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Although fallacy plays a key role in argument quality, it remains underexplored in EFL contexts, where other concerns such as grammar, organization, and mechanics often receive priority. This study identifies and discusses logical fallacies in Indonesian EFL learners’ argumentative writing through analysis of 40 student essays and a related FGD.",{"@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/logical-fallacies-in-indonesian-efl-learners-argumentative-writing-students-perspectives/600765/",{"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/logical-fallacies-in-indonesian-efl-learners-argumentative-writing-students-perspectives/600765.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study define logical fallacies in argumentative writing?","Question",{"text":112,"@type":113},"Logical fallacies are treated as defective conclusions that reflect errors in reasoning. They can involve illegitimate arguments or irrelevant points that weaken the strength of a claim.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method did the study use to analyze students’ writing?",{"text":117,"@type":113},"The study analyzed 40 argumentative essays written by Indonesian EFL learners from the English Department of State University of Malang. It also conducted an FGD with students involved in the essay writing process.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of logical fallacies are discussed in the document?",{"text":121,"@type":113},"The document presents categories of fallacies such as manipulation through language and emotions, manipulation through distraction, and inductive fallacies, including examples like red herring and hasty generalization.","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},600765,1792941380,{"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":29,"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},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","DINAMIKA ILMU  \nVol. 17 No. 1, 2017  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://dx.doi.org/10.21093/di.v17i1.638](http://dx.doi.org/10.21093/di.v17i1.638)  \nLogical Fallacies in Indonesian EFL Learners’Argumentative Writing: Students’Perspectives  \nNiamika El Khoiri  \nUniversitas Negeri Malang  \n[niamika@yahoo.com](niamika@yahoo.com)  \nUtami Widiati  \nUniversitas Negeri Malang  \n[uwidiati@yahoo.com](uwidiati@yahoo.com)  \nAbstract  \nIn argumentative writing, the presence of logical fallacy, which can be simply defined as error in reasoning, shows either illegitimate arguments or irrelevant points that will undermine the strength of a claim. Despite its significant role in determining the quality of an argument, the topic of logical fallacy has not been widely explored in the context of EFL, the possible reason being the fact that there are other aspects that need more immediate intervention, such as grammar, organization, or mechanics. The objective of the current study is to identify and discuss logical fallacies in the argumentative writing of Indonesian EFL learners. For this purpose, 40 argumentative essays written by the students of the English Department of State University of Malang were analyzed. An FGD discussion involving students who participated in the essay writing process was organized following the identification of logical fallacies in their writing. The results of the study showed that students still produced a number of logical fallacies in their work, some of which were very basic they can actually be avoided through simple, explicit instruction.  \nKeywords: logical fallacies, argumentative writing, students’ perspectives  \nA. Introduction  \nLogical fallacies can simply be defined as defective conclusion (SinnottArmstrong and Fogelin (2010) . Interestingly, these mistakes in reasoning may be intentional or unintentional (Cottrell, 2005) . In this case, an argument may be flawed because (1) the author did not recognize that their own arguments were flawed, and (2) the author intended to mislead their audiences and deliberately distorted the reasoning, or manipulate the language use to create a certain response. The knowledge on this logical fallacy is important for students to prevent them from making the mistake as well as to make them more alert to the flaws in other people’s argument.  \nThe presence of fallacy in students’ arguments is often associated with problems in critical thinking. Regarding the assessment of an argumentative writing, Stapleton (2001) proposes several criteria to evaluate a written text in terms of critical thinking elements. In his criteria, those elements include (1) arguments, which can be defined as‘claim supported by reason’, (2) evidence to support the reason, (3) conclusion which direct readers to believe, (4) recognition of opposition and refutation, (5) fallacy identification. Stapleton’s (2001) elements of critical thinking can be represented in the following chart.  \n| Recognize opposite viewpoints |  | Refuting Opposition |\n| --- | --- | --- |\n|  |  |  |\n\nWith regard to the types of fallacies, Sinnott-Armstrong and Fogelin (2010) believe that there is little point in trying to construct a complete list of fallacies, because the number and variety are limitless. What is more important, they add, is to get a feel for the most common and most tempting kind of fallacy.  \nA fallacy classification presented by Mayfield (2007), for example, tries to classify common fallacies into four broad categories: fallacy that manipulates through language, fallacy that manipulates through emotions, fallacy that manipulates through distraction, and inductive fallacy.  \nTable 1: Type of Fallacies  \n\n| Type of Fallacies | Definition |\n| --- | --- |\n| Manipulation through language\u003Cbr>1. Word ambiguity\u003Cbr>2. Misleading euphemism\u003Cbr>3. Prejudicial language | Uses vague or undefined words\u003Cbr>Hides meaning by creating words which make less acceptable idea seems positive\u003Cbr>uses loaded word","cbCaiaKfPGBYjv9U","https://ap.wps.com/l/cbCaiaKfPGBYjv9U","pdf",261981,11,"English","# A. Introduction\n## Definition and importance of logical fallacies\n## Critical thinking criteria in argumentative writing\n## Types and classification of fallacies\n## Practical approach to evaluating arguments","[{\"question\":\"How does the study define logical fallacies in argumentative writing?\",\"answer\":\"Logical fallacies are treated as defective conclusions that reflect errors in reasoning. They can involve illegitimate arguments or irrelevant points that weaken the strength of a claim.\"},{\"question\":\"What method did the study use to analyze students’ writing?\",\"answer\":\"The study analyzed 40 argumentative essays written by Indonesian EFL learners from the English Department of State University of Malang. It also conducted an FGD with students involved in the essay writing process.\"},{\"question\":\"What kinds of logical fallacies are discussed in the document?\",\"answer\":\"The document presents categories of fallacies such as manipulation through language and emotions, manipulation through distraction, and inductive fallacies, including examples like red herring and hasty generalization.\"}]","Logical Fallacies in Indonesian EFL Learners’Argumentative Writing - Students’Perspectives | PDF",1792091338,28]