EXPLORING COGNITIVE PROCESS OF RESEARCH TOPIC SELECTION IN ACADEMIC WRITING
Main Article Content
Abstract
The purpose of this research is to explore and reconstruct the cognitive processes experienced by Indonesian scientific writers in selecting research topic in academic writing. By using grounded theory approach, this research explored the Indonesian scientific writers cognitive processes and revealed eleven ways or approaches in finding and selecting research topics, i.e: institutional research road map, literature review, search before research, research trends in the world, national topics of research, interpretation of regulations, court decisions, pros and cons of actual cases or topics, discussion and research sharing method, exposure of controlled data, and looking for possible space for existing papers. Each expertise background dicipline has its own ways and approaches in research topic selection, but there is red thread: the selection and determination of research topics rests on literature review. This research endorses practical approaches to find out research topics containing novelties and state of the art of the research in each discipline.
Keywords: cognitive process; academic writing; research topic selection; Indonesian scientific writers; search before research.
Article Details
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research 4th edition. Boston: Pearson Education
Crossley, S. A. & McNamara, D. S. (2009). Computationally assessing lexical differences in second language writing. Journal of Second Language Writing 17(2), 119135.
Flower, L. and Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
Hairston, M. (1982). The winds of change: Thomas Kuhn and the revolution in the teaching of writing. College Composition and Communication 33(1), 76-88.
Hinkel, E. (2014). Effective curriculum for teaching L2 writing. London: Taylor & Francis.
Holstein, J. A., & Gubrium, J. F. (1995). The active interview. Thousand Oaks: Sage.
Jarvis, S. (2002). Short texts, bestfitting curves and new measures of lexical diversity. Language Testing, 19(1), 5784.
Kahraman, S. (2015). An evaluation of an English language teaching education program in terms of teacher autonomy. International Online Journal of Education and Teaching 2(2), 53-66.
Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). Thousand Oaks: Sage.
Oshima, A. & Hogue, A. (2006). Writing academic English. New York: Pearson Longman
Paris, P., Said, I., Hamsa, A., & Mahmudah, M. (2015). Discourse
mastery based on Indonesian language teaching skills of the second grade students in senior high school, Pangkep Regency. Journal of Language Teaching and Research 6(1), 172-178.
Rahimi, M., Kushki, A., & Nassaji, H. (2015). Diagnostic and developmental potentials of dynamic assessment for L2 writing. Language and Sociocultural Theory 2(2), 185-208.
Riley, J. (2015). Bilingual Facebook Users Cognitive Writing Processes/Processus cognitifs driture des utilisateurs bilingues de Facebook. Canadian Journal of Learning and Technology/La revue canadienne de lapprentissage et de la technologie 41(1).
Scardamalia, M., & Bereiter, C. (1987). Knowledge telling and knowledge transforming in written composition. Advances in applied psycholinguistics, 2, 142-175.
Scimago Institutions Rangking (2018). The SCImago Journal & Country Rank. Retrieved December 2018 from http://www.scimagojr.com/journalrank.php?country=ID.
Silva, T., & Matsuda, P. K. (Eds.). (2012). On second language writing. London: Routledge.
Sunstein, B. S., & Chiseri-Strater, E. (2012). Field working: Reading and writing research. Boston: Bedford/St. Martins.
Thomas, J. R., Silverman, S., & Nelson. J. (2015). Research methods in physical activity, 7th edition. Windsor: Human Kinetics Pubishing.
Woolston, C. (2000). "Writing for therapy helps erase effects of trauma". CNN.
Zangwill, O. L. (2004). The Oxford companion to the mind. New York: Oxford University Press.