CHAPTER 14

WRITE AN INTRODUCTION

14.1 Pendahuluan
A. Deskripsi singkat: Pokok bahasan ini berisi cara menulis pendahuluan untuk artikel
ilmiah dalam bahasa Inggris. (write an introduction).

B. Relevansi: Pokok bahasan ini merupakan bagian terakhir dari tiga materi mengenai
cara menulis artikel ilmiah yang baik dalam bahasa Inggris.

C. Kompetensi
C.1. Standar Kompetensi: Mampu menulis pendahuluan untuk artikel ilmiah dalam
bahasa Inggris.
C.2. Kompetensi Dasar: Setelah menyelesaikan Pokok bahasan ini Mahasiswa mampu
1. Mengetahui fungsi pendahuluan dalam artikel ilmiah.
2. Mampu mengidentifikasi isi pendahuluan dalam artikel ilmiah.
3. Mampu menulis pendahuluan yang sesuai.

D. Petunjuk Belajar: bacalah tiap kalimat dengan teliti, telaah, dan catat kata perkata
yang penting. Kerjakan semua latihan. Verifikasi jawaban anda kepada dosen
pengampu dan jawaban yang disertakan pada akhir buku ajar.

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14.2 Penyajian
14.2.1 Uraian
 Writing Introduction
Discuss the following elicitation question with your friends.
a. Is an introduction necessary in a scientific article?
b. How long is an introduction?
c. What is an introduction for?
d. What does an introduction contain?
e. Is an introduction written before or after writing the body of the scientific article?
Why?
f. Mention some common expressions in an introductory paragraph.
In scientific article writing, an introduction consists of at least one paragraph. The length
of an introduction depends in the length of the scientific article. One paragraph is sufficient
for an introduction in a shorter scientific article. An introduction can have more than one
paragraph in longer written works, but it’s basic content is the same as a one-paragraph
introduction,
Introduction contains two main pieces of information. One is general information about
the topic or title of the scientific article. The general information gives background
information on the topic and then introduces the topic or title. Sometimes, it introduces the
topic or title first then gives the background information. The other important part is specific
information, which consist of a topic sentence (sometimes called the thesis) and major
subdivisions of the scientific article. An introduction is like a glass: it is wide on top and gets
narrower at the bottom.

General information:1. Background

information [Link] introduction

Specific information:1.
Topic [Link]
subdivision

Picture 1. Ilustration of an introduction

An introduction having the four components above gives clear organization of thought
to the written in witting and to readers in following the text. However, some introductions

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do not include all these components. An introduction sometimes might only have
background information, a topic sentence and subdivisions of the scientific article; it may
have background information and topic sentence; it may give background information and
the subdivisions; sometimes it may only provide background information.
Background information cover: current situation related to the topic, reason for
writing the topic, and when appropriate to the topic, includes a summary of an article,
story, drama, or film which will be discussed. In academic scientific article or theses on
work of literature, the title of literary work(s) and name of author(s) which will be the
focus of analysis are also included in this part of the introduction. If the analysis is about a
film, the title of the film(s) is given, with brief information about the writer or scriptwriter
or direction. The writers plan of analyses, perceptions, or arguments is also included in
this part, as well as the scope of the discussion.
It is not usual to use quotations in a short academic work. However, longer scientific
article and these may use quotations, especially to give definitions of significant words for
the chosen topic. Questions or anecdotes can be used to create an interesting introduction.
Different writers have their own way of writing an introduction. Some writers write
the introduction before they write the body of the scientific article. This means that the
introduction guides the writer in writing the rest of the scientific article and limits what
will be discussed in the scientific article by following the major subdivision. This can help
them to focus on what to write.
Some other writers write the introduction after they write the body of the scientific
article .After deciding on the topic and title, the writers already have a rough outline or a
plan for the major subdivisions in their mind. They can start writing body of their
scientific article based on the rough outline they have and let their ideas flow .when they
have finished writing the body, they write introduction. This process is quite natural in
writing and is not wrong.
Other writers rough out the introduction first and then revise it once they have written
the scientific article. In this process, the writers can still add more points or omit irrelevant
parts of the scientific article, if needed.

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Practice 1
Three of the following functions of introductory paragraph are not correct. Thick (√) the
functions which you think are correct and cross (X) the functions which you think are
incorrect. Number a. is given as an example.
a. √ To inform readers what they will read in that scientific article
b. To introduce brief information about the scientific article to the readers
c. To arouse the reader’s interest or to attract the reader’s attention
d. To summarize the content of the scientific article
e. To bring the reader’s mind to the content of the scientific article
f. To limit the subject and to inform what aspects of it will be treated
g. To inform the readers of specific information about the scientific article
h. To prepare the readers for what they will read after the introduction
i. To state the topic of the whole scientific article
j. To show the organization of the scientific article
k. To inform of major subdivisions of the scientific article
l. To persuade the readers to conclude the scientific article
m. To state the aim of the writer in writing the scientific article

Practice 2
Study the following examples of introductions. Spend some time studying the items of
information in the table following each introduction.
a. One-paragraph Introduction
Testing has been known as a part of an organized teaching programme.
Communicative Language Test should be applicable for all language skills: listening,
speaking, reading, and writing. For the purpose of this paper, the writer decides to explore
testing of oral production skills, as the writer is involved in training learners to
communicate effectively at a School of Tourism. There are some important points to
discuss about an oral skill achievement test in a communicative language test. This paper
will discuss principles of communicative language tests, the achievement of oral tests, the
marking of oral tests, and the assessment of oral skills.

General Information Background information Testing has been known as

a part of an organized
teaching programme.
Communicative Language

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 Test should be applicable
for all language skills:
listening, speaking,
reading, and writing.
For the purpose of this
paper, the writer decides to
explore testing of oral
Topic introduction and production skills, as the
Background information writer is involved in
training learners to
communicate effectively
at School of Tourism.
There are some important
points to discuss about an
Topic sentence oral skill achievement test
in a communicative
language test.
This paper will discuss the
Specific Information
principles of
communicative language
Major subdivisions test, the achievement of
oral test, the marking of
oral test, and the
assessment of oral skills.

b. Two-paragraph Introduction
Writing in the language class reflects many recurrent themes. We shall need, for
instance, to call on various communicative criteria, on the concepts of ‘products’ and
‘procces’, and on the role of language practice, to see how, along with other skills,
writing too has developed and has accumulated many insights into the nature of language
and learning. However, as well as having much in common with other skills, we shall see
that writing differs in some significant ways to do with the purpose of writing class and in
everyday life, and the relationship between these two setting.

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 This paper will first survey the reasons for writing and the different types of writing
associated with them. The central section will focus on a number of approaches to
teaching writing, particularly as expressed in teaching materials, and will try to show how
perspectives have gradually changed. We shall then move on to the classroom
environment itself, including some possibilities for writing-related activitiesm the issue
of error correction and the role of the teacher.
McDonough, J. and Shaw, C. Materials and Methods in EL, Oxford: Blackwell
(1993:174)

Writing in the language

class reflects many
recurrent themes. We shall
need, for instance, to call
on various communicative
criteria, on the concepts of
‘products’ and ‘procces’,
Background information and on the role of
language practice, to see
how, along with other
skills, writing too has
developed and has
General Information accumulated many
insights into the nature of
language and learning.
However, as well as having
much in common with
other skills, we shall see
that writing differs in some
Topic introduction significant ways to do with
leading to topic sentence the purpose of writing class
and in everyday life, and
the relationship between
these two setting.

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 Topic sentence leading to This paper will first
first subdivision survey…
the reasons for writing and
the different types of
writing associated with
them. The central section
will focus on a number of
approaches to teaching
writing, particularly as
expressed in teaching
Specific Information
materials, and … how
Major sub divions
perspectives have gradually
changed. … the classroom
environment itself,
including some
possibilities for writing-
related activities the issue
of error correction and the
role of the teacher.

c. Three-paragraph Introduction
A scientific article is a piece of writing several paragraphs long instead of just one or
two paragraphs. It’s written about one topic, just as a paragraph is. However, the topic of
an scientific article is too long and too complex to discuss in one paragraph. Therefore,
you must divide the topic into several paragraphs, one for each major point. Then, you
must tie all of the separate paragraphs together by adding an introduction and a
conclusion.
Writing a scientific article is not more difficult than writing a paragraph except that a
scientific article is longer. The principles of organization are the same for both, so if you
can write a good paragraph, you can write a good scientific article.
A scientific article has three main parts.
1. An introductory paragraph

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2. A body (at least one, but usually two or more paragraphs)
3. A concluding paragraph.
Oshima, A. and Hogue, A. (1991:76)

A scientific article is a piece of

writing several paragraphs long
instead of just one or two
paragraphs. It’s written about one
topic, just as a paragraph is.
However, the topic of a scientific
article is too long and too
Background
complex to discuss in one
information
paragraph. Therefore, you must
divide the topic into several
paragraphs, one for each major
General Information point. Then, you must tie all of
the separate paragraphs together
by adding an introduction and a
conclusion.
Writing a scientific article is not
more difficult than writing a
paragraph except that a scientific
article is longer. The principles of
Topic introduction
organization are the same for
both, so if you can write a good
paragraph, you can write a good
scientific article.
A scientific article has three main
Topic sentence
parts.
1. An introductory paragraph
Specific Information 2. A body (at least one, but
Major subdivisions usually two or more
paragraphs)
3. A concluding paragraph.

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Practice 3
Identify the details of content of the following introductions. (See columns above on General
Information and Specific Information as examples of the kind of information in each part of
an introduction.)
a. Title: Speed Reading
Speed reading means reading quickly. Most people read quite slowly. If they have
some practice, they can read much faster. Usually, they can read twice as fast. This
scientific article, you will learn three important things: how you learn to read more
quickly, how to use a reading speed chart to measure your time, and the advantages of
speed reading.
Adapted from Quinn and Nation (1974: v)
b. Title: Product-oriented Syllabus
A syllabus is a very essential document in English language teaching. It provides
teacher and learners with a framework on what or how to learn the language. For the
purpose of this scientific article, I would like to classify syllabus into two main
groups. The first group is product-oriented syllabus. This paper will discuss a product-
oriented syllabus and a process-oriented, task-based syllabus, the difference between
them and, finally, the difficulties that might arise in implementing a task-based
syllabus in the home teaching situation.
c. Title: Second Language Acquisition of Children
Extensive research has been accorded to the study of speech the language learner
receives. Recently, emphasis has been placed on this kind of speech and the
interaction between children and adults as to whether these affect language
acquisition, to what extent and under which circumstances.
This paper discusses the question of how children learn languages. I will try to discuss
some of the main theories that are related to language learning. In the first section of
this paper, I shall explain language learning from the behaviourist point of view, the
native’s interactions point of view. In the second sections, I have constructed a set of
principles that could be used as a guide to support children in their language learning.
In the third section, relevant examples of applications are given. Finally, I have drawn
involved in social interaction with adults and when adults support them in their act of
learning.
d. Title: Action Research

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 Many writers describe ‘research’ as a systematic process. McMillan and
Schumacher (1989) define research as ‘a systematic process of collecting and
analysing information for some purpose’ (p.8). Kerlinger (1986) defines scientific
research as a ‘systematic, empirical, and critical investigation of natural phenomena
guided by theory and hypotheses about the presumed relations with such phenomena’
(p.10). Research has also been defined in the Concise English Dictionary as ‘a careful
research: systematic investigation towards increasing the sum of knowledge’. These
definitions of research suggest that research generally is a systematic inquiry accepted
by scholars to gain knowledge that would be open for evaluation and criticisms by
peers in the research field. Therefore, outcomes of research should be made public
(e.g. published) to allow such opportunities.
Since research is concerned with increasing the sum of knowledge, the validity
and reliability of research is an important consideration to researchers. The process of
gathering and analyzing data is difficult task, as it has to consider these factors. Most
research deals with large samples to increase the reliability and validity of their
research work. This also enables researchers to confidently generalize their findings.
This paper will discuss ‘research’ with a prefixed word added to it: ‘action’. The
term itself, ‘action research’, has stirred up many arguments in the field of research.
Some have also criticized that the term ‘research’ has been wrongly used to describe
the kind of studies that have been conducted using the so called ‘action research’.
In order to address the issue of ‘is action research really research?’ This paper will
discuss the meaning of action research and the methodology of action research. Issue
on action research will also be discussed and this paper will base its arguments of ‘is
action research really research?’ in these three sections.

Practice 4
Outlining an introduction. Look at the following outline of the introduction of a. above,
then write an outline of an introduction for b, c, and d.
Title: Speed Reading
General Information
Background information: the meaning of speed reading, how people read
Topic introduction: the topic is mentioned in the background information
Specific Information
Topic sentence: learn three important things

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 Major subdivisions: how you learn to read more quickly, how to use a reading
speed chart to measure your time, and the advantages of speed reading.

14.2.2 Uraian
 Scientific article Outline
1. Opening Paragraph (s)
a. General information: giving background information on the topic and introducing
the topic or title.
b. Specific information: stating topic sentence and the major subdivisions of the
scientific article
2. First Main Paragraph
a. Topic sentence taken from the first major subdivision
b. First supporting sentence
c. Second supporting sentence, and so on
d. Closing sentence, especially for a long paragraph, if needed
 Signally the end of paragraph
 Summarizing the paragraph
 Giving the writer’s comment
3. Next Main Paragraph
a. Topic sentence taken from the second major subdivision
b. First supporting sentence
c. Second supporting sentence, and so on
d. Closing sentence, especially for a long paragraph, if needed
 Signally the end of paragraph
 Summarizing the paragraph
 Giving the writer’s comment
4. Closing Paragraph(s)
a. Conclusion
b. Restatement or a summary of the scientific article
c. Writer’s comment or opinion to be thought about by readers

Latihan
Practice 5

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a. Develop one paragraph introductions from your own research.
1. Remember the content:
 General information
Background information:
Topic introduction:
 Specific information
Topic sentence:
Major subdivisions:
b. Check that you have used some of the following expressions in your introductions
above:
1. Topic sentence
This paper will discuss the following points:
This paper tries to address several issues related to …
This paper argues that …
This paper will describe …
The paper presents ideas concerning …
This scientific article will put emphasis on …
Specifically, this scientific article will deal with …
This paper will discuss principles …
2. Topic sentence leading to major subdivisions
This paper first reveals …
This scientific article will discuss three aspects of …
There are three main problems to be discussed.
3. Major subdivisions
The first part will discuss …
The second part …
The third part …
Firstly,
Secondly,
Thirdly,
Next,
Then
The final part …

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Practice 6
a. Write an introduction from your research into some paragraphs. You can start by
writing an outline if you find it helpful to do this first.
b. When you have finished, swap your introduction with your friend. Please, read your
friend’s introduction and identify whether it has background information, topic
introduction, topic sentence, and major subdivisions.

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14.3 Penutup
14.3.1 Rangkuman
1. In the writing Introduction, we should know the content information, as follows :
General Information Specific Information
Background Topic sentence
Topic Introduction Major Subdivisions

2. Two methods in writing the introduction:

Method 1 Method 2
Introduction before writing body Introduction after writing body

14.3.2 TES FORMATIF

A. Three of the following functions of introductory paragraph are not correct. Thick (√ )
the functions which you think are correct and cross (X) the functions which you think
are incorrect. Number a. is given as an example.
a. √ To inform readers what they will read in that scientific article
b. To introduce brief information about the scientific article to the readers
c. To arouse the reader’s interest or to attract the reader’s attention
d. To summarize the content of the scientific article
e. To bring the reader’s mind to the content of the scientific article
f. To limit the subject and to inform what aspects of it will be treated
g. To inform the readers of specific information about the scientific article
h. To prepare the readers for what they will read after the introduction
i. To state the topic of the whole scientific article
j. To show the organization of the scientific article
k. To inform of major subdivisions of the scientific article
l. To persuade the readers to conclude the scientific article
m. To state the aim of the writer in writing the scientific article

B.
a. Refer to one of the scientific article titles you have written in unit 3 (Topic and Title).
Now, write an introduction for the topic of that title in one or two paragraphs. You
can start by writing an outline if you find it helpful to do this first.

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 b. When you have finished, swap your introduction with your friend. Please, read your
friend’s introduction and identify whether it has background information, topic
introduction, topic sentence, and major subdivisions.

14.3.3 Umpan balik (Petunjuk bagi mahasiswa untuk bisa menilai sendiri hasil tes)
Score 90 untuk tulisan introduction yg sistematis.

14.3.4 Tindak lanjut

Pahami materi dan berlatih lagi cara menulis pendahuluan.

14.3.5 Kunci jawaban

Terlampir pada bagian akhir Buku Ajar ini.

14.4 Referensi
English for Academic Purpose “ Essay Writing”, Leo Sutanto, dkk. Penerbit Andi, 2007.
Chapter 4. Writing an Introduction

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