Portrait of Good EFL Thesis Advisors
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Portrait of Good EFL Thesis Advisors
Saiful
Department of English Education, Faculty of Teacher Training and Education,
University of Syiah Kuala, Banda Aceh 23111, Indonesia;
Email: [email protected]
Abstract
This study aimed to reveal characteristics of good EFL thesis advisors in
the forms of students’ opinions in association with two research variables
namely adequacy of English proficiency and adequacy of content
knowledge. The study employs qualitative approach which is intended to
develop and build a theory about EFL thesis advisor effectiveness by
means of grounded theory method. The data were obtained from 15 EFL
graduate students through in-depth interview. The obtained data were
analyzed by using three techniques namely open coding, axial coding,
and selective coding. From the respondents’ accounts, the results showed
that good thesis advisors should have good technical knowledge
consisting of two main qualities namely adequacy of English proficiency
and adequacy of content knowledge. To conclude, good EFL thesis
advisors must be at advanced level of English language skills and have
good ability of appropriate content knowledge covering English grammar,
syntax, linguistic, phonology, language and culture, sociolinguistics,
psycholinguistics, error analysis and discourse analysis.
Keywords: EFL thesis advisors, English proficiency, content knowledge.
Introduction
In Indonesia, students who pursue master’s degree programs, including students
majoring in English language, have to do research and write their research reports
in the forms of a thesis. A thesis is a special genre of academic writing which is
closely related to a research project that students must complete to accomplish their
master’s program. A thesis can be defined as the written report of a research study
on a particular subject undertaken in fulfillment or partial fulfillment of a graduate
master’s degree that must meet academic standards for such scholarly research
(Clark, 2007; Thomas & Brubaker 2004; Davinson, 1977).
As a matter of fact, writing is indeed a complicated process (Wang & Li, 2008 and
Zimmerman, 2000). It can challenge those writing in L1, but for those writing in a
foreign language, the challenges are even greater. Most EFL students find that
writing scientific writing in English is difficult and challenging as English is
linguistically and culturally different from their own language. EFL students are
naturally disadvantaged in their ability to achieve the same degree of proficiency as
native speakers of English (Chou, 2011; Lee & Tajino, 2008; Mukminatien, 2013;
Omery, et al, 2003; Sadeghi & Khajepasha, 2015; Strauss, 2012; Utami and
Cahyono, 2006). In addition, Clark (2007) and Emilia (2012) argue that writing a
thesis is difficult as students have engage critically with complex texts, discovering
ideas, writing a compelling proposal, developing and revising drafts, constructing the
review of the literature, working with tables and graphs, and using various cuing and
organizational strategies to maintain manageability and coherence.
655
Saiful
The presence of thesis advisors is very critical to solve the students’ problems and
difficulties in thesis writing as mentioned above. It is an undeniable fact that all
thesis writer students expect that they would have scientifically qualified and good
thesis advisors as they are very important persons in students’ academic
experience. Good thesis advisors play a leading role in the success of thesis writing
of graduate students. It implies that the completion of thesis writing is the final goal
of all of graduate students. Several researchers (Barrat & Huba 1994; Yang & Clum,
1994) argue that English language ability, including writing skill, is the most
important determinant of students’ academic success.
Based on preliminary research I conducted, all respondents being interviewed
argued that qualities of good EFL thesis advisors refer to supportiveness,
accessibility, clear feedback, encouragement and criticism, motivation, helping
students solve problems, regular weekly meeting, moral support, good relationship,
and assessment of students’ needs. However, none of the respondents stated that
adequacy level of English and knowledge of English are important qualities of good
EFL thesis advisors as well. Therefore, this study tried to the fill the gap. So, the
study aimed to reveal characteristics of good thesis advisors in terms of adequacy
level of English proficiency and knowledge of English in association with two
research questions as follows.
1. What is the appropriate level English proficiency to allow EFL thesis advisors to
advice effectively?
2. To what extent can knowledge of English subject-matters be beneficial for EFL
thesis advisors to advise effectively?
Characteristics of Good EFL Thesis Advisors
Concepts of effective EFL thesis advisors derived from both the literature and the
research findings will inspire the advisory of students’ thesis writing in a more
effective way. Consequently, EFL thesis advisors are challenged and motivated, and
at the same time they are provided with sufficient confidence to operate in their
professional practice.
James and Baldwin (1999) propose eleven concepts of effective advisors. Good
thesis advisors ensure the partnership is right for the research project; get to know
students and carefully assess their needs; establish reasonably, agreed
expectations; work with students to establish a strong conceptual structure and
research plan; encourage students to write early and often; initiate regular contact
and provide high quality feedback; get students involved in the life of the
department; inspire and motivate; help is academic and personal crisis crop up;
take active interest in the students’ future careers; and carefully monitor the final
production and presentation of the research.
The main characteristics of good thesis advisors adapted from Kumar & Huat, 2011;
Kritsonis, 2008; Olibie, Agu, Uzoechina, 2015; Wade, Keane, Dietz & Hay, 2010;
are addressed below.
• Openness to discussion
• Availability
• Ability to offer support
• Ability to provide continuous feedback
• Expertise
• Flexibility
• Empathy
• Ability to use a wide variety of advisory techniques
• Ability maintain high ethical and moral standards
• Adequacy of language proficiency
• Adequacy of content knowledge
656
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
•
•
•
•
Ability to perceive students’ linguistic needs
Ability to maintain good relationship with students
Ability to value students’ opinions
etc.
Those above items provide EFL thesis advisors with good deal of information that
can be useful for determining certain areas for continued professional growth.
Research Method
The study aims to explore the characteristics of good EFL thesis advisors perceived
by graduate (masters) students of English Department of State University of Malang.
This study by nature can be classified as a type of qualitative research. It is a kind of
research that does not use statistical procedures or other means of quantifications to
arrive at findings (Strauss & Corbin, 1990). There are many types of qualitative
research. Some of which are ethnography, phenomenological approach, life
histories, conversational analysis, and grounded theory. This study will be concerned
with the last type of qualitative research, grounded theory.
The Grounded Theory Method (GTM) is the discovery of theory from data. For this,
Creswell (2012) & Strauss and Corbin (1990) explain that grounded theory is
inductively derived from the study of the phenomenon it represents. That is
discovered, developed, and provisionally verified through systematic data collection
and analysis of data pertaining to that phenomenon. Therefore, data collection,
analysis, and theory should stand in reciprocal relationship with each other. One
does not begin with a theory, and then prove it. Rather one begins with an area of
study and what is relevant to that area is allowed to emerge.
Research Instrument: In-Depth Interview
With regards to its design much of the data gathering method was done through
open-ended interviewing. The purpose of interview in this study was to obtain
information about the criteria of a good EFL thesis advisor perceived by students
that covers both a factual and meaning level. Kvale (1996) argues that the
qualitative research interview seeks to describe and the meanings of central themes
in the life world of the subjects. The main task in interviewing is to understand the
meaning of what the interviewees say. In addition, Patton (1987) states that the
main purpose of interviewing is to find out what is in and on someone else’s mind.
He further explains that we interview people to find out from them those things we
cannot directly observe.
Respondents
The data for this study were collected by employing in-depth interview. 15 graduate
students majoring in English Language Department of State University of Malang
were treated as the subjects of the study. The sample subjects were studying and
writing their research-based theses in the State University of Malang. The first 4
subjects of each university were selected by means of purposive sampling and the
others will be taken through snowball sampling. On the basis of purposive sampling,
the 4 subjects, as the first interviewee, were recruited through recommendations
from trustees such as their lecturers, their thesis advisors, and the heads of English
Departments who know well the students. On the other hand, the process of
snowball sampling is much like asking the first 4 subjects to nominate their
classmates or friends who were writing their theses when this study was being
conducted. The type of sampling technique works like a chain of referrals. After
interviewing the initial subjects, the researcher asked for help from the subjects to
help identify other students with the same properties of interest.
657
Saiful
Data Analysis
The first phase of data analysis is coding. Coding is central to grounded theory
building research. Strauss and Corbin (2008) and Creswell (2012) explain that
coding represents the operation by which data are broken down, conceptualized, and
put together in new ways. It is the central process by which theories are built from
data. Data analysis will be immediately done after data are collected and ordered. In
the study, data collection, data ordering, and data analysis are interrelated as shown
in the figure below:
Data Ordering
(3)
Data Analysis
(4)
Data
Collection (2)
Theory
Saturation?
Yes
No
Reach Closure
(6)
Theoretical
Sampling
(1)
Data Development
(5)
Figure 1. The interrelated process of data collection, ordering, and data analysis to
build grounded theory.
Results and Discussion
Results
The following findings answer research question 1. There is a growing acceptance
within the respondents that the requirement does demonstrate a thorough
proficiency in spoken and written is the ideal qualification for EFL thesis advisors.
From the interview it becomes clear that there is an urgent need to redefine the
concept of English proficiency into a theory that suits to any kind of advisory
context. Many useful concepts have been initiated by the respondents either on the
basis of theoretical or empirical as shown in the following conceptual map.
Summary of Findings
RQ1. “What is the appropriate level English proficiency to allow
EFL thesis advisors to advice effectively?”
•
•
•
•
•
•
Proficiency level appropriate for all advisory contexts
High proficiency level of oral production
High proficiency level of writing skill
Necessarily to code-switch
Necessarily to use Indonesian Language
Ability in using specific speech acts and functions such as
requesting, asking for clarification, giving instruction,
warning, giving advice, and explaining new things
Figure 2. Categories of adequacy proficiency level of English.
In relation to research question 2, the findings of the study revealed that EFL thesis
advisors should know about English language and its related disciplines. In addition,
658
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
although there is a certain priority English proficiency, EFL thesis advisors need to
be equipped with knowledge and awareness pertaining to concepts, theories, and
principles that constitute the theoretical basis for the field of foreign language
teaching ( Richards, 1997).
From the respondents’ accounts, it was revealed that it was compulsory for EFL
thesis advisors to know what to teach (content knowledge) besides knowing about
advisory itself (EFL advisory principles). Appropriate content knowledge includes
English grammar, syntax, phonology, language and culture, sociolinguistics,
psycholinguistics, and discourse analysis. EFL thesis advisors with adequate content
knowledge would be able to explain difficult items, solve students’ problems and
explain interrelatedness of language components. The following is a map of useful
concepts that had been initiated by the respondents in order to be effective thesis
advisors.
Summary of Findings
RQ2. “To what extent can knowledge of English subjectmatters be beneficial for EFL thesis advisors to advise
effectively?”
• English grammar, syntax, linguistics, phonology,
language and culture, sociolinguistics, error
analysis, psycholinguistics
• Ability to solve language problems
• Ability to explain interconnectedness of language
components
Figure 3. Categories of adequacy of English content knowledge.
Discussions
Adequacy of English Proficiency
In relation to research question 1, English proficiency is understood by respondents
as how well EFL thesis advisors can speak, read, write and understand English. This
includes a considerable knowledge of grammar, vocabulary, pronunciation as well as
an awareness of related cultural aspects of English. In addition, the adequacy of
proficiency refers to EFL thesis advisor who can advise at any type of advising
context with ease.
EFL thesis advisors possess adequate level of English proficiency, so that they can
advise effectively at any assigned advising context. With regard to minimum level of
proficiency, there is not any standard set of guidelines. Nevertheless, a certain
sense of relativity must always be taken into account (Brown, 2001). It is generally
agreed that if the advising context shows a level of “Master’s thesis”, then in order
for the advisors to advice effectively they should have “advance” level English
proficiency. This quality is supported by Sinclair (2001) who conducted research on
the pedagogy of good Ph.D. supervision found that high level of speaking skill and
writing ability are ingredients of a good thesis advisor.
Good thesis advisors always maintain their English proficiency at the level of
appropriateness so that they can become models for their writer students. In
addition, good EFL thesis advisors demonstrate the ability to use appropriate
components of the language functions in the advisory process. This includes specific
speech acts such as greetings, asking and answering questions, giving instructions,
asking for students’ attention, warning and giving advice, and explaining new
content.
659
Saiful
If new content is difficult either for the advisors to explain in English or for the
students to understand, the advisors are always flexible to code switch or to use
Indonesian language. However, interaction between language proficiency and the
ability to present a new and difficult content remain as a crucial issue especially
when it is related with the adequacy of the oral skill of EFL thesis advisors (Freeman
and Long, 1991). For this purpose, flexibility to code switch and ability to improvise
through language-switch (e.g. by using Indonesian language) may enable thesis
advisors to advice effectively. Since the use of the students’ native language is an
option (as required in most advisory process), it is important for the thesis advisors
not to let the advisory process be excessively occupied by Indonesian language. But
at a certain advisory context where the students, proficiency is heterogeneous the
use of Indonesian language can be advantages such as establishing good
relationship with the students as well as brief explanation of vocabulary usage and
grammar points. So, the roles and functions of code-switching are not new at all
because these had been reported in a variety of literature of bilingualism especially
those specializing in code-switch in classroom lesson such as Azlan & Narasuman
(2013), Huerta-Marcias & Quintero (1992) and Mogkwathi (2011).
If the advisors’ speaking and writing ability is poorer or lower than students, then
they will not feel freer or securer in advising their students. This evidence is
supported by Nell & Muller (2010) who conducted research on the impact of
teachers’ limited English proficiency on English second learners in South African
schools. Their study revealed that teachers who were not proficient in English skills
felt lack of confidence to teach in English. Therefore, thesis advisors can only feel
freer or securer if their speaking ability and writing skill are above their students’
level, and hence, writing skill is the most important of all.
Adequacy of English Content Knowledge
Related to research question 2, the domain of content knowledge refers to what EFL
thesis advisors need to know about their roles and functions as thesis advisors, i.e.
the specialized concepts, theories, and disciplinary knowledge that constitutes
theoretical basis for the skills of second language teaching (Richrads, 1997). Good
EFL advisors always demonstrate that they comprehend critically a set of ideas to be
advised. They understand not only what they advise but also understand it in
several ways. An additional dimension of the content knowledge is that they are able
to handle any kind of language problems faced by their writer students.
Good content knowledge allows the thesis advisors to explain about how words are
formed and related to construct a sentence (grammar), what components are
involved in word formation such as prefixes, roots, verbs, noun, etc. (morphology),
how sentences are related to form a discourse (syntax), how words create meanings
(semantics), how meaning is understood in a given context such as who speaks
whom-when and where (pragmatics and sociolinguistics), and how a word is
pronounced
(phonology).
In
short,
thesis
advisors
comprehend
the
interconnectedness of all language components in an organized framework within
which communication operates.
Similarly, good thesis advisors take good advantage of their knowledge and
awareness of the principles of foreign language writing to make meaningful advice
by employing useful and critical ideas both during the planning phases of advisory as
well as during the advisory itself. Thesis advisors need to study the area of their
students’ research interest closely and then think through a series of questions
before taking useful actions. They think about students’ research goals to achieve,
what specific language that could be used, what next to steps to suggest and what
writing tasks will be assigned. So, in thinking through questions, they can quickly
imagine the kind of writing plan suitable for the students’ research report.
660
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Conclusions
This study has shed a significant amount light on the question “what is like to be
good EFL thesis advisors in terms of English language proficiency and content
knowledge of English?” The conclusion was done on the basis of the invented
categories containing the principles of good EFL thesis advisors.
A good EFL thesis advisors possessed adequate proficiency level of English (advance
level). A study on EFL teachers’ language proficiency by Smadi (2013) found that
there was a significant relationship between higher level of language proficiency and
higher quality of instruction. This statement was supported by Seghayer (2017) who
states that successful EFL teachers show a high level of English language
competence. Since English was used in thesis writing, the use of English in the
process of advisory was a prerequisite to EFL thesis advisors. Since English was used
in writing theses, the use of English during the process of advisory was a
prerequisite to EFL thesis advisors. It does not mean that the thesis advisors use
English all the time without considering whether the students are following them or
not. If content is difficult, flexibility to improvise by means of language switch could
be an effective option. In any case, it might not happen that the thesis advisors’
proficiency level was lower or worse than their students. On the whole, being
superior in communicative performance and written production was necessary for
good EFL thesis advisors.
Besides having adequate proficiency level of English, EFL thesis advisors were
expected by most students, to have good English content knowledge as good EFL
thesis advisors needed to know and understand what to advice. Seghayer (2017)
argues that successful EFL teachers possess good knowledge of English language
content such as grammar, syntax, phonology, social and cultural rules, etc. So, good
knowledge of language content would allow the advisors to explain aspects of
grammar, vocabulary, syntax, semantics, pragmatics, sociolinguistics, etc. clearly.
Acknowledgements
I would like to express my deepest and sincere gratitude to the Ministry of Research,
Technology and Higher Education of Indonesia and the Center for Research and
Community Services of Syiah Kuala University (LPPM Syiah), Banda Aceh Indonesia,
for fully granting me the research funding with contract grant number
110/UN11.2/PP/SP3/2017
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662
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Portrait of Good EFL Thesis Advisors
Saiful
Department of English Education, Faculty of Teacher Training and Education,
University of Syiah Kuala, Banda Aceh 23111, Indonesia;
Email: [email protected]
Abstract
This study aimed to reveal characteristics of good EFL thesis advisors in
the forms of students’ opinions in association with two research variables
namely adequacy of English proficiency and adequacy of content
knowledge. The study employs qualitative approach which is intended to
develop and build a theory about EFL thesis advisor effectiveness by
means of grounded theory method. The data were obtained from 15 EFL
graduate students through in-depth interview. The obtained data were
analyzed by using three techniques namely open coding, axial coding,
and selective coding. From the respondents’ accounts, the results showed
that good thesis advisors should have good technical knowledge
consisting of two main qualities namely adequacy of English proficiency
and adequacy of content knowledge. To conclude, good EFL thesis
advisors must be at advanced level of English language skills and have
good ability of appropriate content knowledge covering English grammar,
syntax, linguistic, phonology, language and culture, sociolinguistics,
psycholinguistics, error analysis and discourse analysis.
Keywords: EFL thesis advisors, English proficiency, content knowledge.
Introduction
In Indonesia, students who pursue master’s degree programs, including students
majoring in English language, have to do research and write their research reports
in the forms of a thesis. A thesis is a special genre of academic writing which is
closely related to a research project that students must complete to accomplish their
master’s program. A thesis can be defined as the written report of a research study
on a particular subject undertaken in fulfillment or partial fulfillment of a graduate
master’s degree that must meet academic standards for such scholarly research
(Clark, 2007; Thomas & Brubaker 2004; Davinson, 1977).
As a matter of fact, writing is indeed a complicated process (Wang & Li, 2008 and
Zimmerman, 2000). It can challenge those writing in L1, but for those writing in a
foreign language, the challenges are even greater. Most EFL students find that
writing scientific writing in English is difficult and challenging as English is
linguistically and culturally different from their own language. EFL students are
naturally disadvantaged in their ability to achieve the same degree of proficiency as
native speakers of English (Chou, 2011; Lee & Tajino, 2008; Mukminatien, 2013;
Omery, et al, 2003; Sadeghi & Khajepasha, 2015; Strauss, 2012; Utami and
Cahyono, 2006). In addition, Clark (2007) and Emilia (2012) argue that writing a
thesis is difficult as students have engage critically with complex texts, discovering
ideas, writing a compelling proposal, developing and revising drafts, constructing the
review of the literature, working with tables and graphs, and using various cuing and
organizational strategies to maintain manageability and coherence.
655
Saiful
The presence of thesis advisors is very critical to solve the students’ problems and
difficulties in thesis writing as mentioned above. It is an undeniable fact that all
thesis writer students expect that they would have scientifically qualified and good
thesis advisors as they are very important persons in students’ academic
experience. Good thesis advisors play a leading role in the success of thesis writing
of graduate students. It implies that the completion of thesis writing is the final goal
of all of graduate students. Several researchers (Barrat & Huba 1994; Yang & Clum,
1994) argue that English language ability, including writing skill, is the most
important determinant of students’ academic success.
Based on preliminary research I conducted, all respondents being interviewed
argued that qualities of good EFL thesis advisors refer to supportiveness,
accessibility, clear feedback, encouragement and criticism, motivation, helping
students solve problems, regular weekly meeting, moral support, good relationship,
and assessment of students’ needs. However, none of the respondents stated that
adequacy level of English and knowledge of English are important qualities of good
EFL thesis advisors as well. Therefore, this study tried to the fill the gap. So, the
study aimed to reveal characteristics of good thesis advisors in terms of adequacy
level of English proficiency and knowledge of English in association with two
research questions as follows.
1. What is the appropriate level English proficiency to allow EFL thesis advisors to
advice effectively?
2. To what extent can knowledge of English subject-matters be beneficial for EFL
thesis advisors to advise effectively?
Characteristics of Good EFL Thesis Advisors
Concepts of effective EFL thesis advisors derived from both the literature and the
research findings will inspire the advisory of students’ thesis writing in a more
effective way. Consequently, EFL thesis advisors are challenged and motivated, and
at the same time they are provided with sufficient confidence to operate in their
professional practice.
James and Baldwin (1999) propose eleven concepts of effective advisors. Good
thesis advisors ensure the partnership is right for the research project; get to know
students and carefully assess their needs; establish reasonably, agreed
expectations; work with students to establish a strong conceptual structure and
research plan; encourage students to write early and often; initiate regular contact
and provide high quality feedback; get students involved in the life of the
department; inspire and motivate; help is academic and personal crisis crop up;
take active interest in the students’ future careers; and carefully monitor the final
production and presentation of the research.
The main characteristics of good thesis advisors adapted from Kumar & Huat, 2011;
Kritsonis, 2008; Olibie, Agu, Uzoechina, 2015; Wade, Keane, Dietz & Hay, 2010;
are addressed below.
• Openness to discussion
• Availability
• Ability to offer support
• Ability to provide continuous feedback
• Expertise
• Flexibility
• Empathy
• Ability to use a wide variety of advisory techniques
• Ability maintain high ethical and moral standards
• Adequacy of language proficiency
• Adequacy of content knowledge
656
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
•
•
•
•
Ability to perceive students’ linguistic needs
Ability to maintain good relationship with students
Ability to value students’ opinions
etc.
Those above items provide EFL thesis advisors with good deal of information that
can be useful for determining certain areas for continued professional growth.
Research Method
The study aims to explore the characteristics of good EFL thesis advisors perceived
by graduate (masters) students of English Department of State University of Malang.
This study by nature can be classified as a type of qualitative research. It is a kind of
research that does not use statistical procedures or other means of quantifications to
arrive at findings (Strauss & Corbin, 1990). There are many types of qualitative
research. Some of which are ethnography, phenomenological approach, life
histories, conversational analysis, and grounded theory. This study will be concerned
with the last type of qualitative research, grounded theory.
The Grounded Theory Method (GTM) is the discovery of theory from data. For this,
Creswell (2012) & Strauss and Corbin (1990) explain that grounded theory is
inductively derived from the study of the phenomenon it represents. That is
discovered, developed, and provisionally verified through systematic data collection
and analysis of data pertaining to that phenomenon. Therefore, data collection,
analysis, and theory should stand in reciprocal relationship with each other. One
does not begin with a theory, and then prove it. Rather one begins with an area of
study and what is relevant to that area is allowed to emerge.
Research Instrument: In-Depth Interview
With regards to its design much of the data gathering method was done through
open-ended interviewing. The purpose of interview in this study was to obtain
information about the criteria of a good EFL thesis advisor perceived by students
that covers both a factual and meaning level. Kvale (1996) argues that the
qualitative research interview seeks to describe and the meanings of central themes
in the life world of the subjects. The main task in interviewing is to understand the
meaning of what the interviewees say. In addition, Patton (1987) states that the
main purpose of interviewing is to find out what is in and on someone else’s mind.
He further explains that we interview people to find out from them those things we
cannot directly observe.
Respondents
The data for this study were collected by employing in-depth interview. 15 graduate
students majoring in English Language Department of State University of Malang
were treated as the subjects of the study. The sample subjects were studying and
writing their research-based theses in the State University of Malang. The first 4
subjects of each university were selected by means of purposive sampling and the
others will be taken through snowball sampling. On the basis of purposive sampling,
the 4 subjects, as the first interviewee, were recruited through recommendations
from trustees such as their lecturers, their thesis advisors, and the heads of English
Departments who know well the students. On the other hand, the process of
snowball sampling is much like asking the first 4 subjects to nominate their
classmates or friends who were writing their theses when this study was being
conducted. The type of sampling technique works like a chain of referrals. After
interviewing the initial subjects, the researcher asked for help from the subjects to
help identify other students with the same properties of interest.
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Data Analysis
The first phase of data analysis is coding. Coding is central to grounded theory
building research. Strauss and Corbin (2008) and Creswell (2012) explain that
coding represents the operation by which data are broken down, conceptualized, and
put together in new ways. It is the central process by which theories are built from
data. Data analysis will be immediately done after data are collected and ordered. In
the study, data collection, data ordering, and data analysis are interrelated as shown
in the figure below:
Data Ordering
(3)
Data Analysis
(4)
Data
Collection (2)
Theory
Saturation?
Yes
No
Reach Closure
(6)
Theoretical
Sampling
(1)
Data Development
(5)
Figure 1. The interrelated process of data collection, ordering, and data analysis to
build grounded theory.
Results and Discussion
Results
The following findings answer research question 1. There is a growing acceptance
within the respondents that the requirement does demonstrate a thorough
proficiency in spoken and written is the ideal qualification for EFL thesis advisors.
From the interview it becomes clear that there is an urgent need to redefine the
concept of English proficiency into a theory that suits to any kind of advisory
context. Many useful concepts have been initiated by the respondents either on the
basis of theoretical or empirical as shown in the following conceptual map.
Summary of Findings
RQ1. “What is the appropriate level English proficiency to allow
EFL thesis advisors to advice effectively?”
•
•
•
•
•
•
Proficiency level appropriate for all advisory contexts
High proficiency level of oral production
High proficiency level of writing skill
Necessarily to code-switch
Necessarily to use Indonesian Language
Ability in using specific speech acts and functions such as
requesting, asking for clarification, giving instruction,
warning, giving advice, and explaining new things
Figure 2. Categories of adequacy proficiency level of English.
In relation to research question 2, the findings of the study revealed that EFL thesis
advisors should know about English language and its related disciplines. In addition,
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Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
although there is a certain priority English proficiency, EFL thesis advisors need to
be equipped with knowledge and awareness pertaining to concepts, theories, and
principles that constitute the theoretical basis for the field of foreign language
teaching ( Richards, 1997).
From the respondents’ accounts, it was revealed that it was compulsory for EFL
thesis advisors to know what to teach (content knowledge) besides knowing about
advisory itself (EFL advisory principles). Appropriate content knowledge includes
English grammar, syntax, phonology, language and culture, sociolinguistics,
psycholinguistics, and discourse analysis. EFL thesis advisors with adequate content
knowledge would be able to explain difficult items, solve students’ problems and
explain interrelatedness of language components. The following is a map of useful
concepts that had been initiated by the respondents in order to be effective thesis
advisors.
Summary of Findings
RQ2. “To what extent can knowledge of English subjectmatters be beneficial for EFL thesis advisors to advise
effectively?”
• English grammar, syntax, linguistics, phonology,
language and culture, sociolinguistics, error
analysis, psycholinguistics
• Ability to solve language problems
• Ability to explain interconnectedness of language
components
Figure 3. Categories of adequacy of English content knowledge.
Discussions
Adequacy of English Proficiency
In relation to research question 1, English proficiency is understood by respondents
as how well EFL thesis advisors can speak, read, write and understand English. This
includes a considerable knowledge of grammar, vocabulary, pronunciation as well as
an awareness of related cultural aspects of English. In addition, the adequacy of
proficiency refers to EFL thesis advisor who can advise at any type of advising
context with ease.
EFL thesis advisors possess adequate level of English proficiency, so that they can
advise effectively at any assigned advising context. With regard to minimum level of
proficiency, there is not any standard set of guidelines. Nevertheless, a certain
sense of relativity must always be taken into account (Brown, 2001). It is generally
agreed that if the advising context shows a level of “Master’s thesis”, then in order
for the advisors to advice effectively they should have “advance” level English
proficiency. This quality is supported by Sinclair (2001) who conducted research on
the pedagogy of good Ph.D. supervision found that high level of speaking skill and
writing ability are ingredients of a good thesis advisor.
Good thesis advisors always maintain their English proficiency at the level of
appropriateness so that they can become models for their writer students. In
addition, good EFL thesis advisors demonstrate the ability to use appropriate
components of the language functions in the advisory process. This includes specific
speech acts such as greetings, asking and answering questions, giving instructions,
asking for students’ attention, warning and giving advice, and explaining new
content.
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If new content is difficult either for the advisors to explain in English or for the
students to understand, the advisors are always flexible to code switch or to use
Indonesian language. However, interaction between language proficiency and the
ability to present a new and difficult content remain as a crucial issue especially
when it is related with the adequacy of the oral skill of EFL thesis advisors (Freeman
and Long, 1991). For this purpose, flexibility to code switch and ability to improvise
through language-switch (e.g. by using Indonesian language) may enable thesis
advisors to advice effectively. Since the use of the students’ native language is an
option (as required in most advisory process), it is important for the thesis advisors
not to let the advisory process be excessively occupied by Indonesian language. But
at a certain advisory context where the students, proficiency is heterogeneous the
use of Indonesian language can be advantages such as establishing good
relationship with the students as well as brief explanation of vocabulary usage and
grammar points. So, the roles and functions of code-switching are not new at all
because these had been reported in a variety of literature of bilingualism especially
those specializing in code-switch in classroom lesson such as Azlan & Narasuman
(2013), Huerta-Marcias & Quintero (1992) and Mogkwathi (2011).
If the advisors’ speaking and writing ability is poorer or lower than students, then
they will not feel freer or securer in advising their students. This evidence is
supported by Nell & Muller (2010) who conducted research on the impact of
teachers’ limited English proficiency on English second learners in South African
schools. Their study revealed that teachers who were not proficient in English skills
felt lack of confidence to teach in English. Therefore, thesis advisors can only feel
freer or securer if their speaking ability and writing skill are above their students’
level, and hence, writing skill is the most important of all.
Adequacy of English Content Knowledge
Related to research question 2, the domain of content knowledge refers to what EFL
thesis advisors need to know about their roles and functions as thesis advisors, i.e.
the specialized concepts, theories, and disciplinary knowledge that constitutes
theoretical basis for the skills of second language teaching (Richrads, 1997). Good
EFL advisors always demonstrate that they comprehend critically a set of ideas to be
advised. They understand not only what they advise but also understand it in
several ways. An additional dimension of the content knowledge is that they are able
to handle any kind of language problems faced by their writer students.
Good content knowledge allows the thesis advisors to explain about how words are
formed and related to construct a sentence (grammar), what components are
involved in word formation such as prefixes, roots, verbs, noun, etc. (morphology),
how sentences are related to form a discourse (syntax), how words create meanings
(semantics), how meaning is understood in a given context such as who speaks
whom-when and where (pragmatics and sociolinguistics), and how a word is
pronounced
(phonology).
In
short,
thesis
advisors
comprehend
the
interconnectedness of all language components in an organized framework within
which communication operates.
Similarly, good thesis advisors take good advantage of their knowledge and
awareness of the principles of foreign language writing to make meaningful advice
by employing useful and critical ideas both during the planning phases of advisory as
well as during the advisory itself. Thesis advisors need to study the area of their
students’ research interest closely and then think through a series of questions
before taking useful actions. They think about students’ research goals to achieve,
what specific language that could be used, what next to steps to suggest and what
writing tasks will be assigned. So, in thinking through questions, they can quickly
imagine the kind of writing plan suitable for the students’ research report.
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Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Conclusions
This study has shed a significant amount light on the question “what is like to be
good EFL thesis advisors in terms of English language proficiency and content
knowledge of English?” The conclusion was done on the basis of the invented
categories containing the principles of good EFL thesis advisors.
A good EFL thesis advisors possessed adequate proficiency level of English (advance
level). A study on EFL teachers’ language proficiency by Smadi (2013) found that
there was a significant relationship between higher level of language proficiency and
higher quality of instruction. This statement was supported by Seghayer (2017) who
states that successful EFL teachers show a high level of English language
competence. Since English was used in thesis writing, the use of English in the
process of advisory was a prerequisite to EFL thesis advisors. Since English was used
in writing theses, the use of English during the process of advisory was a
prerequisite to EFL thesis advisors. It does not mean that the thesis advisors use
English all the time without considering whether the students are following them or
not. If content is difficult, flexibility to improvise by means of language switch could
be an effective option. In any case, it might not happen that the thesis advisors’
proficiency level was lower or worse than their students. On the whole, being
superior in communicative performance and written production was necessary for
good EFL thesis advisors.
Besides having adequate proficiency level of English, EFL thesis advisors were
expected by most students, to have good English content knowledge as good EFL
thesis advisors needed to know and understand what to advice. Seghayer (2017)
argues that successful EFL teachers possess good knowledge of English language
content such as grammar, syntax, phonology, social and cultural rules, etc. So, good
knowledge of language content would allow the advisors to explain aspects of
grammar, vocabulary, syntax, semantics, pragmatics, sociolinguistics, etc. clearly.
Acknowledgements
I would like to express my deepest and sincere gratitude to the Ministry of Research,
Technology and Higher Education of Indonesia and the Center for Research and
Community Services of Syiah Kuala University (LPPM Syiah), Banda Aceh Indonesia,
for fully granting me the research funding with contract grant number
110/UN11.2/PP/SP3/2017
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