NOTICE OF THESIS EXAM YUSHELLIA TANIA - 202100010017

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NOTICE OF THESIS EXAM

YUSHELLIA TANIA

202100010017

 

July 12, 2024, 1:00 PM

Building C, Room 806

 

Adviser              : Dr. Engliana, M.Hum

 

Examiners      : Prof. Dr. Setiono Sugiharto & Dr. Anna Marietta da Silva

 

Title

AN INVESTIGATION ON GRADUATE STUDENTS’ ACADEMIC RESILIENCE WHEN WRITING THESIS IN ENGLISH

Abstract

This study investigates graduate students' academic resilience while writing their master's theses in English as a Foreign Language (EFL). Employing a case study methodology and an abductive approach, the study integrates qualitative data to interpret quantitative findings. The mapping of the participants’ academic resilience in the past event was gathered through an online survey, employing Cassidy's Academic Resilience Scale-30 (ARS-30), which assesses nineteen participants' academic resilience throughout their thesis writing journey. In addition to the ARS-30, an effort was made to understand the participants’ writing approaches by engaging Mendoza et al.’s questionnaire on approaches to thesis writing, which was already contextualized to the master’s thesis writing context. The three approaches are the deep approach, the unreflective approach, and the organized approach. Deeper insights from the questionnaires were derived from individual interviews to enrich the academic resilience factors, thesis writing approaches, and experience master’s thesis writing in diverse academic contexts. The participants, representing various academic disciplines, contributed insights into challenges such as linguistic proficiency, cultural adaptation, supervisory dynamics, and psychological stressors. The findings highlight the complex relations between academic resilience, thesis writing approaches, and contextual influences. All individuals in the study exhibit academic resilience at various levels, and each individual demonstrates unique patterns of resilience and approaches. The individual variation shows patterns of resilience in their contentment with their accomplishments upon finishing. In conclusion, this study provides a holistic understanding of the thesis writing process through the association of academic resilience, thesis writing approaches, and experience writing a thesis in completing a master’s degree. In contributing to the practice of thesis writing coach in higher education, this study provides insights into thesis supervision practices and the teaching of academic writing and research proposal courses in master’s programs in general.

Keywords: academic resilience, ARS-30, writing approaches, EFL, thesis writing