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Move 1: Establishing a Territory
– Step 1A (Topic Generalizations): Paragraphs 1-3, 4 (partial)
These paragraphs give broad overviews of critical thinking and writing. The author starts by defining critical thinking as key for analyzing info and decisions, then ties it to critical writing for academic success. Para 3 pushes why a course is “vital” for skills like arguing well.
Why this fits: Builds agreement that the topic is central and urgent in education today, using words like “essential” and “crucial” to hook readers.– Step 1B (Reviewing Literature): Paragraphs 4-5
The author cites studies like Barjesteh & Niknezhad (2020) and Yundayani et al. (2017), plus Selvaraj & Aziz (2019) and Yamin et al. (2023), to show trends in needs and ESL challenges.
Why this fits: Provides evidence from past work to prove the field is active, setting up credibility before the gap.Move 2: Establishing a Niche
– Step 1A (Indicating a Gap): Paragraph 6 (main), with hints in Para 4
The author says “despite the above-mentioned studies, specific needs of critical writing in EFL setting becomes a research gap.” It stresses why needs analysis is “urgently needed” for EFL students.
Why this fits: Points out what’s missing—EFL-specific surveys—creating space for this study with phrases like “still needs further investigations.”Move 3: Presenting the Present Work (called “Occupying the Niche” in CARS)
– Step 1 (Announcing Purposes): Paragraph 7 (start)
“The present study aims to portray English learners’ needs of critical writing… survey research is conducted.”
Why this fits: Clearly states the goal (needs portrayal in higher ed) to fill the gap.– Step 2 (Summarizing Methods): Paragraph 7 (middle)
Mentions “survey research” to depict learners’ insights on teaching critical writing.
Why this fits: Gives a quick method overview so readers know the approach.– Step 3 (Announcing Results): Paragraph 7 (end, implied)
“This need analysis survey is expected to inform policy decisions… better prepares students.”
Why this fits: Hints at contributions like policy changes and better teaching, showing value (note: full results come later in paper).1. Yes, I have studied it.
2. a. The sample articles reflect the standards from the journal guidelines, such as a clear structure, concise abstract, and logical discussion. This is consistent with the interview findings that emphasize clarity and systematic writing.
b. However, the interviews also show that not all writers can easily meet these standards. Common problems include weak introductions, incorrect formatting, and unfocused discussions. This means the sample articles represent the ideal result, while the interviews reveal the challenges behind the process.
3. Some challenges mentioned in the interviews are addressed in the journal materials, such as citation issues (supported by rules and tools), presenting data (through tables and figures), and managing article length (through section proportions). However, challenges like rejection, long review time, and writer’s block are not directly explained in the guidelines. These can be handled by following the template, writing systematically, and staying consistent.
4. Similarities:
– Clear structure
– Academic language
– Valid data & references
– Proper citationDifferences:
– Guidelines = technical rules
– Interviews = real experiences
Sample articles = final productPatterns:
– High-quality scientific writing requires
– clear ideas, strong methods, structured writing, and continuous revision.1.From the interviews and group discussions, writing a scientific article usually starts with finding a research gap, which requires reading many previous studies. After that, the writer decides the focus, method, and structure of the article. For submission, the process goes through several stages editorial review, peer review, revision, and final decision. This process often takes time and may involve multiple revisions. The common pattern is clear: the process is long, not always linear, and requires patience and consistency. Revisions are a normal part of it.
2. A high-quality article generally has a clear research gap, strong references, detailed methodology, and a well-organized structure. Clarity especially in the abstract and introduction is also very important. The challenges faced by authors vary. Some are technical, like formatting, citation, and plagiarism issues. Others are more personal, such as difficulty finding ideas, writer’s block, language barriers, and low confidence. The pattern shows that challenges are both technical and personal, and rejection or revision is something most writers experience.
3. Writing a scientific article requires proper resources, such as journal access, reference tools, and writing aids. Understanding the article structure is also essential, since each section has a specific role. Support from lecturers, reviewers, and peers is also important in improving the quality of writing. Technology, including AI, can help, but should be used carefully. The common pattern is that successful writing depends on good resources, clear structure, and strong support systems, not just individual ability.
Group Members
– Andina Ramadhania (24220106)
– Deraya Nurfadila (24220093)
– Indriyani Julianti (24220073)
– Keysha Agatha Meilany (24220008)Category 1: Process (Steps in Writing Scientific Articles / Langkah-langkah Menulis Artikel Ilmiah)
1. What is the most important first step when starting to write a scientific article?
ID: Apa langkah pertama yang paling penting saat mulai menulis artikel ilmiah?2. How do writers usually develop a research idea into a publication-ready article?
ID: Bagaimana penulis biasanya mengembangkan ide penelitian menjadi artikel yang siap dipublikasikan?3. Based on your experience, which step in the scientific writing process is the most challenging?
ID: Berdasarkan pengalaman Anda, langkah mana dalam penulisan artikel ilmiah yang paling sulit bagi penulis?Category 2: Quality (Characteristics of High-Quality Scientific Articles / Karakteristik Artikel Ilmiah Berkualitas Tinggi)
1. What are the key characteristics of a high-quality scientific article?
ID: Apa saja karakteristik utama dari artikel ilmiah yang berkualitas tinggi?2. What factors increase the likelihood of an article being accepted by a journal?
ID: Apa yang membuat sebuah artikel lebih besar peluangnya untuk diterima oleh jurnal?3.How can we determine if our article meets journal standards, such as those of a SINTA 4 journal?
ID: Bagaimana cara mengetahui apakah artikel yang kita tulis sudah memenuhi standar jurnal, seperti jurnal SINTA 4?Category 3: Challenges (Common Challenges Faced by Authors and Their Solutions / Tantangan Umum Penulis dan Solusinya)
1.What are the most common challenges faced by students or novice researchers?
ID: Apa tantangan yang paling umum dihadapi oleh mahasiswa atau peneliti pemula?2.How can writers overcome difficulties in writing using academic English?
Bagaimana penulis dapat mengatasi kesulitan dalam menulis bahasa akademik berbahasa Inggris?3. What advice would you give to writers whose articles have been rejected?
Apa saran yang akan Anda berikan kepada penulis yang artikelnya ditolak?Category 4: Resources (Support, Media, or Tools Needed in Writing / Dukungan, Media, atau Alat dalam Menulis)
1. What tools or software do you recommend for writing scientific articles?
ID: Alat atau perangkat lunak apa yang Anda rekomendasikan untuk menulis artikel ilmiah?2. How important is the use of journal databases such as Google Scholar or Scopus?
ID: Seberapa penting penggunaan database jurnal seperti Google Scholar atau Scopus?3. What kind of support do novice writers need to improve their writing skills?
ID: Dukungan seperti apa yang dibutuhkan penulis pemula untuk meningkatkan keterampilan menulis mereka?Category 5: Structure & Content (Structure and Content of Scientific Articles / Struktur dan Isi Artikel Ilmiah)
1. Which part of a scientific article is the most critical for a reviewer’s assessment?
ID: Bagian mana dari artikel ilmiah yang paling krusial bagi penilaian seorang reviewer?2. What are the common mistakes writers often make when structuring their manuscript?
ID: Kesalahan umum apa yang sering dilakukan penulis dalam menyusun naskah mereka?3. What specific advice would you give to make the introduction and discussion sections more compelling?
ID: Saran spesifik apa yang akan Anda berikan untuk membuat bagian pendahuluan dan pembahasan menjadi lebih kuat/menarik?1. One of my most memorable experiences reading a journal article was discovering “The Relationship Between Vocabulary Mastery and Reading Comprehension Among EFL Learners” in junior high school. The article explained how vocabulary affects reading ability, which matched my own problems with English texts.
2. This experience was memorable because the topic felt very personal, yet it was challenging because of the structure, language, and argumentation. The clear parts abstract, introduction, methodology, results, and discussion. Helped me understand how research articles are organized.
3. The part I usually find most difficult is the methodology section because it uses many technical terms and detailed research procedures. In this article, I struggled with words like “quantitative method” or “data analysis,” since I had not learned much about research design. The long, complex sentences made it hard to see the main point quickly, so I often reread or looked up meanings. That is why methodology is still the section I read the slowest.
4. Reading this journal really helped me improve my academic writing skills, especially for my Academic Writing course. I learned how to organize ideas logically. Starting from the problem, then method, results, and discussion just like in the article. I also picked up phrases such as “the findings indicate that…” so my writing sounds more formal and evidence‑based. Seeing how the authors cited their sources also taught me to use proper in text citations and references.
1. One of my most memorable experiences reading a journal article was discovering “The Relationship Between Vocabulary Mastery and Reading Comprehension Among EFL Learners” in junior high school. The article explained how vocabulary affects reading ability, which matched my own problems with English texts. I accessed it through a link my teacher shared on WhatsApp, downloaded the PDF, and read it slowly on my laptop, underlining new words and taking short notes. I felt excited because the topic was close to my experience, but also overwhelmed by the formal academic language.
2. This experience was memorable because the topic felt very personal, yet it was challenging because of the structure, language, and argumentation. The clear parts—abstract, introduction, methodology, results, and discussion—helped me understand how research articles are organized, but many sentences were long and full of technical terms, so I had to read carefully. Phrases like “significant positive correlation” sounded important but confusing at first. Still, figuring out the main idea by the end made me feel more confident about reading academic texts.
3. The part I usually find most difficult is the methodology section because it uses many technical terms and detailed research procedures. In this article, I struggled with words like “quantitative method” or “data analysis,” since I had not learned much about research design. The long, complex sentences made it hard to see the main point quickly, so I often reread or looked up meanings. That is why methodology is still the section I read the slowest.
4. Reading this journal really helped me improve my academic writing skills, especially for my Academic Writing course. I learned how to organize ideas logically—starting from the problem, then method, results, and discussion—just like in the article. I also picked up phrases such as “the findings indicate that…” so my writing sounds more formal and evidence‑based. Seeing how the authors cited their sources also taught me to use proper in‑text citations and references, which is exactly what my lecturer expects in our assignments.
Worksheet 1.1 | Personal Reflection
1. One of my most memorable experiences reading a journal article was discovering “The Relationship Between Vocabulary Mastery and Reading Comprehension Among EFL Learners” in junior high school. The article explained how vocabulary affects reading ability, which matched my own problems with English texts. I accessed it through a link my teacher shared on WhatsApp, downloaded the PDF, and read it slowly on my laptop, underlining new words and taking short notes. I felt excited because the topic was close to my experience, but also overwhelmed by the formal academic language.
2. This experience was memorable because the topic felt very personal, yet it was challenging because of the structure, language, and argumentation. The clear parts—abstract, introduction, methodology, results, and discussion. Helped me understand how research articles are organized, but many sentences were long and full of technical terms, so I had to read carefully. Phrases like “significant positive correlation” sounded important but confusing at first. Still, figuring out the main idea by the end made me feel more confident about reading academic texts.
3. The part I usually find most difficult is the methodology section because it uses many technical terms and detailed research procedures. In this article, I struggled with words like “quantitative method” or “data analysis,” since I had not learned much about research design. The long, complex sentences made it hard to see the main point quickly, so I often reread or looked up meanings. That is why methodology is still the section I read the slowest.
4. Reading this journal really helped me improve my academic writing skills, especially for my Academic Writing course. I learned how to organize ideas logically. Starting from the problem, then method, results, and discussion—just like in the article. I also picked up phrases such as “the findings indicate that…” so my writing sounds more formal and evidence‑based. Seeing how the authors cited their sources also taught me to use proper in‑text citations and references, which is exactly what my lecturer expects in our assignments.
Worksheet 1.1 | Personal Reflection
1. One of my most memorable experiences in reading a journal article was when I first encountered a study titled “The Relationship Between Vocabulary Mastery and Reading Comprehension Among EFL Learners” in my junior high school English class. The article focused on how students’ vocabulary knowledge affects their ability to understand English texts, and I read it out of curiosity because I often struggled with reading long passages in English myself. I accessed it through a link shared by my teacher on WhatsApp, downloaded the PDF, and read it slowly on my laptop, pausing to underline words I did not know and writing short notes in the margins. While reading, I felt both excited and overwhelmed, excited because the topic related directly to my own learning problems, and overwhelmed because the language was more formal and technical than the English in my school textbooks.
2. In my opinion, what made this experience so memorable was that the topic felt very close to my real‑life situation as an EFL learner, but at the same time, it was also challenging because of the structure, language, and argumentation of the article. The structure was clear and academic, with an abstract, introduction, methodology, results, and discussion, which helped me start to understand how research articles are organized, but many sentences were long and packed with academic vocabulary, so I needed extra time to process them. The argumentation was logical and supported by data, such as statements about “a significant positive correlation between vocabulary mastery and reading comprehension,” which sounded impressive but also confusing at first because I did not fully understand the statistical terms yet. Despite the difficulty, I remember feeling proud every time I managed to finish a section and get the main idea, so this first journal reading became a kind of “milestone” in my learning journey.
3. The part of a journal article that I usually find most difficult to understand is the methodology section, because it contains many technical terms and detailed procedures that were not part of my usual school lessons. In this article, for example, I struggled with phrases about the type of research, sample selection, and analytical techniques, since I had never seriously learned statistics or research design before. Long, complex sentences and unfamiliar vocabulary such as “quantitative method,” “correlation,” and “data analysis” made it hard to see the big picture quickly, so I often had to read several times or look up meanings to follow what the writer was trying to explain. That is why the methodology section is still the part I slow down the most when I read journals, even now.
4. Reading journal articles like this one has helped me improve my own academic writing skills by giving me clear models of how to organize ideas logically and use more formal language, especially because this is very relevant to my current course in Academic Writing. Through this article, I learned how researchers introduce a problem, state their purpose, explain their methods, present results, and then discuss the implications in a step‑by‑step way, which I now try to imitate when I write essays or assignments in my Academic Writing class. I also began to notice and borrow useful academic phrases such as “the findings indicate that…” or “this suggests that…,” so my sentences sound more objective and evidence based instead of just personal opinion, which is exactly what my teacher in that course asks me to practice. In addition, reading the references and in‑text citations made me pay more attention to how sources are organized, which pushed me to practice proper citation and referencing in my own writing, especially when I need to support my arguments with research evidence, just like the way we are required to do in our Academic Writing tasks.