SARJANA'S THESIS PROPOSAL

"TITLE OF SARJANA'S THESIS PROPOSAL1"

Name Research Focus (Please   TEFL

Reg. Number
Abstract:
Please state the summary of your
research background and research
methods. The abstract must be
between 75-100 words.
Keywords: 1-5 keywords
tick one):   Instructional Media
  English Skills
  Textbook Analysis
  Technology in Learning
  Blended Learning
  Lesson Planning and Curriculum Analysis
  Language Testing
  Translation Studies
  English Literature
Micro Linguistics of English (Phonology,
  Morphology, Syntax)

Macro Linguistics of English (Semantics,

Pragmatics, Sociolinguistics, Discourse Analysis)
 
Academic Advisor:
Advisor 12:
Advisor 23:
1. Introduction
1.1 Background
Elaborate your research background here. The background of a research paper can be the most challenging part of the
paper to write. The length of the background should be between 200-250 words only. A background should announce
your topic, provide context and a rationale for your work, before stating your research questions and hypothesis. Well-
written background set the tone for the paper, catch the reader's interest, and communicate the hypothesis or thesis
statement.
Announce your research topic. You can start your background with a few sentences which announce the topic
of your paper and give an indication of the kind of research questions you will be asking. This is a good way to
introduce your readers to your topic and pique their interest. The first few sentences should act as an indication of a
broader problem which you will then focus in on more closely in the rest of your introduction, leading to your specific
research questions.
Consider referring to keywords. You may also have certain keywords in your title which you want to establish
and emphasize in your introduction. You have to end your background by a closing statement about why you chose the
title and why you chose the subject or population of your research.

1.2 Research Objective

State your research objective briefly and clearly here.

1.3 Significances
State the significances of your research briefly here. Make sure your research is necessary to conduct.

1.4 Previous Studies

1
Title must not exceed 12 words
2
Filled by Prodi
3
Filled by Prodi
Describe the scope and limitation of your study.

1.5 Previous Studies

Elaborate the main findings of the previous studies here. After that, explain the similarity and the differences
between the previous studies and your research. This must not exceed 250 words.

2. Review of Related Literature

Include a brief literature review. Depending on the overall length of your paper, it will be necessary to include
a review of the existing literature already published in the field. This is an important element of your paper which
demonstrates that you have a strong knowledge and understanding of the debates and scholarship in your area. You
should aim to indicate that you have a broad knowledge, but that you are engaging in the specific debates most
relevant to your own research.
Use the literature to focus in on your contribution. A concise but comprehensive literature review can be a
very effective way to frame your own research paper. As you develop your introduction, you can move from the
literature to focus in on your own work and its position relevant to the broader scholarship. Elaborate on the rationale
of your paper. Once you have framed your work within a broader context you can elaborate more fully on the rationale
of your research and its particular strengths and importance. The rationale should clearly and concisely indicate the
value of your paper and its contribution to the field. Try to go beyond saying that you are filling a gap in the
scholarship and emphasize the positive contribution of your work.
One of the most important things is that you have to mention the author of your citation in the references
section. Do not forget to use the latest APA style. Only put the important point of the literature here. DO NOT put all
parts of the theories.

3. Research Methods
Quantitative research methods are based on the philosophy of positivism, are used to examine specific
populations or samples, collect data using research measuring instruments, data analysis are quantitative /
statistical in nature, with the aim of testing and proving the hypotheses that have been made / established.
Qualitative research is used to examine the conditions of natural objects (versus experiments), where
the researcher is the key instrument. The data collection technique was done by triangulation (combined). Data
analysis is inductive / qualitative. Qualitative research results emphasize meaning rather than generalizations.
In this part, also describe how you decide the subjects or the population and how you involve them in
your research. If you are using sampling, make sure you mention the theory of the minimum percentage in this
part; therefore, you decide to take such number, describe the steps of how you collect the data of the research
briefly and clearly, mention and describe the instruments you will use in your research and why those
instruments are suitable for your research, and describe the steps of how you will analyse the data of your
research.

4. References
Use APA Style in writing the references.
 EXAMPLE OF SARJANA'S THESIS PROPOSAL

" ENGLISH TEACHERS’ PERCEPTION ON THE USE OF WHATSAPP IN TEEACHING EFL"

John Doe Research Focus (Please   TEFL

123456789 tick one):   Instructional Media
Abstract:   English Skills
The researchers were interested in
using teenagers’ addiction to these   Textbook Analysis
gadgets to support the learning √  Technology in Learning
process. In this study, researchers   Blended Learning
used descriptive qualitative methods
and took English teachers in   Lesson Planning and Curriculum Analysis
Banjarmasin as the subject of   Language Testing
research. The research was Translation Studies
 
conducted by holding social media
training, focused on WhatsApp, as a   English Literature
medium for learning English. Next, Micro Linguistics of English (Phonology,
the researchers asked the subjects to Morphology, Syntax)
use WhatsApp in the teaching and
 
learning process. Next, researchers
distributed questionnaires to figure
out the perception of teachers. Macro Linguistics of English (Semantics,
Keywords: Whatsapp, English
Pragmatics, Sociolinguistics, Discourse Analysis)
teaching, perception
 
Academic Advisor: Prof. Dr. Education, M.Pd.
Advisor 1: ……………………………………
Advisor 2: ……………………………………
1. Introduction
1.1 Background
In Indonesia, WhatsApp is the most popular application4. In August 2016, several domestic digital and
advertising company associations officially partnered with comScore research company to create an Online
Audience Measurement Standard. comScore is expected to provide data on the number of visitors from each
site and mobile application in Indonesia, like Nielsen's rating for television media. On March 29, 2017,
comScore also presented their first report.
Because the internet, especially chat applications like WhatsApp, has become the part of children’s life
and the adolescents in Indonesia, efforts are necessary to increase the awareness, knowledge, and skills to keep
using the internet safely. This study suggests that parents and teachers supervise and assist their children in
digital activities and engage in them, and teachers have to deal with this fact well. Based on this problem, the
researchers were interested in using teenagers’ addiction to these gadgets to support the learning process.
1.2 Research Objective
The objective of this research is to figure out EFL teachers’ perception on the use of WhatsApp in teaching
English as a foreign language.

1.3 Significances
Theoretical: 1) Give information to EFL teachers about the perception of the use of WhatsApp in EFL teaching,
1) to be reference for other teachers who are interested in using WhatsApp in teaching EFL.
Practical: 1) Become additional consideration in planning a lesson using WhatsApp, 2) Become a guide to
evaluate EFL teaching for the teachers who have used WhatsApp in EFL teaching.

1.4 Scope and Limitation

This research will be focused on the perception of EFL teachers who are teaching English in Junior High School
Level and the members of MGMP of English for Junior High School.
4
https://id.techinasia.com/comscore-whatsapp-adalah-aplikasi-terpopuler-di-indonesia
1.5 Previous Studies
1) WhatsApp was very useful as a learning medium, 2) Students were motivated to follow the learning process
because they used something they like, 3) the use of WhatsApp can also promote more interaction between
students (Yusuf et.al., 2021).

2. Review of Related Literature

2.1 Blended Learning
Blended learning is an approach to education that combines online educational materials and opportunities for
interaction online with traditional place-based classroom methods. It requires the physical presence of both
teacher and student, with some elements of student control over time, place, path, or pace (Friesen, 2012).
While students still attend "brick-and-mortar" schools with a teacher present, face-to-face classroom practices
are combined with computer-mediated activities regarding content and delivery (McGee, P., & Reis, A., 2021).
Blended learning is also used in professional development and training settings (Lothridge ET.AL., 2012).
2.2 Synchronous Learning
Synchronous learning refers to a learning event in which a group of students are engaging in learning at the
same time. Before learning technology allowed for synchronous learning environments, most online education
took place through asynchronous learning methods. Since synchronous tools that can be used for education
have become available, many people are turning to them as a way to help decrease the challenges associated
with transactional distance that occurs in online education. Several case studies that found that students are
able to develop a sense of community over online synchronous communication platforms (Nicholson, 2012)
(Oztok et.al., 2013) (Schwier and Balbar, 2002) (Hrastinski, 2006).
A lecture is an example of synchronous learning in a face-to-face environment, because learners and
teachers are all in the same place at the same time. Another example of a synchronous learning event would
involve students watching a live web stream of a class, while simultaneously taking part in a discussion.
Synchronous learning can be facilitated by having students and instructors participate in a class via a web
conferencing tool. These synchronous experiences can be designed to develop and strengthen instructor-
student and student-student relationships, which can be a challenge in distance learning programs (Orr, 2010).

3. Research Methods
In this study, researcher will use descriptive qualitative methods and took Junior High School English teachers
in Banjarmasin who are also member of English SMP MGMP as the subject of research. The teachers will be
from states and private learning institutions like schools, colleges, and courses. The research will be conducted
by holding social media sharing, focused on WhatsApp, as a medium for learning English. The medium will be
used as exercise and games. Next, the researcher will ask the subjects to use WhatsApp in the teaching and
learning process. Next, researcher will distribute questionnaires to figure out the perception of teachers.
Finally, the research findings will be described in systematically in chapter IV of the Sarjana Thesis.

4. References
Friesen, N. (2012). Report: Defining blended learning.
Hrastinski, S. (2006). The relationship between adopting a synchronous medium and participation in online
group work: An explorative study. Interactive Learning Environments, 14(2), 137-152.
Lothridge, K., Fox, J., & Fynan, E. (2013). Blended learning: efficient, timely and cost effective. Australian Journal
of Forensic Sciences, 45(4), 407-416.
McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous
Learning Networks, 16(4), 7-22.
Nicholson, S. (2002). Socialization in the "virtual hallway": instant messaging in the asynchronous web-based
distance education classroom. The Internet and Higher Education, 5(4), 363-372.
Orr, P. (2010). Distance supervision: Research, findings, and considerations for art therapy. The Arts in
Psychotherapy, 37, 106-111.
Oztok, M., Zingaro, D., Brett, C., & Hewitt, J. (2013). Exploring asynchronous and synchronous tool use in online
courses. Computers & Education, 60(1), 87-94. See page 15
Schwier, R. A., & Balbar, S. (2002). The interplay of content and community in synchronous and asynchronous
communication: Virtual communication in a graduate seminar. Canadian Journal of Learning and
Technology/La revue canadienne de l'apprentissage et de la technologie, 28(2). Available at
http://www.cjlt.ca/index.php/cjlt/article/view/81/74