[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601448-105":59,"doc-detail-601448-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","dinamika-ilmu-students-reaction-on-operating-rhetorical-strategies-in-promoting-linguistic-skills-and-cultural-diversity-at-islamic-multicultural-classrooms","DINAMIKA ILMU - Students’ Reaction on Operating Rhetorical Strategies in Promoting Linguistic Skills and Cultural Diversity at Islamic Multicultural Classrooms","","Research motivated by multicultural classroom students’ responses to practicing argumentative writing and the gap between Indonesia’s 95% adult literacy rate and limited ability to recognize and adopt composed facts. The study aimed to depict students’ reactions to deploying rhetorical strategies to enhance linguistic skills and cultural diversity in Islamic multicultural classrooms. A qualitative approach used documents, an online questionnaire survey for thirty-two students, and interviews.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dinamika-ilmu-students-reaction-on-operating-rhetorical-strategies-in-promoting-linguistic-skills-and-cultural-diversity-at-islamic-multicultural-classrooms/601448/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dinamika-ilmu-students-reaction-on-operating-rhetorical-strategies-in-promoting-linguistic-skills-and-cultural-diversity-at-islamic-multicultural-classrooms/601448.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What motivated the study on argumentative writing in multicultural classrooms?","Question",{"text":112,"@type":113},"The research was motivated by students’ reactions when practicing argumentative writing and by Indonesia’s literacy rate not translating into the ability to recognize and adopt composed facts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach and data sources were used in the research?",{"text":117,"@type":113},"The study used a qualitative approach with thesis manuscript documents, note-taking from archives, an online questionnaire survey to thirty-two students, and interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"Which rhetorical strategies were examined for writing argumentative texts?",{"text":121,"@type":113},"The study reports seven strategies: definition, comparison, cause-and-effect, problem-solution, means-end, listing, and partition strategies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601448,1792191683,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","P-ISSN: 1411-3031; E-ISSN: 2442-9651  \nAvailable online [https://journal.uinsi.ac.id/index.php/dinamika_i](https://journal.uinsi.ac.id/index.php/dinamika_i)lmudoi: [http://doi.org/10.21093/di.v23i1.6036](http://doi.org/10.21093/di.v23i1.6036)[ ](http://doi.org/10.21093/di.v23i1.6036)DINAMIKA ILMU, 23.(1), 2023  \nDINAMIKA ILMU  \nJournal of Education Jurnal Pendidikan  \nStudents’ Reaction on Operating Rhetorical Strategies in Promoting Linguistic Skills and Cultural Diversity at Islamic Multicultural Classrooms  \nDwiAstutiWahyu Nurhayati  \nEnglish Education Department, UIN Sayyid Ali Rahmatullah Tulungagung [dwiastuti507@gmail.com](dwiastuti507@gmail.com);[dwiastuti@iain-tulungagung.ac.id](dwiastuti@iain-tulungagung.ac.id)  \nAPA Citation:  \nNurhayati, D.A.W. (2023). Students’ Reaction on Operating Rhetorical Strategies in Promoting Linguistic Skills and Cultural Diversity at Islamic Multicultural Classrooms. DINAMIKA ILMU, 23(1), 1-22.  \ndoi: [http://doi.org/10.21093/di.v23i1.6036](http://doi.org/10.21093/di.v23i1.6036)  \nAbstract  \nThis research was motivated by some multicultural classroom students’ reactions to practicing writing argumentative text including the fact that Indonesia's adult literacy rate of 95% is not accompanied by the ability to recognize and adopt composed facts, which on average is very little. This research was formerly aimed to depict how multicultural classroom students react to deploying rhetorical strategies to write and advance their linguistic skills as well as cultural diversity The research approach adopted in this research was qualitative. The types of data sources in this study are documents in the form of various thesis manuscripts from a multicultural classroom of Masters’s Study programs at UIN SATU Tulungagung. The data collection technique applied to the main data source in the form of archives or written documents is to rely on the note-taking technique and administrating one online questionnaire survey to thirty-two students as well as attending an interview. In the thesis of multicultural classroom deployed seven strategies counting definition, comparison, cause-and-effect, problem-solution, means-end, listing, partition strategies were applied by students in argumentative text units which they compiled at various levels, both at the sentence unit level, paragraph unit, and essay unit; several facets of appealing the students experience in writing argumentative text also appeared promoting linguistic and cultural diverse in composing argumentative text counting 5 linguistics facets and 2 cultural diverse such as argumentative state/disputatiousness, probing and assortment criticism, adopting composing typical, recognized arrangement, pondering on preceding insight, instructors’ concentrating on awareness development, indigenous upbringing; experience of deploying rhetorical strategies in order to enhance linguistic skill counting conceptual and procedural knowledge to the same degree  \nDinamika Ilmu, Volume 23(1), 2023 1  \nNurhayati  \ncredibility, logic and emotion mainly deploying cognitive, social, search and metacognitive strategies.  \nKeywords: Cultural Diversity, Linguistic skills, Multicultural Classrooms, Rhetorical Strategies, Writing Argumentative Text  \n1. Introduction  \nWriting skills have been shown to become adequate to encourage every progress of pupils’overview and practical intelligence as delivered by several linguists such as (Hameed, 2021; Mardianti, [et.al](et.al)., 2021) and exchanging information or ideas competencies (Alkodimi & Al-Alhdal, 2021; Golparvar & Khafi, 2021), likewise experimental or objective inference or interpretation (Zhang & Zhang, 2021; Cheung & Hennebry_Leung, 2020; Shao, [et. al](et. al)., 2020a,) and demanding reasoning or rational competences ( Wutherick, 2020) . The findings of education experts about the positive influence of writing ability on other soft skills variables have also inspired policymakers and stakeholders of higher education i","cbCairfnjoa5aRB3","https://ap.wps.com/l/cbCairfnjoa5aRB3","pdf",366241,22,"English","# Abstract\n# Keywords\n# 1. Introduction","[{\"question\":\"What motivated the study on argumentative writing in multicultural classrooms?\",\"answer\":\"The research was motivated by students’ reactions when practicing argumentative writing and by Indonesia’s literacy rate not translating into the ability to recognize and adopt composed facts.\"},{\"question\":\"What approach and data sources were used in the research?\",\"answer\":\"The study used a qualitative approach with thesis manuscript documents, note-taking from archives, an online questionnaire survey to thirty-two students, and interviews.\"},{\"question\":\"Which rhetorical strategies were examined for writing argumentative texts?\",\"answer\":\"The study reports seven strategies: definition, comparison, cause-and-effect, problem-solution, means-end, listing, and partition strategies.\"}]","DINAMIKA ILMU - Students’ Reaction on Operating Rhetorical Strategies in Promoting Linguistic Skills and Cultural Diversity at Islamic Multicultural Classrooms | PDF",1792092629,55]