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Instructions:
- Read the Findings/Results and Discussion sections of the following article carefully. The article can be accessed via the link below:
https://www.researchgate.net/publication/375362310_The_Challenges_of_English_Teachers_in_Teaching_English_at_Primary_Schools - Analyze the rhetorical moves using the framework proposed by Yang and Allison (2003).
- Identify how results are reported, interpreted, and connected to previous studies.
Move 1: Reporting Results
-Step 1 (Presenting Visuals): Paragraph 8-9
In these sections, the author presents the data using tables and statistical figures to show the results of the multiple linear regression tests. This helps the reader visualize the raw numbers before they are explained in detail.
-Step 2 (Stating Findings): Paragraph 10
The author clearly states the specific numerical results, such as the T-test and F-test scores. This step focuses on reporting the facts—essentially saying “this is what the data showed” regarding the impact of motivation and discipline.
Move 2: Summarizing Results
-Step 1 (Summarizing Main Findings): Paragraph 11
After listing the technical numbers, the author summarizes what those numbers actually mean for the study’s hypotheses. The author confirms that both work discipline and motivation have a positive and significant effect on employee performance.
Move 3: Evaluating/Commenting on Results
-Step 1 (Interpreting Results): Paragraph 12
The author moves into the discussion by explaining why these results occurred. For instance, they interpret that high discipline leads to better time management, which naturally boosts productivity.
-Step 2 (Comparing with Previous Studies): Paragraph 13
The author connects their findings to earlier research (like the studies mentioned in the literature review). They point out that their results are consistent with prior findings, which strengthens the validity of the current research.
-Step 3 (Stating Significance/Implications): Paragraph 14
In the final discussion part, the author explains the practical value of these findings for the management of the PPKK office. They suggest that focusing on employee motivation is a strategic way to maintain high organizational standards.Name: Sania Buchori M
Student ID: 24220069Move 1: Introducing the topic
The author begins by explaining that critical writing is crucial for students, especially in higher education. Therefore, the introduction is used to demonstrate that this topic is worthy of discussion.
steps:
Demonstrating the importance of the topic.
Providing an overview of critical writing.Move 2: Showing gaps
After that, the author points out that there are still deficiencies or unmet needs. Here, the focus is on the unclear needs of students in learning critical writing.
steps:
Demonstrating problems or gaps in the research.
Emphasizing why this research is necessary.Move 3: Explaining the purpose of the research
At the end of the introduction, the author explains the purpose of the research, which is to determine students’ learning needs in the critical writing course.
steps:
States the purpose of the research.
Explains that this research is a needs analysis survey.Name : Dina sri rahayu
Move 1: Establishing a Territory
Step 1A (Claiming Centrality)
Critical writing is important in English learning because it helps students improve their thinking and writing skills for academic purposes.Step 1B (Topic Generalization)
Critical writing is the ability to express ideas clearly, give arguments, and support opinions with evidence in written form.Move 2: Establishing a Niche
Step 1A (Indicating a Gap)
The article explains that previous studies still did not fully discuss students’ needs in learning critical writing.Step 1B (Justifying the Gap)
Therefore, the researcher conducted this study to understand students’ learning needs and improve critical writing courses.Move 3: Occupying the Niche
Step 1 (Outlining Purposes)
The purpose of the study is to analyze students’ needs in learning critical writing.Step 2 (Announcing Present Research)
The researchers used a survey method and collected data using questionnaires from students.Name:Nisrina Jaatsiyah
1. Reporting Objectives: Step 1 –
The finding section is both accurate and descriptive…. The authors:• Present categorization of challenges:
They categorize problems as dividing internal and external, with distinct subcategories such as teachers’ qualifications, students’ lack of vocabulary, limited time allocation, and absence of professional development.•Use participant excerpts:
During interviews, quotes from teachers are often provided without explanation, such as the lack of support for English teaching in primary schools, which can hinder teacher qualification, or the fact that students have been listening passively due to limited vocabulary.
ResearchGate.
The first step is to present unbiased outcomes with minimal commentary. A.2. Voici commenter on results? Move 2!….
Instead of quoting, the authors provide an explanation for what these results mean in the Discussion section. They:
Discuss the dilemma of classroom teachers’ qualifications and their relevance to young learners, as evidenced by previous research.
ResearchGate.
• Point to language proficiency as the key factor in fostering students’ engagement and motivation during lectures, and clarify the relationship between language ability and learning.
ResearchGate.
Effective language teaching is hindered by insufficient class time and a lack of PD under the Merdeka Curriculum.
ResearchGate.Step 2: The researchers are commenting on the fundamental findings and starting to provide explanations.
3. Moving forward with research: Move 3.
In The Discussion, it is evident that the study’s conclusions are in agreement with earlier literature:
Musthafa (2010), Zein (2018), Sulistiyo et al. (2019), and others support the authors’ conclusion that English teachers are often inadequate in primary settings and that students require specialized pedagogy to cope with their needs.
ResearchGate.The lack of school resources and access to textbooks is in line with the findings of Hawanti (2014) and Zein (2016).
ResearchGate.Supriatna (2011) and Hamied & Musthafare (2019) suggest that there is little room for professional development among primary EFL teachers. This point highlights the lack of opportunities for improvement within the profession.
Step 3 is to connect the current findings with existing academic discussions to demonstrate that this study advances, confirms, or supplements what already exists.
- Read the Findings/Results and Discussion sections of the following article carefully. The article can be accessed via the link below:
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