COACHED WRITING AND CROWD WRITING PRODUCTS IN THE TEACHING OF EFL WRITING

Writing as one of the four language skills is a very important skill for communication, especially in a written form. In universities in Indonesia, writing in English as a Foreign Language (EFL) is taught to the students of the English departments. Through the teaching of EFL writing, the students will be able to learn to write according to the academic conventions. The process of writing through systematic teaching is called ‘coached writing.’ In this digitization era, however, students also become users of social media. Social media have so many users that they are referred to as ‘crowd.’ The crowd in social media communicate and they might be willing to be involved in some activities initiated by some users. These particular users try to attract the crowd in activities such as crowd funding, crowd sourcing, crowd translating, and crowd writing, This article reports the result of a study which investigated the differences between the products of coached writing and those of crowd writing. It also discusses some implications of crowd writing practices so that EFL teachers will be aware of the phenomenon and its effects on ethical and academic issues

CONVERGING LINES: TOWARDS THE INTEGRATION OF SECOND LANGUAGE RESEARCH AND TEACHING

Despite the increasing research in second language acquisition, a gap seems to exist between researchers' technical knowledge and teachers' practical knowledge. This is evident from a review of research studies in form-focused instruction summarized in this article. Additional review of articles in the teaching of writing also leads to a similar conclusion. The theoretical development of the writing process does not seem to provide many insights for teachers to apply the process approach to the teaching of writing. The results of the two reviews then indicate that an attempt is required to relate second language research to teaching. Theoretical-pedagogical research, action research, and participatory research are referred to as models of research that can bridge the gap. A review of sample studies recently conducted demonstrates how the integration between technical and practical knowledge can be achieved through the three types of research

RHETORICAL STRATEGIES USED IN THE ENGLISH PERSUASIVE ESSAYS OF INDONESIAN UNIVERSITY STUDENTS OF EFL

The purpose of this study was to investigate the use of rhetorical strategies in English persuasive essays written by Indonesian university students of English as a foreign language. This study also examined to what extent overall proficiency in English composition was predictive of the rhetorical strategies used in English persuasive essays. Two groups of undergraduate students were involved: the first- and fourth-year students in the English department of the State University of Malang, Indonesia. This study showed that that there was a statistically significant difference between the rhetorical strategies used in English persuasive essays written by the first- and fourth-year students. In general, the fourth-year students were more successful than the first-year students in using the superstructure of argument, the Toulmin model of informal reasoning, and the persuasive appeals. This study also showed that there was a positive significant correlation between the students' overall proficiency in English composition and the rhetorical strategies used in English persuasive essays

AUSTRALIAN AND INDONESIAN UNIVERSITY STUDENTS’ UNDERSTANDING OF PLAGIARISM

This article is part of a larger report of research which explored and compared Australian and Indonesian university students’ attitudes toward plagiarism, understanding of plagiarism, and understanding of university policy on plagiarism. It focuses on whether or not Australian and Indonesian students differed in their understanding of the notion of plagiarism and its various forms. Data of the Australian and Indonesian subjects’ understanding of plagiarism were gained using a questionnaire and focus group interviews. The results showed that the Australian students were more knowledgeable of the notion of plagiarism and its various forms than the Indonesian students. The differences may be attributed to the academic context of the study. The Indonesian students were not familiar with the Western norm in academic writing, the norm which is regularly practiced in the Australian context. This study strongly recommends that the Indonesian students’ awareness of plagiarism be increased in order to avoid plagiarism. Keywords: understanding of plagiarism, definition of plagiarism, academic context, focus group interviews, university study

INDONESIAN EFL TEACHERS STUDYING OVERSEAS: FEELINGS, EXPECTATIONS, AND PERSPECTIVES ON PROFESSIONAL DEVELOPMENT

One of the ways to develop English teachers' professional competence is by sending them to study in a graduate program in English language education. Sending English teachers to pursue their higher level of education is one of the policies taken by the Government of East Java to improve English teachers' professional competence. In response to the Government of East Java's policy, teachers were selected to study in a graduate program with a sandwich study. The sandwich takes the format of "in-house training" held at State University of Malang and overseas study in Angeles University Foundation, Philippine. This article explores the English teachers' feelings, expectations, and perspectives on professional development with regard to the opportunity in studying overseas. The results of the study show that studying overseas contributed to professional development of the English teachers participating in the sandwich study program during their graduate education

AFTER THREE-YEAR IMMERSION IN THE AUSTRALIAN MAINSTREAM CLASSROOM: TOWARDS MORE ADVANCED ESL LITERACY LEARNING DEVELOPMENT

This article is one of two studies about literacy learning of Aida, an Indonesian young English language learner who was mainstreamed in an Australian primary school in Melbourne. It described the development of her more advanced literacy learning. This article suggests that a learner's literacy learning of ESL in the mainstream classroom can be facilitated if there are a number of contributing factors, especially those related to literacy learning policies, learning environment, and teachers' role

Australian and Indonesian university students' understanding of plagiarism

This article is part of a larger report of research which explored and compared Australian and Indonesian university students’ attitudes toward plagiarism, understanding of plagiarism, and understanding of university policy on plagiarism. It focuses on whether or not Australian and Indonesian students differed in their understanding of the notion of plagiarism and its various forms. Data of the Australian and Indonesian subjects’ understanding of plagiarism were gained using a questionnaire and focus group interviews. The results showed that the Australian students were more knowledgeable of the notion of plagiarism and its various forms than the Indonesian students. The differences may be attributed to the academic context of the study. The Indonesian students were not familiar with the Western norm in academic writing, the norm which is regularly practiced in the Australian context. This study strongly recommends that the Indonesian students’ awareness of plagiarism be increased in order to avoid plagiarism

The Overall Proficiency in English Composition of Indonesian University Students of EFL

This study was aimed at examining the students' overall proficiency in English composition across university-year cohorts and across academic options. The participants were undergraduate students of Universitas Negeri Malang. They were asked to write persuasive essays on whether violence as exposed on TV programs should be restricted. The essays were evaluated using the ESL Composition Profile. The results showed that that there was a significant difference between the first- and fourth-year students' overall proficiency in English composition. In addition, there was no significant difference between the overall proficiency in English composition of the students taking the thesis option and those taking non-thesis option. The instructional program and writing curriculum appeared to play an important role in developing the students' over-all proficiency in English composition. However, the thesis prerequisite courses provided to prepare the students to write a thesis proposal did not seem to affect their overall proficiency in English composition

DO INTERNATIONAL NESB STUDENTS NEED AN ACADEMIC LANGUAGE DEVELOPMENT PROGRAM?

This study examined the academic language skills of international students from non-English speaking background (NESB) at the University of Melbourne. It aimed to determine whether or not they need an academic language development program. The participants were 158 international NESB students of distinct categories. The students' academic language were measured using the Diagnostic English Language Assessment (DELA) test administered before the commencement of their academic study. Scores of the test were compared across categories and correlated across academic language skills. The results from this study suggested that. in general. international NESB students need a language development program to improve their academic writing skill. In addition. it was suggested that the development of the academic writing skill of international N ESB students be accomplished through a program directly related to academic language writing

RESEARCH STUDIES IN SECOND LANGUAGE WRITING AND IN CONTRASTIVE RHETORIC

The major aim of this article is to review studies of second language writing. The first part deals mainly with the process of writing in the second and first languages. The second part concerns contrastive rhetoric. In this second part, the findings of research studies on the relationship of first and second language rhetoric will be presented. Included in the discussion are research studies on contrastive rhetoric in the Indonesian context. The last section of this article concludes the discussion and proposes the implementation of more research on the relationship between Indonesian rhetoric and English rhetoric in essays written by Indonesian learners of English