MENULIS SOROTAN KAJIAN MENULIS SOROTAN KAJIAN ((LITERATURE REVIEWLITERATURE REVIEW))

WHAT IS LITERATURE REVIEW? WHAT IS LITERATURE REVIEW? (cont.)(cont.)

““Review articles…and critical evaluations Review articles…and critical evaluations of material that has already been of material that has already been published. By organizing, integrating and published. By organizing, integrating and evaluating previously published material, evaluating previously published material, the author of a review article considers the author of a review article considers the progress of current research toward the progress of current research toward clarifying a problem. In a sense, a review clarifying a problem. In a sense, a review article is tutorial in that the author:article is tutorial in that the author:

a)a) Defines and clarifies the problemDefines and clarifies the problemb)b) Summaries previous investigations Summaries previous investigations

in order to inform the reader of the in order to inform the reader of the state of current researchstate of current research

c)c) Identifies relations, contradictions, Identifies relations, contradictions, gaps, and inconsistencies in the gaps, and inconsistencies in the literatureliterature

d)d) Suggests the next step or steps in Suggests the next step or steps in solving the problemsolving the problem

STEPS TO WRITE A REVIEWSTEPS TO WRITE A REVIEW• Structural writing strategiesStructural writing strategies

• Describing, analyzing and Describing, analyzing and synthesizing strategiessynthesizing strategies

• Stylistic strategiesStylistic strategies

STRUCTURAL ELEMENTS IN STRUCTURAL ELEMENTS IN WRITING A LITERATURE WRITING A LITERATURE

REVIEWREVIEW• The funnelThe funnel• Introduction and focus of the topicIntroduction and focus of the topic• Road maps (advanced organizer)Road maps (advanced organizer)• Sections and subsections: Mini road mapsSections and subsections: Mini road maps• Explicit topic sentencesExplicit topic sentences• TransitionsTransitions• Summary and conclusionsSummary and conclusions

THE FUNNELTHE FUNNEL• The review itself should have the The review itself should have the

shape of a funnel moving from the shape of a funnel moving from the broadest issuesbroadest issues of why this topic is of why this topic is important to important to the very narrowthe very narrow issue issue of your particular research of your particular research hypothesishypothesis

EXAMPLEEXAMPLE

• In this figure, the student is doing her In this figure, the student is doing her research on rape prevention research on rape prevention interventions with a high school interventions with a high school population population

• She is using social norming theory as She is using social norming theory as her theoretical frameworkher theoretical framework

•Rape is a social problem

•Rape in high schools specifically

•Importance of prevention in high

school•Methodologies

critique of prevention in

general•Methodologies

critique of preventions in high school specifically•Theoretical bases in social norming

theory•Previous studies

using social norming theory

•The goals of study specifically

•Hypothesis and research questions

Rape prevalencethroughout the world

Child sexual abuse

Review of measures of

attitude change in

sexual assaultTreatment of sex offenders

Rape in the military

Psychological squealed of

rapeSexual

harassmentGenetic

theories of rape

Rape of menTreatment of

sexual assault

Less attention and specificity coverage

Greater attention and specificity of coverage

INTRODUCTION AND FOCUS OF INTRODUCTION AND FOCUS OF THE TOPICTHE TOPIC

“ “ A review tells a straightforward tale of A review tells a straightforward tale of circumscribed question in want of an answer. circumscribed question in want of an answer. It is not a novel with subplots and flashbacks It is not a novel with subplots and flashbacks but a story with single, linear line. Let this line but a story with single, linear line. Let this line stand out and in bold relief”. (Bern 173)stand out and in bold relief”. (Bern 173)

• The chapter should immediately introduce The chapter should immediately introduce the topic and clearly indicate the purpose of the topic and clearly indicate the purpose of the paper, the scope and/or limitations of the the paper, the scope and/or limitations of the review and essential definitions if appropriate.review and essential definitions if appropriate.

ROAD MAPS (OVERVIEW ROAD MAPS (OVERVIEW STATEMENTS)STATEMENTS)

• A very clear structure of what is to come in A very clear structure of what is to come in the review is required to orient the reader. the review is required to orient the reader. Although this may seem obvious to you but Although this may seem obvious to you but for most readers this will be their first for most readers this will be their first exposure to your review.exposure to your review.

• Explain to reader what you going to discuss Explain to reader what you going to discuss in the paper.in the paper.

• A road map present a schema for the reader, A road map present a schema for the reader, a way of communicating what information a way of communicating what information will follow and even how the rest of the paper will follow and even how the rest of the paper is structured or divided into sections is structured or divided into sections

SECTIONS AND SUBSECTIONS: SECTIONS AND SUBSECTIONS: MINI-ROAD MAPSMINI-ROAD MAPS

• Divide the paper into several major Divide the paper into several major sections that follow some natural sections that follow some natural divisions in the literaturedivisions in the literature

• Further divisions or subsections are Further divisions or subsections are also advisable within sections.also advisable within sections.

• Sections and subsections not only Sections and subsections not only delineate different topics but also delineate different topics but also ease the transition among different ease the transition among different topicstopics

EXPLICIT TOPIC SENTENCESEXPLICIT TOPIC SENTENCES• The first line of each paragraph should be The first line of each paragraph should be

clear, concise topic sentences that introduces clear, concise topic sentences that introduces the reader to the topic of the paragraph and the reader to the topic of the paragraph and what is to follow in that paragraph.what is to follow in that paragraph.

• Ask yourself:Ask yourself:• 1.Does each of my topic sentences 1.Does each of my topic sentences

communicate what is in each paragraph?communicate what is in each paragraph?2.Do all the sentences that make up that 2.Do all the sentences that make up that

paragraph fit that topic or is there extraneous paragraph fit that topic or is there extraneous information in that paragraphinformation in that paragraph

TRANSITIONSTRANSITIONS• Well-worded transitions help the Well-worded transitions help the

reader get from the last point to the reader get from the last point to the subsequent point.subsequent point.

• Your reader should not feel lost while Your reader should not feel lost while going from one paragraph to another going from one paragraph to another or from one section to another.or from one section to another.

SUMMARY AND SUMMARY AND CONCLUSIONSCONCLUSIONS• The summary provides the concluding The summary provides the concluding

remarks that capture the essential remarks that capture the essential parts of what you want the reader to parts of what you want the reader to take away from the sectiontake away from the section

• A good summary and conclusion –A good summary and conclusion –provided not only a summary of the key provided not only a summary of the key elements of the literature review but elements of the literature review but also author point of viewalso author point of view

• You should go beyond just summarizingYou should go beyond just summarizing

DESCRIBING, ANALYZING AND DESCRIBING, ANALYZING AND SYNTHESIZING THE SYNTHESIZING THE

LITERATURE (CONT.)LITERATURE (CONT.)• The easiest way to review a paper is simply The easiest way to review a paper is simply

report what each study examined and what report what each study examined and what was found.was found.

• Each paragraph begins with the author’s Each paragraph begins with the author’s name and date of study and then summarize name and date of study and then summarize the study in a paragraph.the study in a paragraph.

• THIS IS NOT A GOOD REVIEW. MORE OF AN THIS IS NOT A GOOD REVIEW. MORE OF AN ANNOTATED SUMMARY OF THE LITERATURE ANNOTATED SUMMARY OF THE LITERATURE THAN AN ANALYSIS OF THE LITERATURETHAN AN ANALYSIS OF THE LITERATURE

• A good review not only describes the A good review not only describes the existing literature but also analyzes the existing literature but also analyzes the literature so that the reader has a literature so that the reader has a greater understanding of that literature.greater understanding of that literature.

• One way of synthesizing a group of One way of synthesizing a group of studies is to identify how individual studies is to identify how individual studies are related to each other, where studies are related to each other, where there is consistency and equivocal there is consistency and equivocal findings and what themes are evident findings and what themes are evident in the literature.in the literature.

DESCRIBING, ANALYZING AND DESCRIBING, ANALYZING AND SYNTHESIZING THE SYNTHESIZING THE LITERATURE (cont.)LITERATURE (cont.)

• Prototype or classic studiesPrototype or classic studies• Integrating Articles within a Socio Integrating Articles within a Socio

historical Contexthistorical Context• Quantifying PatternsQuantifying Patterns• Summarizing Studies on one variableSummarizing Studies on one variable• TablesTables• Design and Methodological IssuesDesign and Methodological Issues

• Identify ProblemsIdentify Problems• Drawing ConclusionsDrawing Conclusions

PROTOTYPE OR CLASSIC PROTOTYPE OR CLASSIC STUDIESSTUDIES• Sometimes you may find a large number of Sometimes you may find a large number of

studies that employ a similar methodologystudies that employ a similar methodology

• Other times, you may find a classic study or Other times, you may find a classic study or article that either started a line of research or article that either started a line of research or stimulated a new direction in a line of research.stimulated a new direction in a line of research.

• In such cases you can provide a brief In such cases you can provide a brief description of the prototypical study or description of the prototypical study or highlight the classic study in some other way.highlight the classic study in some other way.

INTEGRATING ARTICLES INTEGRATING ARTICLES WITHIN A SOCIOHISTORICAL WITHIN A SOCIOHISTORICAL

CONTEXTCONTEXT• Sometimes the previous research can be Sometimes the previous research can be

integrated into a chronological perspective integrated into a chronological perspective that is helpful to the reader’s that is helpful to the reader’s understanding of a phenomenon.understanding of a phenomenon.

• In taking a chronological perspective, these In taking a chronological perspective, these authors were able to integrate the previous authors were able to integrate the previous literature into a larger socio historical literature into a larger socio historical context.context.

QUANTIFYING PATTERNSQUANTIFYING PATTERNS

• Another effective way of Another effective way of summarizing a group of studies is to summarizing a group of studies is to quantify patterns that you find across quantify patterns that you find across several studies.several studies.

SUMMARIZING STUDIES IN ONE SUMMARIZING STUDIES IN ONE VARIABLEVARIABLE

• One way of analyzing a body of literature is One way of analyzing a body of literature is to examine the effects of a single variable to examine the effects of a single variable across a group of studies.across a group of studies.

• This type of analysis usually requires some This type of analysis usually requires some way of systematically coding and analyzing way of systematically coding and analyzing the literature.the literature.

• Thus, in analyzing a group studies , efficiency Thus, in analyzing a group studies , efficiency and brevity can often be accomplished by and brevity can often be accomplished by making a statement that summarize several making a statement that summarize several investigations along common variable. investigations along common variable.

DESIGN AND DESIGN AND METHODOLOGICAL ISSUESMETHODOLOGICAL ISSUES

• Each type of research design and Each type of research design and subsequent statistical analysis will have subsequent statistical analysis will have certain advantages.certain advantages.

• Each particular study will have strengths Each particular study will have strengths and limitations based on the specific and limitations based on the specific methodology employed.methodology employed.

• This practice can also build a cogent This practice can also build a cogent rationale for the type of design you will be rationale for the type of design you will be advocating in your own investigation.advocating in your own investigation.

IDENTIFY PROBLEMSIDENTIFY PROBLEMS• Often helping readers understand Often helping readers understand

what the obstacles are in a particular what the obstacles are in a particular line of research is useful. line of research is useful.

• Thus you may identify and list Thus you may identify and list criticisms; deficiencies or limitations criticisms; deficiencies or limitations in the literature; methodological and in the literature; methodological and theoretical problems with the past theoretical problems with the past research.research.

DRAWING CONCLUSIONSDRAWING CONCLUSIONS

• Is to draw a broad conclusion based Is to draw a broad conclusion based on a group of studies.on a group of studies.

• Example: the authors are reviewing Example: the authors are reviewing 15 years of research on 15 years of research on psychological consequences of rape psychological consequences of rape and integrating it for the reader.and integrating it for the reader.

WRITING STYLE AND WRITING STYLE AND PROCESSPROCESS• Revising and polishingRevising and polishing• Anticipating questionsAnticipating questions• Having a voice to reviewHaving a voice to review• Substantiating Claims and PlagiarismSubstantiating Claims and Plagiarism• Using Professional JargonUsing Professional Jargon• Using Colloquial LanguageUsing Colloquial Language• Using repetition and parallel constructionUsing repetition and parallel construction

REVISING AND POLISHINGREVISING AND POLISHING• One strategy to enhance clarity and One strategy to enhance clarity and

conciseness is to revise and rewrite conciseness is to revise and rewrite earlier drafts, preferably a few days after earlier drafts, preferably a few days after the first writingthe first writing

• Let the draft ‘cool’ a bit and give Let the draft ‘cool’ a bit and give yourself some distance from it then yourself some distance from it then return to revise and polish the writing, return to revise and polish the writing, keeping in mind clarity and conciseness. keeping in mind clarity and conciseness.

ANTICIPATING QUESTIONSANTICIPATING QUESTIONS• Part of writing is anticipating Part of writing is anticipating

questions of readers and then revising questions of readers and then revising the writing to answer those questionsthe writing to answer those questions

• Model of questions: Model of questions: 1.What evidence do you have to 1.What evidence do you have to

support this statement?support this statement?2.What this point is important? Etc.2.What this point is important? Etc.

USING PROFESSIONAL USING PROFESSIONAL JARGONJARGON

• Specialized terminology within a field is Specialized terminology within a field is termed jargon.termed jargon.

• Jargon as defined by Webster’s Jargon as defined by Webster’s Collegiate Dictionary :Collegiate Dictionary :

““Jargon is the technical or characteristic Jargon is the technical or characteristic idiom of a special activity or group”idiom of a special activity or group”

Example using the term ‘sex’ and Example using the term ‘sex’ and ‘gender’ interchangeably- can be ‘gender’ interchangeably- can be confusing.confusing.

USING COLLOQUIAL USING COLLOQUIAL LANGUAGELANGUAGE

• One important aspect of writing One important aspect of writing scientifically is being able to scientifically is being able to differentiate colloquial terminology differentiate colloquial terminology from scientific terminologyfrom scientific terminology

• Colloquial language is used Colloquial language is used commonly is conversation not in commonly is conversation not in scientific written discoursescientific written discourse

USING REPETITION AND USING REPETITION AND PARALLEL CONSTRUCTIONPARALLEL CONSTRUCTION

• Using repetition and parallel forms can Using repetition and parallel forms can enhance comprehension.enhance comprehension.

• But use a simple word (ayat aktif) not a But use a simple word (ayat aktif) not a repeated words in order to make a long repeated words in order to make a long sentence.sentence.

• The more you use a repetition, the more The more you use a repetition, the more the reader know your low ability in the reader know your low ability in constructing the words or phrase.constructing the words or phrase.