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Suweng as a traditional song in which it also invites learners to play the game of this song together.
2. The second principle is to encourage risk taking. While teaching-learning process takes place, it would be a better action if teachers praise leaners for making efforts to try out
language; use fluency exercises where errors are not corrected at that time; give outside-of- class assignments to speak or write or otherwise try out the language. These activities can
influence the students to be more active to use the language as well as to be aware of using the language in active communication. The teachers can give them work-sheets or activities
in which they should have interaction to local people so that more practices can be obtained. For example: the learners are invited to go to traditional market nearby in which they should
practice how to go shopping and do bargaining. The teacher assists them by giving more freedom to them in exploring the language.
. The thi d p i iple is to uild lea e s self-confidence in which teachers should tell the learners verbally and non-verbally that teachers believe in them; have them make lists of
their strengths, of what they know or have accomplished in the course. As we know that learners are from different countries and have different background as well, they also need
good support from teachers to develop their language competence. For example: each
eeti g of the lea i g p o ess is desig ed to i ite lea e s pa ti ipatio , su h as: presenting their findings, practicing the dialogue in front of the class, and so fort.
4. The fourth principle is to help learners develop intrinsic motivation. To help learners become more interested in learning Bahasa Indonesia and Indonesia culture, it is the teachers
work to help them develop their intrinsic motivation. The teachers can tell them about the natural beauty of Indonesia, thousands of ethnic groups living in Indonesia, pluralistic society,
and many more. By doing it, the learners can have motivation to learn Indonesia and there will be significant development of their language competence as well.
5. The fifth principle is to promote cooperative learning; teachers can do that by directing learners to share their knowledge and culture; playing down competition among them;
getting the class to think of themselves as a team; and doing a considerable amount of small- g oup o k. Coope ati e lea i g is supposed to uild lea e s self-awareness that they
need to cooperate with each other in order to develop their potentials and knowledge. For example: the competition of creating and making a traditional child
e s to . 6. The sixth principle is to encourage leaners to use right-brain processing. As we know
that the human right-brain supports the language development and has potential storage for language as well, therefore, teachers should use movies and tapes in class; have the learners
ead passages apidl ; do ski i g e e ises; do apid f ee ites ; do o al flue
e e ises where the object is to get learners to talk or write a lot without being corrected. By giving
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the learners these activities, the lea e s la guage o pete e a i ease a d the a e
able to use good language both orally and written. For example: learners are invited to fill in the blanks on song lyrics while they are listening to Indonesian song.
7. The seventh principle is to promote ambiguity tolerance, in which teachers should encourage learners to ask question to teachers and each other what they do not understand
something; keep their theoretical explanations very simple and brief; deal with just a few rules at a time. Since the learners learn Bahasa Indonesia, therefore these activities can make
them receive and acquire Bahasa Indonesia more easily. And they do not get frustrated when they find difficulties in learning Bahasa Indonesia.
8. The eighth principle is to help learners use their intuition. Teachers should help them to use their intuition by praising them for good guessing; not giving explanation of errors
– let a correction suffice; and correcting the selected errors, preferably just those that interfere with
learning. Using intuition can help the learners understand and be aware of their language errors so that they will produce and use correct Bahasa Indonesia. For example: the teacher
gives learners a game in which the learners should guess what the thing is hidden in the box.
9. The ninth principle is to get learners make their mistakes work for them. In order to make them know their language mistakes and let them produce the correct ones, teachers
should tape- e o d lea e s o al p odu tio a d get the to ide tify errors; let them catch
a d o e t ea h othe s e o s; ot gi e the the o e t fo ; e ou age the to ake lists of their common errors and to work on them on their own.
10. Finally, the tenth principle is to get learners get their own goals. Every learner has hisher own target of learning to achieve the goals, the goals of learning the language can be
achieved if other elements of learning process like community, objectives, and teachers, support their process of learning the language. In the classroom, teachers should encourage
or direct learners to go beyond the classroom goals; have them make lists of what they will accomplish on their own in a particular week; get the learners to make specific time
o it e ts to stud the la guage; a d gi e e t a edit o k.
Those principles basically can be applied to the teaching-learning process as far as they a e suita le, a e i ple e ted, a d at h ith u i ulu a d s lla us, lea e s u e t
needs, and learning objectives. The principles as proposed by Brown, actually, are needed in Bahasa Indonesia class and good for the success of the teaching-learning process in the
classroom and can contribute to show the important values of Indonesian characteristics for learners to be understood so that the mutual cultural understanding among Indonesia and
other countries is well supported.
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IV. CONCLUSION
BIPA is assumed as a potential program for foreign people who want to learn and understand bahasa Indonesia and Indonesian culture. By following the BIPA class, the
speakers of other languages are actively engaged with Indonesian culture. Therefore, it is the s lla us a d ate ial desig e , a d BIPA tea he s to p o ote a d fa ilitate the lea e s
needs in understanding Indonesian culture through bahasa Indonesia class.
The cultural components are regarded to bring positive values and significant changes to the lea e s u de sta di g o I do esia a d its ultu e. The efo e, the a e also e
beneficial to promote the partnership programs betw ee I do esia a d the lea e s o igi al
country so that there will be more opened discussion on the following programs.
ACKNOWLEDGMENT
This paper is fully dedicated to my family who always stands by me and gives support to accomplish it. My gratitude goes to ISI Yogyakarta which has already facilitated me in taking
part on this seminar. Hopefully, there will be further research to accomplish this paper. And last but not least, a special thank also goes to ICERI committee for giving me good
opportunity to present my paper in the conference.
References
[1] Bates, D.G., Fratkin, E.M., Cultural Anthropology, 3
rd
ed., Boston: Pearson Education, Inc., 2003.
[2] Brown, H.D., Principles of Language Learning and Teaching,2
nd
ed., New Jersey: Prentice- Hall, Inc., 1987.
[3] Bundhowi, M., Komponen Budaya dalam Pengajaran BIPA, unpublished, 2007. [4] Burden, P.R. and Byrd, D.M., Methods for Effective Teaching: Meeting the Needs of All
Students, 5
th
ed. Boston: AllynBacon, 2010. [5] Dubbeldam, L., and Epskamp, K.,
Edu atio a d Cultu e i Du elda , L., a d Epskamp, K., Proceeding, The International Symposium on Education, Culture and
Productive Life in Developing Countries, The Hague: CESO, 1988., pp. 35. [6] Peter, T., Sociolinguistics: An Introduction to Language and Society, London: Penguin
Books, 1983. [7] Salomon, G., The Changing Role of the Teacher: From Information Tansmitter to
Orchestrator of Learning in Oser, F.K., Dick, A., and Patry, JL., Effective and Responsible Teaching: The New Synthesis, San Fransisco: Jossey-Bass Publisher, 1992., pp. 35.
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[8] Spradley, J., and McCurdy, D.W., Conformity and Conflict: Readings in Cultural Anthropology, 12
th
ed., Boston: Pearson Education, Inc., 2006
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IDENTIFYING THE CHALLENGES OF UNDERGRADUATE STUDENTS IN WRITING RESEARCH PROJECTS: A PRELIMINARY STUDY
Eny Winarti
Sanata Dharma University enywinartigmail.com
Abstract
In the Department of Teacher Training of Elementary School Pendidikan Guru SekolahDasar, PGSD of Sanata Dharma University, students are required to write a research report to
obtain their undergraduate degree. Their research project can be quantitative, qualitative, classroom action research or research and development depending upon their interest.
Joining the examina
tio oa ds, I dis o e ed that the stude ts epo ts did ot efle t the ideal esea h epo t iti g. This pape is the ai ed at ide tif i g the stude ts halle ges
i iti g esea h epo ts. I o de to do so, the epo ts of stude ts esea h p ojects were analyzed by examining the logic of the research design and the usage of appropriate
academic language. The logic of the research design was related to the logic of how the students developed their title, background, literature reviews, research methods, results,
conclusions and recommendation, and references. The usage of appropriate academic la guage i luded the logi of a ade i la guage ased o Bloo s ta o o , a d the
stude ts effo ts to a oid plagia is . The esult of the studies i di ated that students had challenges in presenting the logic of research design and in using the logic of academic
language appropriately. Based on this study, the findings suggested that there should be additional courses that more intensively prepare the students to deal with such challenges.
Keywords: research projects, research report writing, writing challenges, academiclanguage
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1. Introduction
In the Department of Teacher Training of Elementary School Pendidikan Guru SekolahDasar, PGSD of Sanata Dharma University, students are required to write a research
report to obtain their undergraduate degree. Their research project can be quantitative, qualitative, classroom action research or research and development depending upon the
stude ts i te est
. It is listed in the curricula that in order to prepare the students for writing this final project, the department provides specific courses, namely
metodologipenelitian metopen research methodology, which is offered at semester 6, and penelitiantindakankelas PTK, classroom action research which is offered at semester 7. It is
expected that by the end of semester 8 the students will have completed their final project.
Based on the curriculum, the research methodology course provides students with different theories and practices of methodologies in either quantitative, qualitative or
research and development studies. By the end of this course in semester 6, the students are expected to write a complete proposal of a research study based on their own interest. It
can be quantitative, qualitative or research and development. This kind of study is also projected in action research course. In other words, the students need to create two
different proposals based on their interest: one main research, and the other action research.
By the end of semester 7, the students are required to decide which one of their proposals will be developed into the final project. Once they decide their final project
proposals, the students are encouraged to decidewith their advisor. The main advisor should at least have the academic profession of asistenahli, about the same level as assistant
professor. It is in such a design that by the end of semester 8, the students are expected to have completed their research project and its final report.
To make the guidance efficient, the department also provides the students with collaborative research. In this kind of study, an advisor might guide and meet regularly with
five to fifteen studentsonce a week, once in two weeks, or even only once in a month. The odels of the eeti g a also e a ied, ased o the tea he s alues a d i te ests. I
collaborative research, for example, my group met once a week at the beginning of the semester, before the students collected the data. When the students already had the data,
e et t i e a eek. I the eeti g, e sha ed the p og ess a d halle ges the stude ts met in the process.
Despite the systematic ways of guiding the students, when I joined the examination boards, I realized that the s
tude ts esea h epo ts did ot efle t ideal esea h pape s. The background of the study often did not directly lead to the research questions; the
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research problems were not clearly formulated; the literature review was not well- organized; the methodology was not clearly described; and the conclusions were not well-
articulated to answer the research problems. This situation stimulated me to study the problems that the students have to deal with in writing their research projects. The results
of this study will serve to inform the education department to identify what to do to prepare students to better write their research projects.
2. Theoretical Review
This section is aimed at presenting the features of the research reports expected by the program of the study including the information about the research description and its
components. This information is taken from the guidelines of the writing research report of the department [10].
The department emphasizes that research report writing for undergraduate student is one of the requirements in order for the undergraduate students to accomplish their study.
This writing is considered to be an academic exercise for the students. Therefore, while it should be free from plagiarism, it should also reflect the students understanding of the
courses that the students have obtained. As noted in the introduction section, this report writing can be either quantitative, qualitative, research and development, or classroom
action research.
It is stated in the guidelines that the components to be included in the research report writing are the title, introduction, literature review, research methods, results and
discussion, conclusions and recommendations, and references. Further, it is explained that written in not more than 15 words, the title of the research should summarize the main
topic of the research. It should also reflect the relationships of variables and elements to be discussed in the research.
Following the title is the introduction section, consisting of research background, research questions, research aims and objectives, and research benefits. The research
background should reflect the logical process why the research should be conducted and the research questions should contain the information about what the study focuses on. The
aims and objectives section includes the expectation of the research to be conducted and the research benefits inform who will benefit from the research.
In the literature review section, three subsections are included. They are the theoretical review, which is subdivided into the relevant theories and studies, and the theoretical
framework that discusses the conceptual relation among the theories, and the research
