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It is important for students to integrate both argument and counterargument to construct effective argumentative writing. One strategy believed to improve the effectiveness of student's argumentative writing is through the employment of Bakhtinian dialogism. This action research was intended to observe student's strategy in constructing argumentative essay in the undergraduate EFL classroom in terms of balanced integration of argumentation, counterargument, and refutation through dialogic approach during drafting. In addition, possible factors that affect student's strategy in constructing argumentative. The results show some student's hesitation to the use of counterargument in the writing despite the fact other features in the argumentative essay show good quality. Possible factors in writing process are also discussed, e.g. student's sociocultural background, English proficiency level, and also attitudes towards the dialogic approach. Some suggestions indicate that students should be more encouraged to apply counterarguments in their essay in a more practical approach.

Abstract-The use of research-based learning in environmental science course has been done since a long time ago. Research-based learning enforced students to conduct group research based on their topic. The purpose of the research is to identify the outcomes of environmental science learning via research-based learning method for biology students. The research is a comparative study using four classes in 2016 academic year covering 126 students. Kruskal Wallis method was used for the data analysis because the data were not normally distributed. The result is p = 0.000 < α (0.05), which means there is a difference in students' learning outcomes after using the research-based learning method. The conclusion of the research is there is a difference of environmental science learning outcomes after using research-based learning approach for biology students.