to the study.
2.1 Previous Studies
There are at least found five previous studies that related to this research.
First, a research that conducted by Guinto (2012), the researcher analyzed 95 Filipino youth’s narrative essays. This research unveiled the cognitive structuring narrative essays by using Swale’s genre analysis framework. The result revealed that the Filipino youth write in a common rhetorical structure that is nearly related to standard western practices and attributable to existing influences of Anglo- American literary canons in academe. It can be concluded that genre analysis can show the rhetorical pattern of narrative essay.
Second, a research that conducted by Ge (2016) that examined how and to what extent sensationalism invades Chinese legal news reports. The research methodology combines the theoretical paradigms of critical discourse analysis and genre analysis. 70 legal news reports in Legal Daily were examined by using move analysis. This study found four moves, there are (1) abstract move plays crucial role in attracting readers’ attention; (2) court finding move introduce the legal facts and statements to highlight conflict between parties; (3) the court decisions move disseminated legal knowledge; (4) the commentary move used for moral education
where defendants are judged. It can be concluded that move analysis can unveil the purpose of each structure of news item.
Third research conducted by Setyorini (2017) explored the 10 abstracts writing structures of the English Education students in Academic Writing Course.
The result showed that from the abstracts found five moves analysis. It can be concluded that move analysis can be used to examine research abstract.
Fourth research conducted by (Drew, 2017) examined genres emergent from a corpus of educational online podcast. The result showed how each genre developed common moves and steps that are used in their design to cater learning experiences to particular audience requirements. It can be concluded that move analysis can explain the educational podcast and showed the learning experience to the audience who mainly are students.
Fifth research conducted by Suherdi et al. (2020) who examined genres the manifestation of rhetorical moves in the findings and discussion (F & D) section written by Indonesian undergraduate. 113 unpublished ELT research articles of EFL students from a state educational university in Bandung was examined. F & D manifested four moves i.e., providing background information, reporting results, summarizing results, and commenting on results. The findings may serve as a reference to develop the teaching materials of English for research publication purposes (ERPP). It can be concluded that move analysis can examine the section of findings and discussion. It is also can be the reference to develop the material of ERPP.
In conclusion, to examine genre analysis by using move as the analysis unit can be done in various kinds of genre. It can be research abstracts, narrative, podcast, or news item. Therefore, in this research I will conduct genre analysis in review text. In addition, this research also used questionnaire to find out the perspective of critical thinking that collected via google form with 33 respondents in it. Interview also used in this research to draw more students’ perspective when they were creating the review text.
2.2 Theoretical Review
In this theoretical review, I will elaborate some theories related to topic.
2.2.1 Genre-based Analysis
Genre is a kind of written layout and organization that directly well known by the members of discourse community or the people who share the same norms and language customs (Harmer, 2007). According to Lin and Yang (2007) the characteristics of genre are: genre is aim-oriented but the communicative purpose is unstable; genre is a dynamic process not static; staged with specified constituent segments which recognized from lexico-grammatical devices (Huang, 2015).
Besides, Halliday & Hasan (1985) presented that genre is not a precisely systemic term but it is the traditional term for what is now interpreted as functional variation register or an aspect of the mode variable of context (Matthiessen et al., 2010).
Bhatia (2002) said that genre analysis can be defined in two different views: First, it can be felt as reflection of the complex realities of the universe of systematized communication; Second, it can be understood as pedagogically productive and appropriate mean of language teaching program design which placed in classroom
activity’s simulated settings Ulum (2016). Miller (1984), Bazerman (1994), Berenkotter & Huckin (1995) stated that genre is defined as type of rhetorical action, then Askehave & Swales (2001) said that genre as multifunctional and attributes along with the set of communicative aims (Ge, 2016).
Djuwari (2018) stated that genre analysis is not only on sentence-based grammar but it is an organization that has language functions or language use in the text and context, which is going higher to the moves and steps. He also added that genre analysis scrutinizes the structure and the function of a language, which will contribute to the language teachers and learners. In line with the statement above, Bhatia (1991) as cited in Djuwari (2018) explained four characteristics of genre analysis. Those include:
a. Genre analysis is showing an original interest in the use of language to reach the communicative goals.
b. Genre analysis does not display a static description of a language usage, instead it provides dynamic description about how the language experts manipulate the generic conventions to reach a variety of complex.
c. It is motivated by the concerns of applied linguistic, notably language teaching at sort levels.
d. It focuses on specific differentiation in language use at sort levels of generality which is not only narrow in focus but also wide in vision.
Moreover, genre is a process of communication which has certain goal for its members in a certain event of communication due to certain social context (Dirgeyasa, 2016). It assumed that different social context, tends to lead to different
genre. It is also kind of text either oral or written in which there is relationship between language and its social function. A kind of text either oral or written which has the same goal and same lexico-grammatical features will be the same genre.
In addition, various genres distribute the resources for meaning making by using grammar in different ways such as, recount text which retell an event and use past tense, or report text to describe a thing in the world and use relational processes and generic participants (Gerot & Wignell, 1994).
In line with the statements above, it can be concluded that genre analysis is a term that explain communication and pedagogical of a language. Genre is not only a grammar, but it has a dynamic rhetorical. It means that genre analysis has wide vision to the language itself which includes grammatical, pedagogical, and communication aspects.
According to Ulum (2016) genre based analysis is defining how texts are built in concept of move, stage and strategy, and figuring out the aspects in definitive text to recognize their communicative objectives. Another explanation by Drew (2017), genre analysis is explained as a valuable examination of the possibilities of a medium, opening space, for consideration of how genre conventions can be utilized, modified and subverted in the creation of new texts and for assisting learning. Alongside the definition, genre analysis has function to help in comprehend the concept of rhetorical organization which is conceptualized as a set of communicative functions (moves) and sub-communicative functions (steps) to successfully express the purpose information (Suherdi et al., 2020).
2.2.2 Kinds of Genre
Paltridge (1996) distinguished the terms ‘genre’ and ‘text types’ which represent differently, yet complementary. It can be understood that both terms are important and useful for language teaching and learning.
In fact, some pedagogic implications of genre analysis are based on the ideas of ‘text type’ rather than ‘genre’. Genre and text type are having correlation and there are many various kinds of them. Hammond et al. (1992) divided genre and text types as follows:
Table 1. Genres and Text Types
Genre Text Type
Recipe Procedure
Personal letter Anecdote
Advertisement Description
Police report Description
Student essay Exposition
Formal letter Exposition
Formal letter Problem-solution
News item Recount
Health brochure Procedure
Student assignment Recount Biology textbook Report
Film review Review
It clears from the table above that more than one genre can share the similar text type. According to the explanations above, kinds of genre have their own
function to the text types. Every genre can share the same text type, such as news item and student assignment belongs to recount text type. Moreover, in this research, the kinds of text type that will be examined is review text.
2.2.3 Genre Writing
Genre as writing is a kind or type of writing in which it has a typical style, particular target of readers, and a specific purpose (Thoreau, 2006). So, it is how something is written; the words that are used and the way the information is organized.
Genre writing is not only enabling the reviewer to write, but also to pursue a certain goal. For example, how to retell, report, describe, and something is done or something is carried out. In this case, the reviewers need to use certain social convention, linguistic features, and rhetoric structure of the text.
2.2.4 Genre as Product in Writing
Genre as product in writing means that the genre writing is a kind of text or writing work itself. It sees that the language or the writing form must be connected to the social function of the text. Then, the social function of the text applies to certain social environment and place where and when the text is used. Genre writing as a product or type of writing points out its different features as shown by its rhetoric structure, organization, and/or linguistic features (Dirgeyasa, 2016).
2.2.5 Review Text
Students have been taught about review text since they were in high school.
Review text is one of the genres of text types which based on fact. According to
Gerot & Wignell (1994) review text is a text that has social function to critique an event or an art work for general audience such as, work of art include film, books, plays, operas, television shows, exhibitions, recordings, ballets, and concerts. This social function acts as the purpose of the text. Another explanation from Sudarwati
& Grace (2006) as cited in Anamaryanti et al. (2015) review text is a text that has aim to evaluate or criticize an art work or event for a public audience. The point about review text is that review text states someone’s opinion about a thing. It describes people’s judgements and their point of view of some work of art or a thing.
2.2.6 Generic Structure of Review Text
According to Gerot & Wignell (1994) review text also has generic structure.
There are four parts of generic structure in review text. Here are the parts:
a. Orientation: This section talks about background information of the text.
b. Interpretative recount: This section talks about the resume of the art work’s plot or characters.
c. Evaluations: This section talks about statement, opinion, and judgement from the reviewer.
d. Evaluative summation: The last section is talking about the punchline which add the reviewer’s argument of the art work as a whole.
The generic structure of review text begins with the orientation, which describes about the first impression or background knowledge of the text. The second is interpretative recount, which discuss about the resume of the art work or thing that is being reviewed. The third part is the evaluation which talk about the
reviewer’s statement, opinion, judgement of something. The last is evaluative summation which elaborates the reviewer’s arguments.
It can be concluded that the generic structure of a review text is not only gives a review or a judgement about an artwork or a thing, but it is also describing it first.
So, the readers have the background knowledge about what is being reviewed.
Besides, the last section of the generic structure is also giving the strength argument or opinion from the reviewer.
2.2.7 Language Features of Review Text
Gerot & Wignell (1994) also wrote in their book that review text has four lexico-grammatical features. Here are the significant lexico-grammatical features:
a. Focus on particular participants.
b. Use metaphorical language.
c. Use elaborating clause, extending clause, and group complexes to set the information.
d. Use direct expression of arguments through the use of attitudinal lexis include: attitudinal epithets in nominal groups; qualitative attributes and affective mental processes.
Lexico-grammatical features in review text is focusing on particular participants, such as a movie or a book. Besides, review text is also using metaphorical language in which to describe the object of the text by referring to something that is considered to have similar characteristics to the person or object
that is being described. Review text is using elaborating clauses to set the information that have been gathered by the reviewers.
2.3 Move-Step Structure
Swales (1981) proposed a move analysis within the common field of English for Specific Purposes (ESP). The main purpose was to think about the needs of advanced non-native English speaker who learn to read and write research abstracts (RAs). Moreover, Swales (2004) added the definition of move in genre analysis. He defined move as a discoursal or rhetorical unit that performs a coherent communicative function in a written or spoken discourse. Then other expert Pho (2009) noted that each move has its own communicative purpose which contribute to the general communicative purpose of the text.
Formerly, move-step structure is introduced by Swales as a tool to analyze research abstract. In his study, he referred as Create a Research Space (CARS) model for article introductions. The majority of the researchers in the discourse community in his study adopted “obligatory” moves and “optional” steps in their research abstract. He added more that genres are not defined on the basis of grammatical.
Another explanation, move is a semantic unit that realizes the communicative purposes which consists of a step or a series of steps (Setyorini, 2017). The communicative purpose is a distinctive feature that determines a segment of a text as a particular move. It means that move describes the communicative function of a text. Move analysis has clear purpose to studies texts
in terms of their rhetorical goals and how they work to achieve those goals. In this research, the goal is the social function of review text.
On the other hand, steps are the multiple text fragments that in some combination realize the move primarily function to achieve the purpose of the move to which it belongs (Biber & Upton, 2007). Moves and steps mainly difference in the text fragment interpretation at step level usually articulated in more specific terms rather than at the move level (Moreno & Swales, 2018).
2.4 Critical Thinking
2.4.1 Definition of Critical Thinking
Fisher & Scriven (1997) defined that critical thinking as a skilled activity and have standards of clarity, relevance, reasonable, fairness, etc. They also stated that one may be more or less skilled at this which means someone is able to master more skills or just little skills. In their statements, critical thinking is role played by metacognition or thinking about your own thinking. Later, they added that there are some objects of critical thinking, mainly observations, communications, information, and argumentation. Those objects represent the evaluations and evaluative summations of review text.
Another expert, Brown (2001) declared that writing is a thinking process, he said this due to writing is involving the analyzing about a phenomenon, creating the arguments, and strengthen the arguments. Developing critical thinking can impact some benefits to students. Then, Umrzokova & Pardaeva (2020) compiled some advantages in developing critical thinking, those are (1) ability to draw correct conclusions; (2) ability to gather the necessary information; (3) ability to justify;
(4) ability to know the problem clearly; (5) ability to use ideas; (6) ability to interaction with people; (7) ability to use alternative thinking. In this 21st century, the definition of critical thinking always changes and has newer version depends on the dynamical of human’s life.
Tuzlukova et al. (2017) described critical thinking to a set of skills in a structured way, knowledge, and relationship which is seeing as a formation comprising argumentative, reflexive, and affective components. Karapetian (2020) explained that critical thinking is divided into examining arguments, claims, judging, making decisions, drawing conclusions using induction and deduction, predicting, reasoning verbally, interpreting, recognizing assumptions, explaining terms, and asking questions for clarification.
2.4.2 Critical Thinking as an Argument
In writing review text, argument or opinion is written to give reviews of a thing or an art work. Nakkaew (2018) stated that critical thinking has relationship with writing argument. This means to write argument effectively and also develop the students’ critical thinking. It is due to the students require to synthesize information and also writing about position on controversial issue in order to give reasons and evidence to convince the audience or in this case is the reader of review text. Tahira & Haider (2019) said that critical thinking does not only reproduce knowledge but also reconstruct knowledge through argumentation in processing one text to other texts.
2.4.3 Critical Thinking in EFL Students
A research by Rohayati (2017) about Indonesian students critical thinking in writing showed that Indonesian EFL students still required guidance in expressing and voicing arguments. They also lack if critical thinking knowledge.
Pramono (2018) also found out that the Indonesian EFL students’ ability in writing critical thinking based on the context and meaning is still poor. Tahira & Haider (2019) also argued that international students who come from cultures where critical thinking is not appreciated might neither helpful nor advisable to start a critical thinking approach outside of students’ academic plan. They also added the critical thinking of EFL students and the western students are different. In critical thinking, students should present their evidence in their argument and demonstrate their evaluation and analysis, but some EFL students unrealized that they still have not enough understanding about the concept of argument, evaluation, and analysis.
2.4.4 Five Abilities on Critical Thinking Skills
Haase (2010) explained that critical thinking can use various forms and genres for the presentation of the intellectual process in any way the information is communicated. The main methods of critical thinking are steps of reflection, analysis, and synthesis in a certain case can be communicated. Critical thinking can deliver the communication through text, such as review, written discourse, essays, report, dialogues, and inquiry. Haase also categorized five abilities that show critical thinking skills, such as conceptualizing information, applying information, analyzing information, synthesizing information, and evaluating information.
