How Difficult is Claiming Knowledge? A Study from Cognitive Domain Perspective in Writing International Scientific Article

Authors

  • Umu Arifatul Azizah Sebelas Maret University
  • Tosriadi Tosriadi Sebelas Maret University

DOI:

https://doi.org/10.21512/lc.v12i2.4075

Keywords:

claiming knowledge, cognitive perspective, international scientific article

Abstract

This research examined and elaborated the challenges in claiming knowledge faced by students relating to writing in the international scientific article in English. The participants were 20 English master students from one of the universities in Indonesia. The researchers used a questionnaire to find out the coverage level of the difficulties regarding knowledge claim in writing for publication. The researchers also chose purposive sampling technique because the chosen respondents had the adequate experience in writing international scientific article. The researchers find that knowledge explication that considers the writer to use complex thinking is the most difficult stage of thinking in writing the international scientific article. Surprisingly, knowledge analysis is the easiest one for the participants. Despite this, the researchers hope that the findings lead to useful insight into how the students claim the knowledge well. Eventually, discovering the exact method to improve students’ competency in claiming knowledge will be the further study.

Dimensions

Plum Analytics

Author Biographies

Umu Arifatul Azizah, Sebelas Maret University

English Department, Faculty of Teacher Trining and Education

Tosriadi Tosriadi, Sebelas Maret University

English Department, Faculty of Teacher Trining and Education

References

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education (8th Ed.). USA: Wadsworth.

Azizah, U. A., & Budiman, A. (2017). Challenges in writing academic papers for international publication among Indonesian graduates students. JEELS, 4(2), 47−69.

Beck, J., & Stolterman, E. (2016). Examining the types of knowledge claims made in design research. She Ji: The Journal of Design, Economics, and Innovation, 2(3), 199–214. https://doi.org/10.1016/j.sheji.2017.02.001.

Bloch, J. (2003). Creating materials for teaching evaluation in academic writing: Using letters to the editor in L2 composition courses. English for Specific Purposes, 22(4), 347-364.

Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. New Jersey: Prentice Hall Regents.

Byers, P. (2016). Knowledge claims in cognitive development research: Problems and alternatives. New Ideas in Psychology, 43, 16–27. https://doi.org/10.1016/j.newideapsych.2016.03.004.

Casanave, C. P., & Vandrick, S. (2008). Writing for scholarly publication: Behind the scenes in language education. New Jersey: Lawrence Erlbaum Associates, Inc.

Christopher, J. (2016). Insufficiency of entitlement criteria as justification for knowledge claims in narrative research. Philosophical Studies in Education, 47, 108−117.

Collins, J. C. (2015). Writing for publication while in graduate school: An accessible reality. New Horizons in Adult Education and Human Resource Development, 27(1), 51–55. https://doi.org/10.1002/nha3.20094.

Flowerdew, J. (1999). Writing for scholarly publication in English: The case of Hong Kong. Journal of Second Language Writing, 8(2), 123−145.

Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. New York: McGraw-Hill.

Jiang, X., Borg, E., & Borg, M. (2017). Challenges and coping strategies for international publication: Perceptions of young scholars in China. Studies in Higher Education, 42(3), 428–444. https://doi.org/10.1080/03075079.2015.1049144.

Karimnia, A. (2013). Writing research articles in English: Insights from Iranian University teachers’ of TEFL. Procedia - Social and Behavioral Sciences, 70, 901–914. https://doi.org/10.1016/j.sbspro.2013.01.137.

Lilis, T., & Curry, M. (2010). Academic writing in a global context: The politics and practices of publishing in English. New York: Routledge.

Manchón, R. M. (2009). Writing in foreign language contexts: Learning, teaching, and research. Bristol: Multilingual Matters.

Matsuda, P. K., & Silva, T. (2005). Second language writing research: Perspective on the process of knowledge construction. New Jersey: Lawrence Erlbaum Associates, Inc.

McNif, J. (2015). Knowledge development for enhanced communicative competence: A multiliteracies approach. Retrieved from http://www.jeanmcniff.com/items.asp?id=101

Parkinson, J. (2011). The discussion section as argument: The language used to prove knowledge claims. English for Specific Purposes, 30(3), 164–175. https://doi.org/10.1016/j.esp.2011.03.001.

Rathert, S., & Okan, Z. (2015). Writing for publication as a tool in teacher development. ELT Journal, 69(4), 363–372. https://doi.org/10.1093/elt/ccv029.

Roberts, S. K. (2016). Making practice visible through writing for professional publication. Childhood Education, 92(1), 64–67. https://doi.org/10.1080/00094056.2016.1134245.

Salager-Meyer, F. (2008). Scientific Publishing in Developing Countries: Challenges for the Future. Journal of English for Academic Purposes, 7(2), 121–132. https://doi.org/10.1016/j.jeap.2008.03.009

Salager-Meyer, F. (2014). Writing and publishing in peripheral scholarly journals: How to enhance the global influence of multilingual scholars? Journal of English for Academic Purposes, 13, 78–82. https://doi.org/10.1016/j.jeap.2013.11.003.

Tardy, C. M. (2010). Writing for the world: Wikipedia as an introduction to academic writing. In English teaching forum.

Taylor, G. (2009). A student’s writing guide: How to plan and write successful essays. New York: Cambridge University Press.

Downloads

Published

2018-05-31
Abstract 1537  .
PDF downloaded 272  .