EXPLORING THE EXPERIENCES OF ENGLISH EDUCATION STUDENTS IN UNDERGRADUATE THESIS COMPLETION : A NARRATIVE INQUIRY

RINDA, ANTIKA A (2024) EXPLORING THE EXPERIENCES OF ENGLISH EDUCATION STUDENTS IN UNDERGRADUATE THESIS COMPLETION : A NARRATIVE INQUIRY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This research delves into the intricate experiences of graduate students as they navigated the challenges of completing their undergraduate theses and the strategies they employed to succeed. Framed within the narrative inquiry approach, this qualitative research captures the lived stories of five participants who successfully completed their theses on time and voluntarily shared their journeys. Through journal diaries, interviews, and documentation, the participants provided a window into their personal struggles and coping mechanisms. The journal diaries served as the primary instrument, enriched by open-ended interviews to validate and deepen the narratives. Using narrative and thematic analyses, the researcher wove together individual experiences into cohesive themes that reveal the shared and unique dimensions of their journeys. The findings illuminated a spectrum of challenges, encompassing psychological barriers like lack of confidence, motivation issues, and burnout; sociocultural hurdles such as delayed support from peers and unsupportive behaviors from advisors; and linguistic obstacles, including struggles with grammar and paraphrasing. Yet, amidst these difficulties, the participants demonstrated resilience through strategies like self-regulation, seeking feedback, finding help, fostering motivation, seeking support, and employing effective time management and academic performance techniques. These stories underscore the interplay between challenges and strategies, shedding light on the diverse pathways to thesis completion. Keywords: English Education, Narrative Inquiry, and Undergraduate Thesis.

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