First draft of my first research proposal

1. Persuasive Tactics in Question and
Answer Discourse among EFL
University Students in Their
Blogging Activities
(A Social Networking Sites Study on 2017
Student-Bloggers in FKIP Unilak Pekanbaru)
1788203005
TatumDerin

2. BACKGROUND
RESEARCH GAP
ICT  Social Networking Sites (SNS)  Online Peer-Feedback.
Previous studies only focused on feedback effects.
This study addressed the source of feedback = students.
Specifically on how students’ use persuasive tactics when they
are posting questions and answers in their blogging activities.
Previous studies only focused on Q&A persuasive tactics in social
Q&A communities, not blogs which are now becoming popular
learning media EFL students are assigned to use.
CONTRIBUTION
The results of this research will be an
authentic understanding of the
linguistics of students’ discourse in
Q&A persuasive tactics in blogging
context, which has not been explored
by many other studies.

3. MAIN REFERENCE OF RESEARCH GAP
Issa, T. (2020). e-Assessments via Wiki and
Blog Tools: Students’ Perspective.
In Educational Networking (pp. 235-268).
Springer, Cham.
Academics in the higher education sector are
increasingly making use of technology tools such
as wikis and blogs for the purpose
of e-assessment, but this study was limited to
two postgraduate classes in an Australian
university. In the future, the researcher will
include more units from different disciplines to
strengthen the research goals and findings.

4. LITERATURE REVIEW
EFFECTS OF
FEEDBACK
Herlinawati, Saukah, A., Mukminatien,
N., Isnawati, U. M., & Bastian, A.
(2020). Do Comprehensive and
Selective Corrective Feedback Really
Work for L2 Writing Accuracy? An
Overview from Indonesian Context.
Humanities & Social Sciences
Reviews, 8(1), 69-77.
PEER-
FEEDBACK IN
BLOGS
Issa, T. (2020). e-Assessments
via Wiki and Blog Tools:
Students’ Perspective. In
Educational Networking (pp.
235-268). Springer, Cham.
Q&A DISCOURSE
Shi, J., Shen, H. & Ma, Q. (2018).
What kind of answer will be better:
Exploring the features of high-
quality answer contents in social
Q&A community. In Proceedings of
The 19th International Conference
on Electronic Business (pp. 558-
562). ICEB, Newcastle upon Tyne,
UK, December 8-12.

5. RESEARCH DESIGN
Qualitative because the data and
analysis are focused on words
(Thayalan & Noor, 2012).
Refers to Hijmans’s (1996)
discourse content analysis
approach because it analyses the
wording and patterns of reasoning,
with semantics of language or sign
use to discover the themes of
communicator motives and ideology.

6. LOCATION OF
RESEARCH
FKIP, Universitas Lancang Kuning

7. TIME OF
RESEARCH
Data collection in 2019
Data analysis in 2020

8. TOTAL POPULATION
SAMPLING
All regular 2017 students of English
Education Department in Unilak, Pekanbaru
Because:
1. They are EFL university student-bloggers
2. Their blogging comment activities are
recorded to be the highest in intensity
compared to students from other years

9. RESEARCH
INSTRUMENT
Participants’ authentic blog comments
that are publicly available in their
student blogs

10. DATA
COLLECTION
Blog comments archive

11. DATA
ANALYSIS
Discourse analysis content analysis by
Hijmans (1996) which focuses on the
written text’s wording and patterns of
reasoning as the main objects of
discourse analysis. The semantics of
language or sign use are also of
central importance here.

12. PURPOSE
To identify the kinds of persuasive
tactics that university students use
in questioning and answering in
their blogging activities to
recommend the best ones for
students’ online collaboration

13. https://scholar.google.com
/citations?user=IhhC4iMA
AAAJ&hl=en&oi=sra
https://coljour.wordpress.com/
https://derintatum.wixsite.com/story
https://journal.unilak.ac.id/index.php/elsya
t.derin@unilak.ac.id