Promoting Counterargument in Student’s Argumentative Writing: A Dialogic Approach

Abstract

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.