Argumentation Patterns of Toulmin Students During Online Lectures in the Pandemic

Abstract

Student argumentation skills are considered weak during online lectures. The Toulmin Argumentation Model is an excellent model in analyzing argumentation discourse in the Science Classroom. This study aims to describe Toulmin's argumentation patterns during online lectures during the Covid-19 Pandemic. The research method used is a qualitative descriptive method. Data collection techniques used in the form of an open questionnaire. Respondents used in this study were 50 samples. The results showed that the argumentation pattern was divided into 2 categories namely, (1) Category Four Elements and (2) Category Five Elements. The Four Elements category is divided into 2 patterns, namely the C-G-W-B Pattern and the G-C-M-W Pattern. In the CGWB Pattern, the argumentation elements used are a claim (position statement), ground (data or facts), warrant (guarantee), and backing (support), while in the GCMW Pattern the argumentation elements used are ground (data or facts), claim (position statement), Capital Qualifier, and warrant. The Five Elements category forms the G-C-W-B-Pc Pattern. In the G-C-W-B-Pc Pattern, the argumentation elements used are grounds (data or facts), claims (position statements), warrant (s), backing (support), and possible rebuttal (exceptions). In the case of the five-element category, the argumentation pattern does not use a Capital qualifier

Modal Qualifiers as Booster in Argumentative Writing of the Thesis Discussion Section (Modal Qualifiers Sebagai Booster Dalam Tulisan Argumentatif Pada Bagian Pembahasan Tesis)

“…The nature of this graded modality description, among other things, gives rise to a function as a booster. The study of modality descriptions has been studied quite a lot from a linguistic perspective (Maulyda et al, 2021;Sundari & Febriyanti, 2021); Education, 2019). The study of modality information in the perspective of argumentation still needs to be done to provide a more in-depth frame of reference on modality information, especially its function as a booster.…”