Worksheet 3.2.1 – Analyzing the Introduction Section

[Shifa]

move 1 (Establishing a Territory) is found in paragraphs 1-4 because this paragraph discusses general definitions and introduces the research topic and shows that the topic is important to discuss.
– 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 perspectives

Move 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.

[Eko]

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.

[Nisrina]

Move 1: Establishing a Territory (Membangun Wilayah Penelitian)
Penulis berupaya menunjukkan bahwa topik penelitian ini penting, sentral, dan memiliki landasan teori yang kuat.

Step 1: Claiming Centrality (Mengklaim Kepentingan Topik)
Penulis memulai dengan menyatakan bahwa berpikir kritis dan menulis kritis adalah keterampilan abad ke-21 yang sangat penting bagi mahasiswa (terlihat pada kalimat pertama abstrak dan paragraf pembuka pendahuluan). Penulis menekankan bahwa kemampuan ini bukan sekadar opsi, melainkan kebutuhan mendasar di pendidikan tinggi.

Step 2: Making Topic Generalizations (Generalisasi Topik)
Penulis memberikan gambaran umum mengenai hubungan antara kemampuan berpikir kritis dengan kualitas penulisan akademik. Dijelaskan bahwa mahasiswa sering kali kesulitan bertransformasi dari penulisan deskriptif ke penulisan kritis.

Step 3: Reviewing Items of Previous Research (Meninjau Penelitian Sebelumnya)
Penulis menyertakan referensi dari berbagai peneliti terdahulu (seperti Hanim et al., 2020; Mehta & Al-Mahrooqi, 2015) untuk menunjukkan apa yang sudah diketahui tentang hubungan antara strategi metakognitif, teknologi, dan penulisan argumen.

Move 2: Establishing a Niche (Membangun Celah)
Penulis menunjukkan adanya kekurangan atau “lubang” dalam literatur yang ada untuk membenarkan perlunya penelitian ini dilakukan.

Step 1A: Counter-claiming / Indicating a Gap (Menunjukkan Celah)
Penulis menyatakan bahwa meskipun penting, penelitian yang memberikan bukti empiris yang kuat mengenai analisis kebutuhan (need analysis) spesifik mahasiswa terhadap kursus menulis kritis masih terbatas (paucity of evidence).

Step 1B: Question-raising (Mengajukan Pertanyaan/Masalah)
Muncul implikasi bahwa kurikulum atau instruksi yang ada saat ini mungkin belum sepenuhnya selaras dengan apa yang sebenarnya dibutuhkan dan diharapkan oleh mahasiswa jurusan bahasa Inggris di tingkat universitas.

Move 3: Occupying the Niche (Menempati Celah)
Penulis menjelaskan bagaimana penelitian ini akan mengisi celah yang telah diidentifikasi tersebut.

Step 1: Outlining Purposes (Menguraikan Tujuan)
Penulis secara eksplisit menyatakan tujuan penelitian: “The present study aims to reveal English students’ learning needs on the critical writing course at the university level.” (Penelitian ini bertujuan untuk mengungkap kebutuhan belajar mahasiswa bahasa Inggris pada mata kuliah menulis kritis di tingkat universitas).

Step 2: Announcing Present Research (Mengumumkan Penelitian Saat Ini)
Penulis menyebutkan metode yang digunakan (survei terhadap 437 mahasiswa di Surakarta) dan ruang lingkup data yang diambil, yaitu untuk memberikan arah yang jelas bagi desain kursus dan strategi instruksional.

Step 3: Indicating Article Structure (Optional)
Penulis secara implisit menyiapkan pembaca untuk melihat temuan-temuan mengenai prioritas mahasiswa, tantangan yang dihadapi, serta harapan mereka terhadap integrasi teknologi dalam pembelajaran.

[Devita]

Move 1: Establishing a Territory (Showing the importance of the topic)
Step 1: Claiming centrality
The text emphasizes that critical thinking serves as a cornerstone in modern education, enabling students to navigate complex issues effectively.
It underscores how crucial this competence is for achieving both academic excellence and future career milestones.
Step 2: Making generalizations about the topic
It defines critical thinking as a core cognitive operation that encompasses the analysis, evaluation, and synthesis of data.
It explains how this skill fosters intellectual depth and stimulates academic curiosity among learners.
Step 3: Reviewing previous research
It incorporates insights from earlier literature (e.g., Barjesteh & Niknezhad; Teng & Yue; Zhang, etc.) to validate claims regarding the value of critical thinking in writing proficiency.
Move 2: Establishing a Niche (Indicating a gap or problem)
Step 1: Indicating a gap
It points out a stark contrast: despite its significance, students—particularly ESL learners—frequently face major hurdles in critical writing.
It identifies concrete setbacks such as deficient analytical skills, weak argumentative construction, and cultural or linguistic barriers.
Step 2: Raising questions / problematizing
It stresses the necessity of gaining a deeper insight into the exact demands of students when fostering their critical writing abilities.
It implies that contemporary instructional methodologies might fall short of fully resolving these pedagogical obstacles.
Move 3: Occupying the Niche (Presenting the current research)
Step 1: Outlining purposes
It explicitly states that the primary objective of this study is to examine and map out students’ actual needs regarding critical writing.
It channels its focus into refining teaching methodologies and optimizing future curriculum design.
Step 2: Announcing present research / significance
It asserts that the findings will help frame targeted educational interventions to boost overall student outcomes.
It highlights the study’s practical contribution to upgrading instructional standards and driving student academic growth.

[Author]

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