Modul - Scientific Writing-Full Isbn

Universitas Pamulang Sastra inggris S-1
COVER
SCIENTIFIC WRITING
Compiled by:
Haryati
Mohammad Fajar Mediyawan Gintings
Lisa Suhayati
Jl. Surya Kencana No. 1 Pamulang

Gd. A, Ruang 212 Universitas Pamulang
Tangerang Selatan – Banten
Scientific Writing i
SCIENTIFIC WRITING
Authors:
Haryati
Mohammad Fajar Mediyawan Gintings
Lisa Suhayati
ISBN: 978-623-6352-40-3
Editor:
Prihatin Puji Astuti
Dwi Rahayu
Desain Sampul:
Putut Said Permana
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Scientific Writing ii
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Scientific Writing/ Haryati, Mohammad Fajar Mediyawan Gintings, Lisa Suhayati -

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1. Scientific Writing/ I. Haryati, II. Mohammad Fajar Mediyawan Gintings, III. Lisa
Suhayati
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Scientific Writing iii

COURSE MODULE
SCIENTIFIC WRITING
COURSE PROFILE
Study program : English Literature

Course/Code : Scientific Writing/SIG0624
Credit hours : 2
Prerequisite : -
Course Description : Scientific writing aims at sharpening the students’
knowledge of writing good academic essays that are
coherent and cohesive. Students identify the distinctive
features of academic writing and other writing.
Furthermore, students know how to cite the ideas:
quotation, paraphrasing, and summarising. At the same
time, students learn how to write references in APA
Style. The structure and the important components of
the essay are taught in small and gradual steps.
Furthermore, students write an academic essay
regarding linguistics, literature, or teaching.
Learning Outcome : At the end of the lesson, students are expected to be
able to write many types of essay by using correct
transitional signals, appropriate grammatical sentences,
and good organization. Furthermore, the students are
capable to apply citation and references to support the
students’ ideas appropriately.
Compiler : 1. Haryati, M.Pd.
2. Mohammad Fajar Mediyawan Gintings, M.TESOL.
3. Lisa Suhayati, M.Pd
Scientific Writing iv
PREFACE
Every English literature student is expected to be able to master English both in

spoken and written language. In real life context, spoken and written language have
differences in components although containing the exact same content. By learning the
components of both mode of languages, the students will be able to use English
effectively in the social context.
Mastery on language is always divided into four skills which are Listening, Reading,
Speaking, and Writing. Among the four skills, writing is one important skills that should
be mastered by students, especially in higher education context. Written language
serves many purposes for writers and readers for individuals and communities. Students
can use writing for a variety of purposes. In writing, the students can communicate with
others, learn to reach a secure of understanding new information, express self’s
perception, and also assess values about their feeling and what they believe about
something in written language.
Writing is one of the very important subjects in the English Literature Study
Program of Universitas Pamulang. Students should pass and master the four (4) levels
of Writing Course in this Study Program, the courses are Paragraph Writing, Essay
Writing, Creative Writing, and Scientific Writing with the amount of 2 credit hours for each
course.
Scientific Writing is a compulsory course for the semester students of English

Literature Study Program, Universitas Pamulang. In this course, the students learn about
how to cite the ideas through quotation, paraphrasing, and summarising. At the same
time, students learn how to do referencing in APA Style. The structure and the important
components of the essay are taught in small and gradual steps. Furthermore, students
write an academic essay regarding linguistics, literature, or teaching. This module is
compiled to help students enhance their writing skill through practicing how to produce
proper and readable academic essay.
South Tangerang, 20 January 2020

Course Coordinator,
Haryati, M.Pd.
Scientific Writing v
TABLE OF CONTENT
COURSE PROFILE ................................................................ IV
PREFACE ........................................................................ V
A. LEARNING OBJECTIVES: ...................................................... 1
B. MATERIAL DESCRIPTION ...................................................... 1
1. The Major Differences between Academic writing and Other Writing Context 1
2. Model of Academic Writing and Personal Writing context .................. 5
3. Supporting Ideas with Academic Sources .................................. 8
C. COMPREHENSION TASKS ...................................................... 10
D. REFERENCES ............................................................... 11
MEETING II WRITING PROCESS 1: PRE-WRITING ACTIVITIES ........................... 13
A. LEARNING OBJECTIVES ...................................................... 13
B. MATERIAL DESCRIPTION ..................................................... 13
1. Narrowing a Topic ...................................................... 13
2. Generating and Conceptualizing Idea .................................... 14
3. Searching Good Quality Information ..................................... 21
4. Effective Reading and Note Taking ...................................... 23
C. COMPREHNSION TASK ........................................................ 24
D. REFERENCES ............................................................... 25
MEETING III WRITING ACADEMICALLY IN GENERAL .................................... 26
1. Writing Quality Sentences and Paragraphs ............................... 26
Figure 2. TEEEL STRUCTURE .................................................. 27
2. Writing Good Quality Academic Arguments ................................ 27
Scientific Writing vi
3. Guiding Your Reader Through Your Writing ............................... 28
4. Developing an Academic Writing Style ................................... 29
5. Verb tense usage in academic writing ................................... 33
D. REFERENCES ............................................................... 35
MEETING IV PLAGIARISM AND CITATION ............................................. 36
A. LEARNING OBJECTIVES: ..................................................... 36
1. Plagiarism ............................................................. 36
2. The Types of Plagiarism ................................................ 37
3. Examples of Plagiarism ................................................. 38
4. Citation ............................................................... 45
5. Function of Citation ................................................... 46
6. Several Tips of Authors Citation ....................................... 46
D. REFERENCES ............................................................... 51
MEETING V QUOTATION ........................................................... 52
1. Direct Quotation ....................................................... 52
2. When can You Use Quotation or Your own Words? .......................... 58
D. REFERENCES ............................................................... 61
MEETING VI SUMMARISING......................................................... 62
B. MATERIAL DESCRPTION ...................................................... 62
Scientific Writing vii

D. REFERENCES ............................................................... 67
CHAPTER VII PARAPHRASING ....................................................... 68
1. Understanding of Paraphrasing .......................................... 68
2. Examples of Paraphrasing ............................................... 69
C. COMPREHENSION TAKS ....................................................... 72
D. REFERENCES ............................................................... 73
MEETING VIII REFERENCING ....................................................... 74
1. Understanding of Reference ............................................. 74
2. How to Refer with APA Style ............................................ 74
3. Format of Making References ............................................ 77
4. The differences between APA 6..0 and 7.0 .............................. 85
D. REFERENCES ............................................................... 87
CHAPTER IX WRITING AN ESSAY ............................................... 88
A. LEARNING OBJECTIVE ................................................. 88
B. MATERIAL DESCRIPTION ............................................... 88
C. COMPREHENSION TASKS .............................................. 97
D. REFERENCES ......................................................... 98
CHAPTER X INTRODUCTORY PARAGRAP OF ESSAY ....................................... 99
A. LEARNING OBJECTIVE ....................................................... 99
C. COMPREHENSION TASKS ..................................................... 111
Scientific Writing viii

D. REFERENCES .............................................................. 111
CHAPTER XI BODY PARAGRAPHS .................................................... 112
A. LEARNING OBJECTIVES ..................................................... 112
B. MATERIAL DESCRIPTION .................................................... 112
D. REFERENCES .............................................................. 137
CHAPTER XII CONCLUDING PARAGRAPH .............................................. 138
D. REFERENCES .............................................................. 144
CHAPTER XIII MODELS OF ESSAY .................................................. 145
D. REFERENCES .............................................................. 163
CHAPTER XIV .................................................................. 165
C COMPREHENSION TASKS
D. REFERENCES .............................................................. 175
Scientific Writing ix
MEETING I
ACADEMIC WRITING VERSUS OTHER WRITING CONTEXT
A. LEARNING OBJECTIVES:
At the end of the lesson, the students are able to identify the differences
between academic writing and other writing context.
B. MATERIAL DESCRIPTION
1. The Major Differences between Academic writing and Other Writing

Context
In general, writing is a common activity of composing coherent and united

words on paper for printed or online publication. For example, you can write
personal experiences, someone’s biography, daily activity, courses, current
issues, teaching experiences, scientific issues, and others. Therefore, based on
the previous kinds of writing, writing can be divided into two: personal writing
context and academic writing. Each writing presents several different
characteristics. Bowker (2007) describes the characteristics of personal writing
as follows:
a. Personal writing contexts aims to communicate the activity or experience that

have happened in someone’s life; the experiences can be someone who
closes to you, or it could be yourself.
b. Personal writing will be the opportunities for writers to show their personal
reflection. Here, you can express the ideas about what you had achieved and
what you had seen before. It is also a way to assess yourself by presenting
your own.
c. It also allows writers to explore their ideas by adding personal ideas, feeling
or thought. Sometimes, writers can explore personal evaluation and public
evaluation to support writers’ ideas.
d. Personal writing contexts like stories in writers’ diary, blog, or email can be
written directly when they get the ideas in their mind
Scientific Writing 1
e. In the process of writing, writers do not need to consider the use of structure
and the use of writing mechanism. Writers are allowed to just write and explore
the ideas in their mind by writing them in chronological order, and they recall
all memories.
f. Due to the previous characteristics, students’ writing is typically informal.

Informal writing means writers ignore the standardization of writing including
grammar, punctuation, capitalization, and others, and they are allowed to
apply casual expressions, abbreviations, and taboo words. For example,
writers can write have sex, by the way, kiss someone’s ass, slacker, b4, me 2,
thru, g day, and many other words.
Meanwhile, scientific writing has different characteristics from personal

writing. Oshima and Hogue (1998, p. 2) describe “academic writing, as the name
implies, is the kind of writing that you required to do in college or university.” It
focuses on writing some topics which you should consider the requirements in
academic writing like grammatical sentences, writing mechanism, and others.
Therefore, it is contrast with personal writing, business writing, literary, or
journalistic.
They also argue that whenever you write ideas, you should consider three
major things: audience, tone, purpose (Oshima & Hogue, 1998). Firstly, you
should be familiar with who the audiences of your English writing are. The
audiences here are probably your professor, your instructor, researchers or other
academics. Knowing who are the audiences will assist you to communicate the
ideas obviously and successfully. Moreover, you must also consider the tone of
writing. Tone means the way or the style you explore the ideas. You can explain
them by selecting particular words, structural sentences, and how many
paragraphs you have. The tone of academic writing is often formal and serious
since the ideas explores on paper must be published online or printed journal.
The last, you need also notice the purpose of writing. You can choose one of
purposes of writing as persuasive, argumentative, expository, or others. In
addition, Bowker (2007) adds his argument about academic writing. He highlights
some differences that you can see below.
a. Academic writing requires many of things that personal writing does

not
1) As writer, you must use proper format of exploring the ideas. You require
structural transition signals, such as first, second, firstly, secondly, last,
finally, next, moreover, in addition, in contrast, beginning, middle, end, and
many others.
2) Then, in one academic essay, you must have introductory paragraph. It

explains the readers about the nature of the topic and other things relating
to the topic. At the end of introductory paragraph, you must highlight one
sentence that you should explain more, or it is called as thesis statement.
3) After conducting introductory paragraph, you continually write the body

paragraphs. You must discuss the whole things you state on thesis
statement in body paragraph by exploring the idea more and giving some
concrete examples and adding some expert ideas to support your ideas.
The supported ideas given by experts will produce academic writing.
4) Lastly, you must sum up or paraphrase the whole points that you have
written in series of body paragraphs. The summary must be written in
concluding paragraph. The concluding paragraph must be explained
briefly in order to clarify the whole points. Hence, readers are able to
obtain the main points and their brief explanation.
In brief, when exploring academic writing, you must follow the essay formats
of typical university assignments. By following the formal structure, you will
have readable and scientific ideas.
b. Academic writing must be based on the citation of published authors.
When you explore one topic in academic writing, you need some other
ideas of published author to support your ideas. Remember, you must choose
the published authors’ ideas which link to with the issue that you are exploring.
The function of having citation on scientific paper is crucial point since you can
support all your ideas or sometimes compare you finding and published
authors.
In addition, citing authors’ ideas is really important as it confirms that you

have read the literature framework, have comprehended the ideas, and have
combined the issues you have written with published authors’ perceptive.
Hence, it becomes valuable paper.
The use of citation can be done by expanding some referencing

conventions that have been available, such as APA (American Psychological
Association) referencing style; it is used in the field of education, social
science, business, and psychology.
c. Scientific Writing Follow Standard Rules
Next, academic writing insists you to apply some mechanism or standard

rules in writing: punctuation, grammar, capitalization, the choice of proper
words, and correct spelling. These rules lead you not to make ambiguous
sentences, and you can maintain intelligibility of your ideas
d. Scientific Writing Focus on Concepts
Academic topics have focused on abstract things, like abstract and

concepts. If you are interested in writing about teaching, linguistic issue,
computer science, literature or other academic topics, you must dig those
topics by exploring the theories, principles, procedures, and others. Those are
needed to investigate the topics in detail and seek the proper finding.
In conclusion, academic writing and other personal writing context share

some differences. Personal writing does not need many crucial things, such
as the proper essay organization, writing mechanism, and you can write your
ideas at the moment when you get ideas in your mind. Besides, you can share
several personal topics, like personal experiences, daily life, and others. In
contrast, academic writing does many things: writing mechanism, the choice
of topic, essay organization, tone, audiences, and purpose of writing. The most
important one is you must support your ideas with the theories, principles, or
concepts from published authors or it is called as citation.
2. Model of Academic Writing and Personal Writing context
Essay 1: Personal writing
Traveling and visiting new countries can be an extremely thrilling

experience. I usually prefer to take guided tours to explore a new destination.
By doing that I get a chance to visit its most significant landmarks, get to meet
tourists from other countries and learn about the city’s most popular and
authentic restaurants.
Upon joining professional excursions, tourists discover the prominent
cultural and historical buildings in cities, such as churches, monuments, parks,
and palaces. The tours are usually organized to cover most of these important
places. For example, when I visited Dubai last year, I joined the “Big Bus Tour”
to explore this amazing city. While visiting the Dubai Museum, I learned that
this chief city was only built sixty years ago. Haven’t I taken such a guided tour;
I wouldn’t have known this fact about this metropolis city. The other reason to
prompt me in taking tour buses is the opportunity to meet other tourists. sharing
the experience and spending time together gets you close to other people from
different nationalities. This in return provides you with the chance of learning
about other cultures and maybe building friendships with them. As an example,
while touring in Mexico two years ago, I was acquainted to tourists from various
cultures and learned a lot about each other.
Another important factor to encourage me on taking bus tours is learning
about the city’s most popular restaurants. Although brochures and flyers
usually contain such information, yet tour guides who live in the cities
recommend more authentic local places. As an example, one of the best meals
I tried was at a local restaurant in Mexico City where the guide advised us to
go. It was a meal to remember.
In conclusion, taking professional excursions is worth the cost of it. You
get to visit all the salient landmarks, learn about other cultures and get familiar
with popular restaurants.
Taken from Michigan English Language Assessment Battery, 2013
The above essay reveals that the writer shares his or her
personal experiences to take bus tour. Moreover, he or she
uses “I” as the main subject pronouns which declares
obviously that it is his or her own story.
Gaer and Lynn (2014) share “last Friday started just like every other Friday.
I went to class first, and then I went shopping for groceries. Then something
unusual happened. At around noon I was driving south on Fox Drive between First
and Second Streets. I was getting ready to turn into the parking lot next to the Mi
Rancho Mexican grocery store when I noticed two cars in front of me.
One car was a blue Mias. It was in the left lane, but it was not driving in a
straight line. It was also going very fast – definitely faster than the speed limit.
There was a red Caval in the right lane, ahead of the Mias. It looked just like my
brother’s Caval. It was driving slower. As the Mias came alongside the Caval, it got
closer to the Caval – too close! The driver drove across the line and hit the back
end of the Caval. I heard a loud crash and saw the Caval go onto the side of the
road and hit a tree on the corner of Fox and Second. After the car hit the tree, the
driver of the Mias slowed down, pulled onto the side of the road, and stopped.
I wanted to make sure everyone was all right, so I pulled up behind the cars.
I called 911 to report the accident between my car and the accident. The Mias that
caused the accident had some damage to the front right side, and the Caval was
damaged in the back. The left taillight was broken, and the bumper was dragging
along the ground. Luckily, both drivers were OK, but it was really scary.
The above essay reveals that the writer shares her

personal experiences to the readers by exploring the ideas
through chronological order story. Furthermore, the writer
avoids explaining the introduction and conclusion.
Essay 3: Academic Writing
Code Mixing Used by College Students on WhatsApp
Sociolinguistics emphasizes on the social groups and the linguistic

system in societies and relates to other variables in specific cultures like age,
profession, social status, gender, economy, education, and other variables. In
digital era, multilingual societies probably produce interaction with the use of
their native language and blend it with other languages that they have obtained.
The interaction among distinctive cultures in societies leads to the existence of
pidgin, creole, bilingualism, multilingualism, code mixing, code switching, and
interference. Inserting a piece of word in sentence is also encouraged by the
technological development; it can be primary cause of people use code mixing
more often on digital media.
Furthermore, Safitri, Harida, and Hamka (2017) stated that “code-mixing is
about the combination of a word or phrase in using one language with another
language”. Here, speakers are able to blend more than language within one
sentence. In this millennial era, many people often interact on WhatsApp as a
digital tool which assists users to interact with other users in the cybernetic
world and unconsciously apply code mixing on it. Here are several kinds of
code mixing used by students on WhatsApp.
Idris and Shabri found that (2017, p.620) “the students mostly code
mix using their L1 (Malay) and English in the social interaction through
social media, WhatsApp. Insertion of words was the mostly used style of
code-mixing by the respondents.” Based on their interaction on WhatsApp,
they did insertion more often. They inserted one or two words in their sentence,
for example, “Urike akan masuk University di tahun ini, Maybe, tapi saya belum
berani memastikannya”, and “Ade yang bisa explain kenape bisa seperti ini?”.
This finding is affected by the second language they have, Malay. It is believed
that Malaysian use Malay as their first language and English as the second
language. The students have obtained their mother tongue, they have got the
exposure of using English as second language. Therefore, it leads them to mix
more often their Malay with English in their spoken interaction or their chat on
WhatsApp.
Furthermore, Safitri, Harida, and Hamka (2017) also investigated the

similar interest. They found that code mixing is mostly used in some of status
and comments on WhatsApp. The detailed finding is described below:
1. Insertion: One of students use English verb “I Think” on the status while her
original code is Indonesian;
2. Alternation: “Setelah test hasilnya buruk, masih butuh recovering and re-healing
my comprehension…” test is insertion of verb, recovering and re-healing my
comprehension is as alternation;
3. Congruent lexicalization: “Meet up customer” and “Thanks for order” are
alternation, “perfume” and “deodorant” are as congruent lexicalization.
The above finding proves that researchers found other kinds of code
mixing used by the students on WhatsApp. Many students used code mixing
by inserting, alternation, and congruent lexicalization.
Based on the finding above, it can be revealed that people do code-
mixing on their daily conversation through social media, such as WhatsApp. It
was found that the students applied some types of code mixing in sharing their
status or comment through WhatsApp: insertion, alternation, and lexicalization.
Moreover, the students had their own particular factors why they applied code
mixing on WhatsApp.
The above essay is one of the examples of academic

writing. The essay reveals that the writer shares his or her
scientific issue concerning the Sociolinguistic matters.
Moreover, he or she investigates one variable to another
variable and tries to seek the finding. Moreover, the essay
has several citations
3. Supporting Ideas with Academic Sources
Clearly, in exploring academic topic, it is previously explained that citation

is a must to support your ideas and to add some theories and other concepts. To
document the citation, you can obtain sources from an authority. Authority in a
context of academic writing is someone who has published his ideas or paper.
Here are some materials that you might have to search theoretical ideas, critical
evaluations, research findings, and scholarly opinions (Bowker, 2007).
a. Books
Book is one of the sources that is mostly used and suggested in finding
theories, principles and other concepts in academic writing. It is suggested to
find the newest book publication in order to obtain refresh information and
ideas. In addition, the theories chosen are updated or edited ideas from the
previous theories. If you just concern to the previous books, you will find out
old version of information. Moreover, you will not know that the author has
done some revision or changes of his ideas. Hence, the newest publication or
edited books will assist you to explore more your ideas.
b. Journal Article
Generally, journal articles can be alternative source to seek some information

about theories or other things. The form of journal article can be printed or
online journal article. Most of journal articles include the broaden material
about one issue. Although it is written in several pages only, it completely has
scientific information including the research finding, and it can be the guidance
of researchers who are investigating a research.
c. Proceeding
Proceeding looks similar to journal article. It can be accessed into two types:
online or printed proceeding. The similarity between journal article and
proceeding is the form, topics, and contents. In contrast, proceeding is a
product of scientific conference or seminar. Therefore, after conducting a
seminar or conference, the papers will be published in online or printed
proceeding. Moreover, proceeding is not generally as comprehensive as
journal article, and it might not have peer review. Hence, it leads proceeding
to have lower level that journal article.
d. Internet
Internet can be another source to seek scientific information. However, you

must consider the credibility of the link that you want to have as the reference.
The use of internet as the reference is limited in academic writing because the
ideas quoted from internet is written by someone who is not expert so that the
ideas cannot fulfill the scientific standardization. Many institutions allow the
use of internet as a source of supporting information or arguments, but we

should careful in selecting information as not all websites contain credible or
reliable information.
C. COMPREHENSION TASKS
After having explanation and reading a lot the above material, do the following
activities:
1. In a small group, share your comprehension about the differences between

academic writing and personal writing context;
2. Then, highlight the major points of academic writing.
3. Read the following paragraphs and determine whether they are personal or
academic writing. You must include the academic reasons.
Literature is a book and other written works, especially, considered to

have creative or artistic element. In literature usually exists issues in every work.
The most common issue today is equality. Equality is the most important things
in life because equality can create social democratic activities. Gupta (2017)
stated that male and female have to get the same right in term of any sectors
including workplace. It means that female and male should be able to join in
politic, government and so on. On the other side, in a real life, many activities
recorded in novel and short story share gender inequality. This inequality comes
from the old argument that women must stay at home and just do household.
Based on the novel entitle Sold, gender inequality not only happens in family
but also happen in leadership.
Gender inequality between men and women mean that different gender
will affect an individual lived experience. Gelles and Cornell (1990) state that
“violence is act carried out with intentions perceived for causing physical pain
or injury to another person.” It means male more dominant that women. Based
on novel entitle Sold, the status of Nepalese women is powerless than the men
in society. Focus on family, for example when the girl needs something like a
doll but the owner or the father said that she can't get it. Hence, it creates the
girl feel powerless.
Moreover, gender inequality also can happen in leadership which in

leadership usually men more dominate than woman. It Seems like Shastri
(2014, p.28) reveals that gender inequality refers to the disparities between
women and men based on their gender rather than objective differences in
skills, abilities, or other characteristics. It means that men and women have
different activities in their daily life. For example, men do their job in office, and
women do their job at home. Moreover, men and women have their own
characteristics in doing their jobs; most of men lead many kinds of activities or
matters; however, most of women are just their followers and try to obey them.
Therefore, this phenomenon describes gender inequality in leadership.
In short, the novel shares gender inequality, and it occurs not only in family
but also in leadership. The novel also highlights women whom are the main
subject. It can be seen from their activities in the novel which they always have
no power. When gender inequality happens in family, it shows that men are
more dominant in family, and women just follow the rules of the men. When
gender inequality happen in leadership, women are also the main subject in
their status which must follow the rules that they get from the men without a
force.
D. REFERENCES
Bowker, N. (2007). Academic writing: A guide to tertiary level writing. Auckland:

Massey University.
Gaer, S. & Lynn, S. (2014). Project success 4. New York: Pearson education, Inc.
Gelles, R.J., and Cornell, C.P.(1990). Intimate violence in families. SAGE Journal
International Review of Victimology vol 2 p.169 – 177. Retrieved February 2020
from
https://journals.sagepub.com/doi/abs/10.1177/026975809200200207?journalC
ode=irva
Gupta, N.(2017). Gender inequality in the work environment: a study of private

research organizations in India. Equality, Diversity and Inclusion, Vol. 36 No. 3,
p. 255-276. Retrieved February, 2020 from
https://www.emerald.com/insight/content/doi/10.1108/EDI-04-2016-0029/full/html
Idris, B. N., and Shabri B. H. N. (2017). Code-Mixing and code-switching practice

among UiTM undergraduates’ students in face-to-face and Whatsapp group
application. Al-Lisan International Journal for Linguistic and Literary Studies. Vol
1 No 4. Retrieved on November 13, 2018 from
http://ojs.mediu.edu.my/index.php/AIJLLS/article/view/1471
Michigan English Language Assessment Battery. (2013). Samples essay and

commentary. Michigan: CaMLA.
Oshima, A., & Hogue, A. (1998). Writing academic English. New York: Addison
Wesley Longman.
Safitri Laila, Harida Sustri Eka, and Hamka. The Analysis of Code Mixing on Students’
Facebook: A Study on Facebook Status and Comments of the Sixth Semester
Students TBI IAIN Padangsidimpuan. ELTAR. Vol 1 No 1 September 2017.
Retrieved on November 13, 2018 from
http://ejournal.unp.ac.id/index.php/eltar/article/download/8718/6715
Shastri, A. (2014). Gender inequality and women discrimination. IOSR Journal of

Humanities and Social Science (IOSR-JHSS) Volume 19, Issue 11, P. 27-30.
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https://pdfs.semanticscholar.org/981e/bda5dd9c337eef0b20da797a62ac9cfa895e.p
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MEETING II
WRITING PROCESS 1: PRE-WRITING ACTIVITIES
A. LEARNING OBJECTIVES
At the end of Meeting 2, students are able to conduct pre-writing activities

prior to scientific writing production.
The production of Scientific Writing is not different from other writing that it is a
process-based rather than a product-based activity (Bowker, 2007; Oshima & Hogue,
1998). What is meant process does not only revolve on the writing activity but also
include the before (pre-writing) and the after (revising) of main writing activity. In this
meeting, we will focus on the prewriting process which includes Narrowing a Topic,
Conceptualizing Ideas, and Searching Good Quality Information, and Effective
Reading and Note taking (Bowker, 2007; Oshima & Hogue, 1998; Pretorius et al.,
2019). These pre-writing activities are helpful in generating and planning your ideas
and selecting proper supporting information or argument in order to construct a well-
written Scientific Writing.
1. Narrowing a Topic
In general, writing always contain a topic that can be general or specific.

The nature of scientific writing requires us to write on a rather specific topic in
order to show not only about the topic but our ideas or perspective on the
particular topic. In other words, you must narrow a subject to a specific point of
focus, so you are able to write about it clearly and completely.
The figure below illustrates an example of how to narrow a very broad topic
of environment. Although the topic environment remains interesting until now, it
is still too broad to be covered in a text or a paragraph of a scientific writing.
Hence, we should narrow the topic to environmental pollution. In fact, the topic of
environmental pollution is still too broad that it is better to choose one kind of
environmental pollution—air pollution. Up to this point, the topic is somehow still
quite broad since you have to write different cause of air pollution. Therefore, we
might decide to write about vehicle emission as the cause of air pollution. At this
point, the topic is already manageable to be written into a whole text.
Furthermore, you can make the topic even narrower such as the effect of vehicle
emission on our health to be written in the paragraph level.
Broad topic ENVIRONMENT
POLLUTION
AIR POLLUTION
Specific topic
VEHICLE
(for a whole text) EMISSION
Very Specific topic EFFECT

(for a paragraph) ON
HEALTH
Figure 1. Example of Narrowing a Topic on Environment
2. Generating and Conceptualizing Idea
After you have done with choosing a particular topic and get it through the
narrowing process, the next step in pre-writing activities is to generate or
conceptualize ideas. This is because the step after this is searching for
information. In the searching process, you might either read too little or even read
too much. In order to prevent this, it is a good idea to do thinking and planning
around the topic prior to writing. Thinking and planning will lead you to get a sense
of how your writing will be structured since the beginning. This also means you
can be more strategic in searching for information (reading), rather than piling up
a large amount of material that, unfortunately, not really relevant to your writing.
Before thinking about presenting your ideas to others (classmates,

teachers, or even the public), you should first present them to yourself. Through
telling yourself and writing out what you have in mind, you will be able to identify,
understand and remember the ideas you want to present. Fulwiler (2002) states
that you will attain paramount gain if you are able to fluently explore these
possibilities related to your writing. He further explains that exploration includes

limiting options, locating the best strategies, and focusing energy in the most
productive direction in writing (Fulwiler, 2002). There are many ways you can put
down your ideas together such as making outlines or lists, freewriting or drawing
mind maps, and you can either do these activities through freehand or using a
computer. What is important is that you should be using the one that works best
for you to get the ideas out of your head in a tangible for you to be able to see
what they are, read them and predict the next steps should be done. Conducting
exploration activities before you begin to write will give impact in the long run;
your writing will be better, more directed, purposeful, and efficient (Fulwiler,
2002). Several ways of generating and conceptualizing your ideas are as follows.
a. Freewriting
Write down whatever comes your stream of mind on a sheet of paper (or on a
computer). Think like you are having a dialogue with yourself. This technique
suits people who learn well through listening or talking. Oshima and Hogue
(1998, p. 6) termed this as “freewriting” in which the main purpose of the
activity is to generate as many ideas as possible, hence grammar,
appropriateness, spelling, logic and or organization should not be put into
concern.
According to Oshima and Hogue (1998), the steps in doing freewriting

are as follows:
1) You have to search or find out the topic; it can be done by reading or
observing the surrounding. Then, you write the topic you are interested in
elaborating on a piece of paper. You can state the topic you gain on the
top of your paper. The topics can be the current issues, a kind of
technology, the phenomenal incident or others
2) After having the topic, you are able to write a lot of main ideas relating to
the topic until you run out of ideas (It is suggested to have the ideas into
small bubbles. Then, you can provide such supporting ideas as fact,
details, and examples that come into your mind. Remember, the
supporting ideas should be relevant to the main ideas on the bubbles.
3) After conquering the step 2, read your ideas in the previous freewriting
process and select the main idea(s) that you would like to develop and
circle the supporting ideas to provide detail information in your essay.
4) Take that main idea(s) and do the freewriting on that idea(s) again.
Example of Freewriting Step 1
Problems at Everland University

What is the biggest problem as Cimahi university? Well,
actually, I don’t really know. But I think, there are some. First, the
classroom condition is usually overloaded. In fact, in this semester,
room 567 had 42 students when the regulation said maximum 31
students. It leads to the inconducive situation for the students to
achieve the material. When the lecturers give their lecture, the
regular distraction comes from the classmates. Besides, the
classrooms are inadequately maintained. In some classes, I found
many broken chairs and no air conditioner provided while the class
is full, and the weather is hot. Oh yes, another problem is to find
parking space near the campus. I don’t know. The campus actually
facilitates the students a big parking area across from the northern
entrance of the campus, but it is somehow always occupied, so the
students should arrive early. Many students have to find the parking
space to park their cars at the residential areas, which is quite far and
might become a concern for the residents around.
Example of Freewriting Step 2
The Parking Problem at Everland University

Finding a parking space located near to the campus at
Everland University seems serious problem for the college students.
The common problem I find is the campus does not provide enough
parking spaces for students to park their vehicles like private car,
motorbike, or bikes. This condition leads the students must come
early in order to have a parking plot for their cars. However, even
after coming early, sometimes students can’t get one for them. It
makes them senseless and stressful. As a result, I had to drive
through the streets for a half hour just to find a parking space.
Because of that, I was late for class and I felt so upset.
b. Listing on Bullet Points
Jotting down your ideas in bullet points on a paper (or on a computer) is not
really different from freewriting. Using bullet points is useful to order your ideas
and have the odds of having a possible structure for your writing. This
technique is very helpful for people who learn by reading and writing. Listing
your ideas in bullet points is a brainstorming technique in which you have to
find out the particular topic to be explored in your essay. Finding out the topic
can be explored by listening to the crowd; you can observe the social media
or YouTube and read public opinions about the current issues. You quickly
make a list of whatever words or phrases come into your mind. Listing ideas
will be interesting process for you since you may have it by creating mind
mapping or bubbling the ideas on your mind. Although you list many ideas to
the topic, you should highlight that purpose remains the same, to generate
many relevant ideas to the topic as possible in a short time, and more ideas
without having hesitance to correlate with other relevant ideas.
Oshima and Hogue (1998) presents the procedures of listing ideas as follows:
1) Write down the general topic at the top of your paper; you can select the
familiar topic, or something you are interested in.
2) Then, make a list of every idea that comes into your mind about that topic.
Keep the ideas flowing; the ideas can be obtained through recalling the
information that you have acquired. (If you write down the ideas that are
completely off the topic, you don't need to worry about them because you
can cross it out later or you can briefly select the relevant ideas with the
topic you have got); and
3) After listing the ideas and selecting the relevant ideas to the topic, you can
use words, phrases, or even sentences and ignore about spelling or
grammar. If you focus on producing correct grammatical sentences, you
will spend your time on that.
Below are examples of the listing technique on the topic of the culture shock
experienced by international students in the English-Speaking Countries.
Example of Bullet Points Step 1
Culture Shock
1) Communication problems
2) Lack vocabulary
3) New language
4) Lack confidence
5) Poor verbal skills
6) they are friendly
7) Unclear expressions
8) poor pronunciation
9) use slangs and idioms
10) native speakers talk too fast
11) native speakers are difficult to understand
12) use incomplete sentence
13) show affection in public
14) people are always in a hurry
After listing some ideas and you feel like you are drained. Read the list and
cross out items that are not too relevant or cannot be used in your writing later.
Example of Bullet Points Step 2
Culture Shock
15) Communication problems
16) Lack vocabulary
17) New language
18) Lack confidence
19) Poor verbal skills
20) they are friendly
25) native speakers are difficult to understand
27) show affection in public
28) people are always in a hurry
c. Mock Presentation
You can go further from listing your ideas by putting the bullet points on
PowerPoint slides and reorganise as necessary (Pretorius et al., 2019).
Oshima and Hogue (1998) termed this technique as outlining as it is useful in
organizing the structure of your overall argument. The first step of making a
mock presentation or outlining is to choose one of the ideas you get from the
list of bullet points you made and divide it further into a sub-list and cross any
ideas that are not relevant or cannot be used.
As an example, refer back to the Example 2 on listing ideas through bullet

points. First step that can be done is to list further the ideas under the subject
of “communication problems and cross out ideas that are irrelevant or cannot
be used. As you can see from the example below, from the ideas we can take
2 main sub-lists, which are (1) poor verbal skills and (2) Native Speakers are
difficult to understand. The ideas of new language and lack of confidence
didn't really fit under the two mains sub-list, so they were crossed out. The
remaining items could be put under sub-list 1 or 2. Try to put the rest of the
points under the two sub-lists to create a preliminary outline for a paragraph.
Example of Mock Presentation Step 1
Communication Problems
29) Lack vocabulary
30) New language
31) Lack confidence
32) Poor verbal skills(1)
37) native speakers are difficult to understand(2)
Example of Mock Presentation Step 2
Topic: Communication Problem
Slide 1
Argument 1
39) Poor Verbal Skills
o Lack vocabulary
o Poor pronunciation
Slide 2
Argument 2
40) English Native Speakers are difficult to understand
o Talk too fast
o Use incomplete sentences
o Use slang and idioms
o Use unclear expressions
d. Matrix Clustering
Organise your ideas in a matrix/table. This technique is useful to structure

arguments within a particular paragraph.
Topic Communication Problem
1) Poor Verbal Skills

Argument 1
1. Lack of vocabulary
Poor Verbal Skills
2. Poor pronunciation
2) English Native Speakers are

difficult to understand
Argument 2
1. Talking too fast
English Native Speakers are
2. Using incomplete sentences
difficult to understand
3. Using slang and idioms
4. Using unclear expressions
e. Mind Maps
Through mind map, you can visually represent and organise your ideas. This
technique is really helpful for people who are more visual learners. Mind
mapping is another brainstorming activity to generate ideas. Here are the
steps to do mind mapping proposed by Oshima and Hogue (1998):
1) In the centre of your paper, write down your topic and draw a "balloon or
bubble" around it. It will be your centre, or core, balloon;
2) Then, draw some co-balloons around the core and write whatever ideas
come to you in those balloons. Remember, those ideas stating in the ideas
must be relevant and brief.
3) The last step is you have to think about each of these ideas and find out
other relevant ideas for the co-balloons; then, make more other small
balloons around them. These steps remind us to the hyponym in which
highlights the correlation between the main topic or superordinate with
other subordinates or co-hyponyms.
3. Searching Good Quality Information
After you have the relevant keywords and ideas, you can start exploring for
information. In Meeting 1, it is mentioned that one of the most important
characteristics of Scientific Writing is the reliable support to our ideas and

arguments. The only way to gain support for our arguments is to browse for from
reliable sources of information. In writing, most of the time you need content and
direction, therefore you need to locate ideas and information as the point from
which you start and, later on, with which you support and convince your reader.
Essentially, you are doing research whenever you pose questions and then look
for the answers. It’s impossible to write a decent critical, analytical, or
argumentative writing without priorly doing some research and reporting it
accurately. Keep in mind that it is normal that this activity can take quite an
amount of time. This is because you have to search for a good quality information
rather than randomly picking information you found, especially from unreliable
source of information. Moreover, you often may have to search through some
number of records until you find a sufficient number of sources in order to get a
thorough understanding of a particular topic.
It is important to select decent quality sources for your writing. The reason
is because the sources you choose will be the evidence for the claims you are
making. Accordingly, the better your evidence, the stronger your argument will
be. Below are some examples that illustrate how evidence influence our
argument. Imagine I want to say that "The soil is blue". If you check by looking
outside, you will very quickly realize that the statement is not a very good
argument, because common the soil is brown or black or red. Then, how can I
make my argument stronger? Below are three examples.
EXAMPLE 1
We could say: "The soil is blue " with a reference to Wikipedia.
This is not very convincing, since Wikipedia is publicly editable, so

the information is unreliable.
EXAMPLE 2
We could say: "The soil is blue " with a reference to Einstein.
This starts to sound more convincing as Einstein was a well-known

scientist.
EXAMPLE 3
We could say: "The soil is blue " with references to Einstein and
seven other very famous scientists, each of whom have
independently and conclusively proven the soil is blue.
This argument is much stronger and may make you wonder why you
still think the soil is black or brown.
You can see above that in every case, I make the same claim. However,
the cases are different in terms of quality of the evidence. The argument is
much stronger at the end than it was at the beginning because of the credibility
of evidence I present. There are several questions that you can ask in order to
evaluate the quality of the sources, these are:
a. The content of the source: Is it an in-depth examination of a specific topic and

supported by data?
b. The authors of the source: Are the authors subject-matter experts in the field
and are they affiliated with an accredited academic or institution?
c. The language of the source: Is the language specialized, using technical

terms and written in academic style?
d. The publisher of the source: Has the source been published by credible
academic or professional institutions?
4. Effective Reading and Note Taking
The next step after finding your sources, you need to effectively read them
and take notes of important points. Again, always keep in mind that this can be
very time-consuming. Make sure that you while you read you know the
information that you want to get from the sources. According to Pretorius et al.
(2019), the best way to read critically is by imagining the text as a conversation
between you and the author. Several vital things to consider about the sources
are:
a. Identify the main claims of the text.
What are the authors trying to convince you of by writing this source?
b. Identify how the authors have made these claims.
In what order have they placed their ideas and why? A good way to do this is
to look at the headings of each section and the topic sentences of each
paragraph.
c. Identify the evidence the authors have used to make their claims. Is the
evidence convincing?
d. Identify the theoretical ideas that underpin the claims made in the text.
e. Determine whether there are any assumptions that the authors have made.
f. Investigate the implications of the information from the article. How does it fit
with other literature in the field? How does it relate to your experiences?
You can take notes from your sources in whichever way works for you, but
make sure to always distinguish between your ideas and the ideas of others.
Also, always make sure to take note of the full reference details of your source in
your notes.
C. COMPREHNSION TASK
1. Make a small group, narrow each of the following general topics to one specific
aspect that could be written about in a text and a paragraph.
a. School
b. Entertainment
c. Television
d. Food
e. Sports
2. Pick a topic and make a conceptualization of ideas using one of the techniques.
3. Based on the conceptualization you made, search and select three (3) sources
is credible as the source for your topic and ideas.
4. Read the sources and take notes of relevant and important information.
5. Share with your friend.
D. REFERENCES
Bowker, N. (2007). Academic Writing: A Guide to Tertiary Level Writing. Auckland:

Massey University.
Wesley Longman.
Pretorius, L., Podorova, A., Ford, A., Chowdury, R., Barnes, M., Viete, R. (2019).
Writing Proposals and Thesis in Education. Melbourne: Monash University.
MEETING III
WRITING ACADEMICALLY IN GENERAL
Upon completing Meeting 3, students are able to write academically in general.
In the previous meeting, this module has discussed the activities that should be
done prior to start your scientific writing. The pre-activities are conceptualizing your
ideas, seeking for useful information to support the claims or ideas you are about to
write down, and reading effectively as well as note taking. Doing these pre-activities
will help you structure your writing and make to easier for you during the writing.
In Meeting 3, we move to the discussion on how to write academically in

general. Scientific Writing require you to follow the mechanism or standard rules in
writing (Bowker, 2002; Oshima & Hogue, 1998). These rules lead you not to make
ambiguous sentences, and you can maintain intelligibility of your ideas. In relation to
this, there are several points that need to be paid attention to in writing academically
which includes: (1) writing quality sentences and paragraphs; (2) writing a good quality
argument; (3) Guiding your reader through your writing; (4) Developing an academic
writing style; and (5) Using verb tense properly. Maintaining to do all these points will
help you to shape your writing to be strong in argument as well as readable to the
reader. These points in writing are discussed in the following section.
1. Writing Quality Sentences and Paragraphs
The first thing you want to do to ensure your reader can undoubtedly
understand what you want to deliver is writing a decent quality of sentences and
paragraph. First, sentences should contain a subject and a verb and only have
one main idea. Although short sentences are easier to read than the long ones,
but in scientific writing, you should vary the length of your sentences. In writing a
sentence, you should avoid writing a sentence that is too long or approximately
25 words (2.5 to 3 lines of text) because sentences that are too long may confuse
readers.
Above sentence level, paragraph is the next level in writing. In general,

paragraphs should contain at least three or more sentences. Similar to writing
sentence, paragraphs that are too short often contain insufficient substance and
a long paragraph can be lacking in structure. In order to ensure that your
paragraphs are a well-written academic paragraph, Pretorius et al. (2019)
proposed that should follow the TEEEL (Topic Sentence, Explanation, Evidence,
Example, and Link) structure as explained below.
T • Topic Sentence: Introduce the main idea of a

paragraph
E • Explanation: Clarify your ideas for the

reader/provides additional information
E • Evidence: Academic references to support your

ideas
E • Example: Adding an example is optional and

depends on the purpose of a paragraph
L • Link: Introduces the next idea by linking to what

is said
Figure 2. TEEEL STRUCTURE
2. Writing Good Quality Academic Arguments
The previous section discusses on the structure of writing as one important

aspect in writing. The next and the most important aspect in scientific writing is
how you utilize your evidences to build an academic argument. All high-quality
writing features a well-supported argument as follows.
a. Clear and unambiguous statement of position;
b. Use of appropriate academic evidence to support this position;
c. Consideration of contrary arguments;
d. Convincing demonstration of the validity of the stated position;
e. A clear line of reasoning; and
f. Reference list of your evidence for the claims you are making.
3. Guiding Your Reader Through Your Writing
In Scientific Writing, it is important to ensure your reader can follow your

train of thoughts in your writing. Therefore, it is important that you guide your
reader throughout your writing. First, you should determine who are you
audience. In Scientific Writing context, it would be best to imagine that your
audience is an educated person who is not an expert in your particular field of
study or, in general, the topic you are writing. However, this does not mean that
you can get away with delivering inaccurate or false statements. This means that
you need to try to explain ideas, concepts, and arguments you are making as
clearly as you can to the reader. This also mean that you cannot assume that
your reader will or always know everything. In general, you will have to types of
readers. First, the readers that want to understand particular ideas, concepts, and
arguments. Second, the readers that want to see how well you understand ideas,
concepts, arguments and issues you have chosen to discuss critically in your
writing.
One of the ways to ensure reader comprehension or, in other words, your
writing readability, is through using signposts. Signpost is the words that guide
your reader through your writing. The use of signposting can be done in different
ways as follow:
a. Using headings and subheadings that indicate what you will focus on in each
section of your proposal or thesis. Be careful not to overuse headings and
subheadings. As a guide, you should have at least two or three paragraphs
in a section before you add a new subheading.
b. Using cross-referencing statements such as “As previously discussed…” or

“The next section will explain…”
c. Using discourse markers to indicate the flow of ideas.
Some examples of words you can use in your writing can be found in the
table below.
Table 1 Examples of Discourse Markers
In addition, again, further,

To add ideas together
moreover
To compare ideas Similarly, likewise
In contrast, although, however, on

To contrast ideas the
contrary
Accordingly, consequently, hence,

To demonstrate cause and effect
therefore, thus
For example, for instance, in

To highlight examples or specific ideas
particular
In conclusion, to conclude, to
To summarise ideas
summarise, to sum up
4. Developing an Academic Writing Style
You should also write in academic style. There are several basic features
of academic writing style which are use of impersonal language, nominalisation,
formal and precise vocabulary, cautious language, and avoid phrasal verbs
(Pretorius et al., 2019). These features will be explained below.
a. Impersonal language
Writing in impersonal language means that we should remove the personal

pronouns such as “I”, “Me”, and “We” where possible.
EXAMPLE 1
Personal Language
You can see…
Impersonal Language
It can be seen that…
EXAMPLE 2
Personal Language
In this essay I will discuss…
Impersonal Language
This essay will discuss…
b. Nominalisation
Nominalisation means the use of nouns instead of verbs. Nominalisation

allows you to make your English writing sounds more academic for two
reasons. First, nouns are often longer than verbs, making the words sound
more technical. Second, the use of noun often requires you to reorder the
structure of sentences, which makes your sentence sound more academic.
Below are the examples of nominalisation.
EXAMPLE OF NOMINALISATION
Without Nominalisation
During the 18th century, industry began to develop quickly.
Note: There is actually nothing incorrect with the sentence. But it can
be made more formal by changing the noun versions of the word
“develop”.
Nominalisation 1
EXAMPLE 2
During the 18th century, rapid development of industry began.
Note: An even more formal way of writing this is to use the technical
word for the concept “development of industry”, namely
“industrialisation”.
Nominalisation 2
The 18th century saw the beginning of rapid industrialization.
Note: This sounds most academic of the three versions
c. Formal and precise vocabulary
The use of formal and precise language involves several different

components. You should use technical language where possible if you can
spell it correctly and use the technical terms appropriately. You should be
precise and unambiguous, and you should avoid contractions like “can’t”, don’t
or won’t. Finally, you should avoid slang and emotive language. See the
examples of using formal and precise vocabulary.
PARAGRAPH 1
The government introduced some new legislations, focused on increasing

stuff like rooftop power panels to reduce climate change. Sadly, these
changes don’t properly address key environmental challenges.
There are several parts of Paragraph 1 that can be improved. As can be seen,
the use of “some new legislations” is not precise in which it does not describe
how many pieces of legislation were introduced. The paragraph also uses the
slang term “stuff like”, the emotive term “sadly” and the contraction “don’t”.
PARAGRAPH 2 (REWORDED)
The government introduced some two new pieces legislations, focused

on increasing stuff like rooftop power panels solar energy
generation to reduce climate change. Sadly However, these changes
don’t properly do not adequately address key environmental
challenges.
Paragraph 2 above is Paragraph 1 after going through process of rewording

by using more academic language. In this version, the language is more
specific, highlighting that the government introduced “two new pieces” of
legislation. More technical language is used, the slang term has been removed
and the contractions has been changed to the full word “do not”. Additionally,
the emotive word “sadly” has been replaced with a more academic term
“however”. While both paragraphs have the same main points, the language
style used makes the second version sound more academic in style compared
to the first one.
d. Cautious language
Scientific language also uses cautious language which sometimes called

hedging. This means that you avoid making 100% certainty statement. You
should be using terms that are more cautious such as “suggests”, “indicates”,
or “tends”.
EXAMPLE
Certain language
Research proves that…
Cautious language
Research suggests that…
e. Avoid Phrasal Verbs
Academic English also does not contain phrasal verbs (verbs that have a
preposition after them such as “look up”). You should replace phrasal verbs
with single word verbs in order to make your work more academic. The table
on the below provides some words you can use to replace common phrasal
verbs in your writing.
Table 2 Verb to Replace Phrasal Verbs
Carry out Undertake, conduct
Figure out Understand
Go over Review
Look back on/think back on Remember, reflect
Look into Investigate, examine, address
Look up Research, explore
Make up/made up of Comprise, involve, entail
Take part Participate, engage
Talk about Discuss
Think about Consider
5. Verb tense usage in academic writing
In scientific writing, the use of verb tense also has a great influence on you
readers interpretation of your writing. In general, past tense can indicate more
than just time perspective; it also can distance the reader from the ideas being
expressed. The use of past tense in academic writing can be applied when writers
are eager to explain one topic in chronological order essay that highlights the
procedures of particular topic. Here, writers can explore the historical story or
object by presenting the series of past experiences.
Furthermore, it can be applied when writers describe the findings of

previous researches. While present tense is often used to make generalisations
or descriptions of particular topics – you need to be sure you wanted readers to
feel that the claim you are making is a generalisable point. The main point is
writers have to describe one topic in specific ways so that readers are able to
obtain the content of essay briefly. The descriptions below show a brief
description of the uses and possible impacts of tenses on the making meaning in
your writing
a. Past tense
In Scientific Writing, past tense is used to report or describe the content,

methodology of the research, findings or conclusions of previous studies. The
use of past tense assists writers to distinguish which part in academic research
must be explored in past tense; as the result, readers know some activities
done in one research have to be explored in past tense. It also helps to
emphasize on the specificity of the study. To conclude, past tense can be used
in your research paper, for example, to describe what you have done.
b. Present tense
The use of the present tense plays crucial rules in academic writing and
research paper. It is used for generalisation or description such as in
presenting overviews or introduction in one essay, statements of main points,

a statement which is generally applicable, or which seems relevant. For
example, in an essay, writers are able to elaborate the introduction, some body
paragraphs, and conclusion with the use of present simple when writers
present the goal of describing one topic in general way. Furthermore, in
research paper, present simple is used when writers elaborate the introduction
or chapter 1 and theoretical framework. They can explore the background, the
research goals, problems, significances, definitions, and others. Moreover,
writers of essay or research paper can strengthen their ideas with the theorist
or researcher’s arguments by having this (e.g. Piaget (1972a) outlines…).
c. Present perfect
The present perfect tense is used to indicate that research into the specified
area continues, to generalise ideas or points about past literature, related
studies or to present a view using a non-integral form of referencing (the name
of the author does not appear in the text of the sentence; it appears only in the
subsequent parentheses).
d. Future tense
The future tense is often utilized in the methodology section of a proposal or

the future directions section of a research paper. In a proposal, you are stating
what you aim to do in the future. In the future directions section of a research
paper, you usually state what should be done next that your research is
complete.
1. Write a paragraph using the TEEEL structure., then, compare with your friends.
2. Write a sentence using impersonal language
3. Write a sentence using nominalisation.
4. Write a paragraph with formal and precise vocabulary.
5. Write a paragraph using cautious language (hedging).
6. Write 5 sentences using the verbs in Table 2.
D. REFERENCES
Bowker, N. (2007). Academic Writing: A Guide to Tertiary Level Writing. Auckland:

Massey University.
Wesley Longman.
Pretorius, L., Podorova, A., Ford, A., Chowdury, R., Barnes, M., Viete, R. (2019).
Writing Proposals and Thesis in Education. Melbourne: Monash University.
MEETING IV
PLAGIARISM AND CITATION
After discussing the meeting 4, the students are able to:
1. Understand how to avoid plagiarism; and
2. Demonstrate how to do citation through APA style.
1. Plagiarism
In general, many people including college students have been familiar with
plagiarism. They have done it to complete their assignment and other academic
activities. However, in academic institutions, it is not allowed since it is a crime in
academic writing. Plagiarism is an activity to copy someone’s ideas, opinion or
work which is admitted as own work or copy someone’s ideas without stating the
original references; therefore, it creates wrong assumption.
The term plagiarism is derived from English “plagiarism” and “plagiarius”

from Latin which mean steal or copy. Hence, plagiarism is activity of stealing the
other’s ideas and claim those ideas are his (Putra, 2011). Furthermore, according
to the Minister Regulation of Ministry of National Education of the Republic of
Indonesia Number 17 of 2010, “plagiarism is conscious or unconscious action to
obtain the readable ideas through copying half or all ideas stated by others
without attaching references” (Ministry of National Education [MONE], 2010).
This definition seems similar to the Putra’s explanation. It refers to stealing activity
in writing the ideas; it is called stealing since the writer does not attach the
appropriate references.
From the previous definition of plagiarism, it can be concluded that

plagiarism is a copy activity which is done to have clause or sentences; then, the
sentences are presented as they are the real writers’ ideas. Moreover, the writer
does not writer any authors’ names and the year. Eliminating those elements
leads to the plagiarism process.
2. The Types of Plagiarism
There different types of plagiarism that might consciously or unconsciously

done by a writing. According to Soelistyo (2011), plagiarism is classified into
several types as follows.
a. A plagiarism based on what is copied
These plagiarisms are plagiarism of ideas, word for word plagiarism,

plagiarism of source and plagiarism of authority. Initially, the plagiarism of
ideas means the writer write some ideas, but they seem similar to others’
ideas. It can be revealed that the ideas probably have similarities with other
scholars’ ideas. Another is word for word plagiarism; it means writer copy the
ideas from another original text by having slavish copy or restate the ideas
word by word, and he or she does not state any reference. It is claimed as
plagiarism since the writer takes the original content of the original text, so the
whole ideas of the real source are absorbed in the new writing. This case
usually occurs when the writer writes their ideas in their paper like research or
others. The next type is plagiarism of source. It is one of the fatal plagiarisms
because the writer consciously does not state any reference although he or
she has stated the whole ideas from someone else. Stating citation or the
reference is so necessary in order to avoid plagiarism and respect the author
of original text. It is also fair for the author of original text because he has
already contributed in creating original ideas. The other type is plagiarism of
Authorship. In this kind of plagiarism, the writer consciously takes all ideas in
a book, online article a journal, or other sources; they are also aware to do it
with a strong eagerness in order to deceive other people. These processes
are done by taking all contents of original sources and changing the cover. For
example, a writer changes the cover of someone’s work and state his name
on the cover without getting permission and claim the work to be his work.
b. Purposed plagiarism
This plagiarism is divided into two types:
1) The initial plagiarism is intended plagiarism, which is consciously done by

using, borrowing, copying others’ works such as ideas, sentences, clause,
and theory.
2) Another type is unintended plagiarism. The process is done indeliberately

which is caused by lack of knowledge and comprehension how to cite the
original text.
c. Plagiarism based on the proportion taken
This plagiarism is divided into some types:
1) A write takes some ideas, and they are about 30% taken from original
source. In addition, a writer takes the ideas about 30 % through 70% from
original source, and a writer takes the ideas about more than 70% from
the original source. To be concluded, plagiarism is claimed if the writer
has about 30% through 70% ideas from original source.
2) A writer who does plagiarism totally means that he copies or steals whole
ideas stated in original source and consciously claim them as his.
Commonly, he changes some variables in title, the abstract, the keywords
in abstract, subtopics, and the conclusion; therefore, they seem different
with the original source.
3) The last kind of plagiarism is paraphrase plagiarism. It means the writer

changes sentences from the original sources by changing some
sentences with his ideas and changing some words only with other
synonymous words. Actually, the process is absolutely right; however, the
writer does not state the name of author and year. As a result, it becomes
paraphrase plagiarism.
3. Examples of Plagiarism
Read some following paragraphs and learn the use of plagiarism
Example 1
In general, a novel is one of the most phenomenon literary works that presents a
long narrative which highlights fictional characters and events (imaginary stories); it
is usually in form of a sequential or chronological order story that delivers the
orientation of the story, the events, the complication, t\and the resolution of story).
“They both are included in prose narrative fiction. They similarity is in the intrinsic
element such as plot, character, setting, and others” (Sumardjo & Saini). Abram
(2008) defines that the chief character in a plot, on whom our interest centres is
called the protagonist (or alternatively, the hero or heroine). According to Shepard
(1917), “self-acceptance is an individual’s satisfaction or happiness with oneself, and
is thought to be necessary for good mental health.” Novel that author use as subject
in this essay is novel Wonder (Palacio, 2012). This novel is a story of a young boy
named Auggie, who has so much to overcome - not only his physical appearance
but also starting new schools. By the end of the novel, his fellow characters learn
that Auggie is a real wonder. From the short explanation above, the author focuses
to find out the self-acceptance portrayed through the protagonist in the novel.
Let’s check the plagiarism (plagiarism checker was used to detect plagiarism)
PLAGIARIZED A novel is a long narrative that normally in prose, which

describes fictional characters and events, usually in form of a
sequential story.
Unique They similarity is in the intrinsic element such as plot,

character, setting, and others (Sumardjo & Saini).
Unique Abram (2008) defines that the chief character in a plot, on

whom our interest centres is called the protagonist (or
alternatively, the hero or heroine).
PLAGIARIZED According to Shepard (1917), self-acceptance is an

individual’s satisfaction or happiness with oneself, and is
thought to be necessary for good mental health.
Unique Novel that author use as subject in this essay is novel Wonder
(Palacio, 2012)
Unique This novel is a story of a young boy named Auggie, who has
so much to overcome - not only his physical appearance but
also starting new schools.
Unique By the end of the novel, his fellow characters learn that
Auggie is a real wonder.
Unique From the short explanation above, the author focuses to find
out the self-acceptance portrayed through the protagonist in
the novel.
Example 2
One of the most essential contexts to develop self-acceptance is the family because
family is the primary group that people experience the place where some of the
important identities take shape. In the novel, the protagonist also needs a help from
his family to achieved self-acceptance. This is in line with Demir et al (2011) says that
“family also influences adolescent mental health. Good relationships among family
members contribute to the development of interpersonal skills, build self-confidence
and lower the incidence of depression.”
Let’s check the plagiarism (plagiarism checker was used to detect plagiarism)
Unique One of the most essential contexts to develop self-

acceptance is the family because family is the primary group
that people experience the place where some of the
important identities take shape.
Unique In the novel, the protagonist also needs a help from his family
to achieved self-acceptance.
Unique This is in line with Demir et al (2011) says that family also
influences adolescent mental health.
PLAGIARIZED Good relationships among family members contribute to

the development of interpersonal skills, build self-
confidence and lower the incidence of depression.
Example 3
This means that slang is usually used to make intimacy between one person and
another so that they can feel more closed to each other between their own group
talks. This is also used by them to keep the secret of what they are talking about
because generally slang is produced by the speaker itself. According to
Tambunsaribu (2019), environment is the first common problem which are the
teenagers know and hear rude words by the living people around them. Usually they
say rude words to their friend just to seem cool, the teenagers feel more comfortable
by using these words. They also do not feel its harm to say so. Richard and Schmidt
(2010) state that factor of using slang words can be determined by social status as a
higher class, lower class or middle class, prestige, and power that people have. In
sociolinguistics, social class effects the people’s ability to communicate. Most people
in higher status will apply the formal word and deliver correct grammatical elements,
the lower status, on the other hand, will apply many taboo and slang word or cursing
words. They seldom apply formal language in communication in order to show the
solidarity and intimacy among communicators. The social class of people is also
crucial factor in social interaction as it may deliver the significant effect the speech
style. In brief, the speech and treatment of people will be different between the people
in higher or lower social class. As a result. It can be the symbol to distinguish between
poor and rich classes. Tambunsaribu (2019) defines that friendship factor on the third
biggest influential factor in using such rude words is caused by the teenagers’
friendship. They tend to use rude words in their speaking with their friends because
they are very close to each other. They feel more comfortable in using rude words
because none of them get hurt feelings. They even said that the rude words are like
their slang words in their community. Let’s check the plagiarism (plagiarism checker
was used to detect plagiarism).
Unique This means that slang is usually used to make

intimacy between one person and another so that
they can feel more closed to each other between
their own group talks
Unique This is also used by them to keep the secret of what they
are talking about because generally slang is produced
by the speaker itself.
Unique According to Tambunsaribu (2019), environment is the

first common problem which are the teenagers know and
hear rude words by the living people around them.
Unique Usually they say rude words to their friend just to seem
cool, the teenagers feel more comfortable by using these
words.
Unique They also do not feel its harm to say so.
Unique Richard and Schmidt (2010) state that factor of using

slang words can be determined by by social status
as a higher class, lower class or middle class,
prestige, and power that people have. In
sociolinguistics, social class effects the people’s
ability to communicate. Most people in higher status
will apply the formal word and deliver correct
grammatical elements, the lower status, on the other
hand, will apply many taboo and slang word or
cursing words. They seldom apply formal language
in communication in order to show the solidarity
and intimacy among communicators.
Unique The social class of people is also crucial factor in

social interaction as it may deliver the significant
effect the speech style.
Unique As a result. It can be the symbol to distinguish between

poor and rich classes.
Unique Tambunsaribu (2019) defines that friendship factor on

the third biggest influential factor in using such rude
words is caused by the teenagers’ friendship.
PLAGIARIZED They tend to use rude words in their speaking with their
friends because they are very close to each other.
Unique They feel more comfortable in using rude words because

none of them get hurt feelings.
PLAGIARIZED They even said that the rude words are like their slang
words in their community.
Example 4
Kerr (2007) stated in his article entitled "The Impact of Western Beauty Ideals on the
Lives of Women and Men", “I’m tired of all this nonsense about beauty being only
skin-deep. That's deep enough. What do you want-an adorable pancreas? The
objectives of this article are to review the variation in beauty ideals over time and the
consequences of these ideals on the lives of women and men within a sociocultural
framework. Even though the focus will be formerly on ideals for body weight and
appearance in western culture, examples of beauty ideals that go beyond weight
and appearance and reflect other cultures will be included where appropriate.”
Let’s check the plagiarism (plagiarism checker was used to detect plagiarism).
PLAGIARIZED Kerr (2007) stated in his article entitled "The Impact of

Western Beauty Ideals on the Lives of Women and Men",
I'm tired of all this nonsense about beauty being only skin-
deep.
Unique The objectives of this article is to review the variation in

beauty ideals over time and the consequence of these
ideals on the lives of women and men within
Unique Even tough, the focus will be formerly on ideals for body
weight and appearance in western culture, examples of
beauty ideals that go beyond weight and appearance and
reflect other cultures will be included where appropriate
4. Citation
Absolutely, a scientific work is a common thing among societies especially

for the writers in academic institution. The process of producing scientific writing
involves research which needs citation to support the research. Therefore, it
plays important role in scientific writing including as sources to seek the
theoretical framework, strengthen the finding, and others. Furthermore, the use
of citation needs some specific rules in it like the capitalization, punctuation, the
use of year and name of authors.
In addition, to write ideas in an essay or a paper, a writer needs some

sources as citation to strengthen the writer’s ideas. Hence, it is so necessary for
a writer to know how to make appropriate citation. Furthermore, a writer needs to
read a lot which reading habit is an activity done by a writer in producing the ideas
in his work. The product of reading will be stated in some citations which a writer
can adopt the format of citation.
Commonly, citation is restating the ideas like sentences from original

sources in order to describe or strengthen a writer’s arguments. A writer also
does citation to find out some previous researchers’ ideas that had had the same
interests, and to compare the finding with others. Moreover, the activity of citation
is a reproduction process. The product of citation can be summary, paraphrasing,
or direct quotation. After having done the process, a writer can gain the
description of what he has read in original source as the reference. A writer can
make citation by having statement, theory, or definition; he can cite those ideas
to support his ideas and finding in doing research or work. By giving the citation,
those ideas taken by a writer can be accounted for giving description or

illustration in an essay or paper.
5. Function of Citation
In addition to understanding of citation, it also delivers the functions: avoid

plagiarism, help readers to comprehend more ideas, give the more value on the
original source. Firstly, citation is used as a mean to avoid the plagiarism. As the
writer explained before, plagiarism is a big crime in educational institution;
therefore, the students must read a lot and take the ideas by stating the original
source. Appropriate citation is greatly capable to reduce plagiarism. Next, citation
also helps reader to comprehend more ideas. All writers need many original
sources to find the theory and definition in order to support his ideas. Besides, he
also able to explore the ideas; thus, readers can gain more comprehension about
the ideas stated by a writer
EXAMPLE
 Author Prominent
According to Thomson (2010), gender delivers distinctive learning styles.
The last name of Year of

author publication
 Information Prominent
Gender delivers distinctive learning styles (Thomson, 2010).
The last name of The use of comma and

author year of publication
6. Several Tips of Authors Citation
Bowker (2007) presents some guidance to assist writer in citing works of others.
a. Writers can apply two styles in their academic writing: in a body of sentence
or in a bracket. Both in the body of sentence and bracket can be used to
show the variety when they cite authors’ ideas.
b. Writers can choose one of the following verbs in order to avoid stating similar
verbs when they introduce the citation in their academic paper.
Table 3 Verbs for Citation
Explain Describe State Say
Insist Conclude Write Show
Observe Summarise Suggest Point out
Highlight Note Feel Explore
Mention Focus Compare Identify
Tell Report Reveal Examine
c. When writers find two authors who have similar surname and the year of
publication, they must include their initials to differ the publication.
EXAMPLE
Both The initial dan
surname
According to P.H. Thomson (2010) and S.H. Thomson (2010), gender delivers
distinctive learning styles.
The use of “and” to

link the first and the
second authors
Gender delivers distinctive learning styles (P.H. Thomson, 2010; S.H.

Thomson, 2010).
We use a semi-colon
“;” when we list two
or more authors
d. Writers sometimes want to state the same author twice in one single
paragraph; hence, writers need to state the name of author and year of
publication in the first citation and no need to restate the year of publication
in the second citation.
Example
The first citation –

need year of
publication
Gender delivers distinctive learning styles (Thomson, 2010). Thomson also

highlights that those differences lead to their academic achievement.
The second
citation – the
same source
e. Online articles sometimes have no date; in this case, writers need to state
n.d.in bracket to substitute year of publication).
Example
Gender delivers distinctive learning styles (Thomson, n.d.).
n.d. is used when the

writers have no year of
publication
f. When a book or original source presents three to five authors, writers must
include all names and the year, and for the additional or further citations,
writers have to type the first author’ surname and then writers state “et al”
next to the surname of the first author. Its mean is “and others” in English
Example
 Author prominent
According to Thomson, Gear, Lee, Chan, & Sing (2010), gender delivers
for the first citation, include all

surnames
 Information prominent
Gender delivers distinctive learning styles Thomson, Gear, Lee, Chan, & Sing
(2010).
for the first citation, include all

surnames
Example
According to Thomson et al. (2010), gender delivers distinctive learning styles.
for the subsequent

citations – et al
Gender delivers distinctive learning styles (Thomson et al., 2010).
for the subsequent

citations – et al
g. The last suggestion is when writers want to include the ideas or work which a
source of ideas is someone else’s work. However, writers are not able to
access the original source, so it is crucial for them to state both original
source and the secondary source. Here, writers can document the ideas with
by stating “as cited in” before stating the secondary source.
Example
Stating the followed by the

original source secondary source
Jiance’s (1997, as cited in Thomson, 2010) study describes gender delivers

Answer the following questions briefly!
1. Share your comprehension about plagiarism
2. What are the characteristics of plagiarism?
3. Explain one of the most common plagiarism
4. Share your understanding about citation
5. What are the functions of citation?
6. Make some examples of citation.
D. REFERENCES
Abram, M.H. (1999). A glossary of literary terms. Massachusetts: Earl McPeek
Bowker, N. (2007). Academic writing: A guide to Tertiary level writing. Auckland:

Massey University.
Palacio, R.J. (2012). Wonder. New York: Knopf.
Putra, R.M.S. (2011). Kiat Menghindari Plagiat. Jakarta: Indeks.
Richards, J. C & Schmidt, R. (2002). Longman Dictionary of Language Teaching and

Applied Linguistics, 3rd Ed. London: Pearson Education Limited.
Soelistyo, H. (2011). Plagiarisme: Pelanggaran Hak Cipta dan Etika. Yogyakarta:

Kanisius.
Sumardjo, J. & Saini, K.M. (1991). Apresiasi kesusastraan Indonesia. Jakarta: P.T
Gramedia.
Tambunsaribu, G. (2019). The morphological process of slang words used by

teenagers in Jakarta and its negative effects in their academic qualifications (A
sociolinguistic study). Retrieved February, 2020 from
https://www.researchgate.net/publication/337838794_The_morphological_pro
cess_of_slang_words_used_by_teenagers_in_Jakarta_and_its_negative_effe
cts_in_their_academic_qualifications_a_sociolinguistic_study
MEETING V
QUOTATION
After discussing Meeting 5, the students are able to:
1. Comprehend the direct quotation
2. Apply direct quotation in their essay.
1. Direct Quotation
In producing academic writing, writers need to select one way to avoid

plagiarism and support their ideas; one way is quoting authors’ ideas. Direct
quotation is sentences written by stating all ideas with no changes. Writers are
not able to change, eliminate or add any ideas stated in original sources. All ideas
here are included the words, capitalization, and punctuation. Bowker (2007, p.
21) describes that “a quotation is an exact copy of the words that someone else
has written or said. These words are placed within quotation marks “ “, which are
also referred to as speech marks”. In quotation, writers must state the name of
authors, the year of publication, and the page number of original sources where
the quotation is placed. Writers are able to apply some styles of citation, namely
Harvard, Chicago, MLA or APA. Universitas Pamulang applies APA (American
Psychological Association) as the referencing style in writing assignments and
research paper. Below are some examples of how to put quotation in your writing.
EXAMPLE 1
Original ideas
“Information technology must be used in the curriculum, in the same way that a
pen and pencil are used in most subject areas.”
Reference:
Ager, R. (2000). The art of information and communications technology for
teachers. David Fulton.
Page.15.
EXAMPLE 1: Author Prominent
In author prominent quotation, we

must state the year and page number
in brackets
Ager (2000, p. 15) describes that “information technology must be used across
the curriculum, in the same way that a pen and pencil are used in most subject
areas.”
Moreover, the The capital “I” in information has

placement of full stop been changed with a lower letter “i”
in the original idea to suit the sentence arrangement.
has been engaged
within the speech
marks because the
sentence stops here.
EXAMPLE 2: Information Prominent
The capital “I” remains as the initial

word within sentence since the
sentence starts here.
“Information technology must be used across the curriculum, in the same way
that a pen and pencil are used in most subject areas” (Ager, 2000, p. 15).
The position of the full stop in the

original ideas has been relocated
after the bracketed information
since the sentence stops after the
reference specifics.
EXAMPLE 2
Original Ideas
“Computer dehumanises people and inviably leads them to act like machines
themselves.”
Reference:
Apter, A.J. (1968). The new technology of education. Macmillan.
Page. 58.
Direct Quotation
Apter (1968, p.58) highlights that “computer dehumanises people and inviably leads them to
act like machines themselves.”
“Computer dehumanises people and inviably leads them to act like machines
themselves” (Apter, 1968, p.58).
EXAMPLE 3
Original Ideas
“Teachers need to be aware that IT within the classroom is extremely flexible,
but that they need to plan what purpose IT serves in each lesson.”
Reference:
Bowker, Natilene. (2007). Academic writing: A guide to Tertiary level writing.
Auckland: Massey University. Page 46.
Direct Quotation
Bowker (2007, p.46) summarizes “teachers need to be aware that IT within
the classroom is extremely flexible, but that they need to plan what purpose
IT serves in each lesson”.
“Teachers need to be aware that IT within the classroom is extremely
flexible, but that they need to plan what purpose IT serves in each lesson”
(Bowker, 2007, p.46).
Bowker (2007) also explores some suggestions to write down the quotation:
a. Writers need to state the accurate phrasing, words, correct spelling, and
punctuation of the original ideas. Remember, writers are not able change any
ideas, words, grammatical sentences, and other things. Here, writers just
restate the original ideas to your paper.
b. Sometimes, careful writers find one or more errors within original source. To
solve this, writers need to add one of the Latin words ‘sic’ that symbolizes the
error on a sentence; hence, writers have to state or place ‘sic’ in square
brackets next to the erroneous word to show that the original sentence
contains the error, but it does not need to fix.
EXAMPLE
Tiandy (2010, p.25) states that “writing need [sic] some crucial
processes.”
Bram (2018, p. 30) defines that “sociolinguistic [sic] is a study of

relationship between language and society.”
c. Writers generally quote some ideas from online sources. In this case, they
need to put page number within the citation. Unfortunately, online sources do
not have any page numbers. Therefore, they should use paragraph numbers,
written by “para.”
EXAMPLE
According to Niman and Hoel (2000, para.15),…
…” (Niman & Hoel, 2000, para.15).
d. Generally, writers need to clarify one specific word including initialism; hence,
they need to place the extra words in square brackets. Its function is to explain
one new word to readers and make sure they obtain clear idea.
EXAMPLE
“Many national standard and international schools have implemented

the sue of ICT [Information and Communication Technology] in
teaching and learning process” (Kioto, 2004, p.203).
“Most of teachers apply PBL [Project Based Learning] to obtain

students’ English achievement” (Joy, 2017, p.76)
Those above examples are written in order to clarify some words that are
probably unfamiliar among readers.
e. Writers sometimes find out long original ideas which mean the ideas are stated
in several sentences. However, they just want to highlight the important ideas;
hence, they need to apply ellipses that they remove some details from a
quotation. This process is so useful when they want to integrate a quotation
into their writing task or scientific work, but they find that some ideas are too
detailed.
EXAMPLE
Samuel (2001, p. 43) explained that “in the social interaction, people
should consider several important points. . . including the social
varieties which share crucial effects on communication.”
f. Generally, this case looks like the case above, but here, writers need to state
all ideas in their academic writing since all ideas are important to support their
ideas. In this case, writers should consider the amounts of words; if the words
in one quotation has more than 40 words, they must indent the whole
quotation. The indent process can be done by having 5 spaces, so it become
a block of text, and writers must remove the speech marks “ “.
EXAMPLE
As Sean and Jim (2000, p. 210) put it
Sociolinguistics is a study that discusses a relationship between

language and societies. It also covers three major points: how
individual speakers use language in societies, how region
produces one language, and how government determine the kind
of language that will be used in societies.
For block quote, you must be careful with the placement of

authors’ name, year of publication and the page number.
The bracketed details must be located outside the full stop.
g. The last case is when writers want to quote someone’s ideas, yet they are not
able to find the original book or journal. Therefore, writers need to attach both
sources of authors. In this process, writers can use the words “as cited in”
before the secondary source. Also, for the reference, writers need to restate
the detail information about the secondary source.
EXAMPLE
Malik’s (1999, p. 101, as cited in Gibran, 2005, p. 34) finding explains

“blended learning could present significant effect on the students’
writing achievement.”
Can you guess which one is the primary and secondary source?
2. When can You Use Quotation or Your own Words?
Bowker (2007) shares three major criteria to help writers judge the significance
of quotations in your academic writing.
a. When the quotation of original ideas expresses necessary ideas, and writers
find difficulty to write more simply. Hence, it is suggested for writers to use
quotation in order to avoid misinterpretation. Moreover, writers hesitate that
they are not able to produce obvious ideas.
b. When the quotation of original ideas has important ideas, and writers cannot
write the ideas more powerfully than the original ideas. Thus, it will be better
for them to have quotation; as a result, writers can still share authentic ideas.
c. Writers can use quotation when they want to share authentic ideas for some
specific purposes such as literary analysis, legislation, or definition.
1. Create quotation of the following original ideas (Both in the body of

sentence and in the bracket).
a. “The modern business letter is nearly always typed. It has long been
customary set it out in indented style but know the block style has come to
be much more widely used.”
Reference: Agoestyowati, R. (2014). How to write effective business letter.

Lentera Ilmu Cendekia.
P. 10
b. “A curriculum vitae is a summary of your personal educational and work

history, experience and activities you have had.”
Reference: Agoestyowati, R., & Nabil, M. (2014). The strategies of successful

job hunting. Lentera Ilmu Cendekia.
P.48
c. “Although MUD players may create a character vastly different from how they
are in reality, many conform to their real-life behaviours and personality.”
Reference: Curtis, P. (1997). Mudding: Social Phenomena in text-based virtual

realities. Lawrence Erlbaum Associates.
P. 113
d. “Males may also be more likely to utilise online environments for identity
exploration, including identity alteration, compared to females.”
Reference: Coet, L.J., & McDermott,P.J. (1979). Sex, instructional set, and
group make-up: Organismic and situational factors influencing risk-taking.
Phycological Reports, 44(3), 1283-1294.
P. 1285
e. If you are using APA conventions, then this is referred to as a Reference List
and is headed up References. In some disciplines, you may also be asked to
include a Bibliography, which is a list of sources you used to develop ideas
around the assignment topic, but which you did not actually cite or include in
the body of your assignment. Occasionally, you may be asked to include only
a Bibliography, which is likely to cover all sources, whether or not they were
used in your assignment.
Reference: Bowker, N., Bligh, T., Johnson, P., Quock, S.K., Smart, G., Maters,
Y. (2007). Academic writing: A guide to Tertiary level writing. Massey
University.
P. 23
f. Summarising involves selecting out some key features and then using those
to create a shortened version of the author’s prose. Of course, in your
assignment, you need to ensure that there is enough difference in form
between the original version and your won summarised version. This may be
achieved by simplifying the ideas, as well as using a different sentence
structure or sentence order to present those ideas.
Note: the red sentences must be removed since you just need other ideas.
Reference: Bowker, N. (2007). Academic writing: A guide to Tertiary level

writing. Massey University.
P. 114
g. It is important to be able to explains the ideas of authors in your own words

because this shows you understand the concepts and opinions.
Reference: Bowker, N. (2007). Academic writing: A guide to Tertiary level

writing. Massey University.
P. 23
2. Read one or more online journals. From the journals, you have to take the
ideas and produce direct quotations.
D. REFERENCES
Ager, R. (2000). The art of information and communications technology for teachers.
David Fulton.
Agoestyowati, Redjeki & Nabil, Mustafa. (2014). The strategies of successful job
hunting. Lentera Ilmu Cendekia.
Agoestyowati, Redjeki. (2014). How to write effective business letter. Lentera Ilmu
Cendekia.
Apter, A.J. (1968). The new technology of education. Macmillan
Bowker, Natilene. (2007). Academic writing: A guide to Tertiary level writing. Massey
University.
Coet, L.J., & McDermott,P.J. (1979). Sex, instructional set, and group make-up:
Organismic and situational factors influencing risk-taking. Phycological Reports,
44(3), 1283-1294.
Curtis, P. (1997). Mudding: Social Phenomena in text-based virtual realities.

Lawrence Erlbaum Associates.
MEETING VI
SUMMARISING
1. Comprehend the summarizing
2. Apply summarizing in the students’ academic writing
B. MATERIAL DESCRPTION
1. Understanding of Summarizing
The previous topic is discussing about quotation; it is used to restate the

original ideas without changing any ideas including punctuation in order to
present the authentic ideas. Read (2019) highlights summarizing allows writers
to write other people’s ideas with their own words in their academic writing. It can
be one alternative way to avoid plagiarism by summing up the main ideas. Here,
writers try to comprehend the ideas which they have read before. He also
describes summarizing in three major points: (1) summary will be shorter than
paraphrasing, and it will be less than a third of authentic ideas, (2) summary has
a function to explain an summary of ideas from a single or multiple sources, and
(3) writers just sum up the most necessary ideas in original ideas, and they
exclude details and examples.
Bowker (2007) also describes “summarising involves selecting out some

key features and then using those to create a shortened version of the author’s
prose. In academic writing, writers sometimes do not put all ideas exactly, and
they prefer comprehending the original ideas and sum up them in shorten way.
Writers can summarize by simplifying the ideas, replacing the original words by
using similar words, and using different structures.
To conclude, summarising is a process of gaining main ideas from the

original ideas by picking points up only. Summarising must be short, and it must
cover all ideas. It includes not only the main points but also the arrangement of
ideas.
EXAMPLE 1
Original Idea
“Teachers are only going to be able to incorporate IT into their lessons if they are
competent users themselves.”
Reference
Reksten, L.E. (2000). Using technology to increase students learning. Thousand
Oaks, CA: Corwin Press
Summaries
According to Reksten (2000), teachers can apply a kind of technology in teaching
process if they can use it properly.
Teachers can apply a kind of technology in teaching process if they can use it
properly (Reksten, 2000).
EXAMPLE 2
Original Idea
“IT needs to be used and understood in all subjects in the same way as the ability
to read is necessary for all subjects, and must be used across the curriculum, in
the same way that a pen, and pencil are used in most subject areas.”
Reference
Ager, R. (2000). The art of information and communications technology for
teachers. London: David Fulton.
Summaries
Ager (2000) explains technology, pen and pencil in learning process must be
implemented in school’s program simultaneously.
Technology, pen and pencil in learning process must be implemented in school’s
program simultaneously (Ager, 2000).
(Ager, 2000).
EXAMPLE 3
Original Idea
“Children spend a very large proportion of their daily lives in school. They go
there to learn, not only in a narrow academic sense, but in the widest possible
interpretation of the word – about themselves, about being a person within a
group of others, about the community in which in which they live, and about the
world around them. Schools provide the setting in which such learning takes
place.”
Reference
Leyden, S. (1985). Helping the child of exceptional ability. London: Croom Helm,
page 38.
Summaries
As Leyden (1985) sums up, schools are facilities for children to absorb
academic information and to know how to socialize with other peers.
Schools are facilities for children to absorb academic information and to know
how to socialize with other peers (Leyden, 1985).
EXAMPLE 4
Original Ideas
“Code-mixing is a type of how people mix between their native language to another
language on their daily conversation through written or spoken interaction. Speakers
are able to blend more than language within one sentence; it occurs since they have
mastered two or more languages from their family, school, and environment. (Haryati,
2020).
References:
Haryati, H., & Prayuana, R. (2020). An Analysis of Code-Mixing Usage in WhatsApp

Groups Conversation among Lecturers of Universitas Pamulang. Ethical Lingua:
Journal of Language Teaching and Literature, 7(2), 236-250.
Summary
Author Prominent
Haryati & Prayuana (2020) sum up, code-mixing is discussing how two different
languages are applied in one sentence derived from social environment.
Information Prominent
Code-mixing is discussing how two different languages are applied in one sentence
derived from social environment (Haryati & Prayuana, 2020)
Based on the above examples, there are some key words that we can have.
Initially, writers are not able to break down the ideas by losing an authenticity of
their original meaning. Therefore, writers must keep maintaining the authenticity
of original ideas in order to be comprehended properly. Second, the summary
result is written through the arrangement of some key words: IT, curriculum, and
learning process. Thirdly, the result of summary is taken by changing the order
of original ideas. For instance, the original ideas start explaining
Read the following original texts, and then you should sum up all texts with two
styles (in the body of paragraph and in bracket).
Text 1
“Nevertheless, while online users have the capacity to alter their identity
and interact as other than themselves, and, many probably create
identities consistent with real life. In support of this, he also argues that
how online norms develop out of pre-existing norms within contexts
external to online environment.”
Taken from Byam (1998)
Text 2
“Danet’s study offers further evidence in support of online users

confirming to real life identity conventions. His analysis of gender identities
chosen on two MUDs (MediaMOO and LambdaMOO), constituting 1055
and 7308 players, revealed that a majority chose male or female, while
only a minority adopted unconventional identities encompassing neuter
and gender neutral.”
Taken from Danet (1998)
Text 3
“Online users may also behave much as they do in real life and conform
to identity norms common in face-to-face context. For instance, a posting
to a discussion group about online personal highlighted equal numbers
of participants acted the same as real life versus being different.”
Taken from Turkle (1997)
Text 4
“Early adulthood is the life stage between 12-19 years old; it is he age
where young adult experiencing the physical changes of their bodies and
craving for psychosocial identity and intimacy from the group closest to
them such as family, friends, and others. In finding this relationship
sometimes they are lack of strong sense of acceptance from others.”
Taken from Rosnaningsih (2017, p. 2139)
Text 5
The sense of caring and empathy will positively affect female students’
self-esteem as they accept their peer existence. In opposite, male
students tend to be assertive, tough, firm and focused on the materials.
As the results, they become very competitive and sometimes ignoring
one’s need to be connected to others might carry great cost. Even as
young adults who have not experienced the increase of self-esteem that
comes with a positive relationship among others such as love and caring
will get benefit in terms of learning and shaping their own language skills.
Taken from Rosnaningsih (2017, p. 2146)
D. REFERENCES
Rosnaningsih, Asih. (2017). Gender and self-esteem on students’ speaking skill.

Intercultural Communication through language, Literature, and Arts (ICELA),
2139-2146. Fakultas Bahasa dan Seni, UNJ.
Bowker, N. (2007). Academic writing: A guide to Tertiary level writing. Massey

University.
Byam, N. (1998). The emergence of on-line community. In S.G. Jones (Ed.),

Cybersociety 2.0: Revisiting computer-mediated communication and
community (pp.35-68). CA: Sage.
Danet, B. (1998). Text as mask: gender, play, and performance on the internet, In
S.G. Jones (Ed.), Cybersociety 2.0: Revisiting computer-mediated
communication and community (pp.129-158). CA:S age.
Read, Siew Hen. (2019). Academic writing skills for international students. Red Globe
Press.
Turkle, S. (1997). Construction and reconstructions of self in virtual reality: Playing in

MUDs. In S. Kiesler (Ed.), Culture of the internet (pp.143-155).Erlbaum.
CHAPTER VII
PARAPHRASING
1. Comprehend the paraphrasing
2. Apply paraphrasing in the students’ academic writing
1. Understanding of Paraphrasing
Paraphrasing is another alternative way to cite and avoid plagiarism.

Bowker (2007) explains paraphrasing is a way to restate ideas using different
words. Here, writers must deliver similar ideas stated in original source, but they
must be stated the ideas with distinctive words by expanding the ideas. The main
characteristics of paraphrasing are writers should produce more exploration of
original ideas and change some words with their synonym.
Bowker (2007) also notes several strategies to paraphrase:
a. Writers can expand the main point by identifying in order to have drawn more
understanding
b. Writers can also state some linking words: on the other side, in contrast,
furthermore, similar especially, consequently, commonly, for instance, as a
result, and others. These linking words are used to assist writers to flow the
ideas in academic writing.
c. Writers can change the sentence structure and form. Usually, writers can
change the active sentence to be passive sentence and vice versa.
d. Writers are allowed to use some sentence starters: it means…, this function
to….., it serves to…., the issue focuses on…., the issue highlights….., this
concept is about………………, and this idea is organised around……..
e. Some vocabulary can be substituted by finding their synonyms, and they can
be framed in writers’ understanding. Some verbs that can be used are
develop, construct, create, produce, observe, indicate\, suggest,

demonstrate, investigate, argue, conduct and others.
f. Paraphrasing can be stated by having both in the bracket and in the
body of sentence.
2. Examples of Paraphrasing
EXAMPLE 1
Original Ideas
“Children spend a very large proportion of their daily lives in school. They go there to
learn, not only in a narrow academic sense, but in the widest possible interpretation of
the word – about themselves, about being person within a group of others, about
community in which the live, and about the world around the schools provide the setting
in which such learning takes place.”
Reference: Leyden, S. (1985). Helping the child of exceptional ability. London: Croom
Helm, page 38.
Paraphrasing
According to Leyden (1985), one of the proper facilities to educate children is an
educational institution, school. Schools are great places for children spending a
significant amount of time. They fundamentally go to school to learn academic
information like learning some new material from their teachers. Leyden also expands
that learning process occurs within a far wider context as children also learn about who
they are. This process assists children to socialize with other peers and to
communicate with their teachers. Thus, by being in groups in their local community,
they can enhance the wider world which surrounds them and know how to explore
themselves in school life and societies. In brief, schools offer the beneficial settings to
facilitate children’s learning about many great things in schools and surrounding.
Paraphrasing
Information prominent
One of the proper facilities to educate children is an educational institution, school.

Schools are great places for children spending a significant amount of time. They
fundamentally go to school to learn academic information like learning some new
material from their teachers. Leyden also expands that learning process occurs within a
far wider context as children also learn about who they are. This process assists children
to socialize with other peers and to communicate with their teachers. Thus, by being in
groups in their local community, they can enhance the wider world which surrounds them
and know how to explore themselves in school life and societies. In brief, schools offer
the beneficial settings to facilitate children’s learning about many great things in schools
and surrounding (Leyden, 1985).
EXAMPLE 2
Original Ideas
Holmes (1992) defines “sociolinguistics is a study of relationship between language
and society.”
Paraphrasing
Holmes (1992) argues sociolinguistics focuses on explaining why human beings
speak differently in different social situation, how human beings use their language
in society, and how they behave with their languages.
Sociolinguistics focuses on explaining why human beings speak differently in
different social situation, how human beings use their language in society, and how
they behave with their languages (Holmes, 1992).
EXAMPLE 3
Original Ideas
Hudson (1996, p.21) defines “a language is essentially a set of items which can be
used to deliver the information.”
Paraphrasing
Hudson (1996) language plays important role in society, and it covers several
important parts: sounds, words, grammatical sentences, meaning and others. Those
are included to transfer the message.
Language plays important role in society, and it covers several important parts:
sounds, words, grammatical sentences, meaning and others. Those are included to
transfer the message (Hudson, 1992).
EXAMPLE 4
Original Ideas
Haryati (2017, p.2177) assumes “listening is the first language skill which someone
acquires in students’ learning process and affects on their academic achievement.”
Paraphrasing
Haryati (2017) explains the first language skill in learning process is listening; it
contributes to all courses in English learning process. It can be necessary role to create
understandable interaction between speaker and interlocutors. Hence, in learning
process, they should comprehend what speakers express in order to obtain better
achievement. This activity leads them to obtain achieve ideas well and recall the
information given in both written and spoken.
the first language skill in learning process is listening; it contributes to all courses in
English learning process. It can be necessary role to create understandable interaction
between speaker and interlocutors. Hence, in learning process, they should comprehend
what speakers express in order to obtain better achievement. This activity leads them to
obtain achieve ideas well and recall the information given in both written and spoken
(Haryati, 2017).
C. COMPREHENSION TAKS
Read the following original texts carefully and then paraphrase them with the
style of in the body of sentence or in bracket.
1. “There should be a policy stating how IT is going to assist pupils’ development

and what teachers want pupils to achieve (Reksten, 2000).”
2. “Teachers Are only going to be able to incorporate IT into their lesson if they are
competent users themselves (Reksten, 2000).”
3. “Literature exists about men and women masquerading as the opposite gender
online (Turkle, 1995).”
4. “Females alter their identity to avoid harassment, including sexual harassment

(Turkle, 1995).”
5. “Harris (2003) argues that metacognition can be used by the learners to assist
the listening processes that include planning, monitoring, and evaluating.”
6. “Gender will apply the distinctive learning strategies in listening process

(Sobhani, 2015).”
7. Haryati (2017) explains “metacognitive strategies are able to enhance students’

listening performance since they deliver more responsibilities and awareness.
Students know what they have to do, what solution they should have, and how to
evaluate it.”
8. Shamshiri (2010) sums up there are several affecting factors on students’

listening performance such as students’ motivation, learning style, learning
strategies, and the kinds of task.”
D. REFERENCES
Haryati. (2017). Gender and self-esteem on students’ speaking skill. Intercultural

Communication through language, Literature, and Arts (ICELA), 2177-2188.
Fakultas Bahasa dan Seni, UNJ
Bowker, N. (2007). Academic writing: A guide to tertiary level writing. Massey

University.
Harris, V. (2003). Adapting classroom-based strategy instruction to a distance

learning context. Journal of TESL, 7(20). http://www.tesl-
ej.org/wordpress/issues/volume7/ej26/ej26a1/
Holmes, J. (1992). An introduction to sociolinguistics. Longman Press.
Leyden, S. (1985). Helping the child of exceptional ability. Croom Helm.
Reksten, L. E. (2000). Using technology to increase student learning. Corwin Press.
Shamsiri, K. (2010). Effects of cognitive strategies training on Malaysian tertiary

learner’s listening comprehension skill in the IELTS (Dissertation, Universiti
Putra Malaysia). https://educ.upm.edu.my/dokumen/90901_12-
katrin_shamshiri_GS17640.pdf.
Sobhani, Z. 2015. An investigation into the relationship between gender and cognitive
listening comprehension strategies. Journal of international Education in
business Information, 2(3). https://www.psp-ltd.com
Turkle, S. (1995). Life on the screen: Identity in the age of the internet. Simon &
Schuster.
MEETING VIII
REFERENCING
Upon completing Meeting 8, the students are able to:
1. Understand the concept of reference; and
2. Make reference list using APA style 6.0 and 7.0
1. Understanding of Reference
“Referencing is the process of acknowledging other people’s work when

you have used it in your assignment or research” (Pears & Shield, p. 1). In
producing reference, the writers can place the source material easily and detect
the validity of your arguments. To sum up, reference is so crucial to attach since
it delivers the information about the sources that the writers take to support their
arguments, and it be can be an approve that the writers are able to avoid
plagiarism. In general, the writers have some sources to support the ideas of the
writers namely book, newspaper, printed proceeding, e- proceeding, printed
journal and online journal, and other authentic sources.
2. How to Refer with APA Style
When the writer refers, he should state some points: the author’s names,
the year of publication, the publisher, the title, and the name of city. Here are
some details to include in your reference list by Bowker (2007):
a. In APA style, the writer needs to be careful when he states the names of
author. He must state the surname first, followed by initial names. If the book
has two or more authors, he must place an ampersand, & before the last
author, and he must place comma to separate the author’s name. The last is
the year publication’ it must be placed in brackets with a full stop after it.
EXAMPLES
 One author
Douglas, B. (1990).
Surname and Publication date

first name initial (year)
 Two authors
A comma separates each author,

and a full stop appears after each
initial.
Douglas, B., & Donald, Y. H. (2001).
An ampersand The date publication

must be placed and the full stop
before the last follows
author
 Three authors
Douglas, B., Donald, Y.H., & Johnson, S. W. (2008).
A comma separates An ampersand The date

each author, and a must be placed publication
full stop appears before the last and the full
after each initial author stop follows
b. When there are more than six authors, the writer must state the first six
author’ surnames followed by et al. for the remaining authors.
EXAMPLE
APA 6.0
More than six authors
Compi, S., Paul, S. H., Smart, M., Welling, D., Marlie, H., Sony, H.D., et al.
(2000).
The 7th or more

author is stated by
et al
APA 7.0
More than six authors
Compi, S., et al. (2000).
Remove all names of

author and
substitute them
with “et al”
c. Sometimes, when writers find out proper article to strengthen their ideas on
paper, the article does not provide any original authors. However, the article
has been created by an organisation or department; here, the writers should
state the name or organisation on citation and reference.
EXAMPLE
 Organisation
The name of
organisation
Ministry of Human Rights. (2003). The conflicts of human beings. New Zealand:
Author.
The title of
When the author is the name of
article
organisation, the writer must avoid
repeating the name of organisation as the
publisher with substituting “Author” at the
end of reference.
3. Format of Making References
After having known some detail of reference, the writer must know also the
standardization of reference (Bowker, 2007).
 References must be arranged in alphabetical order according to the first

author’s surname.
Andy, K. (2001). ICT and English writing. Jakarta: AA Publisher
Giani, F. (2019). Analysing the associative meaning on Kompas Headlines.

JOALL Vol 2 (1) p.120-123. Retrieved on June 18, 2020 from
xxxxxxxxxxxxxxxxxxxxxxxxxx.
Sulistyowati, R. (2010). Culture brings the brightlLife. Bandung: Seal

Publisher
Tian, S. (2021). The vaccine for societies. Retrived from xxxxxxxxxxxxxxxxx
 The word “reference” has to be placed in center at the top of a page,

and it should be typed in lower case for “reference” and upper case for
“R”. Also, the word “reference” should be in text bold.
Reference
_________________________________________________________
_____________________________________________________
 If the writer has two or more publications by presenting the same author, he
must place the earliest dated publication first. For example, writers state the
same author in different publication (2010 and 2016) in reference list;
therefore, writer must place the earliest publication (2010), and he follows the
latest dated publication.
Sulistyowati, R. (2001). Taboo and politeness on social communication.

Bandung: XXX
Sulistyowati, R. (2010). Culture brings the bright life. Bandung: Seal Publisher
 References which have more than one line of each reference must be
indented by about 5 spaces. Writers can apply these procedures: type the
first line on the left margin (normal margin), and for the second or further lines,
writer must indent for about 5 spaces from the left margin.
Giani, F. (2019). Analysing the associative meaning on Kompas Headlines.

JOALL Vol 2 (1) p.120-123. Retrieved from
xxxxxxxxxxxxxxxxxxxxxxxxxx.
Some guidelines to make references from several sources are as follow.
a. Referencing a Book
Explained previously, the writer needs to state the book title by capitalizing the
first main word only, for others are typed in small letters and then the book title
must be italicized. After stating the names of author, the year and the title of
article or book, the writer also needs to state the famous city in which the book
was published like Jakarta, Bandung, New York, London, and others. Then, it
is followed by the name of publisher like Red Globe, Massey University and
other publishers. To conclude, the compositions are the name of author, the
year, the title of book, the famous city, and the publisher.
EXAMPLE
City of
publication
Publication year
Simon, A.P. (2005). Introduction to sociolinguistics. London: Prentice-Hall.
author
Book title Publisher
b. Referencing a Book Chapter
EXAMPLE
Braham, E., & Jeal, S. (2012). Two Stay two Stray Strategy and Reading
Critical Thinking.
Author
Year Title of chapter
In M. Johan & J. Sean (Eds), Reading knowledge through cooperative

learning
Editors Title of book
activities (pp. 105- 128). London: Pearland
Page no Place of publication and

publisher
c. Referencing a Journal Article
There are several rules in referencing a journal article, these are:
1) The title of article is not typed italicized.
2) The title of journal must be typed in capital for all main words.
3) The title of journal and its volume number must be italicized.
4) The issue number is bracketed.
5) The writer also must state the page number of the article at the end of
reference and end up with full stop.
EXAMPLE
Title of
Author Publication year
Page Num.
Shane, M. N., & Velda, S. (2010). E- Learning’s effects. Education Affair, 10(2), 12-19.
Volume
The title of
article
Printed Journal
Title of
journal
Author Publication year
Page Num.
Shane, M. N., & Velda, S. (2010). E- Learning’s effects. Education Affair, 10(2), 12-25
The title of article
d. Referencing a Newspaper
There are several rules in referencing a newspaper, these are:
1) The writer needs to state the date of newspaper publication (year, month
and date), and they are in bracket.
2) The writer does not need to italicized the title of article.
3) However, the writer must italicize the name of newspaper.
4) State the page number of newspaper and end it with full stop.
EXAMPLE
Author Publication year and the The title

date of accessing the info
King, S. (2019, December 20). Health issue in some isolated areas. The
Jakarta Post, p. 4.
Page number of
The newspaper’s name newspapers
Online Newspaper
EXAMPLE
Author Publication year and the The title

date of accessing the info
King, S. (2019, December 20). Health issue in some isolated areas. The
Jakarta Post. https://xxxxxxxxxxxxxxxxxxxxx
Page number of
The newspaper’s name newspapers
e. Referencing conference Proceeding
There are several rules in referencing a conference proceeding, these are:
1) State the title of chapter/article and no need to be italicized.
2) State the name of proceeding and italicize the whole words.
3) The writers must type in capital letter of main words in the title of
proceeding.
EXAMPLE
Year of
Authors publication Title of article
Nay, M.N., & Sugar, F. (2011). Gender differences in social interaction. Proceeding
of the IAEL International Conference on Linguistics and Applied Linguistics (p.
202 – 218). Yogyakarta: Mina Press.
The Page
number Publisher
proceeding
City of
publication
f. Referencing Online Documents
There are several rules in referencing documents retrieved from the internet,
these are:
1) State the name of journal and italicize the whole words;
2) The writers must type in capital letter of main words in the title of journal.
3) State the date you accessed the online journal; and
4) State the address of Uniform Resource Locator (URL).
EXAMPLES
Henry, B.R. (2004). The effects of students’ learning styles on their English
achievement. Journal of Computer- Mediated Communication, 4(5). Retrieved
December 20, 2019, from http://xxxxxxxxxxxxxxxxxxxx.html
The date you accessed the URL of the

the online document online document
Camon, B. (1999). Some Sites to Seek Jobs. Retrieved December 21, 2019, from
http://yyyyyyyyyyyyyyyyyyyyyyyyyyyy.html
The date you

accessed the
the URL of the online document
online document
Webpage with no Author
Health information. (2010). Retrieved from https://xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Title of
article
url
year
g. Government Publication
Indonesian Institute of Health. (2020). The vaccine for societies. Jakarta,

Author.
The name of
institution
Indonesian Institute of Health. (2020). The vaccine for societies. Retrieved from
https://xxxxxxxxxxxxxxxxxxxxxxxxxxxxx
url
h. Thesis or dissertation
Online
Gean, N. H. (2016). Effects of TSTS strategy on students’ reading

comprehension (Undergraduate thesis, Lian University). Research Online
@TESLEJ.https://xxxxxxxxxxxx
Type of thesis, the name

of institution. Name of
site and URL
In Print

comprehension (Undergraduate thesis). Lian University.
Type of thesis, the name

of institution.
Unpublished

comprehension (Unpublished master’s thesis). Lian University.
Type: unpublished thesis
The name of institution
4. The differences between APA 6..0 and 7.0
Here are some major distinctive references between APA 6.0 and 7.0.
Book
Sari, J. (2019). Impoliteness strategy in social interaction. Cooperate

Learning.
Publisher
Note: You do not need to state the city of publication
Online Article
Sari, J. (2019, July 22). Preparing vaccine for societies. Health Department.
https://xxxxxxx xxxxxxxx
Month and date

of publication Website name
Note: You have to add the website name
More than three or more authors
Dewa, G et al. (2020). Preparing vaccine for societies. Jaya Baya.
Substitute all names

of authors with “et
al”
Note: You do not need to state all names of authors in reference
Retrieved from
Ministry of Education. (2019). The roles of technology in pandemic

situation. https://Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
NO “Retrieved
from”
Read the instruction carefully
Each student should read 2 books, proceeding, newspaper, journal (printed or

online), and online document. Then, you should make the references of each source
(APA 6.0 and 7.0)
D. REFERENCES
Bowker, N. (2007). Academic writing: A guide to Tertiary level writing. Massey

University.
Pears, R., & Shileds, G. (2019). Cite them right: The essential referencing guide. Red
Globe Press.
CHAPTER IX
WRITING AN ESSAY
A. LEARNING OBJECTIVE
Upon completing this meeting, the students are able to produce a 5 (five)
paragraph essay.
Many students think that writing an academic essay is not easy, especially when
they have to write a five paragraph essay in foreign language such. Suhayati (2016)
states that many people such as students of English department think that writing is
not an easy skill. She continues that it will be more difficult when they have to write in
foreign language such as English. Maru, Dukut and Liando (2018, p.283) who say
that writing has always been a challenge for college students because most of the
assignments are required to be submitted in the form of essay. Since “being a bit
different from speaking skills in terms of the demand for the accuracy, essay writing
demands comprehensive ways in the sense of the grammatical construction, the
choice of the words and the punctuation use as well as the potential of analytical ability
(Maru, 2014)”. This proposes that writing an essay does not only require linguistics
competence to ensure expression accuracy but also the knowledge accuracy for the
purpose of content comprehensiveness.
Therefore, it can be said that limiting their idea when they write is also a
problem. “Some students sometimes are trapped in focusing only on following the
structure, yet ignoring the quality of the shared idea” (Maru, Dukut & Liando,
2018).Some of them have so many ideas in their head and they want to write
everything about a topic without considering that what they write is too broad. It leads
them to run away from the main idea of their essay. Also, there are some them that
say they get stuck every time they want to write an essay. They cannot to write
anything more about a topic they choose before. After being observed, this problem
is caused by students’ lack of information about the topic given. Therefore, gathering
knowledge and information about a topic we want to write is mandatory. It is too
difficult for us to write about a topic if we have limited knowledge and information
about it. Moreover, it is impossible for us to write an essay with a topic that we have
never heard before and we do not have any information and knowledge about it at all.
Not only is it difficult for them to follow the organization of the essay, but also to
arrange their idea into an essay. Moreover, they are also struggling to make the essay
coherence, cohesive and united. Many of them have problems in using linking words
and phrases appropriately. Hartono (2017) states that the unsuccessful writing is due
to “student may not know how to structure and sequence ideas with logical
consistency, and how to use linguistic creativity, and how to write a text that shows
coherence”. Sometimes students have much knowledge and information about a
topic, but they cannot arrange them appropriately because of their limited linguistics
competency. However, sometimes some students with appropriate linguistics
competency have limited information and background knowledge about a topic they
choose.
This fact leads to inappropriate essay product written by the students. Students
have to know that they need to improve their knowledge to support their essay writing.
For the purpose of the content, they can seek as much as information they can related
to the topic they want to write. They also have to realize that increasing knowledge
on grammar, capitalization and punctuation will absolutely help them to produce
successful essay writing.
Therefore, providing students some knowledge on essay organization, the way

to generate ideas, and how to make essay coherence, cohesive and united is entirely
important.
1. Organization of Essay
Oshima and Hogue (2006, p.56) state that there are three main parts of an
essay. They are introductory paragraph, body paragraph, and concluding
paragraph. Each paragraph has its own arrangement. What has to be considered
is that each paragraph of an essay has general structure: topic sentence,
supporting sentences and concluding sentence. Topic sentence contains main
idea of the paragraph. It is the core and the soul of the paragraph. If a paragraph
does not have a topic sentence, it cannot be called as an appropriate paragraph.
There are two part that topic sentence has: topic and a controlling idea. Topic
relates to what a paragraph will be about. Meanwhile, controlling idea is used to
limit the topic in order to not make it too broad to discuss in a paragraph.
Topic sentence is guidance for a writer to limit what will be written in the
rest of paragraph. Supporting sentence has crucial function in a paragraph. As
its name, it is written to support topic sentence. Sometimes this arrangement is
forgotten by some students even though it is so crucial. It is difficult to write a
good essay if we do not have ability to write a good paragraph. Therefore,
knowledge on how to write a good paragraph is needed before we write an essay.
Moreover, it is necessary to be able to write introductory paragraph, body
paragraph, and concluding paragraph in an appropriate way. Here is the structure
of an essay proposed by Oshima & Hogue (2006, p.57):
Picture 5. Structure of Essay
From the picture above, we can know that in five- paragraph essay, there
is one introductory paragraph, three body paragraphs and one concluding
paragraph. Additionally, it is shown that each paragraph in an essay from
introductory to concluding paragraph must follow the structure of a paragraph:
topic sentence, supporting sentence and concluding sentence as it is mentioned
before. Each of paragraph is surely owned its structure and function. So, we have
to own knowledge about them in order to be able to produce appropriate essay.
Here is the essay model taken by Oshima & Hogue (2006, p.,58-59):
Picture 6. Essay Model
a. Introductory Paragraph
Oshima & Hogue (2006, p.59) states that introductory paragraph has two
parts. They are general statement and thesis statement which has each
distinctive function. There are some models of introductory paragraphs
proposed by Oshima & Hogue (2006)
Picture 7. Models of Introductory Paragraph of essay
Based on the picture above, we know that introductory paragraph can be

started with dramatic, interesting and funny story. Surprising of statistics of
facts can also start introductory paragraph. Lastly, it can also be started with
historical background. Oshima & Hogue (2006) explain that general statement
contains introduction to the general topic of the essay. It also used to attract
the readers to be interested in reading our essay. Meanwhile, the thesis
statement is more specific than general statement of the introductory
paragraph. It states the specific topic that limit the discussion of the rest
paragraphs. Thesis statement may list subtopics or subdivisions of the main
topic or subtopics. Writing thesis statement appropriately is mandatory when
we want to write an essay because it is like a map for writers. It will guide writer
what to write in the rest of essay paragraphs. This provides readers some
information about what they will read in the entire paragraphs. Thesis
statement may also show the pattern of organization of the essay whether it is
descriptive, narrative, argumentative or any other types of essay. Readers can
see by seeing how the writers arrange their thesis statement and what kind of
linking verb they use. Thesis statement is normally the last sentence in the
introductory paragraph, but some essays have it in the middle of the
introductory paragraph.
b. Body Paragraphs
“The body paragraphs in an essay are like the supporting sentences in

a paragraph” (Oshima & Hogue, p.64). They are the parts where you develop
the thesis statement you write in introductory paragraph. Thesis statement
contains your opinion on some issue and you have to support your thesis by
writing some evidence in order to make readers get influenced by the
statement you propose. Each body paragraph has different pattern depending
on its topic or type of essay. It can be descriptive, narrative, compare/contrast,
argumentative, etc. “A basic pattern for essays is logical division of ideas”
(Oshima & Hogue, 206). They continue that in this pattern, we have to divide
our topic into subtopics. These will be our body paragraphs that can be
developed. Many experts say that logical division is an appropriate form for
explaining reasons, reasons, types, lands, qualities, methods, advantages,
and disadvantages, since there are typical college exam questions.
These are the examples of thesis statement for logical division of ideas:
1) The abandonment of health protocols greatly contributes to the widely

spread of Covid-19.
2) Social media has several benefits, such as communication media,

promotional media and entertainment media.
The development of nuclear-powered electricity is very detrimental to

humans. To develop thesis statement (a) into body paragraphs, you have to
discuss about some reason that bring the abandonment of health protocols to
the widely spread of Covid-19 and explain forms of abandonment done by the
public. You can add some examples, evidence, and statistics to support your
statement. Thesis statement (c) has similar explanation with thesis statement
(a). Here, you have to explain the advantages that will face by human because
of nuclear power electricity. These both thesis statements do not mention the
subtopics on their sentence. It is different from thesis statement (b) that
mentions its subtopics. By reading this, the readers can see clearly what they
will read in the body paragraphs. Similar to topic sentences of the paragraph,
the thesis statement must also have a topic and a controlling idea. For the
thesis statement that has subtopics, these become its controlling idea which
guides the writers to not pass border line when they develop body paragraphs
of the essay.
One of common mistakes done by students is they are not consistent in

writing body paragraphs. They write everything passing through their head
without considering whether it is related to their thesis statement or not. What
is worse is that sometimes they have not written appropriate thesis statement,
but they can write very long body paragraphs. After being checked by the
teachers, their writing is not successful. The ideas they write in body paragraph
do not synchronize with the thesis statement in introductory paragraph.
Therefore, the teachers should guide the students especially in the process of
reviewing and editing and the students should realize that learning how to write
an essay is a long journey.
As it is mentioned above, students often get trouble in making their

essay cohesive. Their essays do not flow smoothly and make readers difficult
to understand what the writers mean. When we as readers of an essay, we
also will face the same problem when we read essays which are not cohesive.
The knowledge on linking words is very beneficial to support student’s writing

ability. Linking words or phrases are used to present the relationship of one
idea to another idea. These can be used to link one clause to another clause,
one sentence to another sentence, or one paragraph to another paragraph.
Linking word or phrases can also be used to combine ideas together, contrast
them, or show causes of something. There are many linking words or phrases
that we can use in writing and it depend on the pattern of our essay. Oshima
& Hogue (2006, p.68) propose some transition signals for logical division
essay:
Picture 8. Linking words or phrases used for logical division essay
The picture above provides some linking words and phrase that we can use
in writing an essay, especially logical division essay. Some linking words or
phrases are use to combine two or more phrases like both… and. And some
are used link a paragraph to another paragraph such as finally. Some also
are used to show reasons.
c. Concluding paragraph
The conclusion is the closing paragraph in an essay which has three

goals (Oshima & Hogue, p.72). One of the goals is to signals the finishing of
the essay, so you have to start your concluding paragraph with a transition
signal, such as in conclusion, to sum up, etc. Another goal is to recap your
reader of your key points and there are two ways to do this: summarizing the
subtopics and paraphrasing your thesis. The other goal is to leaves your
reader with your final thoughts on the topic (Oshima & Hogue, 2006). This is
your chance to express a strong, effective message that will be remembered
by your readers.
There are some techniques proposed by Oshima & Hogue (2006, p.72):
1) Make a prediction. We have seen how the costs of attending college

have been rising while, at the same time, sources of financial aid for
students have been disappearing. If this trend continues, fewer and fewer
families will be able to send their children through four years of college.
2) Suggest results or consequences. To sum up, the costs of attending
college are up and financial aid for students is down. Fewer and fewer
future members of the workforce are able to educate themselves beyond
high school. As a result, the nation will waste the intelligence, imagination,
and energy of a large segment of the present college-age generation.
3) Suggest a solution, make a recommendation, or call for action. It is
clear that the U.S. system of higher education is in trouble. For many
students, four years of college is no longer possible because of increasing
costs and decreasing financial aid. To reverse this trend, we must demand
that government increase its financial support of colleges and universities
and restore financial aid programs. Our future depends on it.
4) Quote an authority on the topic. In conclusion, costs are rising and
financial aid is declining, with the result that many can no longer afford to
go to college. If our nation is to prosper, increased government funding
for education is essential, even if it requires higher taxes. As Horace
Manni argued in his Fifth Annual Report, a nation's economic wealth will
increase through an educated public. It is therefore in the self-interest of
business to pay the taxation for public education.
You can apply those four techniques above to write an effective

concluding paragraph of essay. Those examples of concluding paragraphs will
help you to capture how your concluding paragraph will be.
To sum up, an essay has three primary parts such as introductory

paragraph, body paragraph, and concluding paragraph. Each of parts has its
own function and form. First, introductory paragraph has two elements:
general statement and thesis statement. General statement is used to
introduce and attracts the readers to the topic of the essay. Meanwhile thesis
statement is used to show the main idea of the essay. Second, body
paragraphs which is a place to develop our essay. In body paragraphs, we
support what we have written in the thesis statement with some evidence such
as experience, facts, or any statistics data. The last is concluding paragraph
where we close our statement.
Read the topics below:
1. Education
2. Social Media
3. Entertainment
4. Environment
5. Relationship
6. Sport
Choose one of the topics above, and then write a logical division essay. Follow the
following instruction:
a. Write a five-paragraph essay that consists of introductory paragraph, body

paragraph and concluding paragraph.
b. Please consult to your lecturer after you write the thesis statement. Your thesis
statement may not too general yet too narrow.
c. Your essay must consists of at least 1000 words
d. Support your essay with some evidence: experience, examples, facts, statistics
data
e. Use your original idea and word in arranging the essay. Plagiarism is forbidden
and will cause a bad consequence for your assignment score.
f. You can cite ideas from experts and must be mentioned in your essay, so it will
not be considered as a plagiarism action. Use direct quotation, paraphrasing or
summarizing to cite their ideas.
D. REFERENCES
Ardriyati, W., & Hartono, H. (2004). Contextual coherence in recount essay.
Celt: A Journal of Culture, English Language Teaching & Literature, 4(1), 19-
27.
Maru, M. G. (2014). Experimenting Jeremiadic Approach as an Alternative for
TEFL in Meeting the Demand of the 2013 Curriculum. In Proceeding.
61th TEFLIN International Conference.
Maru, M. G., Dukut, E.M., and Liando, N. (2018). Beyond Essay Structure:
Competence& Literacy. A Journal of Culture, English Language, Culture, and
Literature. Vol 18 (2), 282-296.
Oshima, Alice, and Ann Hogue. Writing Academic English. White Plains, NY:
Pearson/Longman
Suhayati, L. (2016). The Implementation of Product-Process Approach in Teaching

and Learning Writing at the Fifth Students of English Department of Pamulang
Universiti. IICLLTLC-2 2016, Pamulang, Banten, Juli 2016
CHAPTER X
INTRODUCTORY PARAGRAP OF ESSAY
A. LEARNING OBJECTIVE
Upon completing this meeting, the students are able to produce one introductory
paragraph
Introductory paragraph or introduction in an essay should have two crucial

points: several general statements and one thesis statement. Please read the
previous chapter discussing introduction in an essay. See the following structure of
introduction.
Title
Several _________________________________________________
general _________________________________________________
_________________________________________________
sentences
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
ONE _________________________________________________
Thesis __________________________________
Statement
Examples of Introductory Paragraph
Does metacognitive strategies impact on students’

listening comprehension?
The title
“From all-English skills, listening is the first language skill
Metacognitive which someone acquires in his/her life. In addition, it contributes
strategies
to all courses in learning English; it has important role to make an
understandable communication between speaker and receiver.
Listening Therefore, in learners’ activity, they should comprehend what
comprehensio
n teachers say in order to obtain a good achievement. Also, good
comprehension in English impacts on learners’ academic
achievement as learners who are able to understand teachers’
explanation, they are able to obtain the ideas well and recall the
information in both written and spoken. Although they spend their
Explain: time a lot in listening activity, they often fail in comprehending what
1. Listening skill
teachers’ utterances. As a result, most of them say listening is the
and condition most challenging skill for English language learners. Scholars
2. Listening have proved that listening is the most difficult, and it is difficult to
strategies
improve (Graham & Marcano, 2008). To solve the above
3. Metacognitive
problems, teachers need to find out the proper listening learning
strategies
4. Relationship strategies. Oxford (1990) presents several learning strategies
between them which help teacher and learners to run listening process. Long and
Macian (1994) argued that to enhance the students’ listening
performance, teachers should be familiar with the proper listening
strategies to help them in enhancing their English competency.
GS One of the listening strategies is metacognitive strategy. Garrison
Listening (1997) defines “metacognitive strategies are self-directed learning
skill, where students manage their own learning and monitor their own
listening work. It means learners should know their own way to get
comprehension
information, when they face problem, they should know how to
, the
importance of solve it, and they know how to evaluate the way of learning in order
listening, to get better achievement. Based on the previous explanation,
listening metacognitive strategies can be alternative way to enhance
strategies,
the students’ listening performance.”
metacognitive
strategies Taken from Haryati (2017)

The italic sentence is thesis statement
It focuses on POSITIVE RELATIOSHIP between

listening comprehension and metacognitive strategies
Example 2
The Positive effects of Online Learning on Students’

Grammar Achievement
Title Haryati (2019) investigated

Online
Learning “In learning English as foreign language, students need to
Grammar master all English skills and grammar knowledge. Mastering

Achievement grammar is crucial point since students are able to comprehend
natives’ speakers easily and respond them correctly. Knowing
poor grammar in real communication leads to misunderstanding
between reader, writer, listener, speaker. Therefore,
comprehending correct grammar will assist students to create
comprehensible interaction and avoid misunderstanding in spoken
Introductory
Paragraph and written context. In general, the students’ grammar mastery is
not qualified enough since the teaching and learning strategies
 The students’
Grammar delivered do not cover students’ need and offer beneficial result.
competence
 The strategy to Moreover, CALL (Computer Assisted Language Learning) has
solve it
been admitted as the new phenomenon in educational institutions.
 The use of
CALL – online Schools and universities have applied it in order to simplify the
learning
 The Effects teaching and learning process and to be more attractive activities
in grammar class. It also presents some benefits for students and
teachers; for instance, students are able to submit the task easily
and assist them to seek crucial information through the use of
CALL. CALL can be shared out from the use of computer, online
learning materials, word processor, and other things related to
computer (Chapelle, 2008). Online learning is becoming trending
topic in the educational sector. It is a beneficial result of the
development of CALL, and it has been applied in schools and

universities in order to enhance students’ grammar

achievement.”
Thesis Statement
Focuses on
The effects of online learning on students
grammar achievement
Example 3
The Importance of Blended Learning on the Students’

Title
Grammar Comprehension
Blended
Learning
Grammar Haryati (2018) investigated that
“Technology has developed rapidly since each person is

able to access it easily. The development of technology influences
Introductory every sector like social life, education, entrepreneurship, and
Paragraph
others. No one can deny it since each activity will be supported by
GS the use of technology. In education sector, teachers try to integrate
Technology
grammar the concept of learning with the technology in order to obtain the
ability, and teaching goals. The integration of teaching and learning process
Blended
with technology is called Computer Assisted Language Learning
learning,
(CALL). This technological product is the best option to resolve the
TS
The importance poor of mastering grammar among students at schools Some
of blended scholars have defined the concept of blended learning. Blended
learning on
learning is a learning model that is the most suitable since it
students’
grammar engages ICT tools with face-to-face learning model, and students
have some responsibilities outside of schools or universities
(Walter, 2008 & Guzzo, et al, 2012). In blended learning, teachers
try to integrate the kind of technology with supporting of
conventional learning. In fact, blended learning generally

delivers some importance in enhancing the students’

grammar understanding.”
Thesis Statement
Focuses on
The importance of blended learning on the
students’ grammar
Example 4
Title
Introductory
Paragraph
Gender Differences in Social Communication:
GS
Sociolinguistics Study
Societies and
social
interaction
Rosnaningsih (2014, p 28) highlights that
Factors needed
in “In social relationship, human beings apply language as
communication
media for communication in social life. Human beings use it
Gender wherever they go to socialize with others in whole human life.
Social system is affected by several social factors: age,
educational level, economy, social status, and professions. In
communication, the speaker must know several important things:
who the listeners are such as students, teachers, government
officers, and others, what the topics are such as teaching
process, environment, social life, and others, who are the
listeners. Besides, the speakers must know the time and place to
talk about the specific topic, present brief goal to the listeners,
and gender differences in order not to make misunderstanding.

In order to find some possible answers about gender differences

in language, one has to go back in time and look at the historical
background of gender differences in social communication. One
of the most well-known theorists who much discussed about
language and gender was Lakoff (1973). The writer has
eagerness to explain differences between women’s
language and men’s language while they are interacting.”
Thesis Statement
Focuses on distinctive language
features of male and female in
communication
Example 5
Title
Introductory
Paragraph
GS
 What language Taboo and Gender: Sociolinguistics Case
is
 The bad habit
Language is a communication tool to convince the
of people using
curse language speakers’ meaning. However. People misuse the function of
 Taboo words
 Gender and language; sometimes they curse others by uttering rough
taboo words language. They use those words due to social utility. If the words
are used to punish and make someone embarrassed, those
words should be eliminated; meanwhile, if the words are used for
relaxation, solidarity or humour, the words can be quite a
sensible option (Timothy, 1999). Actually, people have their own
excuses why they utter taboo language; to hurt others, express
themselves, sexual harassment, and relieve themselves of
depression. Timothy also recorded the kinds of taboo language
used by females and males. Females uttered bustard and bitch,

and male uttered gay, slut, and cunt. It is clear that female and
genders have many differences in physics, languages, and
attitudes. In this era, females and males have the same
responsibilities and activities. Sometimes, women tend to be men
in languages; they imitate how the men speak in social context.
“Women adopt the typical male pattern of forbidden language
use for their own purposes” (Spears, 1992). It happens due to
women’s liberation movement and their increasing independent
social status. Due to these factors, female and male have
tendency to apply taboo words in their social interaction. Some
researchers have conducted their studies to find out the
relationship between gender and taboo words.
Thesis Sttement
Focus on
Relationship between gender and
taboo words
Example 6
Title
Introductory (Theme, Short Story)
Paragraph
General
Statements:
Literature, An Analysis of Theme in The Yellow Wallpaper by Charlotte
elements of it,
Parkins Gilman.
short story,
theme Literature is a life of human; literature and human life
cannot be separated because it is always there in human’s
everyday life. It can be said that literature is a mirror of human’s
life as Dubey (2013) states that literature mirrors the society,
what happens in society is reflected in literary works in one form

or another. Literature makes the reader visit places, experience

events, feel their joys and sufferings. Literature itself has some
forms such as poetry, drama, essay, prose fiction, short story,
etc. The Yellow Wallpaper is one of short stories by Charlotte
Parkins Gilman telling the depression of a woman. That short
story consists of the intrinsic and extrinsic element, such as
theme, plot, setting, character and characterization, and more.
Theme is one of the most important elements in short story. The
theme in a story is its underlying message, or big idea.” (Notari,
n.d., para.2). The author tries to deliver what critical belief about
life is in the writing of a short story and other literary works. This
belief is usually common in nature. When a theme is common, it
refers to the human experience, race or language. In other word,
it is what the story means. Regularly, a story will deliver more
than one theme. The theme of this story is really reflected in
what happens in society at the time; the themes are about
mental illness and its treatment and gender rules.
Thesis Statement
Analysing two themes: mental
illnesses and gender rules
Example 7
Introductory Title
Paragraph (Figurative language, Poetry)
General
Statements:
An Analysis of Figurative Language On “Still I Rise” A
Literary works,
poetry, Poetry by Maya Angelou
Figurative
language In literature, readers are able to enjoy some literary works
produced by the authors. In this era, they can enjoy poetry,
Thesis
Statement poem, drama, and others by reading and watching them

traditionally and digitally. One of the most joyful literary works is

poetry; it is one of literary works that is more meaningful that uses
figurative language and has implied meaning rather than others.
Figurative language is commonly used in literary works.
Figurative language is important in a poetry to express something
beyond the literal meaning. Arp (2012) states figurative language
is any way of saying something other than the ordinary way.
Moreover, Harya (2017, para.4) describes “figurative language is
language that uses words or expressions with a meaning that is
different from the literal interpretation. Figurative language can
be used in any form of communication, such as in daily
conversation rarely, articles in newspaper, advertisements,
novels, poems, etc.” In writing poetry, a writer mostly uses
figurative language to deliver meaning by comparing or
identifying one thing with another that has connotation meaning
to the reader. Figurative language can lead a writer to produce
an image in readers’ mind. It is always found in poetry which the
writer conveys the meaning in imaginative way. Maya Angelou
is one of writers that created many poetries consisting several
figurative languages; for example, her poetry titled “Still I Rise”.
In that poetry, there are many written figurative languages
such as simile, metaphor and personification.
Thesis Statement
Analysing figurative languages:
simile, metaphor, and
personification

Example 8
Title
(Issue, Novel written by
Marjane S)
An Analysis About Religion and Social Issue on Graphic

Novel Entitled “Persepolis” By Marjane Satrapi
In this digital era, people especially those who like reading

Introductory novel or watching drama can read their lovely novel or short story
Paragraph
through digital aids, and they can watch the drama performance
General
not only in a theatre but also on Television or social media.
Statements:
Literary works Recently, many novels were filmed in order to appreciate the
in the past authors, and many people who do not read the novel can watch
and present,
their work. Graphic novel that the one kind of novel, is a fiction,
graphic novel
non-fiction or anthologized work that made up of word and picture
Thesis
Statement or can be called comic content. In the past, novel was written
from narrative nonfiction like history and biographies. However,
recently, it is produced both from nonfiction and from the desired
imagination (Uchicha, n.d.). Graphic novel entitled “Persepolis”
written by Marjane Satrapi is an unconventional autobiography
which narrates the author’s life story. It is a depth look at Satrapi’s
childhood until she grew up that faced many public issues which
directly relate her personal troubles. This extraordinary novel
presents many distracted issues: religion and social issue;
these issues will be explained obviously.
Thesis Statement
Identifying the issues in a novel

Example 9
Title
The Meaning of Song Lyrics of The Song Imagine by John

Lennon
The song contains a collection of words called ‘‘lyrics’’ and

Introductory
Paragraph has its own meaning, beautifully arranged and presented with a
choice of tones that can wash away and can make listeners feel
General
Statements: carried away into the meaning of the lyrics. As noted by Awe
Songs (2003, p. 51) that ‘‘like a game of vocal style of language and
elements, deviation of the meaning of words is a language game in creating
lyrics,
song lyrics. In addition, music and melodies that are adapted to
and Thesis the lyrics are used to strengthen the lyrics, so that the listener
Statement
gets carried away with what the author thinks.’’ The meaning of
the lyrics, like the lyrics in the song, Imagine by John Lennon.
Many people misinterpret the meaning of the lyrics contained in
this song because this song has lyrics that are negative if the
listener does not examine the real meaning. Which is contained
in the lyrics ‘‘no religion too’’ in line 10 of the song Imagine by
John Lennon. There are different meanings in song writing
and the original meaning contained in the lyrics of the song
Imagine by John Lennon.
Thesis Statement
The differences of meaning in
song lyric

Example 10
Title
Rhyme, Figurative language,
and poem
Rhyme and Figurative Language in Mary Had a Little Lamb

Poem
Literature is an art which is express in written form. Not only

in written form, but literature can also express in spoken material.
Introductory
Paragraph Meanwhile, in making literary works, the writer uses his
imagination to create his own world. According to Wellek and
General
Statements: Warren (1963), literature seems best if we limit it to the art of
Poems, literature, that is, imaginative literature. Literature is also

elements, produced by the imagination of the author. Literature is not just a
lyrics,
document of facts; it is not just the collection of real events
and Thesis thought it may happen in the real life. Literature can create its
Statement
own world as a product of the unlimited imagination. Poetry is a
type of literature that has different elements with other literary
works. Mary Had a Little Lamb by Sarah Joseph Hale is a famous
nursery rhyme written for children. This poem shares poetic
devices such as rhyme and figurative language.
Thesis Statement
Rhyme and Figurative Language
founded on poem

Write one introductory paragraph about one of the topics (applied linguistics,
literature or linguistics). Remember you must include several general statements and
one thesis statement and support with the citation.
D. REFERENCES
Haryati. (2017). The effect of genders and metacognitive and cognitive learning
strategies on students’ listening comprehension. Proceeding of International
Conference on Intercultural Communication through Language, Literature, and
Arts. Jakarta, UNJ: Fakultas Bahasa dan Seni.
Haryati. (2018). Investigating the effect of blended learning on students’ grammar

achievement. Jurnal ilmu Sosial, Pendidikan, dan Humaniora (HUMANIKA)
1(1), 58-64.

CHAPTER XI
BODY PARAGRAPHS
The students are able to produce some body paragraphs in relation to teaching.
Body paragraphs in an essay must be the elaboration of thesis statement stated

in introductory paragraph. Body paragraphs may be two or more paragraphs. They
are the detail elaborations, and writers are able to produce coherent paragraphs by
having connectors; therefore, that are not isolated paragraphs or ideas. See the
following body paragraph structure
_______________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
First body paragraph
_______________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Second body paragraph
and more

1. Comprehending the Examples of Body Paragraphs with several Topics
Example 1
The body paragraphs are taken from Haryati (2017)
Title of the essay

Facebook and Writing
Facebook and English Writing Achievement
In fact, a lot of scholars had researched several studies

about the effects of Facebook on students’ English writing.
Thesis Statement
The 1st Body Paragraph

The 1st effect
“Wang and Chen (2013) stated that Facebook was able

Whole Body to impact on students’ external motivation which were from
paragraphs their environment like their peers. In addition, it gave the effect
explain the on students’ vocabulary and grammar. The result showed
effects of students created less mistakes in grammar, and they could
Facebook on create more vocabulary than they used traditional way. It could
students’ be seen from the length of their ideas. Many students could
writing create more ideas on Facebook because it helps them decrease
some errors in grammatical sentences, capitalization, and
spelling. These lead them to explore the ideas rather and kill their
hesitance to write.

The 2nd Body Paragraph
The 2nd effect
Annamalai (2015) also concluded her study that Facebook

could create a good interaction between teachers and students,
and students and other students. However, this interaction just
increased the structural sentences not in a content of their ideas.
Structural sentences improved by responding other comments.
Teachers commented students’ ideas, and other students
commented other peers. This process helped them correct their
mistakes in grammar, but they did not discuss about the content.
Another study was from Kamnoetsin (2014). Students thought that it
was really helpful in their learning process. They used Facebook for
online communication when they were learning something. Online
communication was done by sharing updating information, and other
friends could ask some related questions in this process. Facebook
also allowed students to share and ask some questions to teacher
and their peers.
The 3rd Body Paragraph
The 3rd effect
Suthiwartnarueput and Wasanasomsithi (…) added similar

finding about the effect of Facebook on students. Writing. They
found that the environment of Facebook could enhance the
writing competence by having good interaction with other
members in the Facebook group. The students shared their
thoughts with teacher, friends, or even others. They discussed
writing difficulties and solution to solve them. Simmons finding

was not talking about the existence of interaction among

Facebook users, but they found that Facebook increased
students’ writing. The improvements were students’ awareness
and sensitivity. Before they apply Facebook as a tool to write,
they did proofread; they checked all structural sentences,
capitalization, spelling, and others. They had to revise their
mistakes for several times by asking teachers and friends. After
having some revisions, they were ready to publish on Facebo0k.
Later, they would also get some comments from other members
in order to have better final product.
The 4thBody Paragraph
The 4theffect
The use of
connector
In addition, In the process, the students created joyful

learning environment, and the process was more fun and easier.
Being fun and easy were existence by commenting other peers’
ideas (Shukor, 2014). She found the similar results with other
scholars who stated that Facebook created joyful and fun
learning writing activities, and it created great interactions among
students. Yunus and Salehi (2012) investigated the use of
Facebook on students’ writing achievement; they found that after
several treatments, most respondents agreed with the use of it.
Facebook motivated and encouraged them to write. They also
felt more confident since their peers were able to read and
comments their ideas. Here, the awareness can be constructed
more and more, and motivation increased significantly. They
were encouraged more to write, and then their ideas on
Facebook are “like” by friends. The last scholar who investigated
the effect of Facebook on students’ writing is Ping (2015). Hid
finding showed that Facebook features facilitated students more
private, flexible, and joyful environment that made the students

gain better writing achievement. Moreover, it increased

motivation as the quiet students demonstrated high interest in
responding questions and argued with other peers on Facebook.
The lack of confidence could decrease as they could break the
unwillingness to write.
Example 2
The title of the essay

(Gender, social network, and writing)
The Interaction between Gender Differences and Social

Network on Enhancing Students’ Writing
“Many scholars had researched the interaction between

genders and social network, and the dominant studies result
that there are positive interactions between genders and
social network like Facebook, blog, YouTube, and others.
Thesis Statement
All body
paragraphs The 1st body paragraph
discuss the
Explain the 1st relationship
interaction or
the relationship
between
gender and
social network Mazman (2011) states that in using Facebook, most
on students’ females use Facebook for maintaining existing relationship,
work
writing academic purposes, and writing their daily story as their
diary. It shows that females prefer expressing their ideas by
writing their private stories like their routine activities, their
feeling, emotion, and current events. Females freely express

their emotion’ therefore, they are able to explore more their ideas
in some paragraphs with good chronological orders. On the other
hand, males use Facebook, for making new relationship and
communication with other users on Facebook. Facebook is used
by them to create more communication, so they are able to
create more ideas in writing discussing about academic and
personal matters with their new friends.
Transition Signal and the second BP
Furthermore, Misra and Dangi (2015) also support

Mazman finding that females use Facebook for maintaining
existing relationship; they tend to be communal; however, males
prefer using it for playing games and having fun. Moreover,
males tend to be independent personality as females have
stronger eagerness to use Facebook in their routine activities
than males. Moreover, females are more extrovert in using social
network; they receive more social support since they are familiar
with Facebook and frequently access it by publishing their
images to express their feeling whereas the males feel difficult to
do that. On contrast, Herrin (2015) explains that females
constrain the personal information to other people who are not
connected to; on the other hand, males tend to publish their
personal matters on public without having hesitant. However, he
found similar result that females use their images more often to
represent their ideas, and the males express their ideas in
patterning the sentences.
The third paragraph
Palmer (2012) also focused on studying about the

interaction between gender and social network. He concluded
that females agreed to apply social network on doing their task
including searching and submitting. Before they wrote, they could

search some information regarding their topic or interest. They

collected much information and tried to gather the ideas.
Afterwards, they submitted through the social network they
choose. The result also showed that females were more
responsible and expected to do more tasks than males. Females’
responsibility could be seen through their activities in writing
process, they submitted their writing task on the schedule.
Transition Signal and the 4th BP
Similarly, both males and females dominated the use of

blog; however, they presented distinctively, (Schler, 2005). The
differences are females tall their personal information and write
their personal writing diary including their daily lives, their story,
and others, but males write more about technology use in their
district, politic, economy, and even current issue. In short, males
write better and give good distribution on blog. They explore
more ideas by explaining qualified topics. As a result, they grow
their ideas significantly.
Mukherjee and Liu (2010) found that blog influenced females to

write more emotionally. In writing their ideas, they mostly use
adjective and adverbs like so, terribly, awfully, and others. On the
contrary, males expressed ideas to solve problems of one issue.
Also, it found that females dominated their ideas by writing diary;
males dominated writing about scientific and academic issues.”
Taken from Haryati (2017)
EXAMPLE 3

Applying Some Techniques in Teaching Reading

Comprehension
Thesis Statement
“Teaching reading comprehension can be taught

through several techniques.
The topic sentence of the first body

paragraph
The first techniques to teach reading skills that used

by the teacher is reading aloud. Teaching reading aloud is a
All body
paragraphs widely using testing exercise. Jacob (1999) stated that by reading
discuss the aloud to the class can help students develop many things. The
techniques of
teaching students can increase their language proficiency (grammar and
reading skill vocabulary) by exposing to interest and comprehensible
language. Some of the teachers are agreeing to teach reading
for beginner students by reading aloud because the student can
be more attracted to texts, they are read by the teachers.
“Reading aloud can be taught if the teacher can be more creative
and they have to be up to date to choose the topic. The teacher
can used read aloud as the way to be creative in teaching reading
and by reading aloud, students listening skill can be improved
and the students can think critically” (Moody, 1997, p. 316).
The topic sentence of the second body

paragraph
The second techniques in teaching reading skills that

used by the teacher is Communicative Language Teaching

(CLT). The goal of Communicative Language Teaching is to

enable student to communicate in the target language. This
technique gives instructors a different understanding of the role
of reading in the language room and the type of the text can be
used in the instruction. According to Brown, (1987, p. 99) CLT
means learning by doing with experienced approach. The
Communicative Language Teaching (CLT) procedure often
requires teachers to acquire less teacher-cantered classroom
management skills. According to Diane Larsen-Freeman (2000),
there are some techniques or materials associated with CLT: -
Authentic materials, -scrambled sentences, -language games, -
picture strip story, and role play.
The topic sentence of the third body

paragraph
The last technique is Communicative Competence. (

Roger, 1986) stated some characteristic of communicative
competence such as dialogue if used centre around
communicative approach that are not normally memorized and
the other reading and writing can start from the first day of
teaching and learning process if desired. The goal of language
communicative language teacher is to get the student process
communicative competence.
EXAMPLE 4

“Based on the above phenomenon, there will be a

question who often uses the taboo words in social
interaction: females or males.
Thesis Statement
use of transition signal
Initially, Lakoff & Robin (2004) explained that women’s

Citing language is correct, cooperative, powerless, lady talk, and
not supposed to talk rough like men do. Women tend to sound
something indirectly like requesting, asking, and others; they also
avoid strong swear words like fuck, damn, shit. Women also
speak properly, use euphemism more often to have comfortable
conversation and not harm someone. Another point is women
Whole Body have lack of a sense of humour. They prefer using their emotion
paragraphs and feeling to express something in their daily conversation.
explain the
However, men know how to swear when they face uncomfortable
phenomenon
of taboo situation and how to tell something by telling dull jokes with their
words in mates and others to release their emotion and break the ice in
female and communication. In addition, sometimes, women need to adopt
male
masculine words to ensure their position in societies. Hence, to
be welcomed in conversation, they act and speak like men do,
but societies will claim that women as aggressive personalities
and are not feminine anymore since they utter rough words to
harass others.
The use of connector

to state the second
main idea
In addition, Coates (2004) adds his explanation about

gender and taboo language. He reveals that the biological

features of female and male are different, and they have

differences how to talk something. The differences are
affected by social surrounding. Women are more polite than men,
indirect speakers, cooperative in social interaction. For instance,
to ask something, women tend to use indirect speech acts and
give the compliment for others. Male are more impolite, direct
speakers, and competitive. They speak to the point and not walk
around the bush. Men will show their power by strengthen their
voice, and female refers to solidarity and support others.”
Taken from HAryat (…)
EXAMPLE 5
Here are several kinds of code mixing used by

Whole Body students on WhatsApp.
paragraphs THESIS STATEMENT
explain the
kinds of
code mixing
Explain the first kind of code mixing
used by the
students on
WhatsApp
Idris and Shabri found that (2017, p.620) “the students
mostly code mix using their L1 (Malay) and English in the
social interaction through social media, WhatsApp.
Insertion of words was the mostly used style of code-mixing
by the respondents.” Based on their interaction on WhatsApp,
they did insertion more often. They inserted one or two words in
their sentence, for example, Urike akan masuk University di
tahun ini, Maybe, tapi saya belum berani memastikannya,and
Ade yang bisa explain kenape bisa seperti ini?. This finding is
affected by the second language they have, Malay. It is believed
that Malaysian use Malay as their first language and English as
the second language. The students have obtained their mother
tongue, they have got the exposure of using English as second

language. Therefore, it leads them to mix more often their Malay

with English in their spoken interaction or their chat on
WhatsApp.
The use of connector to state the second

main idea and the Second BP
Furthermore, Safitri, Harida, and Hamka (2017) also

investigated the similar interest. They found that code mixing is
mostly used in some of status and comments on WhatsApp. The
detailed finding is described below:
1.Insertion: One of students use English verb “I

Block
Think” on the status while her original code is
quoting
Indonesian, 2. Alternation: “Setelah test hasilnya
buruk, masih butuh recovering and re-healing my
comprehension…” test is insertion of verb,
recovering and re-healing my comprehension is as
alternation, 3. Congruent lexicalization: “Meet up
costumer” and “Thanks for order” are alternation,
“perfume” and “deodorant” are as congruent
lexicalization.
The above finding proves that researchers found other

kinds of code mixing used by the students on WhatsApp. Many
students used code mixing by inserting, alternation, and
congruent lexicalization.”
Taken from Haryati (
EXAMPLE 6
Although it is not as popular as taboo words, it presents

beneficial roles in social interaction among societies.
Scientific Writing 123 Thesis Statement

The 1st body paragraph

Explains the first role
Euphemism can be able to replace taboo words to avoid

fearful, misunderstanding, unpleasant, and it is more
acceptable in social interaction (Habibi & Khairuna, 2018).
The interlocutors need to know the knowledge of euphemism to
Whole Body
paragraphs represent a flight to comfort, and it can be an alternative way to
explain the reduce tension when communicating even though they discuss
roles of
taboo topics. Students adoring the taboo words can apply
euphemism in
situational euphemism as a substitution. However, they should seek much
communication information about it through media in order to comprehend how
to use it in social communication. Euphemism can soften the
rude words, smooth out the rough, change what is negative
sounds positive. It also creates different nuances and eliminates
fizziness in conversation although students talk about death,
abortion, or sex. The communicators will welcome euphemism
words since it does not sound negative for them. For instance,
when the students say about the children who were born from
illegal relationship, they will say “illegitimate children” instead of
“children of sin”. Moreover, they will say people are on the street
instead of homeless. In fact, students have lack of euphemism
words, therefore, they seldom utter the words in their social
communication. They do not know how to substitute the taboo
words with the comfort words. Students prefer uttering
pornography, go to the bathroom, garbage man, have sex,
abortion, and many other words. Those words are usually uttered
by students due to lack of comfort words or euphemism. Those
words are really familiar among students. If they comprehend the
knowledge of euphemism, they will try to apply them in daily
conversation with their peers, parents, or teachers. Also, they will

reduce the use of taboo words in academic institutions. In this

case, the roles of educators are necessary to introduce them a
lot of comfort words; hence, students are able to change those
taboo words to be adult entertainment, use the restroom,
sanitation engineer, sleep together, and pregnancy termination.
The 2nd body paragraph

Explains the second role
Burridge (2014) shares similar opinion; he declares

that the use of euphemism indicates the speakers respect
others. It helps students know speakers’ attitude and help them
to enhance the variety of English language. The students can use
euphemism in social interaction since they have mastered the
varieties of vocabulary from their parents, environment, and
teachers at school. They are also able to know which taboo
words are and which euphemistic words. Therefore, the students
should see the situational conversation, and they know when
they must use euphemism. Here, mostly females who use
euphemism since they are more sensitive than males and they
know how to use politeness in communication. The use of
politeness leads to respecting each other.
EXAMPLE 7
There are several word formations found on the article, such

as compounding and blending.
Thesis Statement

The topic sentence of the

1st paragraph
Compounding is the first word formation found in the

article. It is the combination of two separate words to produce a
single form. Bauer (2003) defines a compound as “the formation
of a new lexeme by adjoining two or more lexemes.” Common
English compounds are bookcase, doorknob, fingerprint,
sunburn, textbook, wallpaper, wastebasket, and waterbed. For
example, bookcase is a compound made of two words ‘book’ and
The first body ‘case,’ but it does not refer to two things, but it refers to one object
paragraph
only. From the article the word “backlash” appears in the
sentence “‘The Office’ and ‘30 Rock on NBC’, ‘Family Guy’ on
Fox and, of course, ‘Curb Your Enthusiasm’ on HBO are leading
a backlash against lingering inhibitions.” The word “backlash” is
a process of compounding two words Back + Lash which forms
into a single word. Another of compounding word in this article is
“breakfast.” This word appears in the phrase “Larry’s
houseguests, the Blacks, eat big, bacon-and-biscuit cholesterol-
binge breakfasts;” The word “breakfast” is a compound that made
from two words Break + Fast.

2nd paragraph
The other type of word formation is blending. Blending

The second
body is a combination of two separate forms to produce a single new
paragraph term. According to Yule (2006), blending is typically
accomplished by taking only the beginning of one word and
joining it to the end of the other word. An example is a smog,

which comes from smoke and fog, or brunch which comes from
breakfast and lunch. Another formation of blending is combining
the beginnings of two words. For example, a cyborg is a blend of
cybernetic and organism. Besides compounding, in this article
contain blending word. It can be seen in the title, the title use
“sitcom” words. The word “sitcom” is a blending process from the
words “situation” and “comedy” which formed into a new word.
EXAMPLE 8
In that poetry, there are many written figurative

language such as simile, metaphor and personification.
Thesis Statement

1st body paragraph
Simile is one of figurative language that makes

The First
comparison between two different things (Arvius, 2003). It
Body
sometimes uses the word as, than, like, seem, so, appear and
Paragraph
more than. In this poetry, Maya wrote “just like moons and like
suns”. This phrase means she compared her courage and
persistent determination with the cycle or pattern of the moon and
the sun.

2nd body paragraph

Maya also uses metaphor in this poetry. Metaphor is
The Second kind of figurative language that makes comparison between two
Body things that are different to identify one with another (Arvius,
Paragraph 2003). Metaphor is almost same with the simile; they both used
to make comparison, but actually it’s different. Similes use the
words like or as to compare thing while metaphors directly state
a comparison. For example, Maya wrote “I’m a black ocean,
leaping and wide, welling and swelling I bear in the tide” it reveals
that she is a tide, washing over all her pain and sorrows. She is
letting the ocean water became her, and she uses her waves to
destroy her fears.

3rd body paragraph
The last type of figurative language in this poetry is

The third Body personification. Personification consists of giving human
Paragraph characteristics to an object. Personification is a figure of speech
that describes something that is not human as though it could
feel, think, act, live, or die in the same way as people (Arvius
2003). One of the examples of the use of personification is when
Maya wrote “you may kill me with your hatefulness”. it reveals
that the bullying or hatred might kill her spirit, but she will still rise
above the pain.
EXAMPLE 9
This essay focuses on racial inequality, which is

reflected through one of the characters, Boy Willie Charles.
Thesis Statement


1st body paragraph
Boy Charles has spent his life in Mississippi as a

The First
sharecropper on someone else’s farm. This condition leads
Body
him to have a big desire to own a farm of his own. As African
Paragraph
American, poverty is the real issue which he has to face. “Racial
inequalities have manifested in American society in ways ranging
from racial disparities in wealth, poverty rates, housing patterns,
educational opportunities, unemployment rates, and
incarceration rates” (Shapiro, Thomas M, 2004). It is depicted in
this following quotation: “BOY WILLIE: […] I get Sutter’s land and
I can go down and cash in the crop and get my seed. As long as
I got the land and the seed then I’m alright. I can always get me
a little something else.” The quotation exposes how Boy Willie is
determined to change his destinies of being poor black people in
America. He is unsatisfied and feels that it is unfair for him.

2nd body paragraph
Wilson shows how racial inequality is inherited from

The Second
generation to generation. The history of Charles family shows
Body
that they were a slave to white man. “Africans were first brought
Paragraph
to the United States as slaves. While free African Americans
owned around $50 million by 1860, farm tenancy and
sharecropping replaced slavery after the American Civil War
because newly freed African American farmers did not own land
or supplies and had to depend on the White Americans” (Conley
Dalton, 2010). It is depicted in this following quotation: “BOY
WILLIE: […] He spent his whole life farming on somebody else’s
land. I ain’t gonna do that. See, he couldn’t do no better. When
he comes along, he ain’t had nothing he could build on.” It implies

that the ancestor has nothing to give to their children. It effected

to the children who still stuck in the bottom of life. However, Boy
Willie breaks all those ideas by determine to sell the historic
piano so he can afford his former master’s land. As the black
people they only have fewer chances to gain wealth. According
to Bowman (2011), the most significant aspect of
multigenerational wealth distribution comes in the forms of gifts
and inheritances."
EXAMPLE 11
In this essay, the writer focuses on analysing how PTSD

affects the two characters in daily life who are Becca and Howie
that experience the death of their only son, Danny.
Thesis Statement

1st body paragraph
Becca is the saddest character in this drama because

The First
she is Danny’s mother who feels sorry for not carefully
Body
taking care of her son hit by a car in the street. Yehuda’s
Paragraph
(2002, as cited in Anastasova, 2014, p.9) study states that “There
should be certain symptoms present which are divided in three
major groups: Hyper Arousal Symptoms (difficulty falling asleep,
concentrating or feeling angry), Avoidance Symptoms (avoiding
people / place that remind the traumatic event, lost interest in
different activities, no desire to talk about the event), and Re-
Experiencing Symptoms (nightmares, flashbacks, intrusive
recollection).” In this case, she always avoids the things that
remind her about Danny by keeping them in storage like Danny’s
toys in order to forget and move on from the death of her son, it

can be seen in this quotation, “BECCA : I can’t move without- I

mean, Jesus, look at this (grabs a toy from the shelf) Everywhere.
Do you even know? (grabs a kid’s book from a stack of
magazines) Here: “Runaway Bunny” for god sake. The puzzles.
The smudgy fingerprints on the door-jambs.” It also shows how
helpless she is to see everything that reminds her about Danny.
She also seems like she can still see Danny’s reflection in their
house because of his stuffs. Therefore, she avoids the stuffs by
keeping them in places because it is more painful to remember it
again. Moreover, she does not believe in God anymore, so it
indicates that PTSD affects her lives terribly. Because of her
hardship, she thinks that God is sadistic to give such hardship in
her life, it can be seen in this quotation, “NAT: Well you should.
What if you’re wrong? What if there is a God? BECCA: Then I
would say he’s a sadistic prick.” It shows that Becca loses herself
in defining what God means in her life, and it seems that she is
terribly affected by PTSD. It really distracts her mental health and
religion that she used to believe. Her mother, Nat, is afraid that
the hardship in Becca’s life becomes the main reason that leads
Becca to the wrong way.

2nd body paragraph
The Second
Body Furthermore, Howie who is Becca’s husband is also the
Paragraph character that indicates to have PTSD in himself, but it does
not seem as strong as Becca. As his father, he also feels the
guilt and sadness after the death of his only son. According to
Smith et al. (2019), people with PTSD tend to have negative mind
that makes them feel isolated, alone, difficulty remembering and
focusing, depressed, guilt, self-blame, etc. In this case, he often
feels guilty for not being careful to take care of his son that is hit
by a car, it can be seen in this quotation, “HOWIE : Well if I hadn’t
bought the dog- BECCA : And if I hadn’t run inside to get the

phone, or if I had latched the gate.” It shows how guilty they feel
for not looking after their son carefully, and the traumatic event
happened. It also indicates that the feeling keeps haunting their
mind even though the traumatic event has happened a long ago.
Although it is hard for them to accept it by seeing them blaming
themselves, they try to move on from the event helplessly.
1. Read the following essays and analyse some points: thesis statement, the
main points of each body paragraph, and the transition signal.
Essay 1
Genders and Listening Comprehension
Haryati (2017) describes
“From all English skills, listening is the first language skill

which someone acquires in his/her life. In addition, it contributes
to all courses in learning English; it has important role to make
an understandable communication between speaker and
receiver. Apparently, females and males have their own in
mastering English skills including listening skill. In their listening
activity, most females tend to listen the simple topics while males
prefer listening to technology. Also, Ehrman and Oxford, 1989,
Wharton, 2000 had investigated the relationship between gender
and other variables like learning styles and learning strategies.
Furthermore, language learners show their diverse ways in
learning foreign language because of the following affecting
factors: aptitudes, affective variable, learning style, and learning
strategies. These factors impact on how learners start their
learning process, they do their tasks, how they solve their
problems, and other activities. Generally, many arguments come
about gender, and learners have their own characteristics in
learning English as foreign language. These reasons lead
researchers to investigate the relationship of genders on
learners’ listening comprehension.

Most women process messages on both sides of the brain

whereas men tend to process the messages on their left side of
the brain. Moreover, in listening process, men are able to focus
on one speaker and ignore other nuisances (Jansen, 2015). This
idea is also supported by the research of Philips (2000), when
listening, men’s left brains were activated. It means they just
listen by using one side of brain; it is totally different with the
women’s way. The research of Indiana University School of
Medicine found that females and males showed different way to
listen which females appear to use both sides of the brain while
males appear to use half of their brain when listening (Lurito,
2000). Although they have different way in listening process; it
does not mean that the result will be different. The result of the
previous researches is females are able to activate two sides of
brain; hence, they can absorb the information they hear properly
and completely. On the side, males only activate their left side of
brain; thus, they need extra effort to absorb the information they
hear.
Another researcher claimed that gender will apply the

distinctive learning strategies in listening process (Sobhani,
2015). Genders are able to influence and give the impact on
students’ academic achievement since each learner has his/her
own characteristics to learn. The distinctive ways will contribute
the diverse result of academic achievement including the
listening comprehension. For instance, for kinesthetic learners,
they like moving when learning, hence, it is difficult for them to
learn listening. However, for auditory learners, they are good at
listening without noting something, so it is so simple for them to
gain much information while listening the ideas. The last, for the
visual learners, they need to see something visually; hence, while
listening, they need to note the ideas on paper in order to recall
their memory. It is obvious that each learning style will affect on
their listening process, and of course it gives the significant effect
on their result for listening comprehension.

Amin (2003) stated that gender has a good influence on

listening comprehension; females used more often the
metacognitive strategies to assist them in listening process.
Here, females could do some pre-activities before they start
listening. For instance, they read the questions stated on the
questions and highlight the main idea on the questions. While
listening, they also note some crucial main points in a piece of
paper in order to assist them to answer the questions. Another
activity is they circle the main idea in the questions and options.
Those activities help them to find the proper answers. On the
other hand, males seldom do those activities; they just focus on
listening and note nothing. Therefore, it instantly gives different
results on their listening comprehension.
It can be assumed that not only listening strategies that had

good effect but also the students’ genders would have important
effect on their listening comprehension. Many scholars stated
that females and males are totally different, and they also have
their own way to learn something. When listening, females are
able to use both sides of brain meanwhile males are able to use
a left side of brain. Apparently, researchers claim the distinctive
genders do not distinguish the result of their listening
performance, and others claim it presents the various effects on
the students’ listening comprehension.”
Essay 2
Gender and Reading Comprehension
Rosnaningsih (2014) investigates that
“Language learners as well as language readers present

various forms of variability. Ellis (1992) in her view believes that

one of the variabilities of the learners comes from the situational

variability: sex, age, ethnicity, and interpersonal role
relationships. The researcher relies with the assumption that the
individual differences of reader’s sex and the use strategy will
become successful factors in performing reading comprehension
task in foreign language setting. The next following section will
provide more specific explanation about the male and female
differences in reading comprehension.
The difference relies between male and female in their

language performance including reading and other skills are the
results from the differential life experience and socialization that
happens across cultures. Li (2010) illustrates that males tend to
use their prior knowledge, checking how text context fit purpose,
critically analysing information, guessing the core of the material,
using references and visualizing information. For example, in
Chinese society, male is more dominated and hold several key
positions. From their early boyhood, male supposed to be
assertive and play the leadership role in deciding important
things in community. As consequences, they were labeled as fact
checkers, and more analytical than girls who possess blind
acceptance. So, it is not surprised that males are more critical in
validating the information provided to them. Female, on the
opposite, are expected to agree the situation given to them, so
they analyse less.
Besides the different life experienced and socialization,

another factor which differentiate male and female on their
reading, as Logan and Johnston (2009) mentioned, are mainly
because of their different attitudes toward school, competency
beliefs, and perceived academic support. First, since reading is
the key success of all subjects at school, so each student will try
to master it and enjoy it as part of learning habit. It is commonly
recognized that female students have more positive attitude to
school environment whereas male students feel that school
environment put too many restrictions as disadvantages for
them.

Next difference is the competency belief between the male

and female themselves. Logan and Johnston61 define the
competency beliefs as the estimation on how well a student
manages his or her given activity. Burnet as cited in Logan and
Johnston mentioned that boys are more confident about their
mathematics ability while girls are more confident about their
reading abilities. Thus, the competency beliefs are mainly about
the way students whether male or female perceive their capability
in experiencing success or failure on their academic achievement
especially in reading.”
The last is the perception of the academic support. Daniels

as cited in Logan and Johnston62 argues that female students
are more likely to work together with their female peers as in
contrast, male students prefer to work independently and
compete with their peers aggressively. The helps from peers and
teacher at school, however, may have beneficial assistance for
raising student’s self-acceptance which leads to the positive
achievement in school. In addition, Share et al. (as cited in Logan
& Johnston, 2009) believed that a child peer’s abilities can add
for the considerable variance of the child’s reading achievement
later, over and above their own reading abilities.
To conclude, in order to achieve better comprehension,

male and female share several different styles and strategies
toward the text. Females have more life experiences, both female
and male have difference perception on the text, and the share
different competence in reading. The combination between
gender factors and the use of strategies are likely to affect their
classroom reading comprehension achievement. Besides, it
effects on their attitude while reading text.
2. Make one thesis statemen and several body paragraphs discussing applied
linguistics, linguistics or literature. Remember, you must consider all
writing requirements: punctuation, capitalization, grammatical sentences,
content, coherence, unity, transition signal and others.

D. REFERENCES
Haryati. (2017). The effectiveness of social networking and gender on enhancing the
English writing achievement. Proceeding of International Conference on ELT in
Asia in the Digital era: Global Citizenship and Identity. Yogyakarta: UNY
publisher.
Rosnaningsih, A. (2014). The Effectiveness of learning strategies and gender on

students’ reading comprehension. Jakarta: UHAMKA

CHAPTER XII
CONCLUDING PARAGRAPH
By the end of this session, the students are able to produce one concluding
paragraph of an essay.
Concluding paragraph is one of the crucial components in an essay. It is placed

in the last paragraph of an essay; it includes the summary of ideas or main points
discussed in an essay. Generally, to produce a concluding paragraph, writers can
sum up the main points states in some body paragraphs or restate the thesis
statement. Writers can choose one strategy; however, they are not able to restate
many similar words, but they have to restate the ideas with other words and deliver
similar ideas. Moreover, writers should add the phrase as the characteristic of
conclusion: in brief, in conclusion, to sum up, to conclude, it is clear that, it can be
concluded that, in short and others
1. Comprehending the Examples of Introductory Paragraph (Linguistics)
Example 1
The phrase used as the mark of

concluding paragraph
Concluding
It is clear that Maya Angelou used some of figurative
Paragraph
language on her poetry. The three examples above have the
deep meaning without saying directly her intention. Therefore,
the readers of her poetry can gain what she wants to deliver. She
created several figurative languages in simile, personification,
and metaphor in order to show her characteristics. It also creates
her own style of writing and makes the beauty of the poetry.

Example 2

To summarize this play, Piano Lesson tries to state that

Concluding black people face racial inequality in their everyday life. The Afro-
Paragraph American as the minority of the society have to struggle against
the limited opportunities in every field. The individual prejudice
about black people leads the society to create racism. This racism
creates discrimination and segregation to black people who
treated unfairly.
Example 3

It can be concluded that the playwright tries to state how
Concluding people with post-traumatic stress disorder (PTSD) suffer to move
Paragraph on and are affected by it. Those two characters feel the effects like
sadness, anger, stress, guilt after the tragic event happens in their
lives. The tragic event really distracts their lives, mental health,
moods. After that, they try to avoid the things that remind them
about the tragic event, but it does not work though. However, they
try to move on helplessly and try to accept the truth because they
cannot turn everything back in their lives. In this drama, the
playwright also shows how PTSD is obtained from their deep grief
that seems impossible to be forgotten by them.

Example 4

To conclude, in this short story, the theme is not really

difficult to define. It seems that the writer tries to explain clearly.
Concluding As Halliday (1994:37) points out that theme is seen as a universal
Paragraph element in every language there is a means for identifying what
the clause is about”. This story starts to talk about the illness of the
narrator and the treatment of the illness from her husband and in
the middle till the end it talks about the gender roles of the 19th
century. This gender role makes the narrators feel so suffer till
cannot control herself. The diary becomes a symbol of rebellion in
gender roles.
Example 5

To sum up, the novel consists of many public issues that

provide circumstances which happen on that time. Marji grew up
Concluding
in the Iranian society which affected her positively and negatively.
Paragraph
The issues of religion and social separation made her mind
growing fast from the common children in her age. She was
thought about the government flows instead of shielded from
them, she was raised to stand for ger own personal beliefs, and
she experienced death, happiness and pain of the reality.

Example 6
and female refers to solidarity and support others.
Concluding Paragraph and

the use of transition signal
The writer
can
choose to In conclusion, female and male show their differences in
sum up or
restate the language and characteristics. They will apply their own
thesis characteristics in social situation. Women prefer speaking
statement properly, politely, and indirectly to express their meaning to
to make
others. Moreover, they will choose euphemism to substitute
conclusion
taboo language in order not to harass and hurt others. On the
other hand, males have distinctive characteristics in
conversation. They refer speaking directly, impolitely, and bluntly
to express their meaning and emotion. They sometimes hurt
other in order to relive their depression. All the distinction is
caused by students’ social surrounding.
Example 7
alternation, and congruent lexicalization.

the use of phrase
The writer
can choose
to sum up or
restate the Based on the finding above, it can be revealed that
thesis
people do code-mixing on their daily conversation through social
statement to
make media, such as WhatsApp. It was found that the students applied
conclusion some types of code mixing in sharing their status or comment
through WhatsApp: insertion, alternation, and lexicalization.
Moreover, the students had their own factors why they applied
code mixing on WhatsApp.

Example 8

In brief, having known euphemism in social context is very

The writer
can choose beneficial for students since the usage euphemism can create
to sum up or comfortable conversation in social situation, not harm others, and
restate the
protect a group of people from misunderstanding. Knowing the
thesis
statement to euphemism vocabulary is necessary for the students in order to
make enrich their vocabulary diversity. Also, they are able to use those
conclusion
words in proper social situation, not harm other interlocutors, and
show off their respect and good attitudes as educated students.
Example 9
situation” and “comedy” which formed into a new word.
Concluding Paragraph
The transition signal of

In brief, compounding and blending words are used to

The
make simple the writer to write or make easier for the reader to
Concluding
paragraph read. In the article of The New York Times, there are some
compounding and blending words. Based on the analysis about
compounding and blending words in The New York Times article,
it can be found some examples of compounding word (backlash
and breakfast) and blending word (sitcom).

Example 10

In short, most scholars who had similar interest in

The writer investigating the effectiveness about Facebook and English
can writing found that Facebook could enhance the students’ writing
choose to
achievement including their motivation, interaction, grammar,
sum up or
restate the and joyful environment. The students also feel joyful and are able
thesis to interact more with others. By having the process, Facebook
statement can be used not only for social interaction but also for writing
to make
activities. It is obvious that Facebook is able to share beneficial
conclusion
things to the students’ writing performance. It is suggested for
teachers to apply this tool to enhance the students’ writing skill.
Example 11
Transition signal
for conclusion
To conclude, most scholars agree that there is a great

Concluding
Paragraph relationship and interaction between gender and social network
including Facebook and blog. The result shows distinctively;
The writer can
choose one some results show that females have better interaction with
way to social network; they are able to create more ideas related to their
conclude:
sum up or feeling and emotion, and they are more responsible to do more
restate the tasks. Meanwhile, males are better to write some topics: politics,
thesis
economy, technology and others. As a result, both can present
statement
positive improvement on their English writing.

Example 13
Transition signal
for conclusion
Concluding
Paragraph
The writer can
choose one In conclusion, by the teaching reading aloud the teacher
way to
conclude: has to be mastered with the three technique teaching skills in
sum up or reading. The teacher will have an interaction with the students,
restate the so the students will give their feedback by the exercise that the
thesis
statement teacher gives. In teaching learning process, the interaction
between teacher and students mostly uses English to
communicate.
Read some online journal (free interest). You have to make one concluding
paragraph from the online journal you read. Remember to note the topic.
D. REFERENCES
Haryati. (2019). The study of taboo and euphemism on the Ennglish department
students in universitas Pamulang. Jurnal ilmu Sosial, Pendidikan, dan
Humaniora (HUMANIKA) 3(1). Jakarta: Pena Persada.
Rosnaningsih, A. (2014). The effectiveness of learning strategies and gender on the

students’ reading comprehension (Master’s thesis). UHAMKA.

CHAPTER XIII
MODELS OF ESSAY
The students are able to produce one essay with the topic from the field of
linguistics, applied linguistics or literature.
1. Comprehending the Examples of essay
Example 1
Title
Gender and Taboo words
Who Utters Taboo Words: Females or Males?
Language is a communication tool to convince the

speakers’ meaning. However. People misuse the function of
Introductory language; sometimes they curse others by uttering rough
Paragraph language. They use those words due to social utility. If the words
GS are used to punish and make someone embarrassed, those
 What language is words should be eliminated; meanwhile, if the words are used for
 The bad habit of
people using relaxation, solidarity or humour, the words can be quite a
curse language sensible option (Timothy, 1999). Actually, people have their own
 Taboo words
 Gender and excuses why they utter taboo language; to hurt others, express
taboo words
themselves, sexual harassment, and relieve themselves of
depression. Timothy also recorded the kinds of taboo language
used by females and males. Females uttered bustard and bitch,
and male uttered gay, slut, and cunt. It is clear that female and

genders have many differences in physics, languages, and

attitudes. In this era, females and males have the same
responsibilities and activities. Sometimes, women tend to be men
in languages; they imitate how the men speak in social context.
“Women adopt the typical male pattern of forbidden language
use for their own purposes” (Spears, 1992, p.56). It happens due
to women’s liberation movement and their increasing
independent social status. Due to these factors, female and male
have tendency to apply taboo words in their social interaction.
Based on the above phenomenon, there will be a question
who often uses the taboo words in social interaction:
females or males.
Thesis Statement
use of transition signal The 1st Body Paragraph
Initially, Lakoff & Robin (2004) explained that women’s

Citing language is correct, cooperative, powerless, lady talk, and
not supposed to talk rough like men do. Women tend to sound
something indirectly like requesting, asking, and others; they also
avoid strong swear words like fuck, damn, shit. Women also
speak properly, use euphemism more often to have comfortable
conversation and not harm someone. Another point is women
Whole Body
paragraphs have lack of a sense of humour. They prefer using their emotion
explain the and feeling to express something in their daily conversation.
phenomenon However, men know how to swear when they face uncomfortable
of taboo
words in situation and how to tell something by telling dull jokes with their
female and mates and others to release their emotion and break the ice in
male communication. In addition, sometimes, women need to adopt
masculine words to ensure their position in societies. Hence, to
be welcomed in conversation, they act and speak like men do,

but societies will claim that women as aggressive personalities

and are not feminine anymore since they utter rough words to
harass others.
The use of connector

to state the second
main idea
In addition, Coates (2004) adds his explanation about

gender and taboo language. He reveals that the biological
features of female and male are different, and they have
differences how to talk something. The differences are
affected by social surrounding. Women are more polite than men,
indirect speakers, cooperative in social interaction. For instance,
to ask something, women tend to use indirect speech acts and
give the compliment for others. Male are more impolite, direct
speakers, and competitive. They speak to the point and not walk
around the bush. Men will show their power by strengthen their
voice, and female refers to solidarity and support others.

The writer the use of transition signal
can
choose to
sum up or
restate the In conclusion, female and male show their differences in
thesis
statement language and characteristics. They will apply their own
to make characteristics in social situation. Women prefer speaking
conclusion properly, politely, and indirectly to express their meaning to
others. Moreover, they will choose euphemism to substitute
taboo language in order not to harass and hurt others. On the
other hand, males have distinctive characteristics in
conversation. They refer speaking directly, impolitely, and bluntly
to express their meaning and emotion. They sometimes hurt

other in order to relive their depression. All the distinction is

caused by students’ social surrounding.
Example 2
Title
Code Mixing and WhatsApp
Code Mixing Used by College Students on WhatsApp
“Sociolinguistics emphasizes on the social groups and the

linguistic system in societies and relates to other variables in
Introductory
Paragraph specific cultures like age, profession, social status, gender,
GS economy, education, and other variables. In digital era,

multilingual societies probably produce interaction with the use
 What language is
 The bad habit of of their native language and blend it with other languages that
people using
curse language they have obtained. The interaction among distinctive cultures in
 Taboo words societies leads to the existence of pidgin, creole, bilingualism,
 Gender and
taboo words multilingualism, code mixing, code switching, and interference.
Inserting a piece of word in sentence is also encouraged by the
technological development; it can be primary cause of people
use code mixing more often on digital media. Furthermore,
Safitri, Harida, and Hamka (2017) stated that “code-mixing is
about the combination of a word or phrase in using one language
with another language”. Here, speakers are able to blend more
than language within one sentence. In this millennial era, many
people often interact on WhatsApp as a digital tool which assists
users to interact with other users in the cybernetic world and
unconsciously apply code mixing on it. Here are several kinds
of code mixing used by students on WhatsApp.
Thesis Statement

Explain the first kind of code mixing

Idris and Shabri found that (2017, p.620) “the students

mostly code mix using their L1 (Malay) and English in the
social interaction through social media, WhatsApp.
Whole Body
Insertion of words was the mostly used style of code-mixing
paragraphs
by the respondents.” Based on their interaction on WhatsApp,
explain the
they did insertion more often. They inserted one or two words in
kinds of
their sentence, for example, Urike akan masuk University di
code mixing
tahun ini, Maybe, tapi saya belum berani memastikannya,and
used by the
Ade yang bisa explain kenape bisa seperti ini?. This finding is
students on
affected by the second language they have, Malay. It is believed
WhatsApp
that Malaysian use Malay as their first language and English as
the second language. The students have obtained their mother
tongue, they have got the exposure of using English as second
language. Therefore, it leads them to mix more often their Malay
with English in their spoken interaction or their chat on
WhatsApp.
The use of connector to state the

second main idea
Furthermore, Safitri, Harida, and Hamka (2017) also

investigated the similar interest. They found that code mixing is
mostly used in some of status and comments on WhatsApp. The
detailed finding is described below:
1.Insertion: One of students use English verb “I

Block Think” on the status while her original code is
quoting Indonesian, 2. Alternation: “Setelah test hasilnya
buruk, masih butuh recovering and re-healing my
comprehension…” test is insertion of verb, recovering
and re-healing my comprehension is as alternation, 3.
Congruent lexicalization: “Meet up costumer” and
“Thanks for order” are alternation, “perfume” and
“deodorant” are as congruent lexicalization.

The above finding proves that researchers found other

kinds of code mixing used by the students on
WhatsApp. Many students used code mixing by
inserting, alternation, and congruent lexicalization.

the use of phrase
Based on the finding above, it can be revealed that

The writer
can choose people do code-mixing on their daily conversation through social
to sum up or media, such as WhatsApp. It was found that the students applied
restate the
some types of code mixing in sharing their status or comment
thesis
statement to through WhatsApp: insertion, alternation, and lexicalization.
make Moreover, the students had their own factors why they applied
conclusion
code mixing on WhatsApp.”
Taken from Haryati & Prayuana (2020)
Example 3
Introductory
paragraph Title
GS Euphemism and Social
The role of interaction
language
The politeness
in
communication
TS The Roles of Euphemism in Social Interaction
Beneficial roles
of euphemism Language is human nature; it means language belong to
in social human characteristics. Only human beings who are able to
communication
produce the diversity of sounds, store the diversity of words in

their mind carefully, and distinguish the words excellently. In

people’s daily activity, they have used metaphor to cover taboo
words with the polite words. The words can be seen on printed
and electric media. The kind of these words is called Euphemism.
Euphemism is not well known as taboo words in societies. It is a
word or phrase that can substitute taboo words to avoid
unpleasant subjects. Although it is not as popular as taboo
words, it presents beneficial roles in social interaction
among societies.
Thesis Statement
The 1st body paragraph

Explains the first role
Euphemism can be able to replace taboo words to

avoid fearful, misunderstanding, unpleasant, and it is more
Whole Body
paragraphs acceptable in social interaction (Habibi & Khairuna, 2018).
explain the The interlocutors need to know the knowledge of euphemism to
roles of
euphemism represent a flight to comfort, and it can be an alternative way to
in situational reduce tension when communicating even though they discuss
communicati
taboo topics. Students adoring the taboo words can apply
on
euphemism as a substitution. However, they should seek much
information about it through media in order to comprehend how
to use it in social communication. Euphemism can soften the
rude words, smooth out the rough, change what is negative
sounds positive. It also creates different nuances and eliminates
fizziness in conversation although students talk about death,
abortion, or sex. The communicators will welcome euphemism

words since it does not sound negative for them. For instance,
when the students say about the children who were born from
illegal relationship, they will say “illegitimate children” instead of
“children of sin”. Moreover, they will say people are on the street
instead of homeless. In fact, students have lack of euphemism
words, therefore, they seldom utter the words in their social
communication. They do not know how to substitute the taboo
words with the comfort words. Students prefer uttering
pornography, go to the bathroom, garbage man, have sex,
abortion, and many other words. Those words are usually uttered
by students due to lack of comfort words or euphemism. Those
words are really familiar among students. If they comprehend the
knowledge of euphemism, they will try to apply them in daily
conversation with their peers, parents, or teachers. Also, they will
reduce the use of taboo words in academic institutions. In this
case, the roles of educators are necessary to introduce them a
lot of comfort words; hence, students are able to change those
taboo words to be adult entertainment, use the restroom,
sanitation engineer, sleep together, and pregnancy termination.
The 2nd body paragraph

Explains the second role
Burridge (2014) shares similar opinion; he declares

that the use of euphemism indicates the speakers respect
others. It helps students know speakers’ attitude and help them
to enhance the variety of English language. The students can use
euphemism in social interaction since they have mastered the
varieties of vocabulary from their parents, environment, and
teachers at school. They are also able to know which taboo
words are and which euphemistic words. Therefore, the students
should see the situational conversation, and they know when
they must use euphemism. Here, mostly females who use
euphemism since they are more sensitive than males and they

know how to use politeness in communication. The use of

politeness leads to respecting each other.

In brief, having known euphemism in social context is very

The writer
can choose beneficial for students since the usage euphemism can create
to sum up or comfortable conversation in social situation, not harm others, and
restate the
protect a group of people from misunderstanding. Knowing the
thesis
statement to euphemism vocabulary is necessary for the students in order to
make enrich their vocabulary diversity. Also, they are able to use those
conclusion
words in proper social situation, not harm other interlocutors, and
show off their respect and good attitudes as educated students.
Example 4
Title
Compounding, blending, and sitcom
Compounding and Blending on The New York Times Online

Article “Pushing Their Luck, Sitcoms are Playing with Race
Cards”
Linguistic is the scientific study of language. Richard and

Introductory Schmidt (2002) state that “linguistics as a study of a language as
Paragraph
a system of human communication. In linguistics, morphology is
Several
the study of words, how they are formed, and their relationship to
General
Statement and other words in the same language. Nida (1957, p.1) believes that
One thesis “morphology is the study of morphemes and their arrangements
Statement
in forming words.” In morphology, word formation is the creation
of a new word. “The study of word formation can be defined as
the study of the ways in which new complex words are built in the

basis of other words or morphemes” (Plag, 2003). There are

several word formations found on the article, such as
compounding and blending.
Thesis Statement

1st paragraph
Compounding is the first word formation found in the

The first body article. It is the combination of two separate words to produce a
paragraph single form. Bauer (2003) defines a compound as “the formation
of a new lexeme by adjoining two or more lexemes.” Common
English compounds are bookcase, doorknob, fingerprint,
sunburn, textbook, wallpaper, wastebasket, and waterbed. For
example, bookcase is a compound made of two words ‘book’ and
‘case,’ but it does not refer to two things, but it refers to one object
only. From the article the word “backlash” appears in the
sentence “‘The Office’ and ‘30 Rock on NBC’, ‘Family Guy’ on
Fox and, of course, ‘Curb Your Enthusiasm’ on HBO are leading
a backlash against lingering inhibitions.” The word “backlash” is
a process of compounding two words Back + Lash which forms
into a single word. Another of compounding word in this article is
“breakfast.” This word appears in the phrase “Larry’s
houseguests, the Blacks, eat big, bacon-and-biscuit cholesterol-
binge breakfasts;” The word “breakfast” is a compound that made
from two words Break + Fast.

2nd paragraph

The other type of word formation is blending. Blending

The second
body is a combination of two separate forms to produce a single new
paragraph term. According to Yule (2006), blending is typically
accomplished by taking only the beginning of one word and
joining it to the end of the other word. An example is a smog,
which comes from smoke and fog, or brunch which comes from
breakfast and lunch. Another formation of blending is combining
the beginnings of two words. For example, a cyborg is a blend of
cybernetic and organism. Besides compounding, in this article
contain blending word. It can be seen in the title, the title use
“sitcom” words. The word “sitcom” is a blending process from the
words “situation” and “comedy” which formed into a new word.
Concluding Paragraph
The transition signal of

In brief, compounding and blending words are used to

The
make simple the writer to write or make easier for the reader to
Concluding
paragraph read. In the article of The New York Times, there are some
compounding and blending words. Based on the analysis about
compounding and blending words in The New York Times article,
it can be found some examples of compounding word (backlash
and breakfast) and blending word (sitcom).
1. Read the following essays and analyse some points: thesis statement, the
main points of each body paragraph, the transition signal, and concluding
paragraph.
Essay 1

Genders and Listening Comprehension
Haryati (2017) describes
“From the all English skills, listening is the first language

skill which someone acquires in his/her life. In addition, it
contributes to all courses in learning English; it has important role
to make an understandable communication between speaker
and receiver. Apparently, females and males have their own in
mastering English skills including listening skill. In their listening
activity, most females tend to listen the simple topics while males
prefer listening to technology. Also, Ehrman and Oxford, 1989,
Wharton, 2000 had investigated the relationship between gender
and other variables like learning styles and learning strategies.
Furthermore, language learners show their diverse ways in
learning foreign language because of the following affecting
factors: aptitudes, affective variable, learning style, and learning
strategies. These factors impact on how learners start their
learning process, they do their tasks, how they solve their
problems, and other activities. Generally, many arguments come
about gender, and learners have their own characteristics in
learning English as foreign language. These reasons lead
researchers to investigate the relationship of genders on
learners’ listening comprehension.
Most women process messages on both sides of the brain

whereas men tend to process the messages on their left side of
the brain. Moreover, in listening process, men are able to focus
on one speaker and ignore other nuisances (Jansen, 2015). This
idea is also supported by the research of Philips (2000), when
listening, men’s left brains were activated. It means they just
listen by using one side of brain; it is totally different with the
women’s way. The research of Indiana University School of
Medicine found that females and males showed different way to
listen which females appear to use both sides of the brain while
males appear to use half of their brain when listening (Lurito,
2000). Although they have different way in listening process; it

does not mean that the result will be different. The result of the
previous researches is females are able to activate two sides of
brain; hence, they can absorb the information they hear properly
and completely. On the side, males only activate their left side of
brain; thus, they need extra effort to absorb the information they
hear.
Another researcher claimed that gender will apply the

distinctive learning strategies in listening process (Sobhani,
2015). Genders are able to influence and give the impact on
students’ academic achievement since each learner has his/her
own characteristics to learn. The distinctive ways will contribute
the diverse result of academic achievement including the
listening comprehension. For instance, for kinesthetic learners,
they like moving when learning, hence, it is difficult for them to
learn listening. However, for auditory learners, they are good at
listening without noting something, so it is so simple for them to
gain much information while listening the ideas. The last, for the
visual learners, they need to see something visually; hence, while
listening, they need to note the ideas on paper in order to recall
their memory. It is obvious that each learning style will affect on
their listening process, and of course it gives the significant effect
on their result for listening comprehension.
Amin (2003) stated that gender has a good influence on

listening comprehension; females used more often the
metacognitive strategies to assist them in listening process.
Here, females could do some pre-activities before they start
listening. For instance, they read the questions stated on the
questions and highlight the main idea on the questions. While
listening, they also note some crucial main points in a piece of
paper in order to assist them to answer the questions. Another
activity is they circle the main idea in the questions and options.
Those activities help them to find the proper answers. On the
other hand, males seldom do those activities; they just focus on
listening and note nothing. Therefore, it instantly gives different
results on their listening comprehension.

It can be assumed that not only listening strategies that had

good effect but also the students’ genders would have important
effect on their listening comprehension. Many scholars stated
that females and males are totally different, and they also have
their own way to learn something. When listening, females are
able to use both sides of brain meanwhile males are able to use
a left side of brain. Apparently, researchers claim the distinctive
genders do not distinguish the result of their listening
performance, and others claim it presents the various effects on
the students’ listening comprehension.”
Essay 2
Gender and Reading Comprehension
Rosnaningsih (2014) investigates that
“Language learners as well as language readers present

various forms of variability. Ellis (1992) in her view believes that
one of the variabilities of the learners comes from the situational
variability: sex, age, ethnicity, and interpersonal role
relationships. The researcher relies with the assumption that the
individual differences of reader’s sex and the use strategy will
become successful factors in performing reading comprehension
task in foreign language setting. The next following section will
provide more specific explanation about the male and female
differences in reading comprehension.
The difference relies between male and female in their

language performance including reading and other skills are the
results from the differential life experience and socialization that
happens across cultures. Li (2010) illustrates that males tend to
use their prior knowledge, checking how text context fit purpose,
critically analysing information, guessing the core of the material,
using references and visualizing information. For example, in
Chinese society, male is more dominated and hold several key
positions. From their early boyhood, male supposed to be

assertive and play the leadership role in deciding important

things in community. As consequences, they were labelled as
fact checkers, and more analytical than girls who possess blind
acceptance. So, it is not surprised that males are more critical in
validating the information provided to them. Female, on the
opposite, are expected to agree the situation given to them, so
they analyse less.
Besides the different life experienced and socialization,

another factor which differentiate male and female on their
reading, as Logan and Johnston (2009) mentioned, are mainly
because of their different attitudes toward school, competency
beliefs, and perceived academic support. First, since reading is
the key success of all subjects at school, so each student will try
to master it and enjoy it as part of learning habit. It is commonly
recognized that female students have more positive attitude to
school environment whereas male students feel that school
environment put too many restrictions as disadvantages for
them.
Next difference is the competency belief between the male

and female themselves. Logan and Johnston61 define the
competency beliefs as the estimation on how well a student
manages his or her given activity. Burnet as cited in Logan and
Johnston mentioned that boys are more confident about their
mathematics ability while girls are more confident about their
reading abilities. Thus, the competency beliefs are mainly about
the way students whether male or female perceive their capability
in experiencing success or failure on their academic achievement
especially in reading.”
The last is the perception of the academic support. Daniels

as cited in Logan and Johnston62 argues that female students
are more likely to work together with their female peers as in
contrast, male students prefer to work independently and
compete with their peers aggressively. The helps from peers and
teacher at school, however, may have beneficial assistance for

raising student’s self-acceptance which leads to the positive

achievement in school. In addition, Share et al. (as cited in Logan
& Johnston, 2009) believed that a child peer’s abilities can add
for the considerable variance of the child’s reading achievement
later, over and above their own reading abilities.
To conclude, in order to achieve better comprehension,

male and female share several different styles and strategies
toward the text. Females have more life experiences, both female
and male have difference perception on the text, and the share
different competence in reading. The combination between
gender factors and the use of strategies are likely to affect their
classroom reading comprehension achievement. Besides, it
effects on their attitude while reading text.
Essay 3
Egilistiani (2018) explains that
“Language is a connector used by people to communicate. In linguistics,

Kushartanti et al (2009, p. 3) said that “language is a sound system used by
society group to collaborate, communicate and to identify themselves.”
Nowadays, people are more interesting communicate in cyberspace than real
world. This also happened by teenagers. The more someone has interaction in
cyberspace will make them use more informal language one of them is a slang
language. Now, slang language has its variety. One of the slang languages used
by teenagers is word change. The raised of word change used by teens is one of
the language play phenomena. Word change created by some teenagers is a
language play that is created by themselves and followed by other teenagers and
become hits to be a new slang language. In general, slang language can be
classified into several types.
Sumarsono (2010) explains that the first type of slang language is

interpolation of v consonant + vowel. Interpolation of v consonant + vowel is
appeared before 50’s among the teenagers. The vowel that existed behind v is
adapted with syllables vowel that inserted. V consonant + vowel is placed behind
every syllable, either in local language as well as in Indonesian. For example, (1)

Pulang (go home) = pu + lang (pu + vu) + (la + va + ng) puvulavang, (2) Buka
(open) = bu + ka (bu + vu) + (ka + va) buvukava. After v consonant + vowel
appeared, the insert in slang language with similar formula also appears with p
consonant + vowel and g consonant + vowel.
Secondly, reverses the phoneme in a word (multiform range). This

phoneme reversing language appeared in 1960 among teenagers in Malang
(Sumarsono) and eventually spread to other areas to the Indonesian territory.
Basic words can be from the local language or Indonesian language. The words
are read in the order of the phonemes from the back and are read in reverse (Java
= walikan). For example, Eyes (Mata) -- atam and Sari (one of Indonesian girls’
name) – iras. Moreover, in Sundanese, this variety of walikan language is also
used by adolescents. For example, Nu gelo -- olegun (crazy person) and Ripuh -
- hupir (hard). Also, in a foreign language spoken with the Sundanese dialect
lately is also often used by teenagers such as Slow --- selow ---- woles
The last, he also notes the change of 'Kali' an informal additional word of
the sentence as the slang language. Lately, many teenagers or slang people in
big cities talked to their peers using sentences with the last word in the
modification. This word changes shape by changing vowels /a/ and /i/ at times
with /e/. The second e-vowel is mostly added more than one. Kali consists of two
syllables /ka + li/ it made change the syllable becomes keles / ke + les /. The
second syllable is also other than changed from /i/ to /e/ but sometimes there is a
change from /i/ become /eu/ that is /ke + leus /. See the examples: Kali – kelees
or keleus, and for the long sentence: Gak gitu juga keleees (It’s not that I mean)
In brief, today teenagers’ languages vary. Slang language is a language

that is used by teenagers and used by adults in a minority, and it is obvious that
there are several word plays created by teenagers. One of current slang language
that raises a language dimension is like talking spoiled like baby talk. In linguistics,
spoiled language that is being one of the slang languages nowadays is not a good
language variation.”
Essay 4
English language has many languages because of the variations which

seems to be fascinating to find out. Accent and dialect are evidences of this

language variety. Factors such as time, place, social context, and the medium
dictate these variations (Pope, n.d., p170). These two terms are given
interchanging meaning as the terms are encountered in everyday life, but they
have different technical definitions. According to Yule (2016), accent is restricted
to the description of aspects of pronunciation that identity where an individual
speaker is from, regionally or socially. Meanwhile, dialect is used to describe
features of grammar and vocabulary as well as aspects of pronunciation. The
differences of accent and dialect in aspect of social classes of English language:
lower, mid and upper classes.
Every social class has a different variety of the English language. This
means that someone from the Underclass can or will use different words than
someone from the Upper class, articulates the words in another way or uses
different rules regarding to grammar. In almost every social class you have
different sociolects. The difference between a dialect and a sociolect is that a
dialect is identified by its geography, in which region the dialect is spoken, while
a sociolect is the way a person speaks in a certain group. This can regard to
someone’s ethnicity, age, gender etc. People who use the same rules and norms
when it comes to language are called a speech community. People who study
the relation between language and society are called sociolinguistic. However,
there are also some accents and/or dialects that are commonly used in a
particular social class. Some dialects have very distinct ways of pronunciation
and have difference in ways of grammar, vocabulary and/or pronunciation. As I
mentioned earlier there are several accents and/or dialects that are commonly
used in a particular social class. Actually, it’s not uncommon that a certain accent
and/or dialect is used in a particular social class. Here are some of the accents
mostly used in the Lower class. The Scouse accent is the accent and dialect of
Liverpool, it’s commonly used by the lower-class people in the Merseyside area.
London Cockney is the accent commonly used by the lower-class people in (east)
London. The CK or K sound is often replaced by a kind of Dutch G sound. You
would say pig, gan of goge, lige. Instead of pick, can of coke, like. The
Multicultural London English can be considered as rather new dialect as it
emerged in the late 20th century.
The lower classes commonly using Multicultural London English or London

Cockney accent, meanwhile the upper and middle class have another different.
Sometimes middle class always being same with the lower class or working

class, they have a slightly same about the accent and dialect. Not like Upper
class that calls as a well-educated people’s language and Middle- or Lower-class
calls as a less educated people’s language. Upper classes usually formal,
appropriate, grammatically correct and talk like a book. The Middle classes
usually more casual, sometimes ungrammatical and infrequent words in speech.
According to Labov (1966) upper class or higher class use more /r/ sound and
lower class use fewer /r/ sound.
To sum up, he differs the accent and dialect in aspect of social classes of
English language in Upper, Middle and Lower classes can be seen in how they
pronounce the words and the grammatical of the sentences. Sometimes it can
be recognized easily because Upper Classes always using a formal words or
language.
2. Make one essay with “One of Topics in Linguistics, Literature or Applied

Linguistics” as your theme. Remember, you must consider all writing
requirements: punctuation, capitalization, organisation, grammatical
sentences, content, coherence, unity, transition signal and others.
REMEMBER, you must cite some ideas from expert to strengthen your
ideas.
D. REFERENCES
Alessandra Stanley. (2007). Pushing their luck, sitcoms are playing with race cards.
Retrieved July 18, 2019, from
https://www.nytimes.com/2007/11/14/arts/television/14watc.html
Ambarsari, N. R., Rusnaningtias, E. (2016). The Study of Register Used by Doctors

and Nurses at Adi Husada Undaan Wetan Hospital Surabaya. Anglicist, 5(1).
Retrieved June 24, 2019, from http://journal.unair.ac.id/download-fullpapers-
anglicist9b40c60090full.pdf
Egilistiani, R. (2018). Word change in wordplay by teenagers on twitter: A

sociolinguistic study. Journal of LEXEME, 1(1). Tangerang: Fakultas Sastra
Inggris Universitas Pamulang.

Haryati. (2019). The study of taboo and euphemism on the english department
students in universitas pamulang. Jurnal ilmu Sosial, Pendidikan, dan
Humaniora (HUMANIKA) 3(1). Jakarta: Pena Persada.
Haryati. (2017). The effectiveness of social networking and gender on enhancing the
English writing achievement. Proceeding of International Conference on ELT
in Asia in the Digital era: Global Citizenship and Identity. Yogyakarta: UNY
publisher.
Khafidhoh. (2015). A Descriptive Review on Applied Linguistics and Educational

Linguistics. Ahmad Dahlan Journal of English Studies (ADJES), 2(2).
Retrieved June 24, 2019, from
http://journal.uad.ac.id/index.php/ADJES/article/download/2978/1728
Yule, G. (2010). The study of language. Cambridge: Cambridge University Press
Rosnaningsih, A. (2014). The Effectiveness of learning strategies and gender on

students’ reading comprehension. Jakarta: UHAMKA

CHAPTER XIV
MODELS OF ABSTRACT
By the end this lesson, the students are able to produce one essay from models of
abstract
1. Components of Abstract
Abstract in a research consists a summary of a work such as a research or

scientific paper. It helps the researchers to find out what they are going to look
for and comprehend important points that are discussed. While writing an
abstract, writers should include the following points: the purpose of the study (to
find out something), method (it covers how you obtain and analyse the data), and
result (it covers the findings of study). After preparing abstract, you should state
the keywords of study. They can take from the variables that you are going to
analyse.
When you write abstract and want to submit in one journal, you should
consider some requirements offered by the journal. However, most abstract
should be type in one space only. The font and how many words are adjusted
with the journal consideration. The most important thing is abstract is not typed
in pages; it is about half of page. Therefore, you have to read the rules of one
journal cautiously.
2. Comprehending the Examples of Abstract
Example 1
“This study was aimed to find out the kinds of code-mixing used by lecturers from
some departments and the factors of using code mixing. This study was a
descriptive qualitative analysis that attempted to describe the kinds of code-
mixing and the factors. The participants of this study were lecturers from 4

different groups of Universitas Pamulang. The participants were selected based

on the purposive sampling in order to support the research finding. The data were
taken from questionnaire and observation on WhatsApp groups to seek the
factors and to classify the types of code-mixing. As the results, the writers found
the group of Pelatih TOEFL produced 15 congruent lexicalization, 4 insertion and
0 alternation. The group of Penelitian Internal Unpam produced 15 congruent
lexicalization, 6 insertion and 2 alternation. The group of Sastra Unpam produced
9 congruent lexicalization, 10 insertion and 5 alternation. The group of Prodi
Sasing produced 17 congruent lexicalization, 3 insertion and 5 alternation. In
addition, the distribution of questionnaire resulted the factors of applying code-
mixing on all WhatsApp groups. Bilingualism (38%), speaker and interlocutor
(4%), situation (5%), vocabulary (46%) and prestige (8%) are the factors found in
Pelatih dan Pengawas TOEFL group. Bilingualism (21%), speaker and
interlocutor (11.11%), situation (22%), vocabulary (38%) and prestige (8%) are
the factors found in Peenelitian Internal Unpam group. Bilingualism (48%),
speaker and interlocutor (5%), situation (13%), vocabulary (34%) and prestige
(0%) are the factors found in Sastra Unpam group. Bilingualism (55%), speaker
and interlocutor (5%), situation (7%), vocabulary 67%) and prestige (12%) are
the factors found in Sastra Unpam group.
Keywords: code-mixing, WhatsApp application, factors of code-mixing”
Taken from Haryati & Prayuana (2020)
The writers analysed the types and factors

of code-mixing used by the lecturers of
Universitas Pamulang in some departments

Example 2
“Technology is everywhere in education. Schools, universities, and other

educational institutions have provided computers for learners to run their learning
activities. Most students enthusiastically welcome such an extraordinary
technology. Moreover, the growth of technology encourages teachers to apply it
in teaching learning process and involves learners in order to achieve the goals.
Due to these issues, this study was conducted to determine students’ perspective
on the implementation of Project Based Learning (PBL) activities in an application
of Computer Assisted Language Learning (CALL). This study involved 40
participants who were learning writing at the fifth semester. To obtain the data,
the writer distributed the paper-based Linkert scale survey, and the students
handed the reflective notes in to answer two questions related to the
implementation of PBL: What are the advantages of the PBL activities done in
the CALL application? and What are the challenges of the PBL activities done in
the CALL classroom? The data analysis revealed that the students had positive
responses on CALL and PBL in teaching and learning process although they
found some obstacles to integrate CALL. The implication of CALL in learning
English as a Foreign Language (EFL) can be used for further research.”
Key words: PBL, student’s perspective, CALL
The writers analysed the students’

perspective of applying the project based
learning through several online application
Example 3
“This study was aimed at investigating the effectiveness of blended learning using
e-learning software on students ‘grammar achievement. To obtain the data, 40
English literature students at fourth semester of Pamulang university were

chosen as participants in this study. 20 evening class students were the

experimental groups, and 20 morning class students were control group. Each
group had different treatment which experimental group had blended learning
while control group had traditional learning experience. Grammar test and
questionnaire were administered in order to have the real students ‘scores and
find out the students ‘perception of blended e-learning. A quantitative analysis
including descriptive statistics and independent t test were further analysed in
order to investigate the effects of blended e-learning on students ‘grammar
achievement. The result revealed that p – value < 0.05 which means two groups
showed significant difference. In other words, blended e-learning presented
positive effect on students ‘grammar achievement.”
Keywords: blended learning, e-learning software, grammar achievement”
The writers analysed the effect of blended

learning on the students’ grammar
achievement
Example 4
“The purpose of this research was to find out whether there is any significant
difference result of writing achievement between learning styles (introvert and
extrovert), whether there is any significant difference result of writing achievement
in the use of ICT (Blog and Facebook), and whether there is a significant
interaction of learning style and the use of ICT on students’ writing achievement.
A quantitative analysis that included descriptive statistics (mode, median, range,
mean, standard deviation, and the distribution of frequency in histograms), and
inferential analysis (ANOVA) tests were conducted to answer the research
questions of this study.The respondents of this study were the fifth semester
students (regular class) taking the Writing IV program at English department of
Pamulang University academic year 2015/2016. Out of 90 students of the
population, 48 (24 introvert and 24 extrovert) were chosen as the samples based
on the cluster random sampling. To collect data, the study used two kinds of

instruments: a writing test, and two questionnaires. The result of this study
revealed that out of two independent variables, only the variables of learning style
affected students’ writing achievement (p – value < 0.05) with mean score
extrovert students were higher than introvert students. However, the different use
of ICT did not give significant effect on students’ writing achievement (p – value
> 0.05). Moreover, the overall use of both Facebook and blog through different
students’ learning styles had not shown significant interaction on students’ writing
achievement (p – value > 0.05).
Keywords: Learning styles, the use of ICT, writing achievement”
The writers investigated the effect of two

students learning styles and the use of ICT
on the students’ writing achievement
Example 5
“COVID-19 has been the pandemic in Indonesia since March 2020. Drastically, it
impacts on educational segment; therefore, the platforms of digital tools are able
to be the best alternative way to overwhelm this issue and to strengthen the
material delivery conducted by educational institution including universities. They
can be beneficial tools in COVID-19 pandemic condition as teachers’ assistance.
Due to these issues, this study was conducted to determine students’ perspective
on the implementation of platforms in virtual learning environment during Covid-
19 pandemic. This study involved 105 participants of the sixth semester students
of English department of Universitas Pamulang. To obtain the data, the writer
distributed a survey consisting 3 major questions (the platform reference, the
advantages and the challenges); the students handed the reflective notes in to
all questions related to the implementation of virtual learning in COVID-19
pandemic situation. The findings revealed that the students prefer having screen
recording in learning activity (38.10%), Google Meeting (28.57%), Kahoot
(19.04%), and Ed Puzzle (14.29%). Furthermore, the advantages of the platforms
are time flexibility, effective platforms, less quota, interaction, fun application, the

mastery of grammar; however, the challenges are monotonous activity, the

students’ boredom, difficult to create an account, poor responses, poor internet
connection and nonequivalent schedule.
Keywords: the students’ perspectives, virtual learning environment, platforms”
Example 6
“Reading motivation is seen as the most vital element that affects reading
comprehension skills. It is also viewed as one of the main factors for foreign
language students that assists them to read more effectively. Researchers have
found that teaching reading strategies is the key in developing the students
‘comprehension. The POSSE is one of the interesting strategies used in reading.
It refers to the activity in which POSSE activates their prior knowledge about the
topic and connect it with the information contained in the text (Englert & Marriage
in Westwood, 2008: 45). This action research paper aims to investigate the effect
of motivation through POSSE strategy on comprehending English texts. It
concentrates on reading comprehension mainly because reading is one of the
four basic skills in English as a foreign language (EFL). This study used a
descriptive analytical approach to examine how motivation through POSSE
strategy affects the students ‘reading comprehension skills among the second
semester students of English department faculty of letters at Universitas
Pamulang (UNPAM). The data were collected by means of questionnaires and
tests from 60 participants, and they were analysed by using t-test to find out the
effect of motivation through POSSE strategy on the students ‘reading
comprehension. This study leads to the findings that: POSSE is one of the
motivational techniques which improves the EFL intrinsic motivation to read,
motivation effects on EFL learners ‘reading comprehension skills, and different
techniques of teaching reading comprehension are helpful in comprehending
English texts. Further, the study revealed that the motivation gave significant
effect on the students ‘reading comprehension skills. Finally, the writer
recommends that the different reading strategies should be taught to EFL
students to improve the students ‘motivation to read and understand the reading
texts.

Keywords: reading comprehension, EFL students, motivation, POSSE”
Taken from Andriani (2018)
The writers investigated the effect of

POSSE r3ading strategy on the students’
reading comprehension
Example 7
“This study aims to determine the attitudes and beliefs of teachers regarding the
use of L1 in EFL (English as a foreign language) and to describe the functions for
which L1 was employed by the teachers. The participants of this study were 15
EFL teachers teaching at several schools in three provinces: Banten, West Java,
and Jakarta (Indonesia). To collect data, the writer conducted Likert-scale survey
and semi-structured interview to two teachers. The results showed that even
though there were few of them were in doubt whether the use of L1 might
negatively affect students’ English learning, their attitudes were positive toward
the use of L1 in the English classroom. The results also indicated that the
teachers employed L1 in the classrooms as a teaching tool and as part of
classroom management to maximize the learning outcomes.
Keywords: EFL, teachers’ belief and attitudes, function of L1”
Taken from Suhayati (2018)
The writer analysed the teachers’ belief and

attitudes and the function of L1 regarding
the use of L1 in EFL
Example 8

“This research is aimed to explore the implementation of Product-Process based

Approach (PPBA) in teaching and learning writing, the obstacles that students
face in writing argumentative essay, and the benefits of Product-Process based
Approach. This was qualitative research. This research was conducted at
Pamulang University, Banten Province, from December 2015 to January 2016. It
involved 22 students, consist of 12 males and 10 females at fifth semester of
English Department. The researcher used several instruments to support the data
such as observation, document, interview and retrospect. The result of the
research revealed that first; PPBA is helpful and all students responded to this
approach positively and emphatically. Besides the ability to write thesis
statements, arguments and counterarguments was increased. Second, the
students were difficult to make thesis statement, arguments and counter
arguments before PPBA was implemented. Third, PPBA had given many benefits
for students: a) PPBA helps the students to to write better; b) PPBA helps the
students to see some mistakes that cannot be seen by them through peer’s
revising and editing; c) PPBA makes the students to know all of the writing
process; d) PPBA makes the students know how to use transition signals
appropriately; and e) PPBA makes the students better in writing thesis
statements, arguments and counterarguments.”
Keywords: product-based approach, process-based approach, argumentative

essay”
Taken from Suhayati (2016)
The writer analysed the impacts of product-

based approach and process-based
approach on the students’ writing
performance
After comprehending some abstracts above, please read the following abstracts, then
you have to make an essay. (Select one abstract and visit the link to read the online
journal)

Abstract 1
“The impact of the Coronavirus outbreak on the education system is inevitable that
higher education institutions choose to transform their instructional practices to
entirely online using specific platforms. This shifting comes with challenges to
students as they are demanded to be independent and autonomous. This study
investigated the students’ readiness and perception towards being an autonomous
learner in online language-learning. This case study investigated 25 students who
joined online language learning by the WhatApps group in an English department of
STAI Sufyan Tsauri Majenang. The data were gained by giving an online
questionnaire, having an online interview with some students who were chosen
randomly, and also assigning students self-report. The data showed that the
students do not have enough autonomy in online language-learning. It means that
the students are not ready to be autonomous learners in online language learning.
The result of the study indicated that the students prefer having a face-to-face class
and direct guidance from the teacher where 66.9% of the same students prefer
learning in class or face to face meeting. In comparison, only 18.5 % who share no
problem having an online class. 14.6% of them enjoy both options. This finding
suggests that teachers need some strategies to promote and foster students’ learner
autonomy to achieve learning objectives in online language learning.
Keywords: Case Study, Autonomy Learning, Online Language-Learning.”
Taken from Muliyah, et al. (2020)
https://doi.org/10.46244/geej.v7i2.1164
Abstract 2
“This study aimed at identifying the types of the presupposition on the slogans of the
advertisements in the Jakarta post. Slogan is the words employed to describe the
virtues of products or services. Presupposition is one of the indispensable things in

a communication, especially in the advertisement. Mostly the presupposition is

frequently employed by the advertiser to convey a message about product or service
since it possesses some virtues in the advertisement. Yule’s theory (1996) and Lam
(2009) were used to identify the presupposition found. The research method
employed was the qualitative method. From the data analysis, some types of
presupposition were found 5 types of presupposition, namely 6 existential
presuppositions, 6 factive presuppositions, 6 lexical presuppositions, 1 structural
presupposition, 2 non-factive presuppositions
Keywords: Pragmatics, presupposition, advertisement, slogan.”
Taken from Tryana (2018)
http://openjournal.unpam.ac.id/index.php/Proceedings/article/view/2991
Abstract 3
“The research explored the issues of the English teaching method as a foreign
language. The purpose of the study is to improve students’ vocabulary of English. It
focused on teaching technique in English vocabulary by using Korean Drama with
English sub-title. In particular, it focused on students' feelings and behavior in line
with a student’s test result of whether or not the implementation of Korean Drama
with English subtitles in English teaching is beneficial for students’ improvement of
English vocabulary. The literature review highlighted the connection between
teaching methods and building learning community. Since the meaning of building
learning communities is broad, the research focused on the motivation in watching
Korean drama, it was linked to build learning community in terms of improving
English vocabulary. The method employed during the research phase of this project
has been done to generate data through questionnaires, interviews, and tests. Since
the aim of the research is to see the possibility of Korean Drama in improving
students' vocabulary in English, it was important to produce qualitative elicited partly
through the use of test results and open questions in questionnaires and interviews.
This study employed 70 respondents from the first semester students of the English

Department in Universitas Pamulang as samples of the population. From the data

analyses, it was found that there are some aspects that should be improved in the
project itself such as feedback, support in continuing professional development of
lectures and monitoring and also evaluation. From the findings, the research
suggests that developing teaching should be in line with a system for fostering
teachers to follow up and assist their abilities to sustain professional development
independently, might assist in improving student’s competency.
Keywords: English subtitle, Korean Drama, learning communities, motivation and

Vocabulary.”
Taken from Mahmud & Tryana (2020)
http://www.openjournal.unpam.ac.id/index.php/LJLAL/article/view/9307
D. REFERENCES
Andrian, D. (2018). The Effectiveness of Motivation Through Posse Strategy on

Improving the EFL Learners’ Reading Comprehension Skills. Jurnal Ilmiah
Humanika, 1(1), 44-57. Retrieved from
http://penapersada.com/humanika/index.php/humanika/article/view/10
Haryati, H. (2021). The students’ perspectives of platforms used in virtual learning

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Groups Conversation among Lecturers of Universitas Pamulang. Ethical
Lingua: Journal of Language Teaching and Literature, 7(2), 236-250.
https://doi.org/10.30605/25409190.180
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students in Universitas Pamulang. Lire Journal (Journal of Linguistics and
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Universitas Pamulang Sastra Inggris S-1
RENCANA PEMBELAJARAN SEMESTER1
(RPS)
Program Studi : Sastra Inggris S-1 Sks : 2 sks
Mata Kuliah/Kode : Scientific Writing Prasyarat :-
Semester : 5 Kurikulum : KKNI
Deskripsi Mata : Mata kuliah Scientific Writing adalah mata kuliah yang Capaian Pembelajaran : Setelah satu semester mengikuti mata kuliah
Kuliah wajib ditempuh oleh mahasiswa program studi S-1 Sastra Scientific Writing, mahasiswa dapat menyusun
Inggris, Fakultas Sastra UNPAM. Capaian pembelajaran tulisan saintifik dengan menggunakan transition
signals, tata bahasa, dan organisasi yang tepat
mata kuliah ini adalah mahasiswa dapat menyusun tulisan
dan baik serta secara tepat menggunakan
saintifik/akademik dengan menggunakan transition kutipan dan membuat daftar pustaka sebagai
signals, tata bahasa, dan organisasi yang tepat dan baik pendukung argumen mereka.
serta secara tepat menggunakan kutipan dan membuat
daftar pustaka sebagai pendukung argumen mereka.
Cakupan materi mata kuliah ini meliputi prinsip-prinsip
dasar dalam menghasilkan scientific/academic writing,
elemen-elemen dasar scientific academic writing, pre-
writing activities, petunjuk penulisan dan penggunaan
kutipan APA 7th Edition, dan pemaparan contoh-contoh
scientific/academic writing dalam bidang Sastra, Linguistik,
dan Linguistik Terapan. Tugas yang wajib dilakukan
mahasiswa pada mata kuliah Scientific Writing adalah
menulis sebuah esai secara mandiri dengan topik pilihan
dari tema Sastra, Linguistik, dan Linguistik Terapan.
Penyusun : 1. Haryati, S.Pd., M.Pd.

2. Lisa suhayati, S.S., M.Pd.
3. Mohammad Fajar Mediyawan Gintings, M.Tesol
1
Format RPS bersumber pada Buku Kurikulum pendidikan Tinggi DIKTI 2015
Science Writing 177
PERTEMUAN KEMAMPUAN AKHIR METODE PENGALAMAN BOBOT
POKOK BAHASAN KRITERIA PENILAIAN
KE- YANG DIHARAPKAN PEMBELAJARAN BELAJAR NILAI
(1) (2) (3) (4) (5) (6) (7)
1. Mampu memahami Introduction to the Lecture and discussion Mahasiswa Ketepatan pemahaman 5%
perbedaan antara course and its mendengarkan
penulisan saintifik dan requirements: ceramah dan aktif
personal writing perbedaan antara dalam tanya jawab.
penulisan saintifik dan
personal writing
2. Mampu mengunakan Pre-Writing Activities Ceramah, diskusi, dan Mahasiswa Pemahaman terhadap 10%
pre-writing activities tugas kelompok. mendengarkan proses penulisan
sebagai bagian dari ceramah dan mencoba saintifik dan
proses menyusun melakukan pre-writing kemampuan
tulisan saintifik. activities dalam membandingkan hasil
kelompok. diskusi kelompok
mengenai pre-writing
activities.
3. Mampu mengaplikasi Perbedaan Esai Ceramah, diskusi, Siswa menyimak Ketepatan pemahaman 10%
aturan dasar tulisan saintifik dengan tulisan tanya jawab, praktek pemaparan materi dan
akademik lain mempraktekan aturan
tulisan akademik
dengan merevisi
sebuah paragraph.
4. Mampu membedakan Plagiarisme dan sitasi Ceramah, diskusi, Siswa menyimak Ketepatan pemahaman 10%
jenis-jenis plagiarism tanya jawab pemaparan materi,
dan membuat sitasi terlibat tanya jawab,
dan membuat sitasi
dari berbagi sumber
5. Mampu menyusun Citation: Direct Ceramah, diskusi, Siswa membuat direct Ketepatan direct 5%
direct quotation Quotation tanya jawab, praktek quotation dari ide yang quotation
disediakan.
6. Mampu menyusun Citation: Paraphrasing Ceramah, diskusi, Siswa membuat Ketepatan 5%
paraphrasing tanya jawab, praktek paraphrasing dari ide paraphrasing yang
yang disediakan. dibuat
7. Mampu menyusun Citation: Summarizing Ceramah, diskusi, Siswa membuat Ketepatan summary 5%
summary tanya jawab, praktek summary dari ide yang yang dibuat.
disediakan.
UTS
8. Mampu Menyusun Referencing Ceramah, diskusi, Siswa membuat Ketepatan reference 5%
reference dengan tanya jawab, praktek reference list. yang dibuat.
selingkung APA
Science Writing 178

9. Mampu mentukan Format dan topik esai Praktek dan konsultasi Mahasiswa Kemampuan 5%
topik untuk tulisan menentukan topik menjabarkan konsep
saintifik dan untuk tulisan saintifik dari topik yang dipilih.
memahami format yang akan mereka
penulisan esai susun.
10. Mampu menyusun Introductory paragraph Ceramah, diskusi, Mahasiswa menulis Ketepatan dalam 5%
introductory paragraph tanya jawab, praktek, introductory paragraph mengisi struktur
dengan struktur yang konsultasi sesuai dengan struktur introductory
berterima. yang dipaparkan. paragraph.
11. Mampu menyusun Body Paragraph Ceramah, diskusi, Mahasiswa menulis Ketepatan dalam 10%
body paragraph tanya jawab, praktek, body paragraph 1 mengisi struktur body
dengan struktur yang konsultasi sesuai dengan struktur paragraph.
berterima. yang dipaparkan.
12. Mampu menyusun Conclusion Ceramah, diskusi, Mahasiswa menulis Ketepatan dalam 5%
concluding paragraph tanya jawab, praktek, concluding paragraph mengisi struktur
dengan struktur yang konsultasi 2 sesuai dengan concluding paragraph
berterima. struktur yang
dipaparkan.
13. Mampu menyusun Finishing the Essay Ceramah, diskusi, Mahasiswa Ketepatan dalam 10%
tulisan dalam bentuk tanya jawab, praktek, menyelesaikan tulisan mengisi setiap struktur
esai saintifik secara konsultasi saintifik dengan tulisan saintifik.
utuh. merevisi tulisan yang
sudah dibuat di
pertemuan
sebelumnya.
14. Mampu menyusun Finishing the Essay Ceramah, diskusi, Mahasiswa Ketepatan dalam 10%
tulisan dalam bentuk tanya jawab, praktek, menyelesaikan tulisan mengisi setiap struktur
esai saintifik secara konsultasi saintifik dengan tulisan saintifik.
utuh. merevisi tulisan yang
sudah dibuat di
pertemuan
sebelumnya.
UAS
Referensi
Bowker, N. (2007). Academic Writing: A guide to Tertiary Level Writing. Oakland: Massey University.
Crème, P & Lea, M. L. (2008). Writing at University. Bershire: Open University Press.
Leki, I. (1998). Cademic Writing: Exploring Processes and Strategies. New York: Cambridge University Press.
Science Writing 179
Oshima, A. & Hogue, A. (1998). Academic Writing English. England: Addison Wesley Longman.
Pretorius, L., Podorova, A., Ford, A., Chowdury, R., Barnes, M., Viete, R. (2019). Writing Proposals and Thesis in Education. Melbourne: Monash
University.
Sword, H. (2012). Stylish Academic Writing. London: Harvard University Press.
Tangerang Selatan, 11 Desember 2020
Ketua Program Studi Ketua Team Teaching
(Tryana, S.S., M.A.) (Haryati, S.Pd., M.Pd.)

NIDN. 0420117104 NIDN. 0418068302
Science Writing 180

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Universitas Pamulang Sastra inggris S-1

Jl. Surya Kencana No. 1 Pamulang

Cetakan pertama, 25 Agustus 2021

DATA PUBLIKASI UNPAM PRESS

Scientific Writing/ Haryati, Mohammad Fajar Mediyawan Gintings, Lisa Suhayati -

Ketua Unpam Press: Pranoto

Cetakan pertama, 25 Agustus 2021

Hak cipta dilindungi undang-undang.

Scientific Writing iii

Study program : English Literature

Every English literature student is expected to be able to master English both in

Scientific Writing is a compulsory course for the semester students of English

South Tangerang, 20 January 2020

COURSE PROFILE ................................................................ IV

A. LEARNING OBJECTIVES: ...................................................... 1

B. MATERIAL DESCRIPTION ...................................................... 1

2. Model of Academic Writing and Personal Writing context .................. 5

3. Supporting Ideas with Academic Sources .................................. 8

C. COMPREHENSION TASKS ...................................................... 10

MEETING II WRITING PROCESS 1: PRE-WRITING ACTIVITIES ........................... 13

A. LEARNING OBJECTIVES ...................................................... 13

B. MATERIAL DESCRIPTION ..................................................... 13

1. Narrowing a Topic ...................................................... 13

2. Generating and Conceptualizing Idea .................................... 14

3. Searching Good Quality Information ..................................... 21

4. Effective Reading and Note Taking ...................................... 23

C. COMPREHNSION TASK ........................................................ 24

MEETING III WRITING ACADEMICALLY IN GENERAL .................................... 26

A. LEARNING OBJECTIVES ...................................................... 26

B. MATERIAL DESCRIPTION ..................................................... 26

1. Writing Quality Sentences and Paragraphs ............................... 26

Figure 2. TEEEL STRUCTURE .................................................. 27

2. Writing Good Quality Academic Arguments ................................ 27

3. Guiding Your Reader Through Your Writing ............................... 28

4. Developing an Academic Writing Style ................................... 29

5. Verb tense usage in academic writing ................................... 33

C. COMPREHENSION TASKS ...................................................... 34

MEETING IV PLAGIARISM AND CITATION ............................................. 36

A. LEARNING OBJECTIVES: ..................................................... 36

B. MATERIAL DESCRIPTION ..................................................... 36

2. The Types of Plagiarism ................................................ 37

3. Examples of Plagiarism ................................................. 38

5. Function of Citation ................................................... 46

6. Several Tips of Authors Citation ....................................... 46

C. COMPREHENSION TASKS ...................................................... 50

MEETING V QUOTATION ........................................................... 52

A. LEARNING OBJECTIVES: ..................................................... 52

B. MATERIAL DESCRIPTION ..................................................... 52

1. Direct Quotation ....................................................... 52

2. When can You Use Quotation or Your own Words? .......................... 58

C. COMPREHENSION TASKS ...................................................... 59

A. LEARNING OBJECTIVES: ..................................................... 62

B. MATERIAL DESCRPTION ...................................................... 62

Scientific Writing vii

C. COMPREHENSION TASKS ...................................................... 65

CHAPTER VII PARAPHRASING ....................................................... 68

A. LEARNING OBJECTIVES: ..................................................... 68

1. Understanding of Paraphrasing .......................................... 68

2. Examples of Paraphrasing ............................................... 69