshop ini? Jika pasif, apakah penyebabnya?
Novi
: Emm. Ya bisa dibilang saya termasuk mahasiswa yang aktif dalam kegiatan Workshop mbak. Karena bisa setoran tagihan to do list tepat waktu.
Ika
: Oke. Yang terakhir tolong ungkapkan sebuah kata untuk menggambarkan kegiatan Workshop di mata kuliah jurnal artikel writing ini!
Novi
: Emm. Great! Itu saja mungkin mbak.
Ika
: Oke. Terimakasih atas waktu dan informasinya ya mbak.
Novi
: Iya, sama-sama mbak.
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The lecturer explained the material to the students
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The lecturer asked students to analysis the example of journal article paper
The lecturer checked the students‟ article paper
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The lecturer gave correction and suggestion for the students‟ article paper
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