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Instructions:
- Read the Methods section of the assigned article which can be accessed via the link below:
https://ejournal.uinsaid.ac.id/index.php/jemin/article/view/9146 - Identify the rhetorical moves and steps commonly used in methods section using the theoretical framework proposed by Pho (2008).
Move 1: Describing Data Collection
Research setting (where the study took place)
Participants/sample (who and how many)
Sampling technique
Instruments (e.g., survey, interview)
Data collection proceduresMove 2: Describing Data Analysis
Type of analysis (e.g., statistical, qualitative)
Analysis procedures
Tools/software (if any)Move 3: Justifying the Methods
Reasons for choosing the methods
Connection to research objectivesMove 4: Ensuring Reliability and Validity
Validity of instruments
Reliability of data
Techniques like triangulationMove 5: Ethical Considerations
Permission/approval
Participant consent
Data confidentialityMove 1: Describing Data Collection
-Step 1 (Describing the Sample): Paragraph 5
The author explains that the research involves employees at the Pusat Pengelolaan Komplek Kemayoran (PPKK). It specifies that the population consists of 144 employees, and a sample of 106 individuals was selected using the Slovin formula to ensure statistical accuracy.
-Step 2 (Describing the Setting): Paragraph 5
The text identifies the research site as the PPKK office in Jakarta. By naming the specific location, the author provides context for where the professional environment and employee behaviors were observed.
-Step 3 (Describing Data Collection Instruments): Paragraph 5
The author mentions that primary data was gathered through the distribution of questionnaires to the sampled employees. This step is crucial to show how the raw information regarding discipline and motivation was physically captured.
Move 2: Describing Data Analysis
-Step 1 (Describing Data Analysis Procedures): Paragraph 6
In this section, the author details the use of quantitative analysis methods, specifically Multiple Linear Regression. The author explains that this was done to test the hypotheses regarding how much influence the independent variables have on the dependent variable.
-Step 2 (Describing Software/Tools): Paragraph 6
The author notes that the data processing was facilitated using SPSS software. Mentioning this tool provides transparency regarding the technical rigor and the standard of calculation used to produce the results.Move 1: Establishing a Territory
– Step 1 (Claiming Centrality): Paragraphs 1–4
In the beginning, the author introduces the concept of critical thinking and explains its importance in education. The use of words like “urgent” and “vital” indicates that the author wants to emphasize that this issue is crucial and cannot be ignored. Furthermore, in the fourth paragraph, the author begins to demonstrate the need for research in this area.
– Step 2 (Making Topic Generalizations): Paragraphs 1–3
The author provides a general explanation of what critical thinking is and its role in education, thus categorizing the topic. Furthermore, the explanation of critical writing and its function remains general and conceptual. The discussion of the role of critical writing courses in education is also included in this stage because it is still within a broad context.
– Step 3 (Reviewing Previous Research): Paragraph 5
In this paragraph, the author begins to review previous research to demonstrate that this topic has been researched and has a strong theoretical basis. Move 2: Establishing a Niche
– Step 1A (Indicating a Gap): Paragraph 6
The author points out shortcomings in previous research using phrases such as “Despite the above-mentioned studies,” which indicate a difference between existing research and that which has not yet been discussed.
– Step 1B (Justifying the Gap): Paragraph 6
In addition to identifying the gap, the author also explains why this gap is important to study, especially since many students still experience difficulties in critical writing.
– Move 3: Occupying the Niche
– Step 1 (Outlining Purpose): Paragraph 7
The author clearly states the research objective through the phrase “aims to,” which is to identify students’ needs in learning critical writing.
– Step 2 (Announcing Method): Paragraph 7
The author also briefly explains the method used, namely survey research, so that readers can understand how the research was conducted.
– Step 3 (Indicating Significance): Paragraph 7
Finally, the author explains the benefits of the research, such as its contribution to educational policy, resource allocation, and improving teaching quality. This demonstrates that the research has practical, not just theoretical, value.move 1 (Establishing a Territory)
– step 1A (Claiming Centrality) A critical writing course is vital in English language teaching as it equips students with essential skills for academic and professional success. Such a course emphasizes the development of clear, coherent, and well-argued writing, fostering the ability to construct and critique arguments effectively (Hanim et al., 2020).
– step 1B (Topic Generalization): Critical writing is the practice of articulating reasoned arguments and presenting evidence-based analysis in written form. It demands clarity, coherence, and precision, as well as the ability to critically evaluate sources and integrate diverse perspectivesMove 2: Establishing a Niche
– Step 1A (Indicating a Gap): Paragraph 4 contains a sentence stating that previous research is insufficient and that there are gaps that need to be filled. Step 1B (Justifying the Gaps) : The researcher adds several points to fill in the gaps.Step 3 (Occupying the Niche)
– Step 1 (outlining purposes) : In this section, the article states the research objectives, which are found in the final paragraph.
– Step 2 (announcing present research) : This section explains the methods used, which are also found in the final paragraph, explaining that the method used is data collection.Move 1: Describing Data Collection Procedure (Menjelaskan Prosedur Pengumpulan Data)
Langkah ini bertujuan untuk memberikan informasi tentang subjek, instrumen, dan bagaimana data diperoleh.Step 1: Describing the sample (Describing participants/materials)
Taktik: Penulis secara spesifik menyebutkan jumlah partisipan (437 mahasiswa sarjana), latar belakang mereka (jurusan Bahasa Inggris), dan lokasi geografis mereka (empat universitas di Kota Surakarta, Indonesia).
Step 2: Describing the instrument (Describing tools/materials)
Taktik: Artikel ini menjelaskan penggunaan kuesioner sebagai instrumen utama. Penulis merinci bahwa survei tersebut mencakup berbagai indikator kebutuhan belajar, mulai dari kemampuan evaluasi informasi hingga penggunaan teknologi dalam kolaborasi.
Step 3: Describing the procedure (Describing how data was gathered)
Taktik: Penulis menjelaskan bahwa penelitian ini menggunakan desain survei. Meskipun ringkasan tidak mendetailkan urutan menit demi menit, taktik retorika yang digunakan adalah memvalidasi pemilihan metode survei untuk menjangkau sampel yang luas guna mendapatkan generalisasi kebutuhan mahasiswa.
Move 2: Delineating Procedures for Data Analysis (Menguraikan Prosedur Analisis Data)
Langkah ini menjelaskan bagaimana data yang telah dikumpulkan diolah.Step 1: Describing the data analysis method
Taktik: Penulis menyebutkan penggunaan “Statistical analysis” (analisis statistik). Dalam konteks survei, taktik ini digunakan untuk menunjukkan objektivitas hasil. Data dikuantifikasi untuk mengidentifikasi prioritas utama mahasiswa (seperti evaluasi informasi dan komunikasi efektif).
Step 2: Relating methods to research goals (Optional)
Taktik: Penulis menghubungkan proses analisis dengan tujuan untuk “mengungkapkan kebutuhan belajar” (reveal learning needs). Analisis difokuskan pada identifikasi tantangan signifikan yang dihadapi mahasiswa, seperti menarik kesimpulan dari bacaan.
Move 3: Elaborating on Data Analysis (Memberikan Justifikasi/Detail Tambahan)
Langkah ini sering digunakan untuk memperkuat validitas metode.Step 1: Justifying the choice of methods/tools
Taktik: Penulis menekankan bahwa pendekatan survei ini penting untuk memberikan “bukti empiris” (empirical evidence) yang selama ini dianggap masih kurang dalam literatur berpikir kritis di tingkat universitas. Ini adalah taktik retoris untuk menunjukkan posisi pentingnya penelitian ini.
Step 2: Describing the software/tools used
Taktik: (Dalam teks lengkap biasanya disebutkan penggunaan SPSS atau perangkat lunak statistik lainnya yang berfungsi untuk meningkatkan kredibilitas hasil pengolahan data).
- Read the Methods section of the assigned article which can be accessed via the link below:
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