SEMINAR LINGUISTICS AND LITERATURE

Critical Journal Review – Students’ Perception and Habits in

Choosing Online Literature Sources for Seminar Papers

ARRANGED BY
Adelia Eka Putri 2163220001
Dhea Syavira Alvaiza 2162220007
Maria Magdalena Silaban 2163220028
Mhd. Ridho Wandhana Y. 2162220010
Try Arjuna Tindaon 2163220050
Vitri Aulydina Rambe 2163220051

ENGLISH LITERATURE PROGRAM STUDY

FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS NEGERI MEDAN
2019

1
 CHAPTER I
INTRODUCTION
1.1 Identity of the Journal
1. Journal title : Literacy Information and Computer Education Journal
(LICEJ)
2. Article : Students’ Perception and Habits in Choosing Online
Literature Sources for Seminar Papers
3. Author(s) : Irena Miljkovic Krecar; Maja Kolega; Vicko Krampus
4. Country : Croatia
5. Language : English
6. Volume : (6) Issue 4
7. Year : December 2015
8. ISSN : -
9. Page(s) : 2030-2038
10. Sum of article : one

1.2 Summary of Article

This article is discuss about the college students ability to find or gather some
article or sources for any kind of tasks or courses in the internet rather than to find in
common way. The authors are use the online questioner for collect the article data
and 326 students as the participant. The result from the article showed about 68% the
students used the online sources for their seminar topic papers rather than looking in
library, asking their lectures, seniors. For the online sources mostly, the students are
use the particular papers, scientific report, or online portals while collected the data
they needed for the tasks.

2
 CHAPTER II
STRENGHT AND WEAKNESS
2.1 Strength
a. Theoreticaly
The article is academicals too use as the sources. The main theory that
uses in this article was from L. Barranoik state that “that a majority of
students predominantly use the Internet as the source for their class
assignments”. The theory is good to support the authors’ words, and make the
finesse between elements for the explanation.

b. Originality
The article originality is certainly original. The team and author are
use the descriptive qualitative analyses method to present the authors direct
explanation to the readers and avoid the plagiarism with the others data
sources, with a experts opinion and theories. And, also the quantitative data
type to show the evidence and the raw data result from the author’s questioner
such a chart, table, and the percentages number in result section of the article.

c. Problem Recency
The article is update or new because the article content shared in
December 2015, and also can be used as the references for the other paper or
report in scientific writing because not yet five years late the article. It is also
a current type problem, the authors find this problem by his/hers research
based on the students habits to gathering some data from the online or internet
rather than looking in the library and other general ways for their seminar or
task papers.

3
 d. Cohesion and coherence
The article is arranged with the good IMRaD structure; it makes the
readers simply to find out the article information without any confused in
them. The authors are also presents with a good language and description due
to make the author’s explanation easily got it by the readers, and also good to
share a benefit information or readable.

2.2 Weakness
a. Theoretically
The authors use kind of explanations, theories, and approaches from
some experts that also concert in this article topic; to approve the writers
thought due to relevant for research problems.

b. Originality
The quantitative data was based on the numbers and chart or table to
shows the data analysis for the authors’ research. It is good to avoid the
plagiarism from every kind of articles. In other words, the article originality is
provable.

c. Problem Recency
The author fined this problem by his/hers research and observe from
the latest till the higher final year students. In addition, this journal is really
update and new even thought the article was uploaded in December 2015.

d. Cohesion and coherence

The article doesn’t have the keywords or tag line after the abstract.
The journal also doesn’t put the ISSN number and make completeness for the
journal identity part. The discussion part doesn’t separate the result of the
research questions; it is make the reader got the difficulty find the main point
from the article.

4
 CHAPTER III
CONCLUSION AND SUGGESTION
3.1 Conclusion
The result showed that most of the higher level students in particular the
college students are using the online data sources. The author put about 326 tested
participants found or would look for information for their seminar papers on the
Internet (68%). Other ranked sources were: going to a library (14.38%), asking the
professor (14.05%), asking a senior student for help (1.67%), or using a private
library (1.67%) (Krecar, Kolega, & Krampus, 2015).

3.2 Suggestion
Personally, this article has a good topic to discuss, due to there are a lot of
students from the junior high school until the college students must be use the online
or internet to collect the data. The authors also put their opinion about the future
research for the teachers or lectures to motivated and lead the students to learn and
teach them how to find a good literature sources seminars or tasks. In other word the
teachers and lectures in the articles choose as the main role model to arrange their
students for the good ways in learning and to use a good information in every kind of
sources.

REFERENCES
Krecar, I. M., Kolega, M., & Krampus, V. (2015). Students’ Perception and Habits in
Choosing Online Literature Sources for Seminar Papers. Literacy Information
and Computer Education Journal (LICEJ) , (6) (4), 2030-2038.

5
 SEMINAR ON LINGUISTICS AND LITERATURE
Critical Journal Review – Is There A Difference Between A Congress,
Conference, Symposium, Seminar, Journal Club, and Workshop in
Terms of Continuing Professional Development Activities?

ARRANGED BY
NASRUN JUHAIDI – 2163220033
RAKA MURSYID – 2163220038
RIZKY ANDRE ARDO SARAGIH – 2163220042
RONALDO PANJAITAN – 2163220043
RYO TAUHID RAMADHAN – 2163220045
VIVI DWI TASYA – 2162220002

ENGLISH LITERATURE PROGRAM STUDY

FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS NEGERI MEDAN
2019

6
 CHAPTER I
INTRODUCTION
1.1 Identity of the Journal
1. Name of Journal : The South African Radiographer
2. Name of Article : Is There A Difference Between A Congress,
Conference, Symposium, Seminar, Journal
Club, and Workshop in Terms of Continuing
Professional Development Activities?
3. Author : Riaan van de Venter
4. Country : South Africa
5. Language : English
6. Volume : 57 (Issue 1)
7. Year : May, 2019
8. ISSN : -
9. Page(s) : 4 Pages
10. Sum of Article : 1

1.2 Summary of the Article

This paper highlights the differences between six activities that are deemed
acceptable for consideration as CPD (Continuing Professional Development)
activities as per the HPCSA (Health Professional Council of South Africa) CPD
guidelines. It is important that SORSA (The Society of Radiographers of South
Africa), which has organised and hosted at least 1500 continuing professional
development events to date, uses the above definitions for congresses, conferences,
symposia, seminars, journal clubs and workshops. The use of the term seminar for
these CPD events, offered by the SORSA since the late 1970s, is not correct. It is
recommended that SORSA should request the HPCSA to include definitions of CPD
activities in their respective guidelines for health practitioners and service providers.
Definitions would ensure that presenters are awarded the relevant CEUs in
accordance to the correct activity level. The glossary should also indicate the

7
minimum duration of a presentation at a once-off CPD activity in order for a
presenter to be awarded double CEUs (Continuing Education Units). It is argued that
there should be no ambiguity in terms of interpreting and implementing CEUs for
both attendees and presenters at CPD events.

8
 CHAPTER II
STRENGTH AND WEAKNESS

2.1 Strength
a. Theoretical
Theory based explanation, even the statistical data inside are gathered
from real facts stated by trusted sources. The explanation is well structured,
put into a good shape of expression to flatten and roll out the data so the
reader can easily catch the point. I can’t deny it or more agree to it, the
theoretical strengths of this article are no doubt very impressive.

b. Recency Problem
From the publishing time, May 2019, we can perfectly say it is a
recent problem and everyone will be fine with it. The problem of SORSA as
identifying the word seminar is considered wrong since there are
consideration uses to determine how this will be called as a seminar and how
the other will be called the other thing, like for example symposium or
congress/reference. The way the author wrote it, seems like the problem is yet
unfinished and still fresh nowadays.

c. Cohesion and Coherence

As the article clearly showed, both coherence and cohesion in it are
not a problem at all. From one paragraph to another are considerably related
with good explanations. The punctuations from one word to another word are
also as good as any other article I’ve ever read, put inside appropriately and
probably no mistake.

2.2 Weakness
a. Theoretical
Nothing really matter as when you see the theories. But there is this
small problem about how the author provides the theories. Different from

9
 other common articles that put the recited works of experts with the name of
the experts in a bracket, along with the year, this article present the theories or
recited works in a superscripted number in elbow bracket which headed for a
quite uneasiness to the readers since if they want to see the recited source,
they have to go along the references and find the exact number as shown in
the sentences, which is quite a hard work to do.

b. Originality
We know already that the author provided theories and factual data
inside the article but unfortunately, the content is not original, not because the
theories that owned by their own rights, to the experts, but because of the
definition of the terms inside the article that is not original. The author didn’t
put his own definition of the terms which is not as hard as we think, but using
the dictionaries that can be found online in the internet.

10
 CHAPTER III
CONCLUSION AND SUGGESTION

3.1 Conclusion
The article concluded the content along with the explanation from both
the author’s own conclusion and the experts’ words in the perfect way. The
completion is no doubt and the explanation cannot be easier to understand. The
way the author provided explanation for the mistakes that SORSA has done for
years and how it should be done is unarguably good. Moreover, the solution that
the author give by showing the definition of each terms (congress, symposium,
seminar, journal club, and workshop) is enough to finish the problem. The
mentioned terms (CEUs, CPD, HPCSA, and SORSA) are all explained to give
the most of understanding to the readers. Also, not to mention the considerable
amount of facts that the author provided makes the article specific, yet clear.

3.2 Suggestion
As for suggestion, we recommended that the author define the easy terms
by his own words and not relying the online dictionaries, not because it can lead
to mistakes, but to make it sounds more adequate, both in theoretical and
originality. The amount of theories should also be considered since too many
theories makes unbalance amount of originality and vice versa.

REFERENCE

Venter, R. v. (2019). Is There a Difference Between a Congress, COnference,

Symposium, Seminar, Journal Club, and Workshop in Term of Continuing
Professional Development Activities? The South African Radiographer , 4.

11
 SEMINAR ON LINGUISTICS AND LITERATURE
CRITICAL JOURNAL REVIEW - STUDENT-LED SEMINARS AS A
TEACHING LEARNING METHODEFFECTIVENESS OF A
MODIFIED FORMAT

ARRANGED BY
Aulia Putri Ashari 2163220008
Desy Amalia 2162220006
Lucas Silitonga 2163220025
Mifta Khairunnisa 2163220030
Riski Irawan 2163220040
Vuspita Jaizah Harahap 2162220003

ENGLISH LITERATURE PROGRAM STUDY

FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS NEGERI MEDAN
2019

12
 CHAPTER I
INTRODUCTION
1.1 Identity of the Journal:
1. Title of Journal : Student-Led Seminars as a teaching-learning
method effectiveness of a modified format
2. Author (s) : Kadayam Guruswami Gomathi, Ishtiyaq Ahmed
Shaafie
and MandaVenkatramana
3. Published : South East Asian Journal of Medical Education
4. Years : 2014
5. Volume : 8, No. 1

1.2 Summary of the Journal

Student-led seminars (SLS) are used as a teaching-learning strategy in the
medical curriculum of the Gulf Medical University. Students are expected to develop
competencies in information retrieval, identify reliable sources, organize the
information and communicate it effectively to peers using available information
technology tools. Since students work in groups, they are also expected to develop
teamwork skills.
Topics for SLS integrate across disciplines, have social and awareness
components besides knowledge are not learnt in any other way during the course,
have specific learning objectives and offer opportunities to explore beyond the
textbooks and the medical disciplines. Examples of SLS topics in the first year are
Food safety‘, Eating disorder’s and Health impact of disasters‘. Knowledge,
communication and teamwork skills are assessed during the SLS. Associated
knowledge is also assessed in summative examinations. Though SLS is considered an
important teaching-learning strategy, it had consistently received poor ratings in
studentfeedback over the past 3 years. Focus group discussions with students
highlighted areas of concern. Students presenting the SLS viewed it as ―an activity
aimed at satisfying the assessing faculty.

13
 CHAPTER II
STRENGTH AND WEAKNESS
2.1 Theoritically
From the first article the explanation theoretically good and the results
follow with the diagram. But there are no theories from the experts or from
the previous study that support the explanation. It just show the researcher’s
point of view.

2.2 Originality
The originality of this article is good enough . Because the whole
explanation from the article made by researcher’s point of view.

2.3 Problem Recency

As we know teaching-learning method is one of the trending
discussion in education world. And one the method is seminar . Seminar in
this paper is a little different with the previous study . Where this paper
discuss about how students handle and running the seminar. So from this
method will increase the creativity of students itself and develop their
academic skills.

2.4 Cohesion & Coherence

The whole explanation is related one to another . From the problem,
the methodology, results , until the discussion of the problem discussed the
same topic.
So the strength of this article are have a good structure with a good
explanation in every part of the article. There is a diagram that support the
data and the results. The originality is guarantee . The explanation is
coherence and balance. And the weakness of this article there is no theory that
support the explanation.

14
 CHAPTER III
CONCLUSION
The new format of the (SLS) created by students greatly encouraging students
to be more self, active, in working with teams and to make students more effective in
communication skills. Because of the take information that they get through peers, so
they can more easily communicate with each other and they use available information
technology.

REFERENCES

Gomathi, KadayamGuruswami, Ishtiyaq Ahmed Shaaf and MandaVenkatramana.

(2014).” Student-Led Seminars as a teaching-learning method-effectiveness of
a modified format” South East Asian Journal of Medical Education, 8 (1).
http://seajme.md.chula.ac.th/articleVol8No1/14_SC1_KadayamGGomathi.pdf

15
SEMINAR ON LINGUISTICS AND LITERATURE
Critical Journal Review – Exploring the Effectiveness of
Implementing Seminars as a Teaching and an Assessment
Method in a Children’s Literature Course

ARRANGED BY
Intan A Rajagukguk 2163220021
Leyla Christy Sinaga 2163220024
Mikhael Manahan Simamora 2163220031
Sri Ramadayanti 2163220048
Widi Wulandari 2162220004
Yosephine Angelica Tarigan 2163220053

ENGLISH LITERATURE PROGRAM STUDY

FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS NEGERI MEDAN
2019

16
 CHAPTER I
INTRODUCTION
1.1 Identity of the Journal
1. Title : Exploring the Effectiveness of Implementing
Seminars as a Teaching and an Assessment
Method in a Children’s Literature Course
2. Author : Sharifa Said Ali Al’Adawi
3. Publishing Volume : Vol. 10
4. Publication Year : 2017
5. Edition/ISSN : 11/ 1916-4742 E-ISSN 1916-4750
6. Number of Pages : 14 pages

1.2 Summary of the Journal

Literature on teaching and assessment highlights current pedagogical issues
such as integrating assessment into the learning process, teachers and students’ roles
in assessment, and the importance of assessment literacy and assessment feedback to
achieve effective assessment procedures that can engage students in the assessment
process and serve to inform students’ performance (Boud, 2014; Boud & Soler,
2015). Despite the substantial amount of theoretical literature on assessment, reports
on what actually works in the classroom is still limited especially in Oman (Al-
Badawai, 2011; Al-Issa, 2005, 2011; Al-Mahrooqi, 2012)
Seminars have been used as a teaching method since Socrates for their value
in engaging students in the teaching and learning process. Socrates did not teach
explicitly but created situations and raised questions that require students to think and
analyze using their higher level thinking skills to understand the underlying meaning
of Socrates words. Socrates’ classes have promoted intellectual curiosity, independent
learning and involved students as a valuable source of knowledge-sharing using their
background knowledge to find ‘the truth’ (Bates, 2016). Thus, students are viewed as
contributors in shaping reality and finding truth by bringing their experience, identity,
and values into the learning and teaching process (Dewey’s principles, cited in Bates,

17
2016). Dewey’s Principles emphasise that teachers should not spoon-feed knowledge
to their students but create opportunities for experience in which students interact,
form and reflect on their knowledge with the help of teachers working as facilitators
and guides, which in turn supports students ’active engagement (Weber, Gabbert, &
Patrick, 2007).
In addition, seminars are convenient for professionals, who needs to be up-to-
date in their field, need a platform to discuss issues and concerns and have less time
to do all of the research on their own. Yildirim (2010), for instance, investigated
increasing effectiveness of strategic planning seminars through learning styles. The
seminar effectiveness was increased by taking into account the participants’ learning
styles as school principals planned their schools’ strategic plans taking into account
their preferences, weaknesses and strengths, which made their strategic plans
accessible and practical (Yildirim, 2010). To sum up, seminars can have positive
effects on different individuals and for different fields taking objectives of seminars
and the particular field into account.

18
 CHAPTER II
STRENGTH AND WEAKNESS
2.1 Strength
a. Theoritical
In this journal the theoritical contained in this journal is quite clearly
explains the theory in explaining about the seminars itself. All the
materials she/he use with theory and practice.
b. Originality
In this case the author provides theories of Seminars in English Literature
students and post graduate students give all the material that supporting
this data. And also, the author give many theories that can be used or can
be reference for research.
c. Problem Recency
In this journal authors can find recency problem contained in this journal
they can combine with the theory and with the samples itself that is
English Literature Students and Post Graduate students.
d. Cohesion and Coherence
From the ideas both journals have the ideas that can be reflected from the
other researchers to do the seminar is. And from the grammatically, both
journal have a good grammatically so the reader can understand what the
articles tell about.

2.2 Weakness
a. Theoritical : we can’t find the weakness in this journal.
b. Originality : we can’t find the weakness in this journal.
c. Problem Recency : we can’t find the weakness in this journal.
d. Cohesion and coherence : we can’t find the weakness in this journal.

19
 CHAPTER III
CONCLUSION AND SUGGESTION
3.1 Conclusion
In the conclusion, the researcher can find that the effect of implementing
seminars as a teaching and an assessment method in a Children’s Literature course
and investigate students’ perception of the effectiveness of such implementation. The
majority of students perceived seminars as a good method of teaching that engaged
them actively in critical thinking by raising questions on literary texts, sharing ideas
and improving their communication and presentation skills. Lack of training and
awareness of the effectiveness of seminars in engaging students in learning, as well as
insensitivity to context, participants’ learning histories and oversight of the
significance of considering logistics in seminars are some of the limitations of this
study.

3.2 Suggestion
We think this journal have a good structure and give understanding what is
the author wrrite with the good structure and good explanation. To the students, the
article can be reference for us to know what is the seminar is and how to do the
seminars is with the theory and ideas from the researchers.

REFERENCE

Al’Adawi, S. S. (2017). Exploring the Effectiveness of Implementing Seminars as a

Teaching and an Assessment Method in a Children’s Literature Course.
English Language Teaching, 1-14.

20
SEMINAR ON LINGUISTICS AND LITERATURE
CRITICAL JOURNAL REVIEW – STUDENTS’ EXPECTATION
REGARDING THE PRESENTATION LEARNING SYSTEM

ARRANGED BY
Melvi Dwi Arfina Harahap 2163220029
Rika Asmawati Haloho 2163220039
Priskila Poida Nainggolan 2163220036
Olivia Romaida Rizki 2163220035
Harry Try Ananda Simatupang 2163220019
Jeri Claudius Sembiring 2161220010

ENGLISH LITERATURE PROGRAM STUDY

FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS NEGERI MEDAN

21
 2019
CHAPTER I
INTRODUCTION
1.1 Identity of the Journal

1. Name of Journal : The 1st International Seminar on Language,

Literature, and Education
2. Title : Students’ Expectation Regarding the
Presentation Learning System
3. Author : Lisnawati
4. Year Published : 2018
5. Publisher : KnE Social Science
6. Pages : 10
7. ISSN : -

1.2 Summary of the Journal

The purpose of this research was to describe students’ expectations regarding
the speaking learning system, especially the presentation. Presentation functionalities
in academia, organizations, employee recruitmen, and the business world are
increasingly perceived. According to Živković, “oral presentation enabling students
to function successfully in the future professional surrounding, and preparing them
for their possible further academic.” Therefore, the quality of students’ presentation
skills should continually be improved.
Learning is a system. Learning components include teachers, teaching
objectives, learners, lesson material, teaching methods, instructional media, and
administrative factors as well as costs that enable optimal teaching and learning
processes. The teacher is a critical success factor in learning because the teacher
determines the other learning components. Teaching planners, teachers are tasked
with planning learning activities such as formulating goals, selecting materials,
choosing methods, establishing evaluations, and so forth. Furthermore, teachers are

22
the determinants of educational success. Teachers are a key factor in educational
success. Learning objectives are a learning component that also needs to be
considered. According to Sanjaya, obvious learning objectives can help teachers in
determining learning materials, methods or strategies, tools, media, and learning
resources, as well as in determining and designing evaluation tools to monitor the
students’ success.
This research applied a descriptive qualitative analysis method. The data were
obtained through a questionnaire and interviews about the opinions and expectations
presented by 139 undergraduate students and two lecturers regarding the components
of the presentation learning system and their implementation, which included
objectives, materials, media, techniques, and evaluation of learning.

23
 CHAPTER II
STRENGTH AND WEAKNESS
2.1 Strength
a. Theoritical
The theory that applies in this research is by Sanjaya that says, obvious
learning objectives can help teachers in determining learning materials, methods
or strategies, tools, media, and learning resources, as well as in determining and
designing evaluation tools to monitor the students’ success.

b. Originality
This research is originality certainly because the author has used their
explanation with the content softer research as what she has observation and she
do the methodology through questionnaire and interviews about the opinions and
expectations presented by 139 undergraduate students and two lecturers regarding
the components of the presentation learning system and their implementation,
which included objectives, materials, media, techniques, and evaluation of
learning.

c. Problem Recency
This research describe the presentation techniques that taught by the
lecturer to the students. The author wants to approve what techniques that more
effective for students to do a presentation.

d. Cohesion&Coherence
The cohesion & coherence of this research is very related with this
research. The author focused on the title and the topic.

24
2.2 Weakness
a. Theoritical
This research is actually has used a good theoretical but the author does
not put another previous study that support the research. The author just used a
theory about presentation by Sanjaya and the meaning of presentation by
Živković.

b. Originality
This research also has show its originality because there is no plagiarism
in it. All the words was written by the author, except the theory.

c. Problem Recency
The author has written the problem that related with there searching
presentation, and I think the author made a good result in result that solved the
problem. But it not really interesting in result section, because the author doesn't
put the table to make it a bit easy to understand.

d. Cohession&Coherence
For the cohesion & coherenceit is almost nothing about its weakness
because the author has explained it related to each other.

25
 CHAPTER III
CONCLUSION
Based on the aforementioned description, it can be stated that lecturers’ and
students’ expectations differ in three ways, that is, in terms of learning materials,
instructional techniques, and instructional media. The differences are caused by the
different perceptions of students and lecturers as well as the lack of communication
between lecturers and students regarding these three things. Thus, the gap between
students’.and lecturers’ expectations can be bridged by communication between
lecturers and students about the learning components used. This can build on the
same perception of the functionality of the components. In addition, through
communication, both lecturers and students can realize and operationalize their
respective roles as they should

REFERENCE
Lisnawati. 2018. The 1st International Seminar on Language, Literature, and
Education: Students’ Expectation Regarding the Presentation Learning
System. KnE Social Science.

26
 SEMINAR ON LINGUISTICS AND LITERATURE
CRITICAL BOOK REVIEW – INCREASING EFFECTIVENESS OF
STRATEGIC PLANNING SEMINARS THROUGH LEARNING
STYLE

ARRANGED BY
Friska Simanjuntak 2163220016
Hafsyah Husin Siagian 2163220018
Rahajeng Tiyas Kusuma Wardani 2162220011
Rahmat Eko Syahputra Silaban 2162220012
Rizki Tania Putri 2163220041
Sarah Evangelista Hutahaean 2163220047

ENGLISH LITERATURE PROGRAM STUDY

FACULTY OF LANGUAGES AND ARTS

27
 UNIVERSITAS NEGERI MEDAN
2019
CHAPTER I
INTRODUCTION
1.1 Identity of the Journal
1. Name of Journal : Australian Journal of Teacher Education
2. Title : Increasing Effectiveness of Strategic Planning
Seminars
Through Learning Style
3. Volume : Vol. 35, Issue 4, Article 2
4. Year : 2010
5. Author(s) : Nail Yildirim

1.2 Summary of the Journal

A seminar is a form of academic instruction, either at an academic institution
or offered by a commercial or professional organization. It has the function of
bringing together small groups for recurring meetings, focusing each time on some
particular subject, in which everyone present is requested to participate.
This journal is about to help us in plan and arrange a seminar bylearning style.
Individuals gain knowledge, or learn and understand, in different ways. These
differences depend on many factors, including who we are, where we are, how we see
ourselves, what we notice, and what other people demand and expect from us. There
are two important differences about how we learn and understand, or how we acquire
knowledge.The first of these differences is how we perceive information. The second
difference is how we process information.
This journal will give you a better understanding about what the seminaris and how
to arrange one.

28
 CHAPTER II
STRENGTH AND WEAKNESS
2.1 Strength
a. Theoritical
This journal uses explanations and observations based on opinions. It is
proven by the journal has a lot of theories that support it and it makes the originality
of the journal be less. The theories that being quoted are came from different years
and mostly are 10 years past before the authors conducted the study. Although the
problem still and updated one, the theories are not. The finesse between elements in
this journal is connected with the problem formulation, and it make us easier to get
the information with no misunderstanding. Because each elements of the journal are
still related one to each other.

b. Originality
The author uses the problem as a guidance to do the research. It helps the
author to keep the journal still original.The author also mention about some
characteristics that often attributed to an entrepreneur that still related to the problem.

c. Problem Recency
After doing the review on this journal, the writer found out that the problem
that being discussed by the author still an updated one, because it generally sum up
the information about seminar

d. Cohesion and Coherence

On doing this paper, the author already put the maximum effort to arrange it
into a good paper.They used explanations and alignments based on their observations.
In other words, this journal is cohesion and coherence of research content.

29
2.2 Weakness
a. Theoritical
According to the writer, it is quite difficult to find out the weakness of this
journal because this journal is well-managed by the author.

b. Originality
You may find tons of theories in this journal, and it makes the journal less
original. It both good and bad for the paper because it means that the paper was
written based on other’s point of view.

c. Problem Recency
The problems are still the updated one.

d. Cohesion and Coherence

The author explains the content in a proper language and still related to the
problem. So there is no reason that this journal is not cohesion and coherence to the
content

30
 CHAPTER III
CONCLUSION AND SUGGESTION
3.1 Conclusion
This journal is the one package of knowledge whichexplain abouthow to plan
and arrange a seminar by learning style. The journal is a good choice for you. Those
who want to emphasize their knowledge about how to arrange the seminar, this will
helps you

3.2 Suggestion
If you are looking for a brief but completly tell you about the whole seminar
things, then you should read this journal. Because this journal gives you many sides
of explanation about how to plan and arrange a seminar. Also it will guide you to
start a new thing that can improve your life. I highly reccommend this journal for the
choosen words by the authors to explain about the study.

REFERENCES
Akkoyunlu, B. (1995). Usage of Information Technologies in Schools and Role of
Teachers.Hacettepe University Education Faculty Journal, No: 11, pp. 105-109.

Aşkar, P. veAkkoyunlu, B. (1993).“Kolb Learning Style Inventory”.Education and

Science Journal, Volume: 17, No: 87, pp. 37-47.

Babadoğan. C. (2000). Learning Style Focused Course Design Development. National

Education Journal, No: 147, pp. 61-63.

Basibuyuk, A. (2004). “Learning Styles that could be Considered by Mathematics

Teachers”, National Education Journal, No: 63. Crowe, R. (2000). Know Your

Student’s Learning Style. Presented at NISOD Conference, TX, May 28-31.

Desmedts et al (2004). Learning Styles of First-Year Students in Medicine and Pedagogical

31
 Sciences, Medical Teacher.
Drucker P. (1995). Management for Future. Ankara: (translator: FikretUccan). Turkiye Is
Bankasi Publications

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