[Deraya]

Move 1: Establishing a Territory
In this move, the authors establish that the research area is important, central, and relevant to the field of English education.
Step 1: Claiming Centrality
Text Evidence: “Critical thinking and writing are considered as one of the twenty-first century skills that must be acquired by students.”
Analysis: The authors begin by emphasizing that the topic is a vital skill for modern students, justifying why the research is worth conducting.
Step 2: Making Topic Generalizations
Text Evidence: “Critical thinking is a cognitive process that involves analyzing, evaluating, and synthesizing information… In the context of education, fostering critical thinking is essential.”
Analysis: The authors provide general information and definitions regarding the role of critical thinking in higher education.
Step 3: Reviewing Previous Research
Text Evidence: The introduction cites various scholars such as (Barjesteh and Niknezhad, 2020) and (Teng and Yue, 2023).
Analysis: This shows that the authors are building upon existing academic conversations and established knowledge.

Move 2: Establishing a Niche
In this move, the authors create a space for their study by identifying a gap or a problem in current knowledge.
Step 1: Indicating a Gap
Text Evidence: “…however, research on this area still needs more empirical paucity of evidence.”
Analysis: The use of the word “however” signals the transition to the gap. The authors point out that while the skill is important, there is not enough empirical data yet, especially regarding student necessites.

Move 3: Occupying the Niche
In the final move, the authors explain how their specific study will fill the gap identified in Move 2.
Step 1: Announcing Present Research / Outlining Purposes
Text Evidence: “The present study aims to reveal English students’ learning needs on critical writing course at university level.”
Analysis: The authors explicitly state the objective of the paper, moving from the general problem to their specific research goal.
Step 2: Announcing principle Method
Text Evidence: “Drawing on survey research, this study invites 437 undergraduate students majoring in English department…”
Analysis: The authors briefly describe the approach and the participants to show how the study was conducted.

[Deraya]

Move 1: Establishing a Territory
In this move, the authors establish that the research area is very important, central, and relevant to the field of English education.
Step 1: Claiming Centrality
Text Evidence: “Critical thinking and writing are considered as one of the twenty-first century skills that must be acquired by students.”
Analysis: The authors begin by declare and emphasizing that the topic is a vital skill for modern students, justifying why the research is worth conducting.
Step 2: Making Topic Generalizations
Text Evidence: “Critical thinking is a cognitive process that involves analyzing, evaluating, and synthesizing information… In the context of education, fostering critical thinking is essential.”
Analysis: The authors provide general information and definitions regarding the role of critical thinking in higher education.
Step 3: Reviewing Previous Research
Text Evidence: The introduction cites various scholars such as (Barjesteh and Niknezhad, 2020) and (Teng and Yue, 2023).
Analysis: This shows that the authors are building upon existing academic conversations and established knowledge.

Move 2: Establishing a Niche
In this move, the authors create a space for their study by identifying a gap or a problem in current knowledge.
Step 1: Indicating a Gap
Text Evidence: “…however, research on this area still needs more empirical paucity of evidence.”
Analysis: The use of the word “however” signals the transition to the gap. The authors point out that while the skill is important, there is not enough empirical data yet, especially regarding student needs.

Move 3: Occupying the Niche
In the final move, the authors explain how their specific study will fill the gap identified in Move 2.
Step 1: Announcing Present Research / Outlining Purposes
Text Evidence: “The present study aims to reveal English students’ learning needs on critical writing course at university level.”
Analysis: The authors explicitly state the objective of the paper, moving from the general problem to their specific research goal.
Step 2: Announcing Principle Method
Text Evidence: “Drawing on survey research, this study invites 437 undergraduate students majoring in English department…”
Analysis: The authors briefly describe the approach and the participants to show how the study was conducted.

[Deraya]

1. A couple weeks ago, I read an article about the implementation of Problem Based Learning (PBL) that I found on Google Scholar. To be honest, I felt kind of overwhelmed at first because it was my first time reading a full academic paper in English. It was quite challenging to follow, but as I kept reading, I realized that the article offered many new insights that were very important for me to learn.
2. For me, the topic was challenging because I want to figure it out if PBL is still relevant with Kurikulum Merdeka. I’m curious if this learning model actually works or not in our current schools.
3. I found the methodology and discussion parts the most difficult to understand. It was challenging because those sections forced me to think harder to understand the process. Also, there were many technical terms that made it hard to follow the writer’s logic.
4. By reading journal articles, I can improve my writing skills and learn how to write a formal text better. It also helps me understand the right structure for academic writing, so I know how to organize my ideas properly.

[Author]

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