Appendix 1.
Questionnaire Blueprint
Questionnaire Blueprint
ELT Undergraduates’ Cognitive Process Implementation in Developing Research
Discussion
Aspect Variable Item No
Personal Profile 1.Name
2.Graduation Year
3.Research Article Title
Planning Stage 1. Whether the undergraduate student developed 1
an outline before writing the discussion.
2. Whether the undergraduate student writes 2
down ideas for the argument in the discussion
before starting writing.
3. Whether the undergraduate student developed 3
an outline and wrote down ideas for the argument
in the discussion.
4. Whether the undergraduate student read 4
previous studies on the related topic with their
research
5. Whether the undergraduate student read the 5
related study with similar findings and opposite
findings with their data.
6. Whether the undergraduate student set goals 6
7. Whether the undergraduate student gather 7,8
information from various source
Text Production 1. Whether the undergraduate students write the 1
Stage discussion based on the developed outline
2. Whether the undergraduate students write the 2
discussion based on the written down idea.
3. Whether the undergraduate students write the 3
discussion based on the written down idea and the
outline.
4. Whether the undergraduate students take a 4
break from the writing process and continue to
read previous studies to find more supporting
evidence if they feel their arguments lack
supporting evidence.
5. Whether the undergraduate students take a
break from my writing process and ask for help, 5
If they face any difficulties when elaborating the
arguments.
6. Whether the undergraduate students take a
break from my writing process and read more
sources (books, research articles, educational 6
videos) to strengthen my arguments’ logical
reasoning if I face any difficulties when
elaborating the arguments.
Text 1. Whether the undergraduate students evaluate 1,2,3
Interpretation the sufficient evidence for their arguments
Stage the research result,
logical reasoning, and
related previous studies.
2. Whether the undergraduate students evaluate
their arguments that acknowledge studies with 4
different findings.
3. Whether or not the undergraduate evaluate that 5
their overall arguments employ correct
grammatical structure. 6
4.Whether the undergraduate evaluates that their
goal is achieved
Appendix 2. ELT Undergraduates’ Cognitive Process Implementation in Developing Well-
Reasoned Arguments in Discussion Section
ELT Undergraduates’ Cognitive Process Implementation in Developing Well-Reasoned
Arguments in Discussion Section
Please read the statements carefully and give a checkmark () on “Yes” column if the
statements are in line with your arguments development process and give a checkmark () on
“No” if the statements are not in line with your arguments developments process. Thank you
very much.
Name :
Graduation Year :
Research Articles Title :
No A. Questionnaire Items for Planning Stage Yes No
1 I make outlines of the discussion section.
2 I write down every idea of my main argument for the discussion.
3 I write every idea of my main arguments and then develop the outline
for the discussion.
4 I read previous research articles that elaborate issues similar to my
research.
5 I separate previous findings that support my argument and previous
findings that contain rebuttal to my argument.
6 I set goals before writing logical, strong, and well-reasoned arguments.
7 I gather information and theory on academic writing from various
sources.
8 I gather information on how to develop a good argument from various
sources.
B. Questionnaire Items for Text Production Stage
1. I write my discussion based on the outline I developed.
2. I write my discussion based on the written down idea.
3 I write my discussion based on the written down idea and the outline.
4 If I feel my arguments lack supporting evidence, I take a break from
the writing process and continue to read previous studies to find more
supporting evidence.
5. If I face any difficulties when elaborating my arguments, I take a
break from my writing process and ask for help.
6. If I face any difficulties when elaborating my arguments, I take a
break from my writing process and read more sources (books, research
articles, educational videos) to strengthen my arguments’ logical
reasoning.
C. Questionnaire Items for Text Interpreting
1. I check whether my arguments contain sufficient evidence from the
research result
2 I check whether my arguments contain sufficient evidence from the
logical reasoning.
3 I check whether my arguments contain sufficient evidence from the
previous studies.
4. I check whether my arguments contain any restrictions that may infer
the validity of my argument, such as previous studies with findings
different from my research result.
5. I check whether my arguments contain rebuttal from previous studies
with different findings.
6. I check whether my arguments employ the correct grammatical
structure
7. I check whether my goals are achieved.
Appendix 3. Semi Structure Interview Guidelines
Semi Structured Interview Guide
Questions about Planning Stage
1. From the questionnaire, I can infer that you implemented all three stages of the cognitive
process (namely planning, production and interpretation). What was your reason for
implementing all three stages when you wrote your research discussion?
2. What kind of planning activity did you do besides the activities mentioned in the
questionnaire?
Is there any other planning activity that you did besides the activities mentioned in the
questionnaire?
3. I can infer from the questionnaire that you did not implement the planning stage. What
was your preparation before writing your research discussion? (Conditions apply)
4. Based on the questionnaire, you prefer to make an outline before writing the discussion in
your planning stage. Could you explain how drafting an outline helps you better write the
arguments in the discussion section? (Conditions apply)
5. In your planning stage, you prefer to write down the ideas before writing the discussion.
Could you explain how writing down ideas helps you better write the arguments in the
discussion section? (Conditions apply)
6. In your planning stage, you made an outline and wrote down the ideas before writing the
discussion. Could you explain how those activities help you better write the arguments in
the discussion section? (Conditions apply)
Questions about Text Production Stage
7. Based on your questionnaire result, when you faced some difficulty in writing your
arguments you seek for help. Who did you go to when you need overcome your
difficulties in developing your argument? OK
8. When you face some difficulties in developing your argument you read more source that
talk about argument development. What sources do you usually go to? Why did you
choose that sources? OK
9. Besides the activities mentioned in the questionnaire during your production stage, is
there any other activity that helps you improve your arguments in the discussion section?
Questions about Text Interpreting Stage
10. From the questionnaire, I can infer that you did not implement all the text interpretation
stage. Could you please enlighten me on why you felt the revision was unnecessary in
writing the research discussion? (Conditions apply)
11. Is there any other interpretation activity you did besides the activities mentioned in the
questionnaire?
12. Which cognitive stage do you consider the most important to implement?
