Email this article 
Weighing research competencies of department of English language education graduates at UIN Ar-Raniry Banda Aceh
Abstract
The purpose of this study is to scrutinize participants’ research competency, source of research competency, and problems related to the research conduct. Nine graduates of the Department of English Language Education were purposefully selected; three of them completed their theses in one semester, three others finished in two semesters, and one other finalized in three semesters. In this qualitative study, semi-structured interviews were used. The findings revealed that graduates with one-semester thesis completion rates have stronger research proficiency than other groups. They have a higher motivational value component, a higher methodology-reflective component, and a higher operational activity component of research competency. Meanwhile, the emotional-volitional component of research competency remains equal for each group of participants. Furthermore, graduates acquired research competency through coursework, research conduct, and self-study. In terms of problems with research conduct, the data disclosed that graduates frequently struggled with self-motivation, supervisors, time/class schedule, knowledge of prior studies, data analysis, and participants selection.
Full Text:
PDFReferences
Akyürek, E., &Afacan, Ö. (2018). Problems encountered during the scientific research process in graduate education. The Institute of Educational Sciences. Higher Education Studies, 8(2), 47. doi: 10.5539/hes.v8n2p47
Albareda-Tiana, S., Vidal-Raméntol, S., Pujol-Valls, M., & Fernández-Morilla, M. (2018). Holistic approaches to develop sustainability and research competencies in pre-service teacher training. Sustainability, 10(10), 3698.
Bankauskienė, N., Augustinienė, A., &Čiučiulkienė, N. (2005). The expression in action research field: The case-based study of KTU teacher education program “pedagogy”. European conference on education research Sep, 7-10, 2005 Dublin (Ireland). http://www.leeds.ac.uk/educol/documents/151392.htm
Bocar, A. (2009). Difficulties encountered by the student – researchers and the effects on their research output. SSRN Electronic Journal. doi: 10.2139/ssrn.1612050
Böttcher, F., & Thiel, F. (2018). Evaluating research-oriented teaching: a new instrument to assess university students’ research competences. Higher Education, 75(1), 91-110.
Bougie, R., & Sekaran, U. (2019). Research methods for business: A skill building approach. John Wiley & Sons.
Brown, A., & Danaher, P. A. (2019). CHE principles: Facilitating authentic and dialogical semi-structured interviews in educational research. International Journal of Research & Method in Education, 42(1), 76-90.
Celik, S. (2011). Characteristics and competencies for teacher educators: addressing the need for improved professional standards in Turkey. Australian Journal of Teacher Education, 36(4), 29. doi: 10.14221/ajte.2011v36n4.3
Davidson, Z., & Palermo, C. (2015). Developing research competence in undergraduate students through hands on learning. Journal of Biomedical Education, 2015, 1-9. doi: 10.1155/2015/306380
DeKeyser, R. (2020). Skill acquisition theory. In Theories in second language acquisition (pp. 83-104). Routledge
Desmennu, A. T., & Owoaje, E. T. (2018). Challenges of Research Conduct among Postgraduate Research Students in an African University. Educational Research and Reviews, 13(9), 336-342.
Fuentes, H. C. (2017). Research competency of teacher education students in Eastern Samar State University Main Campus. Multi-Disciplinary Manila (Philippines) Conferences Jan, 26-27, 2017 Cebu (Philippines). doi:10.17758/uruaedir 0117524
Hammer, D., & Wildavsky, A. (2018). The open-ended, semistructured interview: An (almost) operational guide. In Craftways (pp. 57-101). Routledge
Ismail, R., & Meerah, T. (2012). Evaluating the Research Competencies of Doctoral Students. Procedia - Social and Behavioral Sciences, 59, 244-247. doi: 10.1016/j.sbspro.2012.09.271
Ivanenko, N., Mustafina, G., Sagitova, V., Akhmetzyanov, I., Khazratova, F., Salakhova, I., & Mokeyeva, E. (2015). Basic components of developing teachers’ research competence as a condition to improve their competitiveness. Review of European Studies, 7(4). doi: 10.5539/res.v7n4p22
Khan, N. N., Kolumbayevaa, S. Z., Karsybayeva, R. K., Nabuova, R. A., Kurmanbekova, M. B., & Syzdykbayev, A. D. (2016). Evaluation of the program effectiveness of research competence development in prospective elementary school teachers. International Journal of Environmental & Science Education, 11(18), 12309 12313. Retrieved from https://files.eric.ed.gov/fulltext/EJ1123278.pdf
Lacanlale, E. (2017). Research writing-related problems of selected graduating students in a university. The Upland Farm Journal, 25(1), 61-65. Retrieved from https://ufj.ifsu.edu.ph/wp-content/uploads/2017/12/Research-Writing-Related-Problems-of-Selected-Graduating-in-a-University.pdf
Mackey, A., & Gass, S. (2005). Second language research (pp. 173-174). New Jersey: Lawrence Erlbaum.
Matin, M., & Khan, M. (2017). Common problems faced by postgraduate students during their thesis works in Bangladesh. Bangladesh Journal Of Medical Education, 8(1), 22. doi: 10.3329/bjme.v8i1.32245
Mckay, S. (2008). Researching second language classrooms (2nd ed., pp. 56-58). Mahwah: Lawrence Erlbaum.
Mesa, M. L. O. (2018). Reflective teaching: An approach to enrich the English teaching professional practice. HOW, 25(2), 149-170. doi: 10.19183/how.25.2.386
O’Connor, H., & Gibson, N. (2018). A step-by-step guide to qualitative data analysis. A Journal of Aboriginal and Indigenous Community Health, 1(1), 64-78. Retrieved from https://www.researchgate.net/publication/29243
Roulston, K., & Choi, M. (2018). Qualitative interviews. The SAGE handbook of qualitative data collection, 233-249
Şahan, H., & Tarhan, R. (2015). Scientific research competencies of prospective teachers and their attitudes toward scientific research. International Journal of Psychology and Educational Studies, 2(3), 20-31. doi: 10.17220/ijpes.2015.03.003
Sedgwick, P. (2015). Multistage sampling. BMJ. doi: 10.1136/bmj.h4155
Selvi, K. (2010). Teachers’ Competencies. Cultural International Journal of Philosophy of Culture and Axiology, 7(1), 167-175. doi: 10.5840/cultura20107133
Shaheen, M., & Pradhan, S. (2019). Sampling in qualitative research. In Qualitative techniques for workplace data analysis (pp. 25-51). IGI Global
Supriyanto, A., Hartini, S., Syamsudin, S., & Sutoyo, A. (2019). Indicators of professional competencies in research of Guidance and Counseling Teachers. Counsellia: Jurnal Bimbingan dan Konseling, 9(1), 53-64.
Suyanta, S., Muluk, S., Farzah Ali, S., Husen, U., Muslim, B., & Mahdi, N. et al. (2016). Panduan Akademik dan Penulisan Skripsi Tahun 2016 (2nd ed.). Banda Aceh: FTK Ar-Raniry.
Usher, E. L. (2018). Acknowledging the whiteness of motivation research: Seeking cultural relevance. Educational Psychologist, 53(2), 131-144.
Van den Berg, N. (2016). Boundary-crossing competences of educators and researchers in working on educational issues (pp. 8-12). Hämeenlinna: UAS journal. Retrieved from https://uasjournal.fi/in-english/boundary-crossing-competences-of-educators-and-researchers-in-working-on-educational-issues1/#1458134585005-b3f22396-5506
Wahyudi, W. (2018). The Influence of Emotional Intelligence, Competence and Work Environment on Teacher Performance of SMP Kemala Bhayangkari Jakarta. Scientific Journal Of Reflection: Economic, Accounting, Management and Business, 1(2), 211-220.
Williams, M., & Moser, T. (2019). The art of coding and thematic exploration in qualitative research. International Management Review, 15(1), 45-55.
DOI: http://dx.doi.org/10.22373/ej.v10i2.17226
Refbacks
- There are currently no refbacks.
