METADISCOURSE OF ECONOMICS TEXTS WITH DIFFERENT GENRES.

(1)

METADISCOURSE OF ECONOMICS TEXTS

WITH DIFFERENT GENRES

A THESIS

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora By:

VISTA GUSTINA SIMANUNGKALIT Registration Number: 8136111060

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN MEDAN

(2)

(3)

(4)

i ABSTRACT

Simanungkalit, Vista Gustina. Registration Number: 8136111060. Metadiscourse of Economics Texts with Different Genres. A Thesis. English Applied Linguistics Study Program, Post Graduate school, State University of Medan. 2016.

This study was aimed at examining the Metadiscourse of Economics Texts with Different Genres. The objectives of this study were to find out the types of metadiscourse occurred in economics texts with different genres and to explain the reasons of metadiscourse is used in Economics texts with different genres. This study was conducted by descriptive qualitative method. The source of data was Economics texts with different genres; they were Academic genres (textbook and journal) and Pure Economic Genre (Report of Financial Development). There were two writers that wrote both of genres. The first writer wrote economics text book and journal, while the second writer wrote economic textbook, journal, and pure economics report. The technique of data collection was documentary technique. The technique of data analysis was interactive model by Miles and Huberman (2014). The findings of the study showed that: 1) all types of metadiscourse occurred in Economics texts with different genres, namely textual metadiscourse (text connectives, code glosses, validity markers, and narrators) and interpersonal metadiscourse (illocution markers, attitude markers, and commentaries). 2) the reasons for using metadiscourse of economics texts with different genres were writing style and communicative needs of social context.

(5)

ii ABSTRAK

Simanungkalit, Vista Gustina. NIM: 8136111060. Metadiscourse pada Teks Economi dari Berbeda Jenre. Tesis. Linguistik Terapan Bahasa Inggris, Sekolah Pasca Sarjana, Universitas Negeri Medan. 2016.

Penelitian ini ditujukan untuk mengetahui metadiscourse pada teks ekonomi dari berbeda jenre. Tujuan dari penelitian ini adalah untuk menemukan jenis metadiscourse di teks ekonomi dari berbeda jenre dan menjelaskan alasan menggunakan metadiscourse di teks ekonomi dari berbeda jenre. Penelitian ini dilaksanakan dengan metode kualitatif. Sumber data adalah teks ekonomi dari berbeda jenre; mereka adalah jenre akademis (buku teks dan jurnal) dan jenre ekonomi murni (laporan perkembangan keuangan). Ada dua penulis yang menulis kedua aliran tersebut. Penulis pertama menulis buku dan jurnal tentang ekonomi, sedangkan penulis kedua menulis buku teks, jurnal, dan laporan tentang ekonomi. Teknik pengambilan data adalah teknik dokumenter. Teknik analisis data adalah model interaktif oleh Miles dan Huberman (2014). Temuan penelitian menunjukkan bahwa: 1) semua tipe metadiscourse ada dalam teks ekonomi dari berbeda jenre, yaitu textual metadiscourse (text connectives, code glosses, validity markers, and narrators) dan interpersonal metadiscourse (illocution markers, attitude markers, and commentaries) 2) Alasan-alasan penggunaan metadiscourse pada Teks Economi dari berbeda jenre yaitu faktor gaya penulis dan kebutuhan sosial dalam berkomunikasi

(6)

iii

ACKNOWLEDGEMENT

The greatest thanks are given to The Almighty God, my savior Jesus Christ for His mercy, guidance, and loving care which have been given to the writer so this thesis could be completed. This thesis is a scientific writing that has to be completed in order to fulfill one of the academic requirements for the degree of Magister Humaniora at the English Applied Linguistics Study Program; Postgraduate School, State University of Medan.

However, in the completion of this thesis, the writer wishes to acknowledge her deepest gratitude and would like to express her sincere thanks for the assistance of those following numbers of people who have given valuable suggestions and useful influences on the writing.

The highest appreciation goes to her first advisor Prof. Dr. Berlin Sibarani, M.Pd., and her second advisor Dr. Rahmad Husein, M.Ed., for their patient guidance, excellent advices, and precious time in guiding her to complete this thesis.

Her gratefulness also goes to the Head of English Applied Linguistics Study Program, Dr. Rahmad Husein, M.Ed., and to Prof. Dr. H. Abdul Muin Sibuea, as the Director of Postgraduate School at State University of Medan, who have assisted her in the requirement of administration process during the study in the Postgraduate School at State University of Medan.

Furthermore, the writer would like to thank to her reviewers or examiners, Prof. Amrin Saragih, M.A., Ph.D., Prof. Dr. Lince Sihombing, M.Pd., and Prof. Dr. Sri Minda Murni, M.S., for their constructive comments and suggestions in advancing the thesis quality. The writer also would like to express her thanks for all lectures who teach her during the academic years of LTBI.

Her deepest gratitude and incredible appreciations are presented to her beloved parents, Drs. Johny Rey Simanungkalit and Mintaria Siagian, S.Pd., her beloved siblings Desy R.S. Kalit, Ruth Ika M.S. Kalit, Eva Riris M.S. Kalit., Samuel Raja P.S.Kalit., who always support, pray, and motivate her in education.

(7)

(8)

TABLE OF CONTENTS

Pages

ABSTRACT ………....i

ABSTRAK………..ii

ACKNOWLEDGEMENT ………...iii

TABLE OF CONTENTS ………..v

LIST OF TABLE ………...vii

LIST OF FIGURES ………...viii

LIST OF APPENDIXES………ix

CHAPTER I. INTRODUCTION ……….1

1.1. The Background of the Study……….1

1.2. The Problem of the Study ………..4

1.3. The Objective of the Study ………5

1.4. The Scope of the Study ………..5

1.5. The Significance of the Study ………5

CHAPTER II. REVIEW OF LITERATURE ……….7

2.1. Theoretical Framework ………...7

2.1.1. Metadiscourse……….7

2.1.2. Types of Metadiscourse………..8

2.1.2.1 Textual Metadiscourse……….9

2.1.2.2 Interpersonal Metadiscourse………..10

2.1.3. Function of Metadiscourse ………...10

2.1.4. Genre ………11

2.1.5 Types of Genre ………..14

2.1.6 Metadiscourse and Genre ………..15

2.2. Relevant Studies ………...16

(9)

CHAPTER III. RESEARCH METHOD ………..22

3.1. Research Design ………...22

3.2. Data and Source of Data ………...23

3.3. The Technique of Data Collection ………24

3.4. The Procedure of Data Collection ……….24

3.5 The Technique of Data Analysis ………25

3.6 The Trustworthiness of the Study ………...27

CHAPTER IV. DATA ANALYSIS, RESEARCH FINDINGS AND DISCUSSION………..31

4.1. Data Analysis ……….31

4.1.1. The Types of Metadiscourse used in Economics Texts ……..31

4.1.2. The Reasons for Using Metadiscourse in Economics Texts with Different Genres……….40

4.2. Research Findings ……….50

4.4. Discussion ……….50

CHAPTER V. CONCLUSION AND SUGGESTION ……….52

5.1. Conclusion ………52

5.2. Suggestion ……… 52

(10)

vii

LIST OF TABLES

Pages

Table 3.1 Research Design……….….22

Table 3.2 The Source of Data Collection………23

Table 4.1 Textual Metadiscourse………36

Table 4.2 Interpersonal Metadiscourse………...39

Table 4.3 Writing Style of Using Metadiscourse in Economics Textbooks…………...41

Table 4.3a Writing Style of Using Metadiscourse in Economics Book Texts in Different Number……….…42

Table 4.3b Writing Style of Using Metadiscourse in Economics Book Texts in Different Types………42

Table 4.4 Writing Style of Using Metadiscourse in Economics Journal………44

Table 4.4a Writing Style of Using Metadiscourse in Economics Journal in Different Number………...46

Table 4.4b Writing Style of Using Metadiscourse in Economics Journal in Different Types………...47

(11)

viii

LIST OF FIGURE

Pages

(12)

LIST OF APPENDIX

Pages

Appendix 1 ………55

Appendix 2 ………70

Appendix 3 ………79

Appendix 4 ………99

(13)

1 CHAPTER I INTRODUCTION

1.1The Background of the Study

Metadiscourse is a conceptualizing interaction between text producers, their texts and text users (Hyland, 2005:1). Metadiscourse is used by writers to convey their perspective to the readers and their texts so that the metadiscourse is able to guide the readers to have the same perspective on what the witers want in their text. In other words, the use of metadiscourse is not meant to expand referential material but to help the readers to connect, organize, interpret, evaluate and develop attitudes toward the texts. Examples are You will probably think that . . .; Does this sound . . . to you?; Correct me if I’m wrong,but . . .; as you will see; dear reader (Hyland, 2005:3).

According to Hyland (2005), metadiscourse consists of two dimensions; they are interactive dimension and interactional dimension. Interactive dimension is also called textual metadiscourse. It indicates the writers concern for the audience’s background knowledge, interests and abilities. It is divided into four categories; they are text connectives (logical connectors, sequencers, reminders, topicalizers), code glosses, validity markers (hedges, emphatics, attributors), and narrators. Interactional dimension is also called interpersonal metadiscourse. It draws the reader’s attention to the author’s perspective towards the main descriptive content of the text and towards the reader. It is divided into three

(14)

categories; they are illocution markers, attitude markers, and commentaries. In addition, in using metadiscourse, the writer consider the imagined readers of his text, meaning that what and how the metadiscourse are used by the writer depends on who the reader of the text will be. This type is writer-reader interaction. Adel (2006:20) said that if the reader of text is students, metadiscourse that is usually used in the text are in this essay; . . . will be discussed in the following; see page 16; to conclude; strictly speaking; I will summarize . . . ; in brief .

Metadiscouse is a part of genre. This is obviously seen from the definition of the genre itself. Genre, according to Swales (1990:58), is a class of communicative events, the members of which share some set of communicative purposes. Genre consists of two main parts; they are generic structure and lexicogrammar. The generic structures of a text recur or repeated to achieve the same communicative purpose, therefore the generic structure is static (Swales: 2004). Meanwhile, lexicogrammar may change from one text to another in its attempt to achieve the communicative purpose. These changes depend on the writer, context and situation; therefore, in the use of lexicogrammar, the genre is dynamic.The dynamicity of genre depends on writer’s style communicative need of cultural social context (Bhatia, 2004:27).

Morley (2000:20) states that Lexicogrammar is concerned with the classes of lexical unit and grammatical unit. Lexes are group of words, phrases, and sentences. Metadiscourse may be classified as lexicogrammatical because it is realized with words arranged in sentences and phrases. So, the dynamicity of

(15)

genre lexicogrammar may also happened to metadiscourse in a genre, for example Economics text.

Economics text, based on Bruce (2003:8), belongs to social genre. Social genre refers to socially recognized constructs according to which whole texts are classified in terms of their overall social purpose. Economics text is a text that is often used in social life. It can be in academic genre and pure Economics text.

Metadiscourse of economics text with different genres, namely academic genre and pure Economics genre can be seen in the preliminary data below:

That is why, as you will see with stellar examples from companies such as chipmaker Micron, telecom calling card King IDT, and the credit scoring maven Fair Isaac, the acquisitive Master Cyclist executive team always uses its highly sophisticated understanding of the business and stock market cycles to tactically time any key acquisition or divestiture to the business cycle.

(N, TWTS,p.6,ln.10)

The sentence above is put from academic genre, Economics textbook. The phrase as you will see shows one type of metadiscourse that is commentaries. It explicitly addresses readers directly to drawing them into an implicit dialogue to stellar examples from companies. It shows readers that the writer recognizes their needs and is seeking to engage them in a dialogue. Metadiscourse is also found in pure economic genre. It can be seen from sentence below:

As noted in a petition by the US AFL-CIO to the Office of the US Trade Representative, “workers in China frequently are paid less than the country’s minimum wage, denied overtime pay, denied collective bargaining rights and often subjected to abusive treatment.

(16)

The sentence above shows that the word As noted in a petition is one of metadiscourse types, namely text connectives that is reminder. With this text connective, the writers remind the reader that workers in China frequently are paid less than the country’s minimum wage, denied overtime pay, denied collective bargaining rights and often subjected to abusive treatment plays the important roles. It also remind the readers of the writer’s attitude about it can be seen in petition by the US AFL-CIO to the Office of the US Trade Representative.

Therefore, in this study will be focused on what and why metadiscourse be used in Economics texts. The metadiscourse will be investigated through the variation of the writers and the dynamicity of genre. It will be investigated through the different social genres in Economics text. They are academic genre and pure Economics genre. In academic genre, this study will focus on textbooks and journal articles in different writers. While in pure Economics genre, this study will focus on Economics report.

1.2 The Problems of the Study

In line with the background of the study, the problems of the study are formulated as the following:

(1)What types of metadiscourse are used in Economics texts with different genres?

(2)Why are the metadiscourse used in Economics texts with different genres?

(17)

1.3 The Objectives of the Study

The overall objectives of the study can be described as the following: (1) to find out what metadiscourse are used in Economics texts with

different genres,

(2) to explain the reason of metadiscourse is used in Economics texts with different genres.

1.4 The Scope of the Study

This study attempts to investigate the metadiscourse in different genres. They are Academic genre and Economics genre. In academic genre, there are Textbooks and Journal Articles. They are in the Economics text. In pure Economics genre, there is Economics report.

1.5 The Significances of the Study

The findings of the study are expected to be useful and relevant theoretically and practically.

Theoretically, the results of this study are useful to:

(1) enrich of linguistic knowledge in the field of metadiscourse, (2) widen horizon in the theory of metadiscourse.

Practically, the results of this study are useful for:

(1) other researchers who are interested in conducting researches or any further studies in English Specific Purpose area,

(18)

(2) lecturer and university students in using metadiscourse to be cooperative in sharing information, expressing opinion, evaluating group work, and other academic process that use metadiscourse, (3) writer and reader in following communicative principles in order to be

successful in delivering meaning, building harmonious communication, and creating good relationship in writing in different genre.

(19)

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing the metadiscourse of economic text in different genre, the conclusions can be drawn as the following:

1. All metadiscourse occurred in economic text in different genre. They are

Textual functions: (1) text connectives,(2) code glosses, (3) validity markers, and (4) narrators and Interpersonal function: (1) illocution markers, (2) attitude markers, and (3) commentaries.

2. The reasons for metadiscourse of economics texts with different genres

were writing style factors and communicative needs of social context factors.

5.2 Suggestions

Based on the research findings, some suggestions are drawn as follows:

1. It is suggested that economics experts who interested in writing economic

text should not feel restricted to the use of metadiscourse and sentence structure, rather that he should be creative to meet the communicative needs of social context since the lexicogrammar itself is dynamic as proven in this research.

2. It is suggested that further research on metadiscourse be conducted by

taking more writers of pure economic text to ensure more about the reasons found in this research.

(20)

REFERENCES

Adel, Annelie. 2006. Metadiscourse in L1 and L2 English.

Amsterdam_/_Philadelphia: John Benjamins Publishing Company

Barwick, John. 1998. Targeting text Middle Primary (series). Blake Education:

Glebe N.S.W.

Bhatia, V. K. 1993. Analyzing genre: Language use in professional settings. New

York: Longman.

Bhatia, Vijay. K. 2002. Applied genre analysis and ESP. Functional approaches

towritten texts:classroom applications. Paris: TESOL-France, in association with US InformationService. Accessed on 15 May 2015.

http://exchanges.state.gov/educationgteaching/pubs/BR/functionalsec4_10 html.

Bhatia, V. K. 2004. Worlds of Written Discourse. New York: Longman .

Bogdan, R. C. & Biklen, S.K. 1992. Qualitative Research for Education. Boston:

Allyn and Bacon

Bruce, Ian. 2008. Academic Writing and Genre. London: Continuum

Burns, N., Grove, S.K. 1999. Understanding Nursing Research. (2nd edn).

Philadelphia: W.B. Saunders Company.

Connor, U., & Mauranen, A. 1999. Linguistic analysis of grant proposals:

European union research grants. English for Specific Purposes, 18(1), 47– 62.

Denzin, Nk& Lincoln, Y S. 1994. Introduction: Entering the field of qualitative

research. London: Sage Publications.

Gholami, Mehrnaz., Ghaffar Tajalli, Nasrin Shokrpour. 2014. An Investigation Of

Metadiscourse Markers In English Medical Texts And Their Persian Translation Based On Hyland's Model. European Journal of English Language and Literature Studies, 2(2), 1-41.

Holloway, I & Wheeler, S. 2002. Qualitative research in nursing. 2nd Edition. Oxford. Blackwell Publishing Company.

Hyland, K. 2005. Metadiscourse: Exploring interaction in writing. London:

(21)

Hyland, &Tse. 2004. Metadiscouse in Academic Writing: A Reappraisal. Applied

Linguistics, 25(2), 156-157. Accessed on: 4 Mei 2015.

http://dx.doi.org/10.1093/applin/25.2.156

Karimi, Lida ., Amir Reza Nemat Tabrizi, Hossein Sadeghoghli. 2013.The Effect

of Explicit Instruction of Metadiscourse Awareness on Developing Iranian EFL Learners' Reading Comprehension and its Relationship to the Learners' Memory. International Journal of Linguistics, 5(2)

Lincoln, Y. S., &Guba, E. G. 1985. Naturalistic inquiry. Beverly Hills, CA: Sage

Miles, M. B. & Huberman, A. M. (2014). Qualitative Data Analysis: A

Sourcebook of New Methods. California: SAGE

Parahoo, K. 1997. Nursing Research: Principles, Process, Issues. London:

Macmillan.

Polit, D.F., Beck, C.T., Hungler, B.P. 2001. Essentials of Nursing Research:

Methods, Appraisal, and Utilisation (5th edn). Philadelphia: Lippincott

Rasmeenin, C. 2006. A structural move analysis of MA thesis discussion sections

in applied linguistics. Unpublished MA thesis, Mahidol University.

Robson, C. 1997. Real world research: A resource for social scientists and

practitioner researchers. Oxford: Blackwell.

Swales, John M., 2004. Research Genre. New York: Cambridge University

Tavakoli, M., Azizollah Dabaghi, Zohreh Khorvash. 2010. The Effect of

Metadiscourse Awareness on L2 Reading Comprehension: A Case of Iranian EFL Learners . Iranian EFL Journal, 3(1)

Williams, J. 1981. Style: Ten lessons in clarity and grace. Boston: Scott

Foressman.

Yang, R., & Allison, D. 2003. Research articles in applied linguistics: Moving from results to conclusions. English for Specific Purpose, 22, 365-385.

(1)

The sentence above shows that the word As noted in a petition is one of metadiscourse types, namely text connectives that is reminder. With this text connective, the writers remind the reader that workers in China frequently are paid less than the country’s minimum wage, denied overtime pay, denied collective bargaining rights and often subjected to abusive treatment plays the important roles. It also remind the readers of the writer’s attitude about it can be seen in petition by the US AFL-CIO to the Office of the US Trade Representative.

1.2 The Problems of the Study

In line with the background of the study, the problems of the study are formulated as the following:

(1) What types of metadiscourse are used in Economics texts with different genres?

(2) Why are the metadiscourse used in Economics texts with different genres?

(2)

1.3 The Objectives of the Study

The overall objectives of the study can be described as the following: (1) to find out what metadiscourse are used in Economics texts with

different genres,

(2) to explain the reason of metadiscourse is used in Economics texts with different genres.

1.4 The Scope of the Study

1.5 The Significances of the Study

The findings of the study are expected to be useful and relevant theoretically and practically.

Theoretically, the results of this study are useful to:

(1) enrich of linguistic knowledge in the field of metadiscourse, (2) widen horizon in the theory of metadiscourse.

Practically, the results of this study are useful for:

(1) other researchers who are interested in conducting researches or any further studies in English Specific Purpose area,

(3)

successful in delivering meaning, building harmonious communication, and creating good relationship in writing in different genre.

(4)

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing the metadiscourse of economic text in different genre, the conclusions can be drawn as the following:

1. All metadiscourse occurred in economic text in different genre. They are Textual functions: (1) text connectives,(2) code glosses, (3) validity markers, and (4) narrators and Interpersonal function: (1) illocution markers, (2) attitude markers, and (3) commentaries.

2. The reasons for metadiscourse of economics texts with different genres were writing style factors and communicative needs of social context factors.

5.2 Suggestions

Based on the research findings, some suggestions are drawn as follows: 1. It is suggested that economics experts who interested in writing economic

2. It is suggested that further research on metadiscourse be conducted by taking more writers of pure economic text to ensure more about the reasons found in this research.

(5)

REFERENCES

Adel, Annelie. 2006. Metadiscourse in L1 and L2 English. Amsterdam_/_Philadelphia: John Benjamins Publishing Company

Barwick, John. 1998. Targeting text Middle Primary (series). Blake Education: Glebe N.S.W.

Bhatia, V. K. 1993. Analyzing genre: Language use in professional settings. New York: Longman.

Bhatia, Vijay. K. 2002. Applied genre analysis and ESP. Functional approaches towritten texts:classroom applications. Paris: TESOL-France, in association with US InformationService. Accessed on 15 May 2015. http://exchanges.state.gov/educationgteaching/pubs/BR/functionalsec4_10 html.

Bhatia, V. K. 2004. Worlds of Written Discourse. New York: Longman .

Bogdan, R. C. & Biklen, S.K. 1992. Qualitative Research for Education. Boston: Allyn and Bacon

Bruce, Ian. 2008. Academic Writing and Genre. London: Continuum

Burns, N., Grove, S.K. 1999. Understanding Nursing Research. (2nd edn). Philadelphia: W.B. Saunders Company.

Connor, U., & Mauranen, A. 1999. Linguistic analysis of grant proposals: European union research grants. English for Specific Purposes, 18(1), 47– 62.

Denzin, Nk& Lincoln, Y S. 1994. Introduction: Entering the field of qualitative research. London: Sage Publications.

Gholami, Mehrnaz., Ghaffar Tajalli, Nasrin Shokrpour. 2014. An Investigation Of Metadiscourse Markers In English Medical Texts And Their Persian Translation Based On Hyland's Model. European Journal of English Language and Literature Studies, 2(2), 1-41.

Holloway, I & Wheeler, S. 2002. Qualitative research in nursing. 2nd Edition. Oxford. Blackwell Publishing Company.

Hyland, K. 2005. Metadiscourse: Exploring interaction in writing. London: Continuum.

(6)

Hyland, &Tse. 2004. Metadiscouse in Academic Writing: A Reappraisal. Applied Linguistics, 25(2), 156-157. Accessed on: 4 Mei 2015. http://dx.doi.org/10.1093/applin/25.2.156

Karimi, Lida ., Amir Reza Nemat Tabrizi, Hossein Sadeghoghli. 2013.The Effect of Explicit Instruction of Metadiscourse Awareness on Developing Iranian EFL Learners' Reading Comprehension and its Relationship to the Learners' Memory. International Journal of Linguistics, 5(2)

Lincoln, Y. S., &Guba, E. G. 1985. Naturalistic inquiry. Beverly Hills, CA: Sage Miles, M. B. & Huberman, A. M. (2014). Qualitative Data Analysis: A

Sourcebook of New Methods. California: SAGE

Parahoo, K. 1997. Nursing Research: Principles, Process, Issues. London: Macmillan.

Polit, D.F., Beck, C.T., Hungler, B.P. 2001. Essentials of Nursing Research: Methods, Appraisal, and Utilisation (5th edn). Philadelphia: Lippincott Rasmeenin, C. 2006. A structural move analysis of MA thesis discussion sections

in applied linguistics. Unpublished MA thesis, Mahidol University.

Robson, C. 1997. Real world research: A resource for social scientists and practitioner researchers. Oxford: Blackwell.

Swales, John M., 2004. Research Genre. New York: Cambridge University Tavakoli, M., Azizollah Dabaghi, Zohreh Khorvash. 2010. The Effect of

Metadiscourse Awareness on L2 Reading Comprehension: A Case of Iranian EFL Learners . Iranian EFL Journal, 3(1)

Williams, J. 1981. Style: Ten lessons in clarity and grace. Boston: Scott Foressman.

Yang, R., & Allison, D. 2003. Research articles in applied linguistics: Moving from results to conclusions. English for Specific Purpose, 22, 365-385.

METADISCOURSE OF ECONOMICS TEXTS WITH DIFFERENT GENRES.