Presenting research gap(s) in a research article (RA), particularly in the abstract and introduction, should be considered by authors, since it functions to show the novelty of the research. As there have been limited studies on the possible variations in authors' research gap strategies and the problems in identifying research gaps, this mixed-method study aimed to fill the gaps. Using genre analysis, this study compared the use of research gap strategies in English Language Teaching (ELT) RA abstracts and introductions by three groups of authors, namely, Indonesian doctoral students, Indonesian academics, and international authors. The results of the quantitative analysis in this study indicated that the three groups share similarities and differences in using the types of research gap strategy in their ELT RA abstracts and introductions. Then, the qualitative analysis using semi-structured interviews with ten doctoral students revealed some problems encountered by them in identifying research gaps during research activities. Finally, this study demonstrates the extent to which our findings have theoretical and practical implications concerning the use of strategies in presenting research gaps in RAs.

Indonesia eThis qualitative research was conducted to describe the types of grammatical cohesive devices and to compare the frequency of using the appropriate and inappropriate of those devices used by students in composing analytica chosen conveniently by selecting only 34 students of grade two of SMAN 7 Padang. The data was collected from the analytical exposition texts written by them. The result of this research shows that the able to use the grammatical cohesive devices in variant ways. Those four types found are reference, conjuction, ellipsis, and substitution. Reference and conjuction were found most frequent in students' texts with the percentage of occurring t ellipsis dan substitusi just 4.8% and 0.55%. Students tend to use the inappropriate pronoun reference when they try to refer between the subject and object sentences. Of 1104 times of using the devices, the most inappropriate use was located in using reference. The frequency of using these inapprorate references was 88 times Key words/phrases:Penelitian kualitatif ini dil kohesi gramatikal dan untuk membandingkan frekuensi tepat dan tidak tepat dari tipe siswa dalam menulis nyaman dengan memilih hanya 34 siswa kelas dua SMAN 7 Padang. Data dikumpulkan dari teks Hasil penelitian in Abstract This qualitative research was conducted to describe the types of grammatical cohesive devices and to compare the frequency of using the appropriate and inappropriate of those devices used by students in composing analytical exposition text. The subjects of this research were chosen conveniently by selecting only 34 students of grade two of SMAN 7 Padang. The data was collected from the analytical exposition texts written by them. The result of this research shows that the students are able to use the grammatical cohesive devices in variant ways. Those four types found are reference, conjuction, ellipsis, and substitution. Reference and conjuction were found most frequent in students' texts with the percentage of occurring those types were 62.77% and 31.88%. In adi ellipsis dan substitusition, each of them gives contributes to students text just 4.8% and 0.55%. Students tend to use the inappropriate pronoun reference when they try to refer between the subject and object times of using the devices, the most inappropriate use was located in using reference. The frequency of using these inapprorate references was 88 times. : Grammatical Cohesive Devices, Analytical Exposition TextAbstrak enelitian kualitatif ini dilakukan untuk menggambarkan tipe-tipe piranti gramatikal dan untuk membandingkan frekuensi penggunaan yang tepat dan tidak tepat dari tipe-tipe piranti tersebut yang digunakan oleh siswa dalam menulis teks eksposisi analitik. Subyek penelitian ini dipilih nyaman dengan memilih hanya 34 siswa kelas dua SMAN 7 Padang. Data dikumpulkan dari teks-teks eksposisi analitik yang ditulis oleh mereka. Hasil penelitian ini menunjukkan bahwa siswa menggunakan pira This qualitative research was conducted to describe the types of grammatical cohesive devices and to com...

One of some important things that the curriculum has or the primary objective of the curriculum itself is to meet the learning outcomes and target for the current needs and necessity. By designing the new curriculum and match it to the international standa of curriculum based on the Asean University Network Quality Assurance (AUN it expected that the needs of the students are achieved. However, the change of a curriculum cannot be carried out without the roles of Alumni as one of stakeholders. This article aimed to discuss the opinions and suggestions to the curriculum change from the alumni of English Department Faculty of Languages and Arts Universitas Negeri Padang as the Community who had experiences in seeking and staying for jobs both education and non education field. Under the guidance of need analysis theory, the questionnaires of needs of students were delivered to the several representatives of alumni. The findings showed that based on the some who had worked in education fields, from the fo skills of how to diagnose the students' characteristics is needed and they have to have the skill in ICT, the knowledge about the trends in language teaching of how to use the language in a good personal competence, most of them agreed that the aspect of religion have to be had by the college students. From the other ones who work on the non they suggested that the knowledge of ho Key words: Curriculum Development, Needs of Students, Mencapai kurikulum yang baik dan mengaitkannya dengan kebutuhan mahasiswa adalah suatu keharusan. Salah satu dari beberapa hal penting yang dimiliki atau tujuan utama kurikulum itu sendiri adalah untuk mencapai hasil pembelajaran Abstract One of some important things that the curriculum has or the primary objective of the curriculum itself is to meet the learning outcomes and target for the current needs and necessity. By designing the new curriculum and match it to the international standa of curriculum based on the Asean University Network Quality Assurance (AUN it expected that the needs of the students are achieved. However, the change of a curriculum cannot be carried out without the roles of Alumni as one of stakeholders.rticle aimed to discuss the opinions and suggestions to the curriculum change from the alumni of English Department Faculty of Languages and Arts Universitas Negeri Padang as the Community who had experiences in seeking and staying for and non education field. Under the guidance of need analysis theory, the questionnaires of needs of students were delivered to the several representatives of alumni. The findings showed that based on the some who had worked in education fields, from the four aspects of competence, the knowledge and skills of how to diagnose the students' characteristics is needed and they have to have the knowledge about the trends in language teaching, of how to use the language in a good way in social life is also needed. Then, for the personal competence, most of them agreed that the aspect of religion have to be had by the college students. Fr...

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Swales ' (1990) Creating a Research Space (CARS) model has spawned a large number of studies focusing on investigations of research article introductions (RAIs), and the reports have given meaningful contributions to guide novice and non-native authors in writing English RAIs. However, the investigation of authors' research gap strategies in RAIs has so far received little attention. Also, the previous investigations do not account for the way such strategies are applied across the Scopus journal quartiles (i.e., Q1, Q2, Q3, & Q4). Therefore, this study is undertaken to investigate the research gap strategies used by authors who published their research articles (RAs) in Scopus-indexed journals. The strategies found were, then, compared seen from the Scopus journal quartile lens. Forty RAs from eight Scopus-indexed journals in the field of English Language Teaching (ELT) were randomly collected and analyzed using Swales ' (1990) framework, taking into account the insights proposed by Lim (2012) and Kwan, Chan, and Lam (2012). The findings reveal that the authors use five research gap strategies to present their research gaps in their ELT RAIs. The comparative analysis shows that there are differences and similarities in using research gap strategies across the quartiles. The findings of this study can assist non-native and novice authors to achieve visibility worldwide by giving closer attention to how to present research gaps using several research gap strategies in RAIs.