Students’ Reaction on Operating Rhetorical Strategies in Promoting Linguistic Skills and Cultural Diversity at Islamic Multicultural Classrooms
Keywords:
Linguistic skill and Cultural Diverse, Multicultural Claassroom, Rhetorical Strategies, Students’Reactions, Writing Argumentative Text
Abstract
This research was motivated by some multicultural classroom students’ reactions to practicing writing argumentative text including the fact that Indonesia's adult literacy rate of 95% is not accompanied by the ability to recognize and adopt composed facts, which on average is very little. This research was formerly aimed to depict how multicultural classroom students react to deploying rhetorical strategies to write and advance their linguistic skills as well as cultural diversity The research approach adopted in this research was qualitative. The types of data sources in this study are documents in the form of various thesis manuscripts from a multicultural classroom of Masters’s Study programs at UIN SATU Tulungagung. The data collection technique applied to the main data source in the form of archives or written documents is to rely on the note-taking technique and administrating one online questionnaire survey to thirty-two students as well as attending an interview. In the thesis of multicultural classroom deployed seven strategies counting definition, comparison, cause-and-effect, problem-solution, means-end, listing, partition strategies were applied by students in argumentative text units which they compiled at various levels, both at the sentence unit level, paragraph unit, and essay unit; several facets of appealing the students experience in writing argumentative text also appeared promoting linguistic and cultural diverse in composing argumentative text counting 5 linguistics facets and 2 cultural diverse such as argumentative state/disputatiousness, probing and assortment criticism, adopting composing typical, recognized arrangement, pondering on preceding insight, instructors’ concentrating on awareness development, indigenous upbringing; experience of deploying rhetorical strategies in order to enhance linguistic skill counting conceptual and procedural knowledge to the same degree credibility, logic and emotion mainly deploying cognitive, social, search and metacognitive strategies.
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Gederman, G.L., Schechter, J.B., French, E.D. (2007). Endocannbinoid Signalling at Striatal CB1 Receptors is Critical fro the Consilidation of Stimulus –Response Memories. [Paper Presentation] 17th Annual Symposium on the Cannabinoids, St-Sauver,.Quebec, Canada, The International Cannabinoid Research Society.
Graham, S., & Harris, R. K. (2000). The Role of Self-Regulation and Transcription Skills in Writing and Writing Developmnet.Educational Psychologist, 35 (1), 3-12. Htpps://doi.oeg/10.1207/S15326985EP3501_2.
Gupta, D., & Woldermariam, G.S. (2011). The Influence of Motivation and Attitude on Writing Strategy Use of Undergraduate EFL Students: Quantitative and Qualitative Perspectives. Asian EFL Journal, 13,(2), 34-89.
Hahn, U., Bluhm, R., & Zenker, F. (2017). Causal Argument. In Waldmann, M. (ed.). Oxford Handbook of Causal Reasoning (chapter 25). Oxford, UK: Oxford University Press. https:doi: 10.1093/oxfordhb/9780199399550.013.26
Haiduc, L. (2011). Reading Science Textbooks: The Role of Metacognition in Reading Comprehension. [Paper Presentation] International Conference on Languages, Literature and Linguistics, 26, 550-555.
Harris, J.S. (1992). Teaching Technical Writing: A Pragmatic Approach. ATTW Conference.
Hasan & Akhmad (2010). Approcahes to Writing in EFL/ESL Context: Balancing Product and Process in Wrtiting Class at Tertiary Level. Journal of NELTA, 15 , 1-2.
Hen, W. (2011). An Investigation of Topic Sentences in Chinese Students’ Argumentative Essays: A Multidimensional Probe. Kristianstad University Sweden-School of Teacher Education.
Horn, R.L., & Ward, G. (2007). The Handbook of Pragmatics. USA:Blackwell Publishing.
Hove, G. (2011). Developing critical thinking skills in the high school English classroom. [Unpublished Master’sThesis). University of Wiscounsin-Stout.
Howard, G. R. (1999). We can’t teach what we don’t know: White teachers, multiracialism schools. New York: Teachers College Press.
Jeevanantham, L. S. (2001). A new focus for multicultural education. Multicultural Perspectives, 3(2), 8-12. doi: 10.1207/S15327892MCP0302_3
Jordan, M.P. (1988). ‘How can problem-solution structures help writers plan and write technical documents?’ Solving Problems in Technical Writing.Ed.Lynne Beene and Peter White.Toronto: Oxford.
Iftikhar, S. (2014). The Importance of Metacognitive Strategies to Enhance Reading Comprehension Skills of Learners: A self-directed learning approach. Journal of English Language and Literature, 2(3), 191.
Inman, B .A., & Gardner,R.(1979). Aspects of Composition. New York: Harcpurt Barce JAvanovich, Inc.
Ka-kan-dee, M., & Sarjit,K. (2014). Argumentative Writing Difficulties of Thai English Major Students. [Paper Presentation] The 2014 WEI International Academic Conference Proceedings Bali, Indonesia.
Kay, H., & Dudley-Evans, T. (1998). Genre: what teachers think.ELTJ, 52, 308-314.
Kellogg R,T., & Bascom, A.R. (2007). Improving the Writing Skills of College Students. Psychonomic Bulletin & Review, 14 (2), 237-242, Saint Louis University.
Li, D. (2000). Effect of Story Mapping and Story Map Questions on the Story Writing Performance of Students with Learning Disabilities [Unpublished Dissertation]. Texas: Texas Tech University.
Larkin, S. (2009). Metacognition in Young Children London: Routledge. https://doi.org/10.4324/9780203873373
Livingstone, J.A. (2003). Metacognition: An Overview. Report, Educational Resources Information Center (ERIC), Office of Educational Research and Improvement. U.S. Department of Education.
Longley. R. (2020). What is Multiculturalism? Definition, Theories, and Examples. ThoughtCo.https://www.thoughtco.com/what-is-multiculturalism4689285#:~:text=Multiculturalism%20is%20the%20way%20in,harmonious%20coexistence%20of%20different%20cultures
Markel, M., & Holmes, H. (1994). Technical Writing: Situations and Strategies.Scarborough: Nelson Canada.
McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, 53(5), 433-443. doi: 10.1177 / 002248702237397
McQuairre, E., & Mick, D. (1992). On resonance: a critical pluralisti inquiry into advertising rhetoric. The Journal of Customer Research, (19), 180-197.
Myles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts. TESL-English Journal, 6 (2), A-1.
Olson, D.R. (2016). The mind on paper: Reading Consciousness and Ratinality. Cambridge: Cambridge University Press.
Ozagac, O. (2004). Argumentative Essay. Bogazici Univeristy SFL.
Ozagac, O. (2006). Cause and Effect Essay. Bogazici University SFL. http://www.buowl.boun.edu.tr.students/types
Parekh, B. (2006). Rethinking Multiculturalism: Cultural Diversity and Political Theory.New York: Palgarve Mcmillan.
Pei, Z., Zheng, C. Zahng, M., & Liu, F. (2017). Critical thinking and Argumentative Writing: Inspecting the association among EFL Learners in China. English Language Teaching, 10(10), 31-42.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 23 Tahun 2015 tentang Penumbuhan Budi Pekerti. Jakarta: Menteri Pendidikan dan Kebudayaan Republik Indonesia.
PISA. (2015). Results (Volume I): Excellence and Equity in Education athttp://dx.doi.org/10.1787/9789264266490-en. Table on page 373.
Peloghitis, J. (2017). Difficulties and Strategies in Argumentative Writing: A Qualitative Analysis. In P. Clements , A Krause, & H. Brown (Eds.). Transformation in Language Education (pp.399-406). Tokyo: Japan Association for Language Teaching.
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Published
2023-06-01
How to Cite
Nurhayati, D. A. (2023). Students’ Reaction on Operating Rhetorical Strategies in Promoting Linguistic Skills and Cultural Diversity at Islamic Multicultural Classrooms. Dinamika Ilmu, 23(1), 1-22. https://doi.org/10.21093/di.v23i1.6036
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