Article Review of Fahrus Zaman Fadhly's works “Requestive Strategies Performed By Papuan Students In Sundanese Cultural Context”

 Friday, 03 May 2024

Article Review of Fahrus Zaman Fadhly's works “Requestive Strategies Performed By Papuan Students In Sundanese Cultural Context”

 

TITLE:

The journal with the title "Request Strategies Performed By Papuan Students In Sundanese Cultural Context" is a research that explores the request strategies carried out by Papuan students and the influence of the interlocutor's cultural background on the way Papuan students make requests. This research provides insight into how the interlocutor's culture and background influences the way Papuan students communicate and make requests.

This article helps in exploring how Papuan students interact with others when making requests, especially taking into account the cultural background of the interlocutor. There is an update found from this research, namely Inquiry Strategy: Papuan students use different strategies when talking to people from different cultures. Modification of Requests: Papuan students tend to make more modifications to their requests when talking to Sundanese people. These modifications involve internal (e.g. use of interrogative sentences, negative clauses, and if clauses) and external changes (e.g. adding statements before or after the body of the request).

ABSTRACT:

The abstract of the article entitled "Request Strategies Used by Papuan Students in the Context of Sundanese Culture" seems to provide a clear and concise description of the main points of the study. This most likely outlines the aim of the research, namely analyzing teacher and student talk during classroom interactions.

The entire study has been summarized in an abstract with a straightforward presentation of the research objectives, methodology, and findings, indicating that experienced authors follow similar stages in the writing process leading up to publication.

The abstract seems complete because it mentions the data collection methods of observation, recording and interviews. The abstract explains the results of the research conducted, showing that Papuan students use different strategies in making requests to different interlocutors. This research also revealed that Papuan students tend to use more modified requests when talking to Sundanese people.

KEYWORDS:

The important role of keywords for academic articles as a form of reflection of their content and focus, as keywords help index articles in databases and guide potential readers to the work. Based on the excerpt provided from the document, keywords that may be related to the article "Analysis of Teacher and Student Conversation in Indonesian EFL Classroom Interaction" are expected to revolve around academic writing, publication process, thematic analysis, and perhaps also the experience of expert writers.

From this quote, it is clear that the article discusses the writing process of experienced writers, the stages of writing towards publication, and the development of practical models of academic writing aimed at journal publication. Therefore, effective keywords can include terms such as “Requestive strategies”, “Request modification”, “Papuan students”, “Sundanese.”. These keywords should summarize the essence of the article and ensure that its content is discoverable by those interested in the field of academic writing and publishing. They should be specific enough to attract the right readers, but also broad enough to cover the main themes of the article.

INTRODUCTION:

The introduction of an academic article is very important because it will form the basis of the entire research. The introduction should effectively present the research question, set the context, and provide a strong rationale for the research. Based on the excerpt provided from the document, the introduction to the article entitled "Requestive Strategies Performed By Papuan Students In Sundanese Cultural Context" appears to achieve these objectives well.

 The introduction clearly outlines the research question: to explore the cognitive processes of experienced writers who have published articles in reputed journals. These are specific and focused research questions that promise to yield insights into the writing practices of successful writers.Context is established by identifying the research target group-novice writers, especially those writing for publication. This will determine the relevance of the research to a particular audience, which is critical for academic writing and publication.The rationale for this research is to guide novice writers who intend to publish their work in academic journals. The introduction is effective because it provides a clear picture of what the study will cover and what the reader can learn.

METHOD:

This research uses a robust methodology that is closely related to the research problem, ensuring an organic relationship between the two. This methodology was designed to be innovative, allowing it to produce findings that differ from previous studies. This innovative aspect is very important because it shows that this research aims to contribute new knowledge in the field. There is an emphasis on modifying existing methods to advance data analysis further, demonstrating a commitment to improving the research process. Overall, the methodology is presented in accordance with the research question and is thorough in its implementation, with a clear pathway for replication by other researchers, thus meeting the criteria of a good methodological framework in academic research.

RESULT AND DISCUSSION:

In the “Results and Discussion” section of an academic article, authors are expected to present their findings in a clear and structured manner, then discuss these results in the context of the research question and existing literature. The sections provided indicate that the article presents detailed cognitive experiences of the participants, who were experienced writers, as they engaged in various stages of writing a scientific article. This approach aligns with the research question, which aims to explore the cognitive processes involved in academic writing for publication.

The discussion section ideally expands the presentation of the results by interpreting them, relating them to the hypothesis or research question, and situating them within the broader scientific debate. This section briefly explains the points, including the findings of the research.

Findings:

Papuan students use different strategies when making requests to different interlocutors.When asking for help from other Papuans, they usually use strategies that stem from mood.However, when interacting with Sundanese people, they tend to use question preparation strategies.

Papuan students also use request modifications more often when making requests to Sundanese people. These modifications include both internal (e.g., interrogative, negation embedded in an if clause) and external (e.g., additional statements before or after the head action) modifications.

CONCLUSION:

This section shows that writing the different parts of a scientific article, such as the introduction, methods, results and discussion, conclusion, acknowledgments, and bibliography, provides a unique cognitive experience for research participants. This shows that the conclusion successfully captures the essence of the research by highlighting the cognitive processes involved in academic writing.

Additionally, the conclusion appears to address the implications of these findings by discussing the need for scientific writers to adhere to established conventions or guidelines for academic writing. This is an important aspect because it connects the individual experiences of the participants with the collective practices of the academic community.

The implications are also well articulated, with the conclusion emphasizing the importance of reviewing and editing manuscripts, both independently and in groups, as well as the use of manual or computer-assisted editing. These points highlight the practical applications of this research and suggest ways in which it can be used to inform and improve academic writing practice.

REFERENCES:

This section mentions the importance of searching for relevant literature as a key step in conducting authentic research. The section highlights that systematic bibliographic reviews (SBR) is a recognized research methodology that allows researchers to understand the global emphasis on scientific knowledge. References cited, such as Blum-Kulka, S., & Olshtain, E. (1984) and Hassan, R. K., & Rangasawmy, S. (2014). seems directly related to the topic of literature reviews and their challenges, which relate to the article's focus on academic writing and publication practices.

Furthermore, the quote refers to Utami, I. H., Wisadirana, D., & Nasution, Z. (2010) and Youssef, A. M. S. (2012), who proposed a writing model that includes the Task Environment process. This model is relevant to the article's exploration of the cognitive processes involved in writing for publication, because it discusses how ideas and expert opinions can motivate writers and influence the quality of their writing.. 

 

 

 

                                                               REFERENCES

Sopiah, I., & Fadhly, F. Z. (2016). Requestive Strategies Performed by Papuan Students in Sundanese Cultural Context. English Review: Journal of English Education, 4(2), 255-266. https://doi.org/10.25134/erjee.v4i2.339