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hypothesis, which reflects the temporary answers to the research questions, and which should appear in all types of research writing except in qualitative.
The methods section contains the steps and procedures of the research used to answer the research questions. The methods section in different types of study has different
components. The components of research methods section in quantitative study should include types of the research, sample selection, research variables, operational definitions,
research instruments, data collection, and data analysis. The components of the research methods section in qualitative research are types of research, research setting, data
collection, research instruments, and data analysis. The components of the research methods section in research and development include types of the research, research
setting, research plan, development plan, research instruments, data collection, and data analysis. The components of the research methods section in classroom action research are
types of the research, research setting, action plan, research instruments, data collection, and data analysis.
The components of the results and discussion section are basically the same for all kinds of researches agreed by the department. This section discusses the results of the data
analysis and should reflect the presentation of the data in order to answer the research questions stated in the introduction.
The conclusion and recommendation is the section that follows the results and discussion section. It is stated in the guidelines that the conclusions and the organization
should directly relate with the research questions. While the research inquiryis constructed as question sentences, the conclusions directly provide the answers to the research
questions. The recommendations given in this section should be the recommendation generated from the implications generated from the findings. In other words, the
recommendations should be directly related to the implication of the findings.
The references section includes the lists of academic sources used in the writing. It is stated in the guidelines that the students should not include the references that are not
cited in the writing. It is important to note that the guidelines also emphasize that the term efe e es is p efe a le to i liog aph si e the itations appearin the list as the books
or other academic sources whichare cited in the text.
3. Methods
To espo d to the esea h o je ti es, si stude ts esea h p oje ts, hi h e e defended in front of me, were analyzed and evaluated. These papers were then analyzed
based on the logic of the research design and the academic language use. The academic
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language use included the implementation of the academic language genres. These academic language genres cover the language of narrating, describing, comparing and
contrasting, indicating cause and effect, and persuading and arguing. Meanwhile, the logic of the research design includes the logic of the research background, the formulation of the
questions, the research methods, the findings or results, and the conclusions and recommendations.
4. Research Findings and Discussion
The research findings were divided into two categories: the logic of the research design language use and the usage of the academic language. The logic of the research design
covered the logic of the research background, the formulation of the problems, the research methods, the findings or the results, and the conclusions and recommendations. The usage
of academic language was categorized into the implementation of academic language genres and the efforts to avoid plagiarism.
4.1 The Logic of the Research Design
As noted previously, the basic of research design includes the title, introduction, literature review, the research methods, the findings or results of the study, the conclusion
and recommendations, and references. These elements were used as the key elements to e aluate the stude ts halle ges i uildi g the logi of the esea h desig .
In writing the title, students appeared to have challenges in differentiating whether their study was a quantitative or classroom action research report. In some cases the
students included a very specific classroom setting in the title while they intended to use the setting as the sample. For example, the students introduced their title as
hu u ga a ta a i atda p estasi elaja di “D X kelas Y, hi h a e t a slated i to the o elatio et ee stude ts i te ests a d a hie e e ts i “D X, lass Y. Co side i g the
title of the study, this title appears to be a classroom action research, while in fact, by looking at the methods, the students wanted to use the school and class setting to address
the sample of the study.
The challenges in writing the introduction were the logic of writing the background and the research questions. In writing the background, students appeared to have challenges in
revealing and filling the gap that they wanted to study. The students, who mostly write quantitative studies, appeared to fail to incorporate into their background writing the logic
of quantitative studies, which is meant to test the theory. The students tended to be vague describing the rationale of the research. Since quantitative study is meant to test theory [4]
[8], the logic of research questions should use a yesno format[8]. Instead of constructing the research questions into yesno question formulation, four out of six students used the
wh-questions however, which is more exploratory.
