UNIT I

INTRODUCTION TO SEMINARS

ON LANGUAGE LEARNING AND TEACHING

Instructional Objective:

After discussing this unit, students are able to explain the meaning of seminar in
language learning and teaching.

A. The Meaning of Seminars

A seminar is generally understood as a gathering of people for the purpose of

discussing a stated topic. Such gatherings are usually interactive sessions in which the
participants engage in discussions about the chosen topic. The sessions usually
require one or more presenters to offer an interesting topic to be discussed by
allowing all the participants to have questions, ideas, and comments. Importantly,
seminars provide an opportunity to explore the topics by discussion and to identify
and problems for solutions and alternatives. At university context, a seminar is often
led by a student who prepares and presents specific topics for ideas, opinions, and
questions. This means that any students and lecturers attending the seminars are
expected to contribute.

Seminar ol ELT at The English Education Study Program is one the compulsory
subjects that the students need to take. In this subject, the students are required to
write their mini research project proposal dan be able to present it in the seminar
sessions. The students can contribute to the seminar sessions.

1
B. The Purposes of Seminar

To many university students, the importance of seminars is the wealth of

knowledge presented and gained during the sessions. Specifically, seminars are
intended to 1) explore topics in more depth, 2) share ideas in a way that will advance
thinking skills, 3) learn form others’ experiences and background knowledge, 4) gain
perspectives and points of view that you might not have otherwise considered, and 5)
identify and sort out any misunderstandings and misconceptions.

2
 UNIT II

THE STRUCTURE OF A MINI PROJECT PROPOSAL

Instructional Objectives:

After discussing this unit, students are able to 1) identify the structure of a mini
project proposal, and 2) define the content of each component of a mini project
proposal.

Writing a research proposal is a challenging process and requires a good

understanding of the chosen topic. The students need to make use of their knowledge
and skills to write theor own proposal. Many students sometime get confused in
writing their proposal. They need to choose and determine the structure of a mini
research project proposal. In order to facilitate the students’ leanrng, it is necessary to
provide them with the structure of a proposal that they can refer to as in the
following.

Chapter I Introduction

1.1 Background
- Expected goal of teaching e.g. speaking or writing
E.g. the goal of teaching writing for Grade X students is to write a relatively
short recount text related to one’s experiences, activities, events by taking into
account the social function, text structure, and language elements
appropriately and contextually (Depdikbud, 2014)

3
 - The students’ problems which are identified, e.g. the students are not
able to develop ideas, to use some sort of transitional signals, and to use
correct punctuations.
- An approach/strategy/method/technique/media/model/tactic that you
attempt to offer to overcome/reduce/minimise the identified problems

1.2 Problem Statement

- Research question, mostly in an experimental research, we use yes/no
question
E.g. Does the students who are taught with Task-Based Instruction achieve
higher than those who are not in writing recount text at Grade X of SMA
Negeri 1 Kolonodale?
- Research question in a descriptive research, we use Wh questions
E.g. What are the difficulties faced by Grade X studens of SMA Negeri 1
Kolonodale in writing recount text?

1.3 Objective of the Research

- E.g. This research aims at investigating the effectiveness of Task-
Based Instruction in improving the students’ ability in writing recount text at
Grade X of SMA Negeri 1 Kolonodale
- E.g. This research is intended to investigate the effectiveness of Task-
Based Instruction in improving the students’ ability in writing recount text at
Grade X of SMA Negeri 1 Kolonodale

1.4 Significance of the Research

- State the contribution of your research to school, students, teachers,
researcher, and readers
- E.g. This research is expected to be useful for the students in
improving their ability in writing recount text for their own purposes

1.5 Scope of the Research

- State the area of the research that you need to investigate, e.g. writing
skills in terms of ideas organisation, vocabulary development, and mechanics

4
1.6 Operational Definition of Key Terms
- State what you mean by the terms used in your research
- E.g. Writing refers to the students’ ability in developing ideas by using
relevant vocabulary and punctuations

Chapter II Related Studies, Review of Rilated Literature, Theoretical

Framework, and Hypothesis

2.1 Related Studies

- Find the similarities and differences of those relevant studies with your
research in terms of research topic, research design, students’ level/grade, and
research context

2.2 Review of Related Literature

- Present and evaluate what others have said, argued, described,
claimed, found, explained, confirmed, commented, asserted, and stated in
relation to your research variables
- Present your own view, opinions, and arguments on what others have
said, argued, described, claimed, found, explained, confirmed, commented,
asserted, and stated in relation to the research variables

Theoretical Framework
- Present the flow of ideas or procedures that you need to use in your
research
- The theory or theories that you use in your research

2.3 Hypothesis (if any)

- Present your tentative assumption (answer) related to the research
variables, particularly in experimental research, e.g. the use of Task-Based
Instruction can improve the students’ ability in writing recount text at Grade X
of SMA Negeri 1 Kolonodale

5
 Chapter III Research Method

3.1 Research Design

- State your research design that you use, e.g. pre-experimental research
design or quasi experimental research design
- State the sub-research design under each of the main research design,
e.g. one group pre-test post-test research design or intact group research
design or pre-test post-test non-equivalent research design

3.2 Population and Sample

- Present the whole objects or people (students) that you have targeted
or are accessiable to you, e.g. all Grade X students which consist of XA, XB,
and XC
- Draw your sample by employing an appropriate sampling technique,
e.g. purposive sampling, but consider your main reseach design

3.3 Research Variables

- Present your aspect of the investigation, e.g. independent variable
versus dependent variable (mostly in experimental research)
- E.g. the independent variable of this research is the use of Murder
Technique and the dependent variable is the students’ ability in writing
recount text

3.4 Research Instrument

- Present the tools or the instrument with which you collect your data,
e.g. test or observation checklist, or interview guide

3.5 Techniques of Data Collection

- Present the method(s) with which you gather or collect data and
information, e.g. observation, test, interview, and documentation
- Present the purpose of using the method(s) and the procedure for
conducting the method(s)

6
3.6 Treatment (if any)
- Present the procedure of conducting and applying your
approach/method/strategy/technique/tactic/media (from the initial stage to the
end)

3.7 Technique of Data Analysis

- Describe how the data that you have collected will be analysed
(procedure), e.g. stastical analysis or descriptive analysis or both
- In line with the method(s) in your techniques of data collection

3.8 Tentative Research Timetable

- Present all the activities during your research
- Use bar chart to indicate the time for a specific activity (in months and
weeks)

References

- Write all the sources (hardcopy, electronic or online) that you use in
your proposal
- Organise them alphabetically

7
 UNIT III

REFERENCING

Instructional Objectives:

After discussing this unit, students are able to 1) find out relevant sources for
citations and referensing, and 2) use referensing in their project proposal.

Referencing is a standardised method of stating and formatting the

information sources you have used in your assignments or written work. Any
referencing style has two purposes: 1) to acknowledge the source and 2) to allow the
reader to trace the source. Furhermore, referencing shows adherence to academic
writing standards, shows respect for and acknowledges the work of other scholars
(thereby avoiding plagiarism), provides evidence that you have read and considered
the relevant literature, allows validation and confirmation of sources used in your
work, and gives your work credibility.

8
 In scientific work, we may find a number of referencing styles used such as
Modern Language Association of America (MLA) American Psychological
Association (APA), Harvard, and so forth. However, we need to use a refencing style
used within your faculty or university. Referensing includes words, facts, ideas,
theories, or interpretations from other sources and it is needed when you have copied
words from a book, article, or other source exactly (quotation) and you have used an
idea or fact from an outside source, even if you haven't used their exact wording
(paraphrasing and summarising). Additionally, materials which we must acknowledge
cover summarised or paraphrased text, data, images (graph, tables, video, multimedia
etc), pictures or illustrations, opinion or analysis, music or other performance media,
computer code, and designs, drawings or plans. In general, common knowledge or
facts widely available in a number of sources do not need to be acknowledged.
However, what constitutes common knowledge and facts varies across subject areas.
Therefore, we need to be familar with our field of study. Here is some guides that you
can use for writing your mini-project proposal.

Direct Quotation
Direct quotation is the exact words of someone else woven into your writing.
Rules:
1. You need to write the author(s), the year of publication, and the page.
2. If the quotation is less than 40 words, you need to include or integrate it into
your current paragraph and you use quotation marks.
3. If the quotation is at least 40 words or more than 40 words, you need to
separate it from your current paragraph or indent it and it is written in a single
space.

Look at the following examples (Rule 1 and Rule 2 above)!

Teachers should pay attention to some important factors when planning to

teach speaking. According to Scrivener (2011:213), “Fluency and confidence are

9
important goals when considering speaking lessons”. This encourages the teachers to
prepare themselves to these two factors in the teaching learning process. The teachers
need to provide an effective strategy or activity in which the students are motivated or
interested in expressing their ideas, feelings, attitudes, and opinions fluently and
confidently.

Or
Teachers should pay attention to some important factors when planning to
teach speaking. Scrivener (2011:213) argues, “Fluency and confidence are important
goals when considering speaking lessons”.This encourages the teachers to prepare
themselves to these two factors in the teaching learning process. The teachers need to
provide an effective strategy or activity in which the students are motivated or
interested in expressing their ideas, feelings, attitudes, and opinions fluently and
confidently.

Or

In relation to speaking class, “Fluency and confidence are important goals

when considering speaking lessons” (Scrivener, 2011:213). This encourages the
teachers to prepare themselves to these two factors in the teaching learning process.
The teachers need to provide an effective strategy or activity in which the students are
motivated or interested in expressing their ideas, feelings, attitudes, and opinions
fluently and confidently.

Look at the following example (Rule 1 and Rule 3 above)!

Many teachers try to provide an interesting writing instruction by employing

different kinds of online-based social media such as facebook. In relation to the
teaching of writing, Boas (2011:26) explains,
Among the many strategies and tools to incorporate meaningful activities into
the writing curriculum, the use of the internet stands out of its ability to create

10
 conditions for idea generation, research, and collaboration, especially with
teenage leaners who are accustomed to interacting online with social media.

Or

Many teachers try to provide an interesting writing instruction by employing

different kinds of online-based social media such as facebook.
Among the many strategies and tools to incorporate meaningful activities into
the writing curriculum, the use of the internet stands out of its ability to create
conditions for idea generation, research, and collaboration, especially with
teenage leaners who are accustomed to interacting online with social media
(Boas, 2011:26).

Indirect Quotation
Indirect quotation isthe paraphrase or summary of one’s expressions, ideas,
and arguments written in your work (report, proposal, thesis, and dissertation). Look
at the following examples!

Paraphrasing1 (English): We keep the main idea(s) of an author or authors, but we

use our own words:
The following original text is taken from English Teaching Forum (2011):
Among the many strategies and tools to incorporate meaningful activities into
the writing curriculum, the use of the internet stands out of its ability to create
conditions for idea generation, research, and collaboration, especially with teenage
learners who are accustomed to interacting online with social media.

Paraphrased Version:
Many teachers try to provide an interesting writing instruction by employing
different kinds of online-based social media such as facebook or blogs. In relation to
this, Boas (2011) points out that useful tasks in writing class can be encouraged by
using the internet in order to generate ideas, particularly for young leaners. When the
teacher uses the internet in their writing class, we are sure that the school students are

11
facilitated to learn because they are already familiar with the internet. However, the
teachers need to help the students or guide them in using the internet for encouraging
the students to write effectively.

Or
Many teachers try to provide an interesting writing instruction by employing
different kinds of online-based social media such as facebook or blogs. It is important
for the English teachers to use the internet to encourage the students to gerate ideas
for their writing lessons (Boas, 2011). When the teacher uses the internet in their
writing class, we are sure that the school students are facilitated to learn because they
are already familiar with the internet. However, the teachers need to help the students
or guide them in using the internet for encouraging the students to write effectively.

Or
Many teachers try to provide an interesting writing instruction by employing
different kinds of online-based social media such as facebook or blogs. According to
Boas (2011), English teachers need to use the internet for their writing class in order
to encourage the students to generate ideas.When the teacher uses the internet in their
writing class, we are sure that the school students are facilitated to learn because they
are already familiar with the internet. However, the teachers need to help the students
or guide them in using the internet for encouraging the students to write effectively.

Paraphrasing 2 (Bahasa Indonesia):

The following original text is taken from Depdiknas: Materi Pelatihan Terintegrasi
Bahasa Inggris (2004):

Ungkapan-ungkapan ini diharapkan dapat ditiru oleh para guru agar guru
semakin meningkatkan kemampuannya berbicara seperti guru penutur asli. Disadari
benar bahwa untuk mencapai kemampuan tersebut tanpa memiliki pengalaman
belajar di negera penutur asli sangatlah sulit. Sering kali guru ragu-ragu atau takut

12
kalau-kalau ungkapan yang diciptakannya bukan ungkapan penutur asli meskipun tata
bahasa dan kosakatanya benar.

Paraphrased Version:
English teachers need to be able to use English as what native speakers of
English use it in everyday life. This indiates that the teachers should learn English for
their own classroom teaching. Depdiknas (2004) suggests that English teachers
should become a model for their own students in using English naturally. This
enables the students to communicate and use English as reflected in English speaking
countries.
Or
English teachers need to be able to use English as what native speakers of
English use it in everyday life. This indiates that the teachers should learn English for
their own classroom teaching. It is suggested that English teachers should become a
model for their own students in using English naturally (Depdiknas, 2004). This
enables the students to communicate and use English as reflected in English speaking
countries.
Or
English teachers need to be able to use English as what native speakers of
English use it in everyday life. This indiates that the teachers should learn English for
their own classroom teaching. According to Depdiknas (2004), English teachers
should become a model for their own students in using English naturally. This
enables the students to communicate and use English as reflected in English speaking
countries.

Paragraph with in-text citation:

In any research, it is worth considering sampling technique to be used. In

relation to this, Cohen, Manion, and Morrison (2000) pint out that purposive
sampling technique can be used when the reseacher satiesfies specific criteria in

13
accordance with the target population which is impractical to get rendomised. In this
research, two classess will be taken from the whole Grade XII students of SMA
Negeri 1 Kolonodale by taking into account the teacher’s considerations.

Or
In any research, it is worth considering sampling technique to be used. In
relation to this, purposive sampling technique can be used when the reseacher
satiesfies specific criteria in accordance with the target population which is
impractical to get rendomised (Cohen, Manion, and Morrison, 2000). In this research,
two classess will be taken from the whole Grade XII students of SMA Negeri 1
Kolonodale by taking into account the teacher’s considerations.

Further paragraph in the same work:

In order to collect representative data, it is important for researchers to use
appropriate methods. According to Cohen et al (2000), rating scale is one of the
devices which can be used to get different responses and numerical data can be
obtained. In this research, the rating scale will be employed to see the students’
responses in speaking classes.

Rules:
1. For one author and two authors, we need to write the one or the two authors
both in the in-text citation and in the references
2. For three to five authors, we need to write all the authors only in the first
quotation (direct o indirect) and write only the first author followed by et al in
the in-text citation, but we need to write all authors in the references
3. For six or more authors, we need to write only the first author followed by at
al in the in-text citation and in the references

Important Notes:

14
 1. Reporting verbs include argue, state, contend, point out, put forward, note,
report, suggest, assert, confirm, define, explain, describe, recommend,
according to, and so forth.
2. Author(s) or writer(s) can be a person/persons or a name of an
institution/association.
3. Sources (hardcopy, electronic or online) refer to books, journal articles,
research reports (skripsi, thesis, desertation), documents, videos, CD ROMs,
proceedings, powerpoint presentations, seminar/workshop/comference
materials, written manuscripts, oral interviews, and periodicals (weekly or
montly magazines on a specific academic subject), newpapers, and bulletins.
4. References are organised and written alphabetically as seen below.

References

Boas, I. V. (2011). Process Writing and the Internet: Blogs and Ning Networks in the
Classroom. English Teaching Forum, 49(2) 26-33.

Cohen, L., Manion, L., & Marrison, K. (2000). Research Method in Education (5th
ed.). London: Routledge.

Depdiknas (2004). Materi Pelatihan Terintegrasi Bahasa Inggris. Jakarta: Direktorat

Pendidikan Lanjutan Pertama.

Ichsan. (2014). Rekonsiliasi Batin Menuju Indonesia Bermartabat. Mercusuar (2

September 2014).

Nadrun. (2007). Patterns of Interaction in EFL Classroom Teaching. Paper Presented

at PK8PT, Jakarta.

Nunan, D. (2002). Listening in Language Learning. In J. C. Richards & W. A.

Renandya (Eds.), Methodology in Language Teaching: An Anthology of
Current Practice (pp. 238-241). Cambridge: Cambridge University Press.

Rachmania. (2014). Perceptions of Motivational Teaching Strategies in an EFL

Classroom: The Case of a Class in a Private University in Indonesia. ELTS
Journal, 05(1) 51-64.

Ramadhani, E. M. (2016). Using Information Gap Technique in Improving Speaking

Skill of the Eleventh Grade Students of SMA Negeri Model Terpadu Madani

15
 Palu. Bachelor Thesis at English Education Study Program FKIP Universitas
Tadulako: Unpublished.

Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language

Teaching (3rd ed.). London: Macmillan.

Thomson, A. (2013). English & Globalisation. [Online]. Available at:

http://www.ed.uiuc.edu/EPS/PESYYearbook/2013/thoms.html [30 March
2015.

UNIT IV

STRATEGY AND PROCEDURE FOR DOING SEMINARS

Instructional Objectives:

After discussing this unit, students are able to 1) present the chosen project
proposal orally, 2) demonstrate a range of appropriate English in an oral project
proposal presentation, 3) address issues or questions in a project proposal seminar,
and 4) revise the draft for a complete mini research proposal.

A. Getting Prepared for a Proposal Seminar

Preparation is another part of doing a research project proposal seminar. A

presentation is a means of communication which can be adapted to various situations
and settings. To be effective and professional, step-by-step preparation, method, and
means of presenting the information should be carefully considered.

Here are some tips to make your successful presentation. First, you need to
organise your presentation materials for a clear, and well-structured delivery. You
should know exactly what you want to say and the order in which you want to say
it. Clarity of ideas and good organisation should result in a lively, logical and

16
compelling message. Second, you should jot down and write some notes by
developing your ideas and selecting the main points to include. Third, you need to
decide the presentation method. Once you have decided on your key messages and
thoughts about organising your material, next you should think about how you will
present. Presentations can range from a formal to an informal setting, and your choice
of presentation method will depend on many factors including the audience, the
venue, the facilities, and your own preferences. Fourth, you should manage your
presentation notes. Few students are able to give a presentation without notes. You
will need to know your own abilities and decide how best to make the presentation.
You might manage your talk by using full text, notes on cue cards, keywords on cue
cards, or mind maps. You can do this by working with visual aids. Most visual aids
will need advanced preparation and should be operated with efficiency. You only use
visual aids if they are necessary to maintain interest and assist comprehension. If
visual aids are used well, they will enhance a presentation by adding impact and
strengthening audience involvement, but if not, they can ruin a presentation. Fifth,
you need to get prepared with presenting data (if any). There are times when using
data in a presentation can really help you to tell the story or the points better.
However, it is important not to blind your audience with much statistics and you also
remember that many people find numbers difficult to understand. Sixth, you try to
manage the event. The practicalities of how you manage your presentation can make
a significant difference to its success, and to your nerves. You try to learn how to cope
and manage sound systems and audio-visual equipment. In addition, it is entirely
natural to feel nervous before making a presentation. Fortunately, there are some tried
and tested strategies and techniques to manage your nerves so that you can
concentrate on delivering an effective and engaging presentation. Seventh, you
should deal with questions and comments. You try to anticipate possible questions
and issues relating tour topic. Some students prefer questions to be raised as they
arise during the presentation whilst others prefer to deal with questions at the end. At

17
the start of your presentation, you should make clear your preferences to the
audience.

When you start your presentation, you need to consider these things in your
mind. First, you should stay relaxed by focusing on your message and not the
audience, by using gestures including walking patterns. The audience will judge you
in the first 30 seconds as they see you. Second, you can use natural humors, but you
do not need to be a stand up comedian. You may use natural humor by poking fun at
yourself and something you said or did. You are sure NOT to make fun of anyone in
the audience. People will laugh with you when you poke fun at yourself but do not do
it over. Third, you can use your body and hand positions when they are necessary to
support your points. You also need to move to just adjust your position. However,
when moving, you need to maintain or keep eye contact with the audience. Fourth,
you should pay attention to all details by providing visual aids and some interesting
handouts. Last, when you are about to finish your presentation and comments, you
should thank all the audience for coming and contributing to your presentation and
seminar.

In order to help the students who are planning to have their mini project
proposal presentation, we need to provide you with some useful expressions during
the seminar. First, you should greet your audience, introduce yourself, and then give
the topic of your presentation such as Good morning. My name’s ........ and I’m going
to talk about ..., Good morning everybody. Thank you for coming to my proposal
seminar; My name is …… and I’m from ..., Hello. I’m ..... and welcome to my
proposal presentation about ...; Hello, My name’s ...... and today I’m going to be
talking about ...; I’d like to start by introducing myself, my name’s … and the topic
for my proposal today is …; My proposal this morning concerns …, This
morning/afternoon, I would like to talk to you about …; What I’d like to present is

18
....; I intend to present ....; This morning I am going to talk about .........; and This
presentation focuses on the topic of….......

Second, you may provide or give the outline of your presentation by saying
such as Firstly, I’m going to look at ....; Secondly, I’ll move on to the related
studies .....; Then I’ll move on to see the research method .....; Lastly/Finally, I’ll look
at / focus on ...; and I have divided my presentation into the following main parts ....;
I am going to divide my presentation into three main parts. First I’m going to
describe …, and then I’ll move on to look at …, And in this part of my presentation
I’ll be showing you ..…, I’ll also try to explain my research method …, In the third
part of my proposal, I’ll put forward ..…, We’ll finish off with a question and answer
session.
My talk will last about ...... minutes and there’ll be time at the end for questions; At
the end of my presentation, which will last about ten minutes, I’ll be happy to answer
any questions you may have; If you have any questions please do not hesitate to ask;
Please just put your hand up if you would like to ask a question; I’d like the
presentation to be as interactive as possible, so please chip in as we go along. I’ve
got quite a lot to get through, so I’d appreciate it if you kept your questions until the
end of the presentation; and I’m happy to let you have any of the slides or
information in my presentation if you would like.

You may proceed by introducing your first main point by saying such as Now,
I’m going to start by …; Now I’d like to focus on …; First we’re going to look at …;
Let’s start with …; The first point I’d like to focus on is that of …; Turning then to my
first point, ...; To begin with I’d like to say a few things about…; I’d like to begin by
… OK, so let’s start by looking at ...; I’d like to take a minute or two to see what exactly
I need to ...; and I’d like to mention three points here, ...

19
 When you lose your way, you could say Now, where was I? Oh yes, … ; If
you’ll bear with me for a moment while I just glance at my notes, right, … and Erm,
I’ll just need a minute to sort out the technology and I’ll be with you ...
In the presentation phase, you may move to another main point such as OK,
so now I’d like to turn to my next point, which is ...; Moving on, I’d like to take a look
at ….; Now I’d like to move on to ...; Now let’s turn to the method of research; I’ll
come back to that later...; I want to turn now to ...; Turning now to ...; Moving on now
to ..; Having looked at ….. let’s now think about ...; My next point is in regards to …;
That brings me to … and My final part is in regard to…
It is important to keep in mind when you are about to finish your presentation
by saying such as OK we’re coming to the end of the proposal presentation so I’d just
like to thank you for listening ...; OK. That bring us to the end of my presentation;
Thank you for listening; and I hope you found it interesting.
You can also offer session for questions such as Would anyone like to ask any
questions?, I’m ready to take any questions now., If anyone has questions I’ll be
happy to answer them. You then answer the questions such as Thanks for your
question ..., Good question. I think ..., That’s an interesting question! As I see it ...,
Yes, that’s an interesting point ... In many proposal seminars, you may face or deal
with difficult questions and you need to respond them such as Hmm, that’s a good
question. I don’t have the information to answer that question right now, but I’d be
happy to find out and get back to you later.; I don’t think we have enough time to go
into that right now, but I’ll be happy to speak to you one-to-one after the presentation
if you would like.; and That’s an interesting point, but I do think I have shown that ...
You also may consider how to ask questions such as Excuse me. Can you say a bit
more about ..., Can you repeat your point about ... and Excuse me. I have a question
about ...

B. Language for Participating in a Proposal Seminar

20
 In a proposal seminar format, you will be expected to participate in the
seminar followed by questions and comments. Having and participating in a proposal
seminar requires that you do some jobs. The following are the lists of phrases
commonly used in a proposal seminar. The phrases below will help you make your
points, introduce information, respond, clarify uncertainties, offer opinions, propose
options, and express agreement, opposition and understanding on the seminar topic.
Here are the phares that you can use.

a) To give your opinions as follows:

 In my opinion...
 From my perspective/point of view...
 It's my sense that...
 In my mind...
 It seems to me/It appears to me...
 I am convinced that...
 I strongly/firmly believe
 There is no question/doubt that...

b) To state facts as follows:

 It's well known that….

 It's a fact that….
 I'm positive that….
 I'm absolutely sure that……

c) To interrupt as follows:

 Yes, but...
 Excuse me but...

d) To pinpoint a problem as follows:

 It seems to me that...
 The real problem is...
 It's quite clear that...

e) To add information as follows:

21
 Yes, but...
 Let me add another point...
 Let me piggyback on what was just said...
 I agree with what X said, but I'd like to add something...
 Furthermore...

f) To check that you have understood as follows:

 Please correct me if I'm wrong, but...

 Could I ask a few questions to check my understanding of your position?
 Could we go through that again?
g) To propose a solution as in the following:
 What if _X_ were to...
 Supposing _X_ tried...
 Wouldn't a fair solution...

h) To demonstrate understanding as follows:

 If I understood you correctly, you...

 I appreciate your/that point of view...
 I can understand your/that perspective...

i) To focus on difficulties as in the following:

 The argument falls apart/is weakened...

 The main issue/problem as I see it...
 Where I have difficulty with your notion(s) is/are...

j) To disagree as follows:

 I disagree/ completely disagree

 I'm afraid that I can't quite agree
 I can see your point, but...
 I have some reservations about that point of view...

k) To see both sides as follows:

 On the one hand...

 One way of looking at it is...
 Yes, but the flip side of the issue is...
 You can't ignore...

22
 Bibliography

Cohen, L., Manion, L., & Marrison, K. (2000). Research Method in Education (5th
ed.). London: Routledge.

Gay, L. R. (1992). Educational Research: Competencies for Analysis and Application

(5th ed.). New Jersey: Merrill Prentice Hall.

Johnson, B., & Christensen, L. (2008). Educational Research: Quantitative,

Qualitative, & Mixed Approaches (3rd ed.). California: Sage Publication

McMillan, J. H., & Schumacher, S (2010). Research in Education: Evidence-Based

Inquiry (7th ed.) New Jersey: Pearson.

Ramadhan, A., et al. (2013). Panduan Tugas Akhir dan Artikel Penelitian. Palu: FKIP
Untad Palu

Wallwork, A. (2011). English Writing for Research Papers. New York: Springer

23