Improving students ’ competence in thesis defense examination in English

1. Improving students’ competence in thesis defense examination in English (Case studies in English Education Department of Syiah Kuala University, State Islamic Institute of Banda Aceh, State Islamic Institute of Medan and University of Medan) The central problem of this research is poor performance of undergraduate students in thesis defense.Even though, students are competence in speaking general English; however, they are poor in thesis defense presentation performance.

2. Background of research English is considered as a foreign language (EFL).It has been introduced since elementary schools.Students who study in English Education Department (EED) expect to work at schools, as English teachers, or at foreign companies, staff. In order to graduate, students have to pass the thesis final examination with exceptional results.

3. Four pieces of anecdotal evidences for a central problem First, Students face some difficulties to perform competently in the thesis defense event because of first, the students have little understanding of the stages in the thesis defense and Second, students’ face may be threatened by the examiners, who may attempt to show their authority and expertise over the studentsSecond evidence is teachers do not have a standardised syllabus to prepare students to be successful in defending their final thesis examination.Third evidence, ad hoc syllabus is not evaluated with respect to the students’ needs for defending their thesisThe last evidence, marks are given on a subjective basis. .

4. To response to the problems As thesis defense is a genre of its own (Swales, 1990, 2004), this research project will adapt Genre Approach (GA) to understanding the problems. Many researchers believed the GA as a successful approach to help students to be competent in writing (Derewianka (2003), Feez (1999), Christie (1999), Henry & Roseberry (1998), and Firkin, Forey & Sengupta (2007)). However, there is still lack of investigation regarding the application of GA (Hyon, 1996) to teach communicative event such as thesis defense.

5. Therefore, this study will focus on whether the genre approach can improve the performance of students in presenting their argument in a thesis defense event. The theoretical assumption of this research is to perform well in a genre specific language event such as thesis defense, one is expected to know what the moves and steps, procedures and the assessment criteria.

6. Aim of the Research To find out an effective way to improve students’ performance in thesis defense examination. Objectives 1. To discover major factors inhibiting students from performing competently in thesis defense. 2. To discover the nature of thesis defense at universities in Indonesia.3. To discover the nature of the genre information as understood by the students and the examiners of the observed thesis defense event. 4. To find out how effective genre approach strategies to improve the performances of undergraduate students in their thesis defense. the performances of undergraduate students

8. Sumary of literature Definition of Genre: The definitions can be found on online dictionary, which says that genre is a kind of literary or artistic (Kamus, 2012). Swales (1990) defines genre as a class communicative events, such as thesis defense which all stakeholders in the class take part in the communication. Paltridge (2002) sees genre as documented essays, summaries, annotated bibliographies, cases studies, reports, and research projects. All of these tasks focus on argument, problem-solution, description, discussion, cause and effect, and compare and contrast. Macken-Horarik (2002) sees genre as text types with a sequence of stages and clear sets of social purpose, social location, schematic structure and description of stages. Adnan (2010) looks genre as an important role to achieve social purposes with its schematic structures, which is developed through social actions to reach social purposes. Swales and Adnan relevant to this study, thesis defense is one of communicative events which has moves and steps in oral communication to reach purposes.

9. Four models of Thesis Defense Presentation (TDP) 1. Grimshaw, Felds, & Jennes (1994).2. Burke (1994) mentions very close to the above dissertation outline.3. Swales (2004) proposes four moves for thesis defense.4. Hasan (1994) proposes fourteen stages of the thesis defense.

10. Thesis Defense Examination (TDE) Purpose Kiley (2009) reports that the purpose of the doctorate is developing research and skills through an original contribution to knowledge.Kelly (2010) finds in her research that students are questioning the purpose of oral examinations, i.e whether it is to test knowledge or an opportunity for examiners to give feedback to the candidates or it is to produce a thesis for original contribution of knowledge or to produce researchers with certain skills and abilities.During the thesis defense event, a candidate presents his/her work in front of audiences and s/he has greater opportunities to defend their argument and to clarify any confusing issues in the research (Jack, 2002).

11. Despite the importance of the thesis defence for doctoral candidates, in Australia, the completed doctorate is presently in written form as a thesis and there is no oral examination (Holbrook, Bourke, Lovat, & Dally, 2004).The thesis is sent to two or three external examiners who write reports and make recommendations about the thesis

12. Methodology This is a case study investigating students’ competence in thesis defense. Two approaches over two stages: ethnographic and experiment approaches.Yin (2009) and Nunan (1992) define a case study as an investigation of a case or multiple cases to obtain in-depth information in the context in which the case occurs. This study applies a case study which focuses on improving students’ competence in thesis defense examination in English.One semester will be spent to collect information.

13. Ethnography phase

14. Experimental phase

15. Experiment Group pre-test ------ treatment-------- interviews-------observation---post-testcontrol grouppre-test ----------- observation-------interviews------------post-test

16. Procedure of data collection Observation Interviews documents 20 examinees, 20 teachers & 60 examiners Case studyethnography phaseexperimental phase Observation Pre test Interviews Documents Post test 20 students

17. Methods of data analysis Observation, pre and post test, and documentsHasan’s (1994) model of fourteen stages. Create Research Space (CARS) (Swales, 1990) models. Bunton (2005) models.interviews naturalistic inquiry (Guba & Lincoln, 1985). Data from these methods will be collected and analysed in order to identify underlying themes. Line by line coding will be used to analyse the data. From line by line coding, I expect to compare the data that I obtain from different sources and will be able to identify mismatch in the data.

18. Establishing trustworthiness 1. Prolonged engagement refers to building trust among respondents through spending sufficient time.2. A persistent classroom observation refers to identifying roles of examinees and examiners in the thesis defense event.3. Data triangulation refers to identifying different realities by applying multiple perceptions or perspectives.4. Member checks refers to confirming whether the data is credible.

19. Proposed Timeline

21. Thesis Defense Presentation (TDP) Grimshaw, Felds, & Jennes (1994) explains that there are four typical thesis defense:First is opening segment where committee members and candidate are settling in. In this segment, chair of event is explaining the procedure of defense event for all members. Candidate is asked to tell about his/her personal background which is followed by talking briefly about the research finding. Second is defense proper which the committee members are taking their turn to ask questions about any thing relating to the research project, such as theoretical framework, research methods, data collection and analysis, findings, and future plans. This segment is the longest segment among other segments. It may take for approximately one hour. Third is camera segment, where the candidate is asked to leave to room while the committee members are evaluating about the performance of thesis defense and the content of the dissertation. In this very short segment, the committees are determining whether the candidate is pass with or without any revision, or even the candidate is fail. Last is closing segment where the candidate returns to the room to accept the congratulation from committee members and audience who observe the event. Signing forms is commonly happened.

22. Burke (1994) mentions very close to the above dissertation outline.First, Introductory background. In this segment, a student is asked to tell his/her personal background and a brief review of the dissertation. Second, questions segment, where committee members ask questions to the candidate. Third, assessment segment, during this segment, the committee members decide whether the candidate pass or fail. Forth, interlude, during this segment committee members are having casual conversation while the candidate is entering back to the room.Last is wrap up segment, where the candidate signs any important documents.

23. Swales (2004) proposes four moves for thesis defense: first is preliminaries segment. During this segment, a candidate is asked to introduce him/herself. Often, the chair asks the candidate and any audience to leave the room; the committee reviews evaluations and agrees on procedures; a member recalls the candidate and any audience. Second segment is the defense proper. During this segment the candidate is receiving comments and questions from audiences. Prior to receiving them from audiences, the chair summarizes agreed procedures, which the candidate is conducting the presentation and the committee members are given time to ask questions.Third is the camera session. During this segment, the committees are discussion about the result of the presentation and decide whether the candidate is pass or fail. The candidate is outside the presentation room during this segment.Last is closing segment. The result of the thesis defense performance is indicated with congratulations to the candidate. In addition to that, discussion of what more needs to be done and necessary book-keeping (signing forms, etc) and leave-taking (photo, etc).

24. Hasan (1994) proposes fourteen stages of the thesis defense. These stages are categorized with obligatory and optional stages. G : GreetingPI : Personal introductionPO : Procedural orientationCP : Candidate’s prefaceCQ : Committee’s queriesCE : Candidate’s enquiriesCD : Candidate’s dismissalCO : Committee’s opinionCR : Candidate recallVA : Verdict affectVR : Verdict ratificationAC : Advice to candidateTC : Task closureLT : Leave taking