Investigating EFL Teachers' Barriers of Using Internet Application at University Level

This study examines perceived barriers of using internet application in higher education level. Quantitative data were collected by using questionnaires. A total of 16 participants assigned to teach English were randomly selected from 3 faculties using both simple random and purposive sampling procedures. Data were analyzed both descriptively and statistically and were presented in tables and percentages. Microsoft excel was used in the descriptive statistics. The study found several barriers of using internet application for teaching and learning which include: lack of personal's ICT competency, lack of consistent technical support, lack of training on how to use internet application for teaching and learning, and poor internet connectivity. This study recommends to the management of the institution to facilitate and support the teachers actively with many training activities to improve the academic performance of the teachers so that can fulfill the millennial students' learning needs.

INTRODUCTION
We live now in the era of the industrial revolution 4.0. This era is indicated by the digitization in various sectors of life including education Robandi et al. (2019). The industrial revolution (IR) 4.0 in education expresses the use of internet in a classroom context. This phenomenon creates a new term as called education 4.0 (Fisk, 2017;Hussin, 2018). Education 4.0 is the replay of the needs in IR 4.0 in education sector. Moreover, it fulfills the needs of millennial students as digital natives in learning. It is explained as a new insight of learning which equips learners to gain not only skills and knowledge but also to identify the source to learn these skills and knowledge (Fisk, 2017). The learning promotes a wide experience and freely to explore students' competence by their own way. Peers become very prominent in their learning. They can share together and learn from each other, while the role of facilitators is played by the teachers in their learning. In addition, technology used in integration with traditional teaching impacted positively on the education experience of the learner. The use of technology ensured that learners could work independently, solve problems, increased communication and collaboration and have greater access to information (Joseph, 2012).
Education 4.0 creates nine trends of students in learning (Hussin, 2018). First, learning can be occurred anytime and anywhere. Students are able to access by using internet the materials even the lecturing at cafe, at mall, at home everywhere. Second, learning will be personalized to individual students. Giving feedback of students' work can be done individually as the boosting to be better in academic. Third, students have a choice in determining how they want to learn. Although the institutions in charge of the curriculum have already assigned the learning outcomes of a course, students are still free to choose the learning tools or techniques that they prefer. Blended learning, flipped classroom Amiryousefi et al. (2018) and BYOD (Bring Your Own Device) approach Welsh et al. (2018) can be implied to enable students to be creative in their learning .
Fourth, students prefer to be exposed to more projectbased learning. Learning by doing is suitable to students in completing their works. By involving in the projects, they are trained to have good organizational experience, collaborative and time management skills which are useful in their future academic careers. Fifth, students can be exposed to be more hands-on learning through field experience such as internships, mentoring projects and collaborative projects. The advancement of the technology enables the learning effectively, thus making more space and experience for acquiring skills that involve students' knowledge and face-to-face interaction. Sixth, students are able to interpret the issues or a phenomenon based on their major. Seventh, students can be assessed differently. Students' factual knowledge can be assessed during the learning process, while the application of the knowledge can be tested when they are working on their projects in the field. Eighth, students' needs can be considered in designing and updating the topic given. Their inputs can be implemented by the curriculum designers to evaluate and maintain curriculum up-to-date and usefulness. Lastly, students will become more independent in their own learning, thus facilitate students to have more time in autonomous learning by exploring lot on internet application. The nine trends of Education 4.0 give wide opportunities of learning to be independent learners and to explore what they want to be successful learners with ICT integration in teaching and learning.
The execution of ICT integration in teaching and learning is a complex process which sometimes encounters a number of difficulties. These difficulties are familiarized as barriers (Bingimlas, 2009). A barrier is defined as a condition which is hard to imply ICT integration in day-to-day teaching and learning process because of particular factors. In the current study the difficulties found in integrating internet application in daily EFL teaching and learning process in university level.
Several studies classify the barriers of using ICT integration in a classroom context. Bingimlas (2009) asserts the barriers into two classifications: extrinsic and intrinsic barriers. The extrinsic barriers are difficulties in collaborating internet application include time, support, resources and training. While intrinsic barriers include attitudes, beliefs, practices, and resistance. Another category of barriers is teacher-level barriers and school-level barriers (Bingimlas, 2009). Teacher-level barriers related to the individual consist of lack of time, lack of confidence, and resistance to change. Meanwhile, school-level or institution barriers include lack of effective training in solving technical problems and lack of access to resources. However, this study focused on the teacher-level and school-level barriers because the aim of this study is to investigate teachers' barriers in using internet application in classroom context. In addition, the data collected are used as the fundamental reason to conduct workshop for lecturers in improving professional skill in teaching and for institutions to support actively learning facilities on dealing with autonomous learning readiness.
A number of studies have found out the barriers of ICT integration included internet in classroom context. Fosu (2017) identified ICT Integration to day -to-day teaching of mathematics applicable. By using survey to 116 high school mathematics teachers in the former Transkei Homelands, the willingness and readiness of the teachers to integrate technology in their day-to-day teaching were affected by the lack of technological skills. In addition, the major reasons why the teachers are not using technology to engage the students although most students have access to internet are they are lacking the technology knowledge. Mosha et al. (2014) studied on barriers of using Internet Resources in Mzumbe University in Morogoro Region in Tanzania. From 50 academic staff and students of Management, they discovered computer viruses limit access to e-resources is the higher problem faced (74%) instead of not up to date computer software (66%), bad experience in using e-resources (66%), problem of internet connectivity(60%), lack of adequate training on how to use e-resources (56%), limited access to PCs (56%), slowness of the internet (52%), lack of consistent technical support (48%), ease of using print resources compared to e-resources (48%).
Those studies show the barriers of using technology in secondary level of education were found. What about in higher education level which technology-supported learning environment well applied can we find out some barriers on the implementation of ICT in the classroom? Do English teachers well use ICT in teaching and learning process? This current study tempts to investigate the barriers of English teachers in using internet application as teaching media at university level.

METHODS
A descriptive quantitative study was employed to obtain quantitative and qualitative data which to investigate the EFL teachers' barriers occurred on using internet application in classroom context. A validated questionnaire was developed to collect the data. The data were collected from 16 teachers of 3 faculties; Faculty of Cultural Studies, Vocational Education Program, and Administrative Science Faculty at Universitas Brawijaya who are assigned to teach English and categorizing as young teachers (30 years old -40 years old) and mostly their teaching experience was more than 6 years.
The questionnaire was developed and validated by the expert of education technology. It composed of two parts. The first part collects information related to demographic questions which are digging personal identity and teaching experience. The second part gathers data about the use of internet applica-tion and the barriers occurred in teaching and learning process. The instrument consists of 12 items comprises into two kinds of questions. The first type was 5 closed-ended questions using a four-Likert scale (never, sometimes, usually, and always) and the second was open-ended questions to figure out the internet application use and problem occurred. The instrument was distributed into every representative of faculty through internet application (Whatsapp) and email. The data taken from the questionnaire was statistically computed to find out the percentage of each statement and then was interpreted descriptively.

RESULTS AND DISCUSSION
As the research objective, this study was aimed to categorize teachers' problems in using internet application in higher education level. Quantitative data were gained from 16 participants representing 3 faculties in the university. The distribution of the participants by faculty was 63% of Faculty of Cultural Studies, 31% Vocational Education Program, and 6% of Administrative Science faculty (See Figure 1).

FIGURE 1 | The Distribution of Participants from Different Faculty
The data were collected using questionnaires comprised work experience of the teachers, teaching experience of the teachers, and ICT use experience of the teachers. The most participants are 33-year-old teachers (31%). It is proven by the graph that 6% of the participants were 30 years of age, 19% of the participants were 33, 13% of the participants were 36, 6% of 37, 13% of 39, and lastly 13% of 40 years of age. This implies that the majority of the participants were 33 (see Figure 2). Figure 3 shows the use of conventional media and teaching strategies by the EFL teachers in teaching experience. Most of the participants (75%) use a whiteboard actively as a teaching aid in teaching process instead of using visual (6%). While the teaching strategies applied, the data show that conventional strategies still exist in teaching experience. Figure 4 indicates the lack of ICT use experience among the teachers. The data show that most of the participants (94%) use slide to deliver the teaching materials rather than combining with other internet applications like Youtube, Web-based application, and internet application (mostly 6%). This indicates that the EFL teachers have been familiar with Power Point (PPT), so they preferred to have PPT instead internet-based media of as the media to use. Regarding the barriers, the data revealed that 8 participants stated that the lack of supporting facilities and infrastructure was the highest problem of the use of internet-based media. Then the second highest problem is the lack of training in the use of ICT in teaching and learning process (4 participants).

FIGURE 3 | The Use of ICT in the classroom
Furthermore, 2 participants stated that lack of ICT competency made them difficult in the use of internet-based media. The remains argued that lack of motivation and the overload of demanded task make them hard to improve the ICT skills. As an effort to help participants resolve these barriers, 100 % of the participants (16) agreed that training on the use of internet application needs to be held as an effort to improve the professionalism of teachers. The training to improve their abilities related to the use of internet application was an expected activity to resolve the barriers in using internet application in classroom context.

FIGURE 4 | The Use of ICT in the classroom
The data figure out the barriers of English teachers are the lack of supporting and infrastructure, the lack of training in the use of ICT in teaching and learning process, the lack of ICT competency, the lack of motivation, and the overload of demanded task. These barriers can be categorized as shown in Table 1. The data indicate that the teachers have good competency in using internet, but they still find barriers of integrating internet application in their classroom because of lack of infrastructure, lack of training, and time constraint. Teacher-level 5. The overload of demanded task School-level The result reveals that the teachers' barriers of using internet application in this current study are the lack of supporting facilities and infrastructure, the lack of training in the use of ICT in teaching and learning process, the lack of ICT competency, the lack of motivation, and the overload of demanded task. Regarding barrier related to facilities, this study is similar to Coyne et al. (2015) who find in their research that the first main area of perceived barrier covers internet access and broadband speed.
The data show the majority barriers found in this study are school-level barriers. These findings are opposite with two previous studies, Fosu (2017) and Özdemir (2017). They found the biggest barriers of ICT integration in the classroom context was the lack of ICT knowledge or skill which belongs to teacherlevel barriers, while the recent study investigated the schoollevel barriers occurred in university teachers. In this productive age (30-40), the use of internet application by teachers is one of prominent needs of teaching and learning like adapting the English materials, downloading the video, uploading some tasks especially in this digital era. Indeed, using internet application has already become daily needs of the teachers, but the less accessibility cause a complex barrier that discourages teachers from integrating internet application as new technology into education.
The second barrier investigated in the current study is the lack of training in using internet application in classroom environment. This finding is line with Mosha et al. (2014) that the need of training of the use of internet resources. According to Bingimlas (2009), the issue of training is certainly complex as a consideration to enhance the professionalism of teacher in teaching especially using ICT integration. As the result, the teachers prefer to have training on the use of internet application needs to be held as an effort to improve the ICT integration knowledge and skills. In addition, many teachers are eager to have new experience in their teaching, but they have limitation of time because of the overload duties make them hard to integrate the internet into day-to-day teaching.

CONCLUSION
The result of this study indicates that English teachers have a strong desire for the integration of ICT into classroom context as shown in their suggestion to have training in using internet application in classroom context, but they encountered many barriers to do it. The major barriers were lack of facilities or infrastructure, training and time constraint. Since school-level barriers have been found to be critical components for ICT integration in higher level education, ICT competency need to be enhanced by teachers. The presence of all teacher competencies increases the perceived of excellent integration of ICT in learning and teaching opportunities. In addition, it is recommended to the institution to provide sufficient hardware of ICT use to reach high quality of education. This result cannot be overgeneralized to English lecturers since it just took a few participants, so for further researchers who have the same interest can conduct the research to flesh out the present data.


Implementing Peer Assessment to Improve the Writing Ability of the Second Year Students of SMP Negeri 44 Muaro Jambi

This research report is written to promote the use of peer assessment in EFL classrooms at SMP level. On the basis of a preliminary study done at SMPN 44 Muaro Jambi and the growing interest of the use of alternative assessment strategies led to the idea to conduct a study to implement an applicable and appropriate strategy of peer assessment to improve the writing ability of the second year students of SMPN 44 Muaro Jambi. The researcher designed a classroom action research (CAR) study. It began with a try out. A plan was then made in order the procedures implemented could facilitate the second year students of SMPN 44 Muaro Jambi to handle peer assessment properly and improve their ability in writing a descriptive paragraph as well. It was continued by implementing the plan, observing and evaluating or reflecting. The findings showed that the appropriate strategy of peer assessment in writing instructions to improve the students’ ability in writing a descriptive paragraph requires teachers to follow procedures; telling the purpose of conducting peer assessment, encouraging collaborative work, encouraging impartial assessment, giving clear and detailed guidelines, building students’ self confidence to write and assess, encouraging students’ self confidence to write and assess, and ensuring follow up tasks.

INTRODUCTION
As one of the productive skills that should be developed in instructional activities, writing is considered being the most complicated one for students. Writing is a personal act in which writers take ideas or prompt and transform them into self initiated topics (O'Malley & Pierce, 1996). In addition, writing also requires the mastery of mechanical aspects of written expression i.e., handwriting, spelling, punctuation, capitalization and format (Wallace, 1978). Therefore, it is difficult for students to produce a good piece of writing, particularly, if it is done in a foreign language like English.
To examine students' performance and progress in writing, teachers need to carry out an assessment, but most teachers find that it is not an easy job. They acknowledge that teaching and assessing writing is boring and time consuming. One of the reasons why the teaching of writing seems to be neglected is due to assessment problems (Mukminatien, 1997: 1).
In perceiving the statement above, Stiggins (1994: 15) states that assessments and teaching can be one and the same. They do not have to be one and the same but they can be when we want them to be. Sometimes it is all right to conduct an assessment merely as status check not linked to an immediate instructional use. However it is also all right to regard assessment as a powerful instructional tool.
In these recent years there is a change of interest in alternatives to traditional forms of assessment in education. Even though traditional forms of assessment can provide valid measurement of students' performances, they often fail to provide detailed information about what students know or can do in the area they have learned. Therefore, in order to see students' growth and problems in learning, an alternative assessment needs to be implemented (Richards & Renandya, 2002) Alternative assessment is a new term known as an authentic assessment. It is typically authentic because it is based on activities that represent classroom and reallife settings. It is the multiple forms of assessment that reflect student learning, achievement, motivation, and attitudes on instructionally relevant classroom activities (O'Malley & Pierce, 1996). The procedures of an alternative or authentic assessment include a variety method for assessing students' performances in more authentic circumstances including portfolio assessment, self-assessment, peer-assessment, etc.
It is very common we find assessment in writing done by teachers only. They typically define the topics of writing, establish the criteria for evaluating and grade it by themselves. The teacher-centred approach for writing assessment is done by most teachers as an original transmission model of learning and instruction. In this case, students' participation is not involved. They do their writing assignment without being aware of the criteria how their work would be assessed, and as a result, they never know whether their work has met the criteria or not. They even do not always understand or pay attention to the content of their teacher's response to their writing. Therefore, the teachers need to explore different ways or strategies in writing assessment and involve students in assessing their own works.
In supporting the idea above, O' Malley and Pierce (1996) suggest involving the students in assessing their writing. One way to involve students in writing assessment is through peer assessment by which students respond other's writing as they participate in their writing conferences. Peer assessment can be defined as a response in some forms to other learner's work. It can be given by a group or an individual (Puhl, 1997:8). To conduct this kind of assessment the teacher need to show the writing sample to students, and together with the students generate criteria for assessing it. From the clear criteria the students can see the relationship between what they have written and the grade they receive so that it can encourage them to take more responsibility for their own learning. They learn about qualities of good work and extend their own opportunities to learn how to write so that the mystery surrounding the definition of good writing was removed (Stiggins, 1994) Involving students in their own assessment is critical. By reflecting on and assessing their own work and their peers', they get the opportunity to apply the criteria for the work and to set the learning goal. In this case, Puhl (1997) reminds that in giving responses, the assessors have to be guided by the teacher and negotiated with other learners before the work is started so that assessors can find a direction for their feedback.
A study about peer assessment in groups works conducted by Bulman (2002) reveals that peer assessment forms work as a release valve. Students said that knowing they would evaluate their peers and be evaluated by their peers made them work harder on the project than they might if their grade only were at stake. Furthermore, Tickoo's (1995) action research on peer review found that through peer assessment students could develop their critical skills, they had immediate feedback to check communication, they had access to a wider audience and it also decreased workload for the teacher. Even this study showed that the students were very much interested in doing the activity.
There is always a question that might appear about the ability of learners who are still in the process of acquisition, especially the early processes to render an accurate assessment of their own performance. Nevertheless, a closer look at the acquisition of any skills reveals the importance, if not the necessity, of selfassessment and the benefit of peer-assessment. Brown (2004) states that a successful learner actually has developed the ability to monitor his or her own performance and to use the data gathered for adjustment and corrections. Most successful learners extend the learning process well beyond the classroom and the presence of a teacher or tutor, autonomously mastering the art of self-assessment. Where peers are available to render assessments, the advantage of such additional input is obvious.
The writer had done such a preliminary study in order to identify the real problems the students and the teachers encountered in the teaching of the writing skill. It can be assumed that the unsuccessful result of the teaching writing skill in this school might be caused by assessment problems. There was very limited writing practice offered to the students, and it certainly affected their writing skill. Further, it was because the teachers had difficulties in finding and implementing an appropriate assessment strategy to assess and improve the students' writing skill. In addition, the teachers never gave the students a chance to render an assessment in writing and as a result the students had never known the criteria of a good piece of writing and had no chances to get and give response and make changes on their work before it was submitted. In the try out of the peer assessment strategy, it was found that some students showed the ability to respond and identify mistakes in spelling, punctuation, capitalization and grammar (subject-verb agreement, certain pronouns and certain plural forms) on their peer's work meaning that no doubt about the ability and maturity of SMP students to be involved in this alternative assessment strategy.
The reasons and findings above lead to the idea to conduct a study to implement an appropriate strategy of peer assessment in writing instructions of SMP students in order to improve the students' writing ability. This study is based on the assumption that peer assessment will provide students with a chance of making greater gain in their writing quality and further to improve their writing ability. Therefore, without neglecting teacher assessment, it is expected to serve as a supplementary assessment in writing instructions of SMP students.
In line with the background of the study, the research problem can be formulated in a question as follows; "How can peer assessment strategy be implemented to improve the writing ability of the second year students of SMPN 44 Muaro Jambi?"

RESEARCH METHODOLOGY
The design of this study belongs to Classroom Action Research (CAR) designed to implement an appropriate strategy of peer assessment in writing instructions for the second year students of SMPN 44 Muaro Jambi in order to improve the students' ability in writing a descriptive paragraph. It is also designed for English teachers who want to involve students in an alternative assessment strategy and implement the assessment as an integral part of the teaching and learning process.
The procedure was done by using the model of Kemmis and Taggart (in Suyanto and Sukaryana, 2001) which consists of four steps. They are planning an action, implementing the action, observing, and reflecting.
The subjects of the study were the second year students of SMPN 44 Muaro Jambi of the second semester of 2005/2006 academic year. The selected class was Class II cempedak that consists of 23 students, and in order to have more intense data, six (6) students were selected as the focused subjects of this study. These students were all from the average level and in order for the researcher to analyze the data more easily; they were put in such a way that each of them assessed their peer's work reciprocally.
The study was conducted by following the procedure of the classroom action research; after identifying problems in the preliminary study, the research was started from planning the action, followed by implementing the action, observing, and evaluating or reflecting.
In relation with the implementation of action research, the researcher made some preparation in order to find and implement an appropriate strategy of peer assessment in writing instructions for SMP students. The preparation includes: (1) setting out the procedure, (2) developing the main instrument of peer assessment, (3) designing lesson plans, (4) selecting writing tasks/activities, (5) specifying the criteria of success, and (6) developing research instruments.
In implementing the action, the researcher or the teacher did several procedures in the teaching and learning process that covers three sessions. They were (1) training session, (2) modeling session, (3) Peer assessment process.
Briefly, the researcher or the teacher describes the procedures of applying peer assessment in guidelines that are presented in Table 1.  has the students write  has the students conduct the assessment activity  encourage the students to answer and solve by themselves any questions that might appear  monitors and guides the students  has the students do self assessment  applies continuously conferences with the students  assesses the students' writing using the instrument prepared  study the writing prompts  write, assess, and revise their work  answer questions  do efforts to solve their problem  do self assessment  participate in conferences  submit their work In the observation stage, the researcher observed and collected the data about any aspect or event that happened during the implementation of the action in relation with the target or the criteria of success of this study. The observer observed the teaching and learning and the assessment process focusing on the activities done by the teacher and the students. All their activities during the implementation of the peer assessment strategy were recorded using the instruments that have been previously developed. The data of this study were also in the form of the subjects' scratches on their peer's responding and editing form, the subjects' answers on the interview guidelines and the grades on the students' rewritten works. Briefly, the researcher observed whether the peer assessment procedures worked effectively in the writing process of SMP students and can be used to improve the students' ability in writing a descriptive paragraph. The results the observation that had been analyzed provided as the basis for considering that the peer assessment strategy implemented can be used to improve the students' ability in writing a descriptive paragraph.
All the data gathered from the result of all the instruments used, were analyzed using qualitative analysis. The qualitative data were presented in a numerical form as a simple statistical analysis was also used.
In the reflection stage, the researcher reflected what had been done in the previous action. In this case, the researcher decided whether the effect of the action had met the criteria of success. The implementation of the action was successful when all the criteria of success of this study had been reached.

DATA PRESENTATION AND DISCUSSION
This section provides the students' feeling toward the implementation of peer assessment in writing instructions and the assessment process done by the students.
In order to record the students' feeling toward the implementation of peer assessment of writing in classroom application, the researcher then provided the subjects with interview guidelines. Each subject had to respond and answer the questions that were presented in Bahasa Indonesia.
Based on the subjects' answers on the interview, it was found that they felt happy, comfortable, and enthusiastic of accepting the implementation of this alternative assessment strategy. Even though it was something new for them, they admitted that they did not mind accepting any correction from their peers on their writing. The subjects said that they found their peers could be trusted in assessing their works. They also felt comfortable and secure perceiving that their peers could give much contribution toward the improvements of their writing and learning as well. The subjects felt happy because by the implementation of this assessment strategy, they were given chances to share and help each other in accomplishing their work and further, in having better writing product before it was given score or grade. One important point, they perceived the principles of collaborative work or learner centred. One of them even gave a very interesting answer toward one question as he said that he had never realized before of the capability of his peers to become his learning source. He said that for so long he had treated his peers as rivals and always thought of competitiveness in accomplishing any tasks from teachers.
In general, the students acknowledged that they enjoyed learning because they got new experience as they were given chances to be involved in the assessment process. They were given step-by-step writing activities from the tracing up to the composing activity. They were given step-by-step guidance of conducting this alternative assessment strategy. They were given chances to share with others and to have better final writing products. They could see their own weaknesses, strength, and progress in writing, and they were happy because their grades were also attained from many sources, not only from tests.
In order to explore the students' reaction toward the procedures implemented, the teacher also asked questions. In response to the questions, all of the subjects gave positive reaction. It was apparent that the subjects felt that what they had done in the training and the modelling session had been very much helpful in preparing them to have the real peer assessment process. They said that it had led them to be more careful, responsible, and excited in accomplishing the tasks. They also said that it had encouraged their self-esteem and their willingness to share with others.
This part is devoted to the assessment activity done by the students. All data were collected from the subjects' peer's worksheet before rewriting and the peer responding and editing form for writing assessment. Following is the description of the assessment activity done by ES, IG, GY, FY, FA, and CI.
ES' ability to assess was collected from the data taken from IG's worksheets before rewriting and peer responding and editing instruments. She could recognize the mistakes on spelling, the use of proper punctuation, and the use of certain subject verb agreement as mistakes made by IG on IG's works. She could also respond her peer's writing as well as conducting the assessment activity using the instruments prepared properly.
As they had assessed their work reciprocally, the description of the assessment done by IG is taken from ES' worksheets and instruments. IG showed the ability to recognize the mistakes on spelling, the use of proper punctuation, the use of certain personal and possessive pronouns, the use of certain subject verb agreement, the use of past form, and certain plural form as mistakes made by ES on ES' writing. She also had responded her peer's work using the instruments well.
GY's ability to assess was derived from the scratches he made on FY's works and peer responding and editing formats. He was able to correct the mistakes on spelling, the use of adverb of time, the use of certain subject verb agreement, and the use of noun phrase as mistakes made by FY. He could also respond his peer's work using the formats well.
FY's ability to assess his peer's work was collected from the data taken from GY' worksheets and instruments. He could be aware of the mistakes on spelling, the use of personal and possessive pronoun, the use of proper punctuation and the use of subject verb agreement as mistakes made by GY. FY also had responded GY's works using the instruments provided properly.
The description of the assessment done by FA was derived from the data taken from CI's worksheets and instruments. She was able to recognize the mistakes on spelling, the sentence structure, the use of capitalization, and the use of certain subject verb agreement as mistakes found on CI's works. FA also had responded her peer's writing using the instruments prepared properly.
CI's ability to assess her peer's works was collected from the data taken from FA's worksheets and peer responding and editing formats. She had responded her peer's writing as well as using the formats properly and was able to recognize the mistakes on spelling, the use of certain subject verb agreement, the use of proper punctuation, and plural forms as mistakes made by FA on FA's works.
To see whether the action was successful or not, the researcher did reflection. The reflection was focused on the analysis of the peer assessment procedures imple-mented, the assessment activity done by the students, the students' writing products, and the learning results.
The procedures are considered to be successful and applicable if they run effectively in the writing instructions of SMP level. Precisely, the procedures facilitate the students to be actively involved in the instructional activity and assessment process. The indicators of proving that the students are actively involved in the instructions and assessment process are stated in the observation checklist toward the students' activities and are recorded in field notes.
Based on the analysis on the observation checklist toward the students' activities and field notes, it was found that most of the students had done the writing tasks given seriously and carefully and could handle the assessment activity well. Even though in the early meeting all students looked worried, shy and not confident to assess their peer's work involving their own knowledge of writing conventions and grammar, gradually, because the procedures had facilitated them to have easy tasks, they showed willingness to trust each other and further it increased their ability to share and assess each other. The inquiry process that was always built among the students in solving their problems had also been successful in leading the students to handle this alternative assessment strategy well. Based on the data obtained, the students even could handle the assessment activity using the instruments prepared properly. Generally, the data obtained had also proved that the target of the implementation had been achieved, except about the ability of the students to assess their peers' work involving their own knowledge and to do self-assessment, because not the entire class could do it. However, it is believed to increase among all of the students as they keep on doing peer assessment, and become more reflective in accomplishing their writing tasks and in assessing their own works.
The assessment done by the students was analysed by comparing the results of the peer's feedback with the samples of the subjects' mistakes found on their writing. The analysis was focussed on certain aspects of assessment as stated in the limitation of this study. In order to make the analysis more clearly, four categories of criteria were established to judge the peer's feedbacks. The best category is A which refers to very good. This category is assigned when the feedback accords with the target. The next category is B refers to good, when the feedback gets closed with the target. C refers to fair, when the feedback digresses from the target. D refers to poor, when there is no feedback. The analysis was also made on the basis of each subject's ability to give useful feedback on his or her peer's work. One of the sample is described on the Table 4.1 that presents the sample of the feedback given by their peer toward the subject's writing.
On the basis of the analysis of the assessment done by the subjects, it was found that all of them had shown the ability to give useful feedbacks on their peer's work even though it is only on the certain aspects of writing conventions and grammar. Dealing with the unexpected mistakes the subjects had made and the expected feedbacks they should give to their peers but they didn't, all of them gave the same answers that some because of being careless, and the rest because of the limited knowledge of writing conventions and grammar they possessed.
An analysis was also done by looking at the subjects' ability to assess their peer's works using the instruments prepared. The analysis was done by comparing the subjects' works before rewriting to the subjects' peer responding and editing form for writing assessment that had been filled in by their peers. It revealed that all of the subjects had shown the ability to assess their peer's writing products using the instruments prepared properly.
The Samples of the Feedback given by ES toward IG's Writing The students' writing products were also collected, graded and analysed by the researcher. The analysis then focused on the selected subjects' writing products. Each subject had six writing products to be analysed, three before rewritten products and three after rewritten products. All were then graded using the holistic scoring rubric for writing assessment and were analysed using a simple statistical analysis to know whether the criteria of success had been reached. The analysis was done by comparing the before rewritten products to the after rewritten products. The improvement at least one point level on the quality of the students' rewritten works indicates that their peer's feedback has been very much helpful in increasing the quality of their rewritten products, meaning that they get benefits from sharing each other. Table 4.2 presents the data collected from the subjects' before and after rewritten products.

Samples of Mistakes
The students' rewritten works were all collected, graded, and analysed by the researcher in order to reflect the improvements the students had reached dealing with their ability to write a descriptive paragraph. All of the students' rewritten works were graded based on the holistic scoring rubric developed by the researcher. The results had shown that the average (the mean) of the students' grades in writing a descriptive paragraph had increased up to the targeted grades (at least 8 of the range that lies from 5 to 10). Table 4.3 presents the simple descriptive statistics of the grades. The findings and the analysis or the reflection of the process and the products in the cycle made by the researcher, then lead to the conclusion that she had already implemented the appropriate strategy of peer assessment in writing instructions in order to improve the students' ability in writing a descriptive paragraph. Since all the criteria of success of this study had been achieved and due to the limited time, the action then was stopped. However, in reality, the strategy is kept on doing in the class. Dealing with the ability of the students to assess involving their own knowledge, it is believed to increase as they become more careful and reflective in accomplishing their writing tasks and in assessing their own works. This part discusses the peer assessment procedures implemented that improve the students' ability in writing a descriptive paragraph. In the discussion about the procedures, all the elements that had been proved effective and applicable in the writing instructions at the second year students of SMPN 44 Muaro Jambi are presented.
Peer assessment is a process that many students, especially those in traditional educational system will initially find uncomfortable and insecure. For so long the students believe that a teacher is the only person who can help them achieve their learning target. They have never realized that the presence of their friends will affect and give something great toward their learning achievement. Therefore, telling the purpose of conducting peer assessment is something important to be done at the very beginning in order the students perceive that each of them has a particular capability to help their friends, and if they know the way to share it, it will lead them to success.
Peer assessment is not merely an assessment tool but also one arm of a plethora of tasks and procedures within the domain of learner centred and collaborative education (Brown, 2004). This concept then leads to the decision to group the students in accomplishing the tasks given both in conducting the assessment process using the instruments developed and making improvements on their writing products. In the implementation of peer assessment, collaborative work has worked in helping the students identify issues and explore solutions by themselves.
One of the greatest drawbacks to peer assessment is the threat of subjectivity (Brown, 2004). Therefore, establishing clear assessment criteria is very important done before having the students conduct it. Clear assessment criteria can go a long way toward encouraging objectivity. Before coming to the action, the researcher and the students have already generated the criteria of how their writing will be assessed. This results instruments that the students use when they assess their peer's writing. From the clear criteria the students could see the relationship between what they have written and the grade they receive. Encouraging impartial assessment also leads the students to the advantages of honest and objective opinions.
Unfamiliar ways of teaching and assessment are potential in making the students feel insecure and threatened. Peer assessment is a new strategy developed and implemented in writing instructions at SMP level, therefore, it is important for the teacher to define the task clearly and have the students know what they were supposed to do before having them do that. Peer assessment is a strategy or way students may use when they respond to their friends' work. In order to help the students understand better of conducting the assessment activity using the instruments prepared, the teacher provide the students with clear examples. The examples have been proved to serve as a reference when the students assess their peer's work.
The implementation of peer assessment is something new for the students. They still have no idea about the purpose of conducting it. However, when they have the idea, they do not feel confident about their capability of using their own knowledge and talents to be achievers. They also have no idea about the way to collaborate by which they benefit from one another or in mutual respect. Therefore, the teacher invites the students to be involved in activities starting from the activity that could be done by each student at that level. The teacher has the students write from the tracing activity in order they have a chance to gradually learn the basic conventions of writing.
Having the students go through the step-by-step writing activities from tracing up to composing activity, are also indirectly invites them to be involved in the step-by-step assessment activities. For this reason, the instruments the students use when they assess their friend's work are designed different depending on the aspects to be assessed. All is done to convince the students that they can handle it successfully, to minimize the students' frustration and the most important point, to build the students' confidence and self esteem about their own capability of being their peers' learning source.
The successful result of what the students do in the previous event can motivate the students to continuously do it. They have already been involved in a new strategy and have found that how well they share could lead them to become achievers. There is a great possibility that they want to exhibit it again. It is challenging for them. The teacher then uses these opportunities to put the students in the real peer assessment process. The students begin to write their own ideas guided by some clues and provided with writing prompts and then have to assess their peer's work using a more difficult instrument. The writing activities and the assessment process the students do then serve much as a reinforcement of what they have already done in the previous meetings.
Step-by-step writing activities and assessment process the students do, have helped them build and encourage their selfconfidence to write and assess.
According to Brown (2004), it is not enough to simply toss checklists at students and then walked away. As certain subject matters without a follow up guidance may result nothing, the implementation of peer assessment procedures should also be ensured with follow up tasks. The follow up tasks could be in the form of having the students do self assessment, doing a conference with the students, giving written feedback toward the students' work, and giving grades on the students' work. By ensuring that follow up tasks are always done, it supports the successful result of the implementation of peer assessment strategy.

CONCLUSSIONS AND SUGGESTIONS
On the basis of the research findings conducted, there are some conclusions can be drawn as the answers of the research questions.
The appropriate strategy of peer assessment to improve the students' ability in writing a descriptive paragraph requires teachers to follow procedures; telling the purpose of conducting peer assessment, encouraging collaborative work, encouraging impartial assessment, giving clear and detailed guidelines, building students' self confidence to write and assess, encouraging stus' self confidence to write and assess, and ensuring follow up tasks.
The peer assessment implemented has the teacher follow some activities. In the initial activity, the teacher tells the purpose of conducting peer assessment by introducing the concept of learner centred and collaborative education, then followed by putting the students in groups. After that, the teacher has the students study the criteria of how their writing will be assessed by distributing the peer responding and editing form for writing assessment and the holistic scoring rubric. In having the students conduct peer assessment, the teacher provides the students with clear examples of peer assessment checklists and then gives them chances to have step-by-step writing activities from the tracing up to the composing activity and step-by-step guidance of conducting peer assessment strategy. The teacher then also gives the students chances to share with others and to rewrite their work in order for them to have better final writing products. Finally, the teacher grades the students' writing using the instrument prepared and keeps on doing conferences with the students, particularly with the less able ones.
The strategy implemented has functioned as an assessment tool because it has facilitated the teacher to have information about the students' performance in writing. As a part of alternative assessments, it also allows the students to be assessed on what they normally do in class everyday; it taps into problem solving skills; it provides information about both the strengths and weaknesses of the students in writing; and it brings the students to self-reflect and self-assess.
The peer assessment implemented has also promoted the notion of learner centred and collaborative education. The students are given chances to be actively involved in assessing their own works, nurtured as inquirers, and led to be autonomous learners. The students realize that a teacher is not the only person they could trust to help and teach them and that they have changed their mind as they begin to treat their peers not as rivals but as one of their learning sources. The students start to think that collaboration results something greater than what any single part could achieve. They learn to respect and help others.
The strength of the strategy implemented is its effectiveness in assessing the students' writing skill. Teachers may give the students a lot of writing practices and assignments and get many samples of the students' writing that could become the basis of examining the students' progress without involving too much time and burden of assessing it. Further, the peer assessment implemented has also improved the students' ability in writing a descriptive paragraph.
The weakness of the strategy implemented revolves around the practicality that the preparations can be time and efforts consuming.
For the research findings need to be followed up, some suggestions are also addressed to, the teachers, the students, and the school principal or government, and to future researchers.

To the Teachers
Regarding that the peer assessment strategy can effectively assess and improve the students' writing, English teachers are recommended to apply this strategy in writing instructions at SMP level by also considering their students' level and the designs of the lesson plans. Further, The teachers are suggested socializing the peer assessment strategy in teachers' forum such as workshops, in-service trainings, seminars, and Musyawarah Guru Mata Pelajaran (MGMP).

To the Students
Referring to the advantages of peer assessment toward the students' learning attitude that could lead them to become more responsible, responsive and reflective, the students are then suggested keeping on doing peer assessment not only in English class but also in learning other subjects. They are also suggested collecting their works in portfolios in order they can see their progress over time.

To the School Principal or the Government
Implementing peer assessment in instructions no doubts needs an extra investment of time, efforts, and money that easily result negative responses from teachers and/or students, especially from teachers who are not creative and innovative. Therefore, training programs or workshops need to be conducted by the government or educational organizations to help teachers understand the benefits of implementing peer assessment in foreign language teaching and assessment. The principal or the government should also consider that the trainings or workshops would become media for teachers to learn about peer assessment as classroom practices.

To Future Researchers
This study is an action research in which the result is very typical and cannot be generalized, so that it is advisable that future researchers carry out a study of peer assessment at the same or higher level to verify the strength of this model in assessing and improving the students' writing ability. It is also suggested that they conduct action research to implement an appropriate and applicable strategy of peer assessment in assessing and improving other language skills; listening, reading, and speaking.


extfieldsofstudy: Physics Mathematics

text:
Developing android-based arabic-Clock Angle game for eighth-grade mathematics at MTs YMI Wonopringgo Pekalongan

The use of media in MTs YMI Wonoringgo Pekalongan is still not optimal, especially in a mathematic lesson. It causes student difficulty in understanding the concepts conveyed by the teacher and low motivation so that students are less able to solve problems in studying. Thus, it is hoped that through Arabic angle o’clock game media, students can more easily understand angle math concepts and mastering Arabic vocabulary of o’clock material. The purpose of this study is to produce an android-based Arabic angle o’clock game media in learning mathematics to eighth grade at MTs YMI Wonopringgo Pekalongan. The research method uses the waterfall model (Analysis, Design, Implementation, Testing, and Maintenance). The research subjects were students of eighth grade at MTs YMI Wonopringgo Pekalongan. The sampling technique uses cluster sampling. The result of this study are Arabic angle o’clock game media with the result of the media expert validation with a percentage of 89%, the results of the material expert validation of were 90%, and student responses 88,14% with very suitable/very feasible criteria. Thus, this product is appropriate to use as mathematics learning media in angle o’clock material and increase student to mastering Arabic vocabulary about o’clock in MTs YMI Wonopringgo Pekalongan.

Introduction
In the last few years, communication technology has witnessed an enormous revolution. Moreover, education benefitted to a great extent from this revolution allowing teachers to teach their students using through one of the many available smartphone applications (apps) [1]. As a teacher, the development of technology must be made a challenge to create a condition for learning that is more interactive, innovative, and motivates students by utilizing media developments. However, there are still many teachers who not maximal the use of technology for learning media. Such as teachers, especially mathematics teachers at MTs YMI Wonopringgo Pekalongan, do not maximize the use of technology for learning. It can affect do not maximal to the result of student examination and student learning motivation. Much less, students in eighth grade at MTs YMI Wonopringgo Pekalongan have commonly struggled with angle lesson problems. One such media that can be integrated into learning and assessing is an android-based Arabic angle o'clock game media. Using a game application on learning can facilitate teachers in transferring knowledge to students more effectively efficiently [2].
Learning models that are deemed appropriate and appropriate to support students' mathematical learning outcomes are the Computer Assisted Instruction learning model and the Computer Based Instruction learning model. "Computer Assisted Instruction, it is rather a device which provides students  [3]. In this model the computer can display learning using various types of media (text, images, sound, video), provide quiz learning activities and atmosphere or by providing interaction from students, evaluating student answers, providing feedback and determining student learning styles so students can interact actively learning independently [4].
Digital game-based learning is a form of gaming that is usually designed for other purposes, like for entertainment [5]. Conventional game-based learning comprises of different forms of strategy-based entertainment board games. Digital game-based learning shares many features with other instructional media. Studies have reported that digital game-based learning could enhance teaching and learning, and the use of digital games in learning has gauged the interest of many researchers [5]. Digital game-based learning combines entertainment and education to serve an educational purpose. This concept is known as edutainment. Digital game-based learning is a form of gameplay aimed to help teachers achieve learning outcomes [3]. In this study, digital game-based learning refers to the adoption of android-based learning media to bring an element of fun and entertainment to achieve an educational outcome.
In addition to learning models, to attract students' interest in learning mathematics teachers need to provide innovation in the learning process. One of them is by using appropriate and effective learning media. "One of the ways to introduce modern technologies in class is through gamification items that allow applying gaming elements and principles in academic and working environments" [6]. This is a game made by Adobe Flash Professional CS6, is a animated animation software that can create graphic objects and animate them so that we can directly create design objects without having to use supporting graphics software such as Illustrator or Photoshop [7]. Adobe Flash Professional CS6 is an animated animation software that can create graphic objects and animate them so that we can directly create design objects without having to use supporting graphics software such as Illustrator or Photoshop [8]. The new thing found in Adobe Flash CS 6 is the development of the previous version. Besides being able to support AIR 3.4 and Flash player 11.4, this version also has features that can improve iOS and Android [9].
Moreover, to attract students' interest in learning mathematics, teachers need to provide innovation in the learning process. One of them is by using effective and efficient media. Android-based Arabic angle o'clock media game can be used as an alternative in the choice of mathematics media because it is quite impressive, easy to use, and efficient. This media game was completed by Arabic angle o'clock material to help students to understand angle material easily and assessment material to assessing the result of students in mathematics lessons by explaining what correct answer. Besides that, the Arabic angle game media can use student independently with unlimited time. By using proper media, it is expected to be able to improve student learning outcomes.

Methods
This research includes development research, and this research method is a method used to produce a certain product, in this case, to develop Arabic angle o'clock game media, while testing the validity and effectiveness of the product. The subject of this study were students of eighth-grade MTs YMI Wonopringgo Pekalongan. The development procedures using the waterfall model are 1) analysis, 2) design, 3) implementation, 4) testing and 5) maintenance [10]. Through media animation presentation, it is expected that eighth-grade MTs YMI Wonopringgo Pekalongan can understand what the essence of mathematics subject matter is well not dull and fun. The watrfall learning design model done in this study can be seen in figure 1.

Results and Discussion
Based on the waterfall development model procedure, the stage of conducting this research are as follows :

Analysis
This step was conducted to search for information on how is important the product will be developed. The need analysis of students' is the most crucial point in conducting a design-based research model. It becomes the starting step in developing the product. Students' need analysis includes students' problems faced in the learning process. Not only students' needs but students' potentials are also analyzed whether it can be developed in this moodle. The mathematics teacher is also involved in giving information about students' needs and problems faced in the classroom. This step was undertaken by using interviews and questionnaires given to students in the eighth grade at MTs YMI Wonopringgo Pekalongan and mathematics teacher at MTs YMI Wonopringgo Pekalongan. The final need analysis step is to know the importance of developing android-based Arabic angle o'clock game media to teach mathematics to increase students' mastery of the angle material, and they're enthusiastic about game media. One of the effective technology-based learning media is the android-based Arabic angle o'clock game media.

Design and implementation
Design is the process of planning and problem solving for a software solution based on the result of the analysis that has been done in the previous step. One type of procedure is interface design. It would be created interface design of android-based Arabic angle o'clock game media. Then, the implementation step refers to the realization of business requirements, and design specification includes multimedia components, images, animations, and sounds. Display media can be seen in figure 2.  Figure 2. Design of an android-based angle clock to angle interface with (a) clock to angle material, (b) example problem, and (c) evaluation of angle material.

Testing
It is also known as verification and validation, which is a process for specifications, and it accomplishes its intended purpose. It is a validation expert (material and media expert) and students response results of android-based Arabic angle o'clock game media. The results of the validation will be described below.

Material Validation. Development products evaluated by material experts are an android-based
Arabic angle o'clock using a questionnaire that must be filled out by material experts. The questionnaire filled out by material experts has the following criteria as seen in table 1. There are four aspects of the validation assessment criteria, namely the content eligibility, presentation eligibility, contextual, and language eligibility. The results of the validation and assessment from the learning material experts for each aspect are presented in table 2.  In the next stage, the researcher analyzes the overall results of the assessment by material experts. With Σ (the answer × the weight of each choice) is 134, is 37, the highest weight is 4, and calculated using equation (1). The percentage of feasibility based on an android-based Arabic angle o'clock material was 90.54% by the material expert. After being converted to a scale conversion table, an android-based Arabic angle o'clock material is in the range of 86% -100%. So placing the position on the criteria is very feasible/very suitable.  In the next stage, the researcher analyzes the overall results of the assessment by media experts. With Σ (the answer × the weight of each choice) is 72, is 20, the highest weight is 4, and calculated using equation (1). The percentage of feasibility based on an android-based Arabic angle o'clock material was 90.00% by the media expert. After being converted to a scale conversion table, an android-based Arabic angle o'clock material is in the range of 86% -100%. So placing the position on the criteria is very feasible/very suitable.
Media expert comments (validation of media expert assessments) in general, which is android-based Arabic angle o'clock game media is an exciting medium for eighth-grade mathematics learning. Comments and suggestions from instructional media experts are taken into consideration for improving the design of an android-based Arabic angle o'clock.

Student Response Results.
After the results of the android-based Arabic angle o'clock game media were validated to material experts and media experts, the next was the android-based Arabic angle o'clock game media with the sample model. Students agree that the android-based Arabic angle o'clock game media model is through a questionnaire. It is done so that researchers know that the android-based Arabic angle o'clock game media is used for students. There are three student response indicators, namely: respondent's interest in media, ease of use of media, the usefulness of media use. It is related to a previous study that android game media can interest the student [5]. Also, I can be used in android


A Scientific Novel Way of Article and Thesis Writing: Findings from a Survey on Keyword, Sequence, and Importance (KSI) Technique

Academic scientific writing is essential to graduation and post-graduation. Many graduate students suffer from a lack of systematic technique. An effective and efficient writing skill and technique guide the students to produce a good article and thesis in a short period. Keyword, Sequence, and Importance (KSI) is a robust academic writing technique. The study investigated the KSI model’s effectiveness in academic writing using the knowledge, attitude, and practice (KAP) model. The authors of articles and dissertations are sometimes in a fix on how to start, how to flow, how many citations are needed, how many words to be included in a paragraph, which should come first, and the sequence, etc. A total of 55 students (Ph.D., Masters, and others), who participated in the workshop to learn the KSI model in the workshop, participated in this study, and provided necessary data. SPSS statistical tool was used to analyze the collected data to examine KAP’s impact on authors’ writing performance. The results of multiple regression showed that attitude and practice had a significant effect on scientific writing performance. The findings implicate that the KSI model is a persuasive writing technique with which the supervisors can adequately guide their students. The students can produce scientific writing in a minimum time. The KSI model, practically, benefits a student to get graduate on time (GOT). The study findings also contribute to the KAP model to support its theoretical assumptions in the education sector. The abstract should be prepared according to primary fundamental issues like an introductory a

Introduction
Postgraduate thesis writing proves to be challenging for most of the graduate students. They may carry out research with ease but writing the research documents as a thesis seems to be constrained to most students. More often than not, a postgraduate student will naturally be in a dilemma about putting things together in writing the thesis [1,2]. This leads to a failure to complete the thesis within the stipulated time. The problems extend across disciplinary boundaries and are almost common to postgraduate research in both social and natural sciences [3]. Therefore, the reasons why graduate students failed to complete their theses within the specified period include the slow formulation of the problem and literature survey; meticulousness of students who are never satisfied with their work; a distraction from the main focus of the research project (for example, by reading texts unrelated to the topic); and inadequate collection of data due to poor planning.
The thesis writing difficulties will be eliminated when certain skills are provided to graduate students at the beginning of their programs. The training will remove the misconceptions and uncertainties in the mind of new students and prepare them on how to write clearly and precisely. It is argued that one approach which can assist the student in overcoming these problems is the workshop; research skills can be developed through practical guidance, group-support, discussion, and reflection, which occur in the workshop context [4]. The Keyword Sequence Importance (KSI) is a new model to provide students with a clear approach to thesis writing that will yield high-quality text in a short period. In this system, major keywords are identified based on the story of the subject, treatment, parameter for science research and respondent, independent variable and dependent variable for social science research. These keywords are then organized on their preference and importance, while the fraction of their contents is included based on their relative importance. The program features the development of students immense skill toward thorough scientific writing, aiding them to familiarize themselves with scientific research methodology and instil their understanding of scientific innovation. The training for new students about this effective writing skill from the beginning to their postgraduate program will surely equip students with the ability to produce a better quality thesis and a high probability of completing their program time.
Torrance et al. [5] focus on three different methods: product-centred, cognitive, and general writing courses for postgraduate students on thesis writing. Their findings show the benefit of teaching research writing to graduate students. However, they focus only on generating text instead of strategies for generating ideas before writing the thesis. The KSI is a systematic approach to selecting the thesis keywords, arranging it in chronological order of significance, and keeping the volume of each keyword according to its importance on the chosen topic. Generally, the thesis keywords characterize the words or phrases used to identify the subject's primary significance, so it is the backbone of any meaningful scientific writing. Thus, the present tool is going to provide a standard platform for students coming from different fields of studies as a first-hand guide to achieving the target of postgraduate schools (i.e., graduation on time). The technique has several advantages: fast problem formulation, comprehensive literature review, rapid publication, good quality thesis, mental stress elimination, and graduation on time. The article targets solving two issues: student and supervisor tasks on defining the research problem and the planning aspect of the thesis writing. The systematic collection of words and phrases will help improve the linguistics part of the thesis while maintaining the standard and quality of the write-up. The paper aimed to improve the quality of the postgraduate thesis, enable fast publication, reduce mental stress associated with the postgraduate degree, and provide a platform for graduation on time.

KSI Model and its Usage
The KSI technique is applicable for thesis writing in all fields of study, including engineering, social sciences, medical sciences, agriculture, etc. The KSI technique identifies all the keywords from the thesis title and arranges them in sequence based on their importance or relevance. The most important keyword comes first, followed by the second most important keyword, followed by the third most important keyword. For instance, given the thesis title 'Salinity effect on the growth, antioxidant and mineral compositions of Purslane', the primary keywords according to the sequence of subject matter, treatment and parameters are as follows: Purslane, salinity, and growth, antioxidant and mineral compositions. Thus, the researcher can simply use these keywords in the sequence of their importance in writing all chapters of his/her thesis. KSI model also enlisted an effective and widely used word bank that would help the author to use the alternative word. Since English is a foreign language for many countries and many authors; thus, vocabulary knowledge is very important for scientific and academic writing [6].

Standard ratio/ importance for science and social science
Science research consists of subject matter, treatment (s) and parameters. The standard importance ratio of subject matter, treatment and parameter is 1:3:6 or 1:2:7, respectively. Social science research consists of subject matter, the independent variable (s), and dependent variables. The standard importance ratio of subject matter, the independent variable (s), and dependent variables are 1:4:5 or 2:3:5, respectively.

General Introduction
The general introduction can be easily prepared when using the KSI technique appropriately using the formula: The preparation of a general introduction consists of five pages. The number of target pages and keywords is five; thus, each keyword is getting tentatively one page, but it is not proper because every keyword does not have equal importance for the introduction. However, the accurate way of doing it is to make each keyword's volume based on its relevancy to make the presentation more qualitative and precise. Table 2 illustrates how volume was assigned to each keyword based on its impact on the thesis objectives; Purslane (10%), Salinity (30%), growth (10%), antioxidant (30%), and mineral compositions (20%). This clearly demonstrates that both the target plant (Purslane) and the growth require only general information. However, the treatment (salinity) and the antioxidant effects have been the two major significant research factors that need much volume for proper clarification. Moreover, the Purslane has a 0.5 page equivalent to 10% of the total number of pages required for the general introduction. Similarly, the page numbers for other keywords are calculated based on their percent contributions. The target number of citations must also be carried out according to the number of pages assigned to each keyword; for example, the number of citations required for a half-page should not be more than four, while 1.5 pages are necessary for a maximum number of 12 citations. Similarly, the priority of the citation set-up should be according to the importance of the information.
Hence, the problem statement and research objectives can also be formulated using the keywords summary. The keywords contain basic ideas on the research problems, their importance, and the possible way of solving the problems. In this case, how does salinity affect the growth, antioxidant and mineral compositions of the Purslane plant? The literature review might partially answer the questions, and this will give a hint on how to proceed with the research.

Literature Review
Initially, the number of pages for the literature review is to be decided according to each keyword size. Subsequently, the heading and sub-headings for each keyword should be prepared before the beginning of the data collection. Also, the keywords sequence and the number of required citations for each keyword should be initially set. Finally, the target citation can be added to the appropriate sub-headings for each keyword. For instance, the preparation of 25-page literature review using the sequence and size of the keywords will provide the volume of each keyword as follows; 10%, 30%, 10%, 30%, and 20% for Purslane, Salinity, growth, antioxidant, and mineral compositions, respectively. However, the number of pages might increase or decrease tentatively, but the target number of citations should be maintained. The literature review is considered the most significant aspect of any thesis, and when it is done early, the researcher will become more conversant with the work. The benefits of using the KSI technique to prepare the literature review include; reduction of mental stress and achieving target pages within a short period.

Materials and Methods
The methods of data collection and experimental procedures must be outlined explicitly with proper reference. The beginning of the methodology will be about data collection location, while the last task will be the statistical analysis.

Result and Discussion
The parameter legends, first sentence, table legends, and dummy table for each experiment should be prepared before conducting the experiment. Because all the parameters need their separate legend, first sentences, and tables for the presentation of results and discussion, preparing it earlier will save the student time during the thesis writing. It is advised that after getting results, the student has to focus on writing two to three parameters correctly. After that, the student has to edit the written draft and submit it to the supervisor for correction and improvement. For the rest of the parameters, the researcher is advised to follow the same writing style as in the approved draft. Based on this technique, the student is expected to save time, reduce mental stress, establish coherence, and sustain the quality of the work from the beginning. Finally, 3 to 4 related citations should be added after the dummy table for each parameter.

Dummy Table of Each Experiment
The student is expected to prepare a dummy table for displaying his research results. For example, if the study has twenty parameters, the student is supposed to make twenty dummy tables. The preference is given to the use of a table than figures when writing the result section of each parameter because of a clear visual impression. However, the student can later convert some possible parameters into pictures to guide the reader in interpreting the results apparently.

Discussion Set-up of Each Experiment
The student is advised to have an advanced collection of current citations (five years back) under each parameter. The collection goes simultaneously with paraphrasing and improvement before storing it at the established citation bank. From the citation bank, the paraphrased citation is transferred to the result section under each specific parameter. The student needs to prove his new findings using two to three citations that are already established in the citation bank. This advanced citation collection is expected to save time, reduce mental stress, and maintain the quality of the work. The discussion could be prepared according to the following steps: i). Discussion part typically should move from specific to general (opposite of introduction) ii). Often should begin with a brief summary of the significant findings iii). Should interpret results clearly and concisely with Biological/Science/Social factor mechanisms (why, how) iv). Should relate literature results with other research findings. Are they consistent? If not, discuss possible reasons for the difference. v). Should answer the question(s) stated in the introduction (problem statement part) vi). Commonly should note the strengths and limitations of the study vii). May identify other research needed.

Conclusion of Each Experiment
This section has to be connected to each objective of the given experiment. This means the conclusion of each experiment has to be similar to the experiment title and its aim. The purpose is to maintain coherence, give the natural sense of completeness, follow the sequence, and engage the reader. Lastly, the researcher or student is expected to provide one concluding statement. This can be done by consulting different related scientific journals and paraphrasing accordingly.

Summary and Conclusion
The student is advised to select the main parameters for each of the experiments conducted. For instance, if each experiment has twenty parameters, then the student or researcher can choose at least 40-50% consistent with the objective and the established sequence. From the citation bank, the student is expected to select another three new citations different from the previous ones used in the experimental discussion part to make the whole thesis more vibrant. Furthermore, in writing the summary section, the sequence of the results for each parameter should be maintained. Finally, the last paragraph has to focus on the general recommendations and future research suggestions based on the research findings.

Steps to Prepare a Summary and Conclusion
Paragraph 1: "Reason for performing the study" perspective for readers to remind them of the importance of your study. Paragraph 2: A critical analysis of your major finding(s). Paragraph 3: Explain the meaning of the findings and why the findings are important. Paragraph 4: Relate the findings to those of similar studies. Paragraph 5: Consider alternative explanations of the findings. Paragraph 6: Acknowledge the limitations of the study. Paragraph 7: Make suggestions for future research. Paragraph 8: Overall conclusion and the major impact of your study.

Abstract
The abstract should be prepared according to primary fundamental issues like an introductory sentence, a combination of the objectives, a concise method, the main findings of all the goals, and finally, the recommendation. The whole section has to be written in one paragraph without any citation. Sadhu and Kotwal [7] studied the Knowledge-Attitude-Practice study on nutrition education of athletic and non-athletic teenagers. A sufficient amount of food is essential throughout infancy, but it is most important during juvenility. Sadhu and Kotwal [7] asserted that there was a moderate to a high level of awareness regarding nutrition-related perspectives before trainin. After training, there was a significant increase with a high level of awareness among the majority. However, Sadhu and Kotwal [7] found positive change and suggested that workshops and courses will foster teenagers' nutritional knowledge, attitudes, and practices.

Hypothesis Development:
Moreover, Wan et al. [8] quested a systematic review of the KAP-O framework for diabetes education and research. Diabetes self-control programs upheld the necessity to ameliorate knowledge, attitude, and practice of self-care. Wan et al. [8] emphasized four causally specified conjectures-knowledge, attitude, practice, and outcome. They found the positive outcome of health education interventions on all four conjectures. Wan et al. [8] suggested further study to determine if knowledge or attitude has a more prevalent impact on preventive practice and, thus, on diabetes care outcome.
Also, Roelens et al. [9] experimented with a knowledge, attitude, and practice survey among obstetrician-gynaecologists on intimate partner violence. Intimate Partner Violence (IPV) is deliberated as a leading cause of physical injury, mental distress, along with hostile pregnancy results. Roelens et al. [9] endeavored to find out potential constraints to IPV screening. They found a very poor number of respondents who ever received any instruction on IPV. Roelens et al. [9] suggested physician training endorsement for successful screening guidelines for IPV. They also added that screening tools, patient leaflets, etc., can also be important for advanced screening and guidelines.
Bano et al. [10] found that nutrition students possess significantly more improved knowledge, attitude and practice towards a balanced diet than non-nutrition students. Appropriate diet knowledge of the students has a considerable effect on promoting a society's health since students are the main constituent of families and professionals in every society and represent the future parents. Therefore, Bano et al. [10] emphasize having an adequate diet, regular physical activity, never skipping breakfast, including nutrition courses in the curriculum, reading food labels and counting daily calorie intake, etc., to enhance students' nutrition behavior.
The research report (Gender in Education: Knowledge, Attitude and Practice (KAP) Assessment) claimed gender 7898 A Scientific Novel Way of Article and Thesis Writing: Findings from a Survey on Keyword, Sequence, and Importance (KSI) Technique disparity in the education sector of Pakistan to be highly unsatisfactory compared to other countries. Some detectable sides of this disparity are enrolment rates, overall literacy rate of boys and girls, learning environment, basic facilities, school management, teaching & learning practices of public sector schools, etc. To address the qualitative issues, Knowledge, Attitude and Practice (KAP) assessment has been exercised to implement the Gender in Education Policy Support Project (GEPSP). The assessment helped to identify three main points for improvement and capacity needs-(i) Enabling environment; (ii) Institutional/ organizational improvements & (iii) Building capacities of individuals.
Another study by Matinhure [11] revealed the unveiling factors that create barriers for parents in HIV testing and treatment among children aged 0-14 years. Findings under KAP assessment blamed the low level of agreement and outcome expectancy, relatively low motivation, low self-efficacy, community and self-stigma, perceived unavailability of services, etc., as negative barriers towards HIV testing and treatment of children. In addition, Matinhure [11] upheld some statistics regarding parents' knowledge in HIV transmission among children, their attitude and the feasibility of getting their children tested for HIV and initiated for treatment. Moreover, some recommendations were suggested, such as the provision of skills, support to parents for HIV disclosure, reducing stigma, localized care, and improving service quality available to the children.
In addition, Wang et al. [12] explained the status of factors associated with residents' knowledge, attitudes, and practices (KAP) related to air pollution, and it is also correlated to the respiratory health of children in Shanghai. The purpose of this study was to utilize the facts to influence Chinese health policies. Wang et al. [12] conducted a cross-sectional survey and evaluated Shanghai resident's KAP of air pollution. However, Wang et al. [12] further suggested allocating more resources towards educating citizens about it and providing them with appropriate practices to minimize the deleterious effects on their families. Whereas, Abdul et al. [13] suggested that there is a significant relationship among the variables like the brand name of the university, offered programs, permanent residence, fees, guardians' decision, and quality of education.
Akpeh and Ezeoke [14] highlighted the knowledge, attitude and behaviour of dispersion of flood alert campaigns in Anambra State in this discussion. The motive of this study was to discover how the flood disaster alert campaign dispersed among the residents of riverine communities. Akpeh and Ezeoke [14] stated that the respondents knew about the 2016 flood disaster alert. In addition, Akpeh and Ezeoke [14] explained that a high level of awareness did not significantly motivate the respondents to relocate. This study tackles to assess the success or otherwise of the campaigns in refinement and the residents of Anambra River basin to transpose. As per the extant literature review, the authors developed the following hypotheses: H 1 : Knowledge has a significant influence on performance.
H 2 : Attitude has a significant influence on performance. H 3 : Practice has a significant influence on performance Model Development: Performance = β 0 + β 1 X Knowledge + β 2 X Attitude + β 3 X Practice The above regression model examines the effect of KAP on the scientific writing performance of the scholar after adopting the Keyword, Sequence and Importance (KSI) model.

Methodology
The study utilized a quantitative research method that involved the survey questionnaire design. In education research, three types of research are possible: exploratory design, explanatory design and descriptive design. This study conducted both explanatory research and descriptive research. The following section presented questionnaire development, measurement, and sampling method.

Questionnaire Development and Measurement
The study developed a questionnaire based on the study of Poorolajal et al. [15]. A total of 40 questions was generated to address knowledge, attitude, practices, and performance. In two sections of the questionnaire, the first section presented demographic information (Gender, Age, Academic status, etc. and the second section consisted of specific questions regarding the KSI model. The second section started with the status of the KSI model. Four variables: knowledge, attitude, practice and performance each included 10 statements (questions), and a total of 40 statements. These variables were measured on 5-point Likert Scale ('1' indicates 'strongly disagree' and '5' indicates 'strongly agree'). The reliability of the questionnaire was within the range of threshold values. The value of Cronbach's alpha coefficient for the knowledge, attitude, practice and performance variables was 0.797, 0.893, 0.912, and 0.925, respectively above 0.70, as shown in Table 1 [16].

Population
The author conducted a workshop on Keyword, Sequence and Importance (KSI) model and scientific writing in June 2020 and earlier on the basis of knowledge, attitude, and practice (KAP) in Universiti Putra Malaysia (UPM), Malaysia. That workshop basically demonstrated the use of the KSI model in light of KAP theory. In those workshops, various students participated from faculties and universities. The participants were the population of this study. All attendants registered voluntarily and participated in those sessions. Data collection was collected from those attendants after completion of those sessions. 'The KSI model and scientific writing' is a registered course in Universiti Putra Malaysia. Students may take this course for their PhD and master level as coursework.

Sample and Sampling Method:
The study collected data from 55 students studying in various faculties of Universiti Putra Malaysia (UPM). From 11 faculties, a total of 55 respondents were interviewed. The data were collected from those students who participated in the workshop.

Data Analysis and Result
The study analyzed the data through the Statistical package for social sciences (SPSS). The following sections presented the demographic profile of the respondents, descriptive statistics, data normality, correlations, and multiple linear regression.

Demographic Profile:
As shown in Table 2, the respondents were 38% female and 62% male studying in various faculties in Universiti Putra Malaysia (UPM). Their age categories included 41% with 25 years to 30 years; 29% were 30 to 35 years old. The respondents were equal in their master's degrees and doctoral degrees. More than 50% of respondents were in their respective second semester. In the second semester, many students started to understand the research. A total of 73% of respondents were from agriculture faculty. This workshop is conducted with the multinational respondents.  Descriptive statistics: Table 3 summarized the four variable and their items. It was found that mean of the items was above 4 and the standard deviation was less than 1. Variable-wise their means were higher than 4.25. and the standard deviation was less than 0.50 (Table 3). In the individual item scale, the maximum items took the value' 4' ('agree') and '5' ('strongly disagree').

Data Normality:
For multiple regression, data normality or normal distribution of collected data is a vital assumption [17]. Table 4 showed that skewness and kurtosis were between ±1.96 [18], which indicated data normality.

Correlation:
The correlation among knowledge, attitude, practice and performance was significant. As shown in Table 5, at 5% significance level, the correlation coefficients were within 0.719 and 0.877. It implied a higher positive correlation among the constructs. Their overall correlation coefficient was (R) 0.911.

Multiple Linear Regression:
After complying with the multiple linear regression assumptions, the study ran regression analysis. Model summary Table showed that R 2 was 0.830. It depicted that knowledge, attitude, and practice explained 83% variance of performance (Table 6). From the ANOVA table (Table 7), it was found that the F value was 83.27 and the p-value was 0.000 which is less than 0.05 and statistically significant. Thus, the model fits well (Table 7).

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A Scientific Novel Way of Article and Thesis Writing: Findings from a Survey on Keyword, Sequence, and Importance (KSI) Technique As the regression model fits well, the study checked the coefficient Table 8. From this Table, it is found that attitude and practice are significant with performance as their p-values were less than 0.05 (beta value = 0.380 p-value = 0.018 and beta value = 0.446 and p-value = 0.001, respectively). Therefore, hypotheses 2 and 3 were accepted. It stated that attitude and practice have a significant and positive effect on performance. On the other hand, knowledge was found insignificant because the p-value is higher than 0.05 (p-value = 0.206). Thus, it implies knowledge has no significant relationship with performance. The first hypothesis is rejected.

Research model equation:
Performance = β0 + β 1 X Knowledge + β 2 X Attitude + β 3 X Practice The study aimed to investigate the effect of knowledge, attitude and practice on the performance of students. The findings showed that the KSI model increases students' positive attitude to their performance to write scientific research as the second hypothesis is accepted with significance. Similarly, after taking the KSI model course, students developed their skills to write quality academic papers and thesis. This KSI model is more effective.

Discussion
The findings from the descriptive analysis showed that the audience displayed very high positivity. The average of their response was more than 4 in the survey which implied this KSI technique is very supportive and helpful.
Individual items scored more than 4 and each variable is also more than 4. The correlation is also very high. This finding was consistent with the previous survey on this technique. The study findings showed that knowledge, attitude, practice, and performance were positively correlated. These positive correlations indicated that the researchers' or students' positivity towards the KSI course would help them perform better (good writing in the minimum time). From the model assessment, the findings showed that attitude and practice had a significant and positive effect on the performance of researchers and students. This model was taught in many universities and participants' comments were taken. The majority of the audience appreciated this technique. Particularly, according to the participants, this technique is helpful to the PhD and Master students and researchers. Conversely, some of the participants appraised this technique as an appropriate tool for paper writing and publications. Some of them claim this KSI technique helpful for natural scientists; on the other hand, some appreciated as helpful for all disciplines. They praised this technique for its clear guidance and calculative presentation. One participant stated that the KSI technique is an effective tool for young researchers and easy thesis writing.
In PhD or Master, researchers and students often suffer from a lack of quality and systematic writing. They often hover in what to write, how to write, what to start, and how to start. KSI model depicts action and activities at each stage of paper or thesis writings. This technique clearly explains how many references would be placed in each section, each page, or each paragraph. It also shows the way to minimize the similarity index issue in paper writing and thesis writing. Another important strength is its word bank. Alternative words and presentation style make writing easier.
Particularly, using this technique students can saves time as well as complete their study in 'graduate on time' (GOT). Moreover, it reduces psychological pressures and helps to publish research papers in high indexed impact factor journals.

Conclusions
From the empirical perspective, after identifying the problems, the students were introduced to an approach in academic writing, namely the KSI approach. The time of thesis writing will be shortened when this method is used. Particularly, researchers and students of PhD or Master degree program will be benefited from a systematic way of writing their thesis or dissertation. Moreover, this technique clearly explains a scientific combination between action and activities at each stage of a paper and thesis writing. For example, researchers and students will get a clear idea of how many pages should be considered for their paper and thesis's satisfactory length and how many references would be placed in each section, each page, or each paragraph. The implications of this study provide fresh insights to students, researchers, academicians, and policy-makers of higher study education. They will get a comprehensive idea regarding the way of scientific writing of research paper, thesis, and dissertation, saving time and reducing psychological pressure. This is how the students will get help to graduate on time (GOT).

Theoretical Implication
The study utilized the KAP theory to support the assumptions of hypotheses. It revealed that knowledge, attitude, and practice contribute to the performance of any action, especially learning activities. In thesis writing, it is shown that the KSI model improves the quality of writing through knowledge of the model, attitude toward authors, and their writing practice.

Practical Contribution
The study also showed a significant role of the KSI model. Using the KSI model and technique author of the report and thesis can improve their writing quality, reducing plagiarism and cohesion. KSI model enhances academic writing and develops readability.

Limitation
This study was conducted with 55 respondents at University Putra Malaysia (UPM). Future researchers can apply this model to other students and researchers and academicians. The study used SPSS for multiple regression. Future studies can apply structural equation modelling (SEM) for predicting and testing the theory.