REPRESENTATION OF RHETORICAL MOVE OF THESIS ABSTRACTS IN ENGLISH TEACHER EDUCATION DEPARTMENT.
REPRESENTATION OF RHETORICAL MOVE
OF THESIS ABSTRACTS IN ENGLISH TEACHER
EDUCATION DEPARTMENT
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By
Latifatul Fajriyah
NIM D05211034
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL
SURABAYA
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REPRESENTATION OF RHETORICAL MOVE
OF THESIS ABSTRACTS IN ENGLISH TEACHER
EDUCATION DEPARTMENT
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By
Latifatul Fajriyah
NIM D05211034
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL
SURABAYA
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ABSTRACT
Fajriyah, Latifatul. (2015). Representation of Rhetorical Move of Thesis Abstracts in
English Teacher Education Department. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, UIN Sunan Ampel. Advisors: Dra. Irma Soraya, M.Pd. and Hernik Farisia, M.Pd.I
Key words: Thesis abstract, Rhetorical move, English Teacher Education
Department (ETED)
Thesis abstract is important because it represents outline of the whole thesis. Thesis abstract is concise, but it should be informative. For knowing informative abstract, the readers should consider about rhetorical moves in it. Rhetorical move is a series of brief information about the whole research that parted as introduction, purpose, method, product, and conclusion. The purposes of this study are to describe theses abstract of English Teacher Education Department (ETED)
the requirement of rhetorical moves composition or not, and to investigate the
differences of rhetorical moves among thesis abstracts This study
used qualitative as approach, and the research design is content or document analysis. The data was taken from thesis abstract of English Teacher Education Department
Students, who graduated on March 2015, 74th period at State Islamic University of
Rubric from is used for research instrument. Based on the result finding, the researcher found that there are 5 move types in their abstract, it is proved by the percentage of rhetorical move analysis: Introduction (100%), Purpose (95,45%), Method (100%), Product (100%), and Conclusion (63,63%). Also, the study indicates the difference
There are 3 differences; there are 59% students who used 5-move (Introduction, Purpose, Method, Product, Conclusion), there are 5% students who used 4-move a (Introduction, Method, Product, Conclusion), and there are 36% students who used 4-move b (Introduction, Purpose, Method, Product). Conclusion, most of ETED Students who graduated on March 2015 fulfill the requirement of rhetorical move on thesis abstract based on Thus, it can be model for students of English Teacher Education Department in writing informative thesis abstracts and as authentic material in teaching the abstract genre in the discipline.
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TABLE OF CONTENT
TITLE SHEET ... i
ADVISOR APPROVAL SHEET ... ii
APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGMENT ... vi
ABSTRACT ... ix
PERNYATAAN KEASLIAN TULISAN ... x
TABLE OF CONTENT ...xi
LIST OF TABLE ...xiii
LIST OF DIAGRAM ...xiv
LIST OF APPENDIXES ...xv
CHAPTER I : INTRODUCTION A. Background of the Study ...1
B. Research Question ...9
C. Objective of the Study ...9
D. Significances of the Study ...9
E. Scope and Limitation ...10
F. Definition of Key Terms ...11
CHAPTER II : REVIEW OF RELATED STUDY A. Theoretical Foundation 1. Genre ...13
a. The Definition of Genre ...14
b. Element of Structuring Genre ...16
2. Abstract ...18
a. The Definition of Abstract ...18
b. The Purpose of Abstract ...21
c. Kinds of Abstract ...24
d. Model of Abstract ...26
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CHAPTER III : RESEARCH METHOD
A. Approach and Research Design ... 40
B. Research Presence ... 42
C. Research Location ... 42
D. Data and Source of Data ... 43
E. Data Collecting Technique ... 44
F. Research Instrument ... 45
G. Data Analysis Technique ... 46
H. Checking Validity of Finding ... 48
I. Research Stages ... 49
CHAPTER IV : RESEARCH FINDING AND DISCUSSION A. Research Finding ... 51
1. The fulfillment of English Teacher Thesis Abstracts of rhetorical moves composition ... 52
2. The differences of rhetorical move among Thesis Abstracts ... 70
B. Research Discussion... 72
1. English Teacher Educat Thesis Abstract fulfillment of rhetorical moves requirement composition .... 72
2. The findings of analysis discovered about the differences of rhetorical move among English Teacher Education Department thesis abstracts... 79
CHAPTER V : CONCLUSION AND SUGGESTION A. CONCLUSION ... 83
B. SUGGESTIONS ... 84
BIBLIOGRAPHY APPENDICES
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CHAPTER I
INTRODUCTION
This chapter discusses about the background of the research that describes the reason why the researcher proposes to analyze rhetorical move of thesis abstracts. Afterward, the problems are formed in the research questions together with the
objectives of the study. It is carried on with the significance of the study to enlighten how the result of the research will be beneficial. The limitation about what are
consisting in this research is specified in scope and limits of the study. In the end, the last part is definition of key term.
A. Research Background
Graduate students deal with a kind of writing tasks as they work
concerning their chosen degree.1 University students have a lot of projects
dealing with writing; it is because they are demanded to develop their critical
thinking, to give their opinion about some issues and to combine the theory that they have read to find a new innovation or thought based on their field. According to Swales and Feak, writing tasks vary depend on the degree that students choose. There are two points in deepening writing task of graduate
students.2 First, the writing task becomes increasingly more difficult and
1
John M. Swales Christine B. Feak, Academic Writing for Graduate Student (USA: The University of Michigan Press, 1994), 7.
2
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challenging the farther students goes in program. Second, students should write their writing tasks academically.
Based on Panduan Penyelenggaraan Pendidikan Program Strata Satu (S1)
th. 2014 UIN Sunan Ampel Surabaya (guidance book
Educational Organization year 2014 Sunan Ampel State Islamic University Surabaya), graduate students should do their research paper for getting title
degree based on their discipline.3 In English Teacher Education Department,
students should pass 120 credits for taking research paper.4 Also, they should
pass Research Method in the third semester.5 This system purposes to apply what
students gain in university, to assist students knowing the real problem in the l thinking for seeking the problem
especially in writing academically.
Writing research paper has typical organizational patterns. As Swales and Feak states that the IMRD (Introduction, Methods, Results, and Discussions)
format will be used for paper research.6
concern about positioning- the relevant and significance of their study, giving ease for readers to read research paper systematically, and giving contribution in scientific field. Swales and Feak divide eight parts of research paper, they are;
3
UINSA Team, Panduan Penyelenggaraan Pendidikan Program Strata Satu (S1) UIN Sunan Ampel Surabaya (Surabaya: UINSA Press, 2014), 28.
4
UINSA Team, 28.
5
UINSA Team, 28.
6
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title, abstract, introduction, methods, results, discussion, acknowledgments and references.7
Abstract becomes important since readers always seek and read it, before reading entire of research paper. It is very useful for academic writing because it
can present the important issue of the study briefly and understandably. Abstract helps readers to skip unnecessary information to be read in limited time. Ren and Li state that thesis abstracts should not be neglected because it is the first thing
that examiners see and it gives first impression for readers.8 First thing that is sought when people want to read research paper is abstract. According to Wallwork, first impression is very important because it will represent the whole
of something.9 In research paper case, first impression will be represented by
abstract. When researcher can present readable abstract, many people such as librarians and readers will read the abstract even the whole of research paper. In
other hand, when the researchers present bad initial impression, librarians and readers have big opportunity to stop reading the abstract.10 Even, they will not read the entire of research paper. It is because they think that the paper research
is as difficult as the abstract to be understood.
7
John M. Swales Christine B. Feak, Academic Writing 156.
8
Hongwei Ren
- Canadian Center of Science and Education. Vol. 4, No. 1, 2011, 162.
9
Adrian Wallwork, English for Writing Research Papers (London: Springer, 2011), 177.
10
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According to American National Standards Institution, abstract has purposes to identify the basic content of a document quickly, to determine its
document in its completely.11 Also, abstract helps librarians to put it in their
indexes.12 Andrade in his journal states that sometimes abstract of research paper
is lack of information.13 It is because some researchers sometimes neglect
rhetorical moves as the guidance of writing abstract. According to
Kanoksilapatham, one of successful academic writing factors is organization.14
The organization in abstract is expected to help researchers in writing English abstract.
should be paid attention in its content. Minimalizing the absence of information in abstract, several researchers recommend rhetorical move as the alternative for
avoiding missing important information that will be delivered. Rhetorical move is the effective argument placed based on the chronological sequence in thesis abstract. Rhetorical move becomes important since it helps the readers to
distinguish important information appeared in abstract about the whole thesis briefly. The relation between rhetorical move and abstract is about the communicative purpose and the content. When abstract has communicative
11
America National Standards Information, Guidelines for Abstract (Maryland: NISO Press, 1996), 1.
12
Adrian Wallwork, English for Writing... ,177.
13
Indian Journal of Psychiatry. Vol. 3. No. 4-6, 2011, 172.
14
esearch Article
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purpose to inform the important information dealing with thesis briefly, rhetorical move plays role to organize the important information presented in abstract.
In line with the statement before, researcher found 4 previous studies
related to this research. First, A Comparison Study on the Rhetorical Moves of
-Language
Theses by Hongwei Ren and Yuying Li. The study discussed about comparing
the rhetorical moves in s and
published research articles in applied linguistics.15 The result of the study is researchers found five basic rhetorical moves in abstracts written by both expert and student writers. But, the experts more selective, so they use basic rhetorical
moves to best promote their paper. Whereas, students writers tend to use all rhetorical moves.
The second previous study is Analysis of Move Structure and Verb Tense of
Research Article Abstract in Applied Linguistics Journals by Fan-Ping Tseng. This study examined the move structure features and the verb tense of each
15
Hongwei Ren
- Canadian Center of Science and Education. Vol. 4, No. 1, 2011, 162.
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and non-native speakers. For the tense, simple present can be found at move
number 1, 2 and 5. Whereas, move number 3 and 4 use simple past.16
The next study is A Cross-Disciplinary Move Analysis of Research Article
Abstracts by Saboori and Hashemi.17 They analyzed rhetorical structure in the research article abstracts among three disciplines: applied linguistics, applied economics, and mechanical engineering. In their study, Saboori and Hashemi used 63 published abstracts (21 from each discipline) as their focus. The result of
the study, they assessed and distinguished the main move pattern of each field, their unique moves/steps, the characteristic voice and tense of verbs active in each move, and the differences concerning the self-mention. In conclusion, they found that the study had significant academic implication for the experts in ESP
and EAP fields.
The last previous study is Generic Characterization of Civil Engineering
Research Article Abstract by Budsaba Kanoksilapatham. The study is about identifying the structural organization commonly followed in civil engineering abstract and identifying a set of linguistic features commonly associated with a
particular type of information presented in the abstract.18
16
Fan-International Journal of English Linguistics. Vol. 1, No. 2, 2011, 27
1717
Fahimeh Saboori -Disciplinary Move Analysis of Research
International Journal of Language Learning and Applied Linguistics World. Vol. 4, No. 4, 2013, 483.
18
haracterization of Civil Engineering Research Article
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These 4 studies focus on expert writer and novice writer, but those who are in post-graduated program and discipline. The studies focus on linguistic features and only focus on rhetorical move. Meanwhile, studying a rhetorical move is significant in genre writing in particular for genre teaching in education field.
Thus, this study serves to fill thesis gap.
The present study focuses on rhetorical move of abstract in English Teacher Education Department of State Islamic University of Sunan Ampel.
There are some reasons for choosing this research area. First, abstract will be first thing that readers seek before reading the whole thesis because it has important
process, especially in academic writing. Academic writing tends to be a
fundamental emphasis of communicative competence that can be challenging for many students taking higher educational courses through the means of English as
an additional language.19 Second, rhetorical moves can be parameter of the
content of abstract, whether the abstract is informative or not. Third, the research is conducted in English Teacher Education Department as the only department
that requires the students to write English abstract directly in State Islamic University of Sunan Ampel, especially in educational field. Addition, the problem was found by researcher through preliminary research.
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In preliminary research, researcher took 10 thesis abstracts of English Teacher Education Department Students who graduated on October 2014. Based on the analysis, there were two types used of rhetorical move. They were 4-move and 5-move. Then, two thesis abstracts that consist of those moves read by 6
students of seventh semester of English Teacher Education Department. 5 students chose 5-move as informative, detail, and structured abstract. Whereas, a student said that 4-move is informative. Based on the preliminary research, most
of students preferred understood in reading thesis abstract with 5-move. Then, the researcher looked for theory that in line with the preliminary research. search. The theory consists of
5-move; Introduction, Purpose, Method, Product and Conclusion.20 Thus, the
researcher used the theory for analyzing further research.
Based on the problems, the researcher comes up with the question about
analyzing the fulfillment of rhetorical move requirement composition in English Teacher Education Department thesis abstracts and analyzing the difference among the thesis abstracts. Those questions can help the researcher to know how
the students fulfill the requirement of rhetorical move composition and to distinguish the difference among thesis abstracts. After knowing the result, the thesis can be the model of informative abstract for English Teacher Education Department Students.
20
Fahimeh Saboori -Disciplinary Move Analysis of Research
International Journal of Language Learning and Applied Linguistics World. Vol. 4, No. 4, 2013, 486.
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B. Research Questions
Based on the background stated previously, the writer has two questions:
1. How do thesis abstracts of English Teacher Education Department
2. Are there any differences of rhetorical moves among thesis abstracts of
C. Objectives of the Study
As stated at the problem above, the writer achieves objective to answer the problem of analysis:
1. To describe thesis abstracts of English Teacher Education Department
or not.
2. To investigate differences of rhetorical moves among thesis abstracts of
D. Significance of the Study
The results of the research are to expect beneficial both theoretically and practically:
1. Theoretically
The results of the research are expected to enrich the study of academic
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2. Practically a. For learners
This research shows to the learners of the use of abstract, especially
final project, they will write brief and informative outline about their thesis.
b. For lecturers
This research shows the result of students in writing abstract. This research can be reference for lecturers especially who assist thesis writing, because they can direct their students to arrange informative abstract through using rhetorical move.
E. Scope and Limits of the Study
The scope and limitation of the study are limited to the subject and
object investigated. In this research, researcher only focuses on abstract written in English language. The abstracts are written by undergraduate students who graduated on March 2015 of English Teacher Education
Department, State Islamic University of sunan Ampel Surabaya. Also, specific study that is investigated is about rhetorical moves in undergraduate thesis
abstracts thesis abstracts
that contains of Introduction, Purpose, Method, Product, and Conclusion.
In this research, researcher chooses thesis abstract of former students of English Teacher Education Department who graduated on March 2015. The
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reason choosing this period because researcher considers the changing of thesis writing rule at the department. Thus, the researcher decided to choose the latest graduated students of English Teacher Education Department Students. There are 25 students who had graduated on March 2015, but the
available data are 22 data from 25 students. F. Definition of the Key Terms
This is the acknowledgement that connecting the researcher and the
reader to be well-organized in one point of conception to avoid dissimilar understanding about definition of key term of this thesis.
1. Thesis abstract
In this research, abstract is defined as short writing that is written after
whole thesis done by undergraduated-student of English Teacher Education Department of State Islamic University of Sunan Ampel
Surabaya.
2. Rhetorical moves
Rhetorical move in this study is about the content classification of
abstract that have some members (Introduction, Purpose, Method, Product,
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3. English Teacher Education Department
English Teacher Education Department is one of departments in Faculty of Education and Teacher Training at State Islamic University of Sunan Ampel Surabaya.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents about the theories and the previous studies that connects with the analysis of rhetorical move of thesis abstracts. There are two sub-sections in this chapter, first is the review of related literature that explains the
starting point theory which is applied in this research. The second is review of previous studies that describes the differences of this research with other researches
which were done by another researcher.
A. Theoretical Foundation
1. Genre
a. The Definition of Genre
or literature. Whether it is for music, movie, poem, story, etc. when
people talk about music genre, it should be about
music, etc. When people talk about movie genre, it can be about
romance, horror, comedy, etc.
has been operated to describe the social character of oral and written
communication by diverse academics and experts from applied
linguistics.1 case is not merely about art or
1
Exploring the Dynamics of Second Language Writing, 195-217. New York: Cambridge University Press, 2003.
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literature. It tends to discourse field because according to Hyland,
type of the text.2
of related texts but those are the schemes that are developed through combined involvements to understand how the texts help build specific
framework.3 Based on the theory, genre has many types that writers can
use it based on their needs. The writers can use genres depend on what they will write or what they will report. Genre has many types that the writer should select them based on the research they take. Assumptions
to write and read text with some permit that they realize what they are
dealing with.4
Hyland says that genres are rhetorical movements describing on to respond to perceived constant conditions; also recognizing certain forms of language/meaning varieties as indicating effective ways of
getting things done in familiar context.5 It means that the writers draw
2
Journal of English for Academic Purposes. Vol. 20, No. 02, 2015, 1.
3
Journal of English for Academic Purposes. Vol. 20, No. 02, 2015, 1.
4 Journal of English for Academic Purposes
. Vol. 20, No. 02, 2015, 2.
5
Ken Hyland, Annual Review of Applied Linguistics: Genre: Language, Context, and Literacy (USA: Cambridge University Press, 2002), 116.
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on genre in continual situation that they use rhetorical movement as way
According to Hyland, there are two central assumptions to
analyze genres.6 First, the characteristic of an alike group of texts
depend on the social context of their formation and use, and the second is that those characteristics can be described in a way that communicates a text to others and to the choices limits acting on text procedures. Thus,
genre academics localize member of society at the core of language use
consciousness of its context and the readers which form part of that context.
Currently, many experts focus on analyzing academic genres. There are some kinds of academic genre that they focus on, they are:
grant proposal, research article and abstract.7 In line with this research,
abstract is one of academic genre that is needed to be analyzed for enriching the discussion about academic genre. This statement supports
the reason why the researcher should conduct this research. Thus, this discussion about genre is also important because abstract itself is the branch of genre, specifically academic genre.
6
Ken Hyland, Annual Review of Applied Linguistics: Genre: Language, Context, and Literacy (USA: Cambridge University Press, 2002), 114.
7
Ken Hyland, Annual Review of Applied Linguistics: Genre: Language, Context, and Literacy (USA: Cambridge University Press, 2002), 116.
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Based on the concept of genre and its use in language teaching
and learning, Hyland states that genre has two purposes:8 The first is to
understand the connection between language and its context of use. This case explains that how people use language to get used to and figure out
specific communicative conditions and the behavior practices change over time. The second is to use this knowledge in the examination of language and literacy education. This second purpose both pairs
research in new literacy studies, which considers literacy as social practice.
b. Element of Structuring Genre
According to Swales and Bhatia (cited by Johansen), there are
three element included in structuring genre. Those elements are
communicative purposes, moves and rhetorical strategies.9
Communicative purpose means text-genre that has aim to socialize the rule of the text, knowing the communicative purpose of genre helps the society to recognize the determination of the text. Then, Bhahtia (cited
by Johansen) defines move as the communicative purpose component
the general criteria for a certain text-genre and provide the organization
8
Ken Hyland, Annual Review of Applied Linguistics: Genre: Language, Context, and Literacy (USA: Cambridge University Press, 2002), 113.
9
Winni Johansen
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of a text into a number of constituents.10 Also, rhetorical strategy
indicates the option of the writers in arranging their private purposes are non-discriminative strategies which means that the options do not affect
or modify the nature of a genre.11
Those three structuring genre elements have relation each other. Communicative purpose is the first element that is being basic founder of genre. It is as the purpose of why the genre exists. Then,
communicative purpose has move as constituent that can distinguish the different types of genre. For creating written text based on specific moves, the writers have rhetorical strategy as their strategy to fulfill the need of the content of their writing.
Another term, Rhetorical move has 2 root words, they are
rhetoric and move. Rhetoric is the successful use of language,
characteristically in the context of public speaking, in a continuous practice successful in return to standard ancient times.12 The theory of
rhetoric is the concept that effective claim must be realistic and go
along with a structural arrangement to create an opinion of reliability for
10
Winni Johansen
Journal of Linguistics.No. 19 , 1997, 215.
11
Winni Johansen nre: Language Use in Proffesional
Journal of Linguistics.No. 19 , 1997, 215.
12
and Their
University of Reading Language Studies Working Papers
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the viewers. 13 Besides, moves are discriminative component of generic
structure of the text.14 In line with the theories, this study discusses about assessing the effective argument placed based on the chronological sequence in thesis abstract.
2. Abstract
There are some kinds of academic genres that they focus on, they
are: grant proposal, research article and abstract.15 In line with this
research, abstract is one of academic genre that is needed to be analyzed for enriching the discussion about academic genre. This statement supports the reason why the research should be conducted. Thus, this discussion about genre is also important because abstract itself is the
branch of genres, specifically academic genre. The information about abstract is below:
a. The Definition of Abstract
When students write academic writing such as report, article or thesis for undergraduate or post-graduate, they are obliged to write
abstract. According to Writing Centre Learning Guide of The
University of Adelaide, Abstract is from The Latin abstractum that
13
www. Wpi.edu/image/CMS/Diversity/Basic_Rhetoric_and_Writing_Strategy.pdf. accessed on July 24, 2015)
14
Winni Johansen in Proffesional
Journal of Linguistics.No. 19 , 1997, 215.
15
Ken Hyland, Annual Review of Applied Linguistics: Genre: Language, Context, and Literacy (USA: Cambridge University Press, 2002), 116.
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means a condensed form of a longer piece of writing.16 It means that
abstract is the short script of the extended text. Although abstract is
Abstract contains of important information of the entire paper, but it is
concise and informative writing.
America National Standards Information states that abstract is a brief and objective presentation of a document or an oral
presentation.17 It means that abstract is not only for manuscript only,
but it is for oral presentation also. However, students who write academic writing or research paper are dealing with document type. It is mentioned that the characteristics of abstract are brief and
objective. In this case, brief means short that contains of all important information in the paper. Also, objective means that students or
researchers should have neutral point of view in writing research paper even abstract.
Another opinion about abstract comes from Tufts University,
Abstract is a summary of the research that can be categorized and
searched by subject and keywords.18
16
www.adelaide.edu.au/writingcentre/, accessed on January 11, 2015)
17
American National Standards Institute, Guidelines for Abstract (Maryland: NISO Press, 1996), 1.
18
Academic Resource Center. How To Write An Abstract.
(http://www.google.co.id/url?q=http://uss.tufts.edu/arc/HOW%2520TO%2520WRITE%2520AN%252 0ABSTRACT%2520for%2520Tufts%2520Symp.pdf&sa=U&ei=nZ0cVYjAMcHXmAWXloDABA&
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work in library or internet, readers need to know category or keyword at abstract. Thus, it will help them to find abstract that they need. Also, students should aware to write good abstract through following scientific steps. Koopman states that abstracts always have function
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Although, abstract is quiet brief, but the students should follow check list consisting of: motivation, problem statement, approach, result and conclusion.
Those lists will help them to arrange systematic writing that also helps readers to classify the content of text easily. For making good scientific report, student
standard of good abstract.
According to Hartley, abstract is the head of academic writing that is written last.20 It is because writing abstract is not easy, they should research, and then they write the whole research paper first. After all, students have known what they achieved in their research. Thus, it will help them to arrange abstract simply because they know
what to do and what they achieve in their research. Also, Hartley recommends using basic structure (rhetorical move) in writing abstract because it will help students to write easier.
ved=0CBQQFjAA&sig2=1KCeDftPsZp9hwuj9uQOzA&usg=AFQjCNHs_zlFK8Hs-x3xYGjRPE23trXK9w, assessed on January 3, 2015)
19
(www.ece.cmu.edu/-koopman/essays/abstract.html> accessed on January 11, 2015)
20
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The University of Melbourne believes that abstract is an
original work that must be fully-contained and make sense.21 It does
not contain references, but it has main content: research purpose, importance of work and the main result. It is usually well-developed
single paragraph about 250 words in length. Thus, this writing product is so brief, but it should be meaningful and understandable for readers because it summaries all information about whole research paper.
b. The Purposes of Abstract
Abstract is important part of reports and research papers and
sometimes in academic assignment.22 It is because abstract has
significant role to inform and to promote reports, research papers or
academic assignment to be read by readers. Usually, abstract is written in the last process in writing research paper because students will have
clearer representation of all their findings and conclusions. Abstract can help readers to get a quick outline of whole paper. Also, it tells the
Based on National Information Standards Organization (NISO)
of America, abstract has three purposes.23 The first is identifying the
basic document quickly. Abstract has content structure called basic
21
The University of Melbourne, Writing an abstract: Understanding and developing abstract
(www.service.unimelb.edu.au/academicskills, assessed on January 3, 2015)
22
(www.adelaide.edu.au/writingcentre/, accessed on January 11, 2015)
23
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document that help reader to read speedily. Those basic documents according Koopman are motivation, problem statement, approach,
result and conclusion.24 Those components have important role to
guide readers having good understanding in brief information. The
research papers are appropriate for all readers because the readers have their own interest. Usually, readers are interested in paper that in line
with their major. Thus, they need to read abstract to match their interest and research paper. The third is deciding whether readers need
read are matching, they will read further whole paper.
Abstract can facilitate readers to come closer to the research paper through overview in abstract content. It can be the way for
readers to keep their time efficiently because they do not need to read unnecessary information in paper. But, if they are interested in the abstract, they will look for the entire paper and read it. Also, abstract
facilitates free-text searching in an electronic environment and supports application of controlled indexing vocabularies in access
service.25 Nowadays, abstract is not only accessed in library, but also it
can be accessed in electronic situation. Searching research in internet
24
(www.ece.cmu.edu/-koopman/essays/abstract.html> accessed on January 11, 2015)
25
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will serve readers to abstract online, before they find the paper that they look for. They will read the abstract first. Thus, if the abstract match with their interest, they can download the whole paper or directly go to the shelf that is provided the paper.
In other hand, Koopman has his own opinion about the purpose of abstract. He states that although abstract serve the function of
the readers to reads the rest of attached paper, but also he expected that abstract can make readers leave their comfort zone in the office. He supposed that the readers go hunt down a copy of the paper from a library. It is because in these days, readers are so addicted to instant
way, such as using internet. Thus, Koopman wanted to the readers using the document based paper.
According to The University of Melbourne, there are purposes
of abstracts.26 First, abstract can be selection tool for readers. Abstract
allows readers who are interested in the study to decide whether the
abstract are relevant with their interests or not. If it is relevant, usually readers will read the whole paper. Second, abstracts help indexing. Most of research paper catalogues accessed through the library
26
The University of Melbourne, Writing an abstract: Understanding and developing abstract
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facilitate readers to search abstract.27 Readers should know the key
term of research that they look for because it can match the abstract.
c. Kinds of Abstract
According to American Information Standard Organization
(ANSI), abstract are commonly explained as either informative or indicative, considering the way or perception in which they are
written.28 In the informative kind, the original document is
summarized, reproducing its quality and contents. An abstract written in the indicative way explains rather than summary the original document and its contents. The way used in a specific condition depends on the purpose of the abstract. Both types of abstract should
report as much as possible of the important information covered in the text.
1) Informative abstract
It is mostly used for documents relating to experimental investigations, inquiries, and surveys. These abstracts include the
purpose, methodology, results, and conclusions appeared in the original document. While most abstracts explaining experimental work can be formed in this classification, the peak classification may depend on the audience for whom the abstract in mostly
27
The University of Melbourne, Writing an abstract: Understanding and developing abstract
(www.service.unimelb.edu.au/academicskills, accessed on January 3, 2015)
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expected. For example, a result-oriented arrangement, in which the most important results and conclusions are placed first, may be
useful for some audience.29
2) Indicative abstract
It is the best applied for less-structured documents, such as editorials, essays, opinions or descriptions; or for lengthy documents, such as books, conference proceedings, directories,
bibliographies, lists, and annual reports. Indicative abstract are typically written for documents that do not contain information concerning to methodology or results. The abstract should, however, define important background material, the approaches
used, and/or arguments presented in the text.30
In line with the purpose of the abstract kinds, this research focuses on informative abstract that summarize the thesis based on the investigations, inquiries or surveys because thesis that English
Education Department Students conduct using those methods. Thus, the thesis abstract should be constructed on sequence; it means that
informative.
29
American National Standards Institute, Guidelines for 3
30
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d. Model of Abstract Move
Abstract also has different model based on its discipline. Nevertheless, this study investigates about abstract in a discipline. The researcher needs to observe this study to convince, whether in a
discipline. Students writer use same abstract model or they have different of abstract model. Based on the total of the move, Saboori
and Hashemi divided 3 models of abstract:31
1)
According to Bhatia and Samraj (Cited by Saboori and
affected many future studies on the structure of introduction
including abstract.32 Based on the theory, Swales suggests the
student writers to use CARS in writing introduction. Also, he
recommends the students writers to use CARS in writing their abstract.
This model involves of three rhetorical moves, and each
move has several steps as follows:33
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(a) Move 1 (Establishing a territory)
Step I Claiming centrality
Step 2 Making topic generalization(s)
Step 3 Reviewing items of previous research
(b) Move 2 (Establishing a niche)
Step 1A Counter-claiming
Step 1B Indicating a gap
Step 1C Questioning-raising
Step 1D Continuing a tradition
(c) Move 3 (Occupying the niche)
Step 1A Outlining purposes
Step 1B Announcing present research
Step 2 Announcing principal findings
Step 3 Indicating article structure
2)
According to Bhatia (cited by Saboori and Hashemi),
abstract gives information on four aspects: 1. What the author did, 2. How the author did, 3. What the author found, and 4. What the
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author conclude.34
conclude that there are 4 move in identify abstract:
(a) Introducing the purpose
(b) Describing the methodology
(c) Summarizing the result
(d) Presenting the conclusion
3)
As stated at the background,
rubric in this research. This model is more detailed than others
because this model is not only a statement of empirical result, but
also a statement of the argument.35 This model consists of five
moves: Introduction, Purpose, Method, Product, and Conclusion.
Those moves have constituent steps as following:
(a) Introduction
In this move, Hyland (cited by Saboori and Hashemi)
states that introduction purpose is to establish context of the
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paper and motivates the research.36 in line with Hyland,
Koopman also mentions in his theory about motivation that also known as introduction, he states that this part should include the importance of the work, the difficult of the area,
and the impact of the study if it is successful.37 Therefore, this
segment is recommended to write for helping reader to seek detail and informative abstract.
In introduction move, there are 4 steps that can indicate
the existence of introduction. The first is Step 1, Arguing for topic prominence, in this case, the researcher can explain about the importance of the topic of the study. For example,
Nowadays, the focus of education has changed from
teacher-centered teaching to students-teacher-centered teaching. Then, the
next step is Making topic generalization, in this step, the
researcher can discuss about the overview of the study. For example, Focus of education has changed from
teacher-centered teaching to students-teacher-centered teaching. Therefore, many studies have been conducted to investigate variables which can affect learners in learning process. Affective
36
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www.ece.cmu.edu/-koopman/essays/abstract.html> accessed on January 11, 2015)
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variables are assumed to have more significant effect in language learning than intelligence, teaching method, or time spent in learning.
The third step is Defining terms, objects, or processes,
in this step, researcher can describe what the term, object or process of the study. For example,
judgment of his/her capabilities to complete a specific task
with the skills he/she possesses . And the last step is
Identifying a gap in a current knowledge. In this discussion,
the researcher can explains about the difference between the former study and the current study.
(b) Purpose
Hyland (cited by Saboori and Hashemi) states that
purpose indicates reason, idea or assumption, outlines the
intention after the paper.38 In this case, the researcher can state
the purpose directly. For example:
38
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(c) Method
Hyland (cited by Saboori and Hashemi) views that this move is this stage provides information on design, procedures,
assumptions, approach, data, etc.39 Koopman strengthens that
Method or approach discuss about simulation, analysis of field
data, variable control, ignore or measure.40 In this move,
Hyland declares that there are 3 steps that can indicate whether
it is move 3 or not. The first is Describing the participant,
when the researchers mentions participant in their studies, it indicates that their studies have move 3. For example:
- The sources of data were gathered from the teachers of
SMAN 4 Sidoarjo.
- This research is conducted in reading 4th class of English
Teacher Education Department State Islamic University Sunan Ampel Surabaya.
- Here, the researcher interest to analyze the activity that are
used in an outdoor English class at MA Bilingual Krian which has applied outdoor class in teaching learning process.
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Then, the next step is Describing the instrument or
equipment. For example, The instruments of this study are
observation checklist, field note, and interview form .And for
the last step is Describing the procedure and conditions. If it is
potential, the researcher can convince the reader to give informative abstract through explaining procedure and condition of the study. For example, Then, the researcher
analysis the data by reducing the data, displaying the data, and drawing conclusion/verification.
(d) Product
In this move, Hyland (cited by Saboori and Hashemi)
states that product is main findings or results, the argument, or
what was accomplished.41 It has one step for describing the
main features or properties of the solution or product. This step explains the move itself. For example:
- From seven categories of lecturer talk, there are three
biggest percentage of categories that researcher found. The
41
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- The result of this research shows that the teacher uses
- There are three results from this research. First the result
(e) Conclusion
The last move according to Hyland is Conclusion, it means that in the end of abstract, the researcher can interpret
or extends results beyond the scope of the paper, draws
inferences, point to applications or wider applications.42 In this
move, it indicates one of or all of steps bellow. First, Deducing
conclusion from result, it means that researcher can assumes
the end of the research from the finding. For example, Furthermore, separated table seating arrangement is found in
. Then, the next step is Evaluating
value of the research. it means that the researcher can assess the worth of the study whether it is important or nor for future
research. For example, Therefore, by conducting this
research the researcher hopes that there will be improvement in placement test to make it more valid in dividing student into excellent and regular class.
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And the last step is Presenting recommendation, after
knowing all the result of the study. For useful and broad field to discuss, the researchers prefer to give recommendation or suggestion for further research or reader. For example, In
solving the problems, especially for grammar, mechanics, and vocabulary students do; (1) students are always practice write sentences using simple present tense for grammar, (2) students
are always careful to put the punctuation, re-check the capital letter, and open the dictionary in spelling for mechanics, and (3) students always read book, article, blog in English to enrich the vocabulary.
Besides, English Teacher Education Department has thesis abstract guideline also.
abstract model.43
1) Problem Statement
2) The Importance of The Research
3) Approach and Research Method
4) Result
43
Program Studi Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya, Pedoman Teknik Penulisan Skripsi, (Surabaya: Program Studi Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya, 2014), 18.
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Knowing some models of abstract move, the researcher chose to use
Researcher took 10 thesis abstracts of English Teacher Education Department Students who graduated on October 2014.
Based on the analysis, there were two types used of rhetorical move. They were 4-move and 5-move. Then, two thesis abstracts that consist of those moves read by 6 students of seventh semester of English Teacher Education
Department. 5 students chose 5-move as informative, detail, and structured abstract. Whereas, a student said that 4-move is informative. Based on the preliminary research, most of students preferred understood in reading thesis abstract with 5-move. Then, the researcher looked for theory that in line with
The theory consists of 5-move; Introduction, Purpose, Method, Product and
Conclusion.44
Concluding from the theory and reality, the researcher cannot distinguish one, two, three or other theories. It is because the researcher tends
Thus, the researcher chooses this theory. Also, this study can be the
44
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can support the improvement of academic writing, especially in writing abstract. Thus, they write abstract through applicable theory.
B. Previous Study
Before going further to this study, researcher found 4 previous studies
related to this research. The first is A Comparison Study on the Rhetorical Moves
-language
Theses by Hongwei Ren and Yuying Li.45 In this study, Ren and Li examined
published research articles in applied linguistics. They compered about the practice of student writers and expert writers in accomplishing the rhetorical goal of abstracts to shed light on the degree to which students proper to the applies of
their own discipline and to provide relevant ESP materials for both experts and student writers of applied linguistics, especially persons who write in English as
a foreign language.
English theses and published research articles in applied linguistics, the
researchers found that both experts and student writers commonly used five basic rhetorical moves in their abstract. Nevertheless, the experts were likely to be more selective in using move because they used is for seeking the best way to
45
Hongwei Ren
- Canadian Center of Science and Education. Vol. 4, No. 1, 2011, 162
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promote their paper. While, the student writers tend to use all moves because it would be informative to the readers.
Ren
article and master foreign-language theses, though this study examined about undergraduate thesis.
The second former study is Analyses of Move Structure and Verb Tense
of Research Article Abstract in Applied Linguistics Journals by Fan-ping
Tseng.46 Tseng observed 90 research article abstracts in three applied linguistics
journals from two measurements: the move structure features and the verb tense of each move. The result of the study presented that the most of linguistic applied
journal abstract used four-model move. Also, the next finding explained about the verb tense of each move. The researcher found that there were some
variations between the abstract written by native speaker and non-native speaker. Generally, present tense was used in move 1 (Background), 2 (Aim), and 5 (Conclusion). Whereas, past tense was used in move 3 (Method) and 4 (Result).
field and
46
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study is about move structures and verb tense. While, the scope of this study is only about rhetorical move.
The previous study is A Cross-Disciplinary Move Analysis of Research
Article Abstracts by Saboori and Hashemi.47 They analyzed rhetorical structure in the research article abstracts among three disciplines: applied linguistics, applied economics, and mechanical engineering. In their study, Saboori and Hashemi used 63 published abstracts (21 from each discipline) as their focus.
The result of the study, they assessed and distinguished the main move pattern of each field, their unique moves/steps, the characteristic voice and tense of verbs active in each move, and the differences concerning the self-mention. In conclusion, they found that the study had significant academic implication for the
experts in ESP and EAP fields. The difference between Saboor
in the subject. The previous researchers examined three disciplines, whereas this study observed only in a field. Also, the previous study examined about move pattern of each field, their unique moves/steps, the characteristic voice and tense
of verbs active in each move, and the differences concerning the self-mention. While, this study is only focuses on rhetorical move.
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The last previous study is Generic Characterisation of Civil Engineering
Research Article Abstract by Budsaba Kanoksilapatham.48 Kanoksilapatham observed 60 English abstracts that were appropriate to civil research articles chosen from the topmost journals in civil engineering was listed and examined
identifying the structural organization commonly followed in civil engineering abstract and identifying a set of linguistic features commonly associated with a
particular type of information presented in abstract. The result showed that the internal organizations are identified as move. The common moves that often
appeared are five moves, the structure are: Background, Purpose, Method, Result
and Discussion
academic style of writing in civil engineering abstract. The difference
theory that is used for analyzing the data. In this case, the researcher used
alyzing his data.
48
ivil Engineering Research Article
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CHAPTER III
RESEARCH METHOD
This chapter gives details about the procedure of conducting research regarding with analyzing rhetorical move of thesis abstracts. This chapter contains of approach and research design, researcher presence, research
location, data and sources of data, research instruments, data analysis technique, checking validity, and research stages.
A. Approach and Research Design
The approach of this study was qualitative because this study was
focusing on the total description rather than breaking it down into variables. Also, it discussed about holistic picture and depth understanding rather than
analysis of numeric data.1 The rhetorical moves in is abstracts of
English Teacher Education Department were investigated in this research. The
research was done as natural as possible to observe the abstract component in thesis abstracts. Also, this study examined about the significant differences of
thesis abstracts observing finding, the researcher
did not use special treatment because she only analyzes the use of rhetorical move that appears at thesis abstracts and significant difference about the
number of rhetorical move used among thesis abstract.
1
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The research design of this study was content or document analysis because the purpose of this research is identifying specified characteristics of the material.2 In this case, researcher analyzed about abstract that was also known as document. It is proved by Ary and others; they say that materials
that can be analyzed are textbooks, newspapers, web pages, speeches, television programs, advertisements, musical compositions, and other types of
documents.3 Researcher looked
the rhetorical move in their work.
Additionally, in this research, the researcher deals with the research of fulfillment of rhetorical move in their abstract and the significant difference of rhetorical move in their thesis abstracts. It means that it would
require deepness explanation connected to the rhetorical move instrument itself. In line with Ary, this content analysis is organized through descriptive
approach to get a depth understanding. 4 Descriptive approach would identify
move composition or not and find the significant different that appear among
Therefore, the type of qualitative content analysis with descriptive approach was used in this research with intended to investigate the fulfillment of rhetorical move composition and significant
2
Donald Ary, et.al., Introduction to Research... 457.
3
Donald Ary, et.al., Introduction toResearch... 457.
4
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B. Research Presence
In this research, according to Patton (cited by Asrori) states that the role of researcher is as instrument.5 Also, in this research, the researcher collected the data by herself. For supporting the researcher as instrument, she
used rubric from that adapted by Saboori and Hashemi as the
tool for helping the researcher to analyze the data.
C. Research Location
This study was conducted in English Teacher Education Department at Faculty of Education and Teacher Training, Sunan Ampel State Islamic University. It was located in. A. Yani street No. 117, Surabaya.
In term of getting subject of this study, purposive sampling was used
in this research. According to Sugiyono (cited by Asrori), purposive sampling
is a technique to decide sample based on selected characteristics.6 Sugiyono
also states that purposive sampling is more suitable for qualitative approach or another approach that does not relate to generalization.7 The subject of this thesis abstractss. The reason which supports the
researcher to choose them based on the consideration that abstract is the first thing that readers look up for knowing the overview of thesis before reading a whole thesis. The focus of the study is about the representation of rhetorical
5
Essay of The Fourth Semester of English Teacher Education Department UIN Sunan Ampel,
6
-(Surabaya: Sunan Ampel State Islamic University), 53.
7
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thesis abstracts. The researcher took the abstract of 25 students, who joint graduation on March 2015 because the researcher assumed that they use the newest ract guideline. Unfortunately, three of the students did not
give permission to the researcher for investigating their abstract. Thus, the available data are 22 data from 22 students who agreed to be investigated.
D. Data and Source of Data 1. Types of Data
For answering two research questions in this research, the researcher used two types of data; primary data and secondary data. Those data were explained below:
a. Primary Data
The primary data of this study was the data of English Teacher Education Department St
2015. This primary data were obtained by collecting English Teacher
and analyzed it using rubric .
b. Secondary Data
The secondary data was the form of supporting data gained
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number and thesis title. Also, some theories were taken by the researcher from some sources to support the data obtained.
2. Source of Data
The sources of both primary and secondary data were obtained from
students of English Teacher Education Department who graduated on March 2015, academic of English Teacher Education Department and The primary data was obtained by analyzing abstract of
English Teacher Education Department Students using rubric from
Then, the secondary data was gained by asking the copies of data alumni consist of name, phone number and thesis title in English Teacher
Education Department. E. Data Collection Technique
In this study, data collected by techniques of conducting document study of the thesis abstracts of English Teacher Education Department Students who graduated on March 2015. Further, the process of collecting
data was explained below:
1. To answer the first research question about how thesis abstracts of
of rhetorical moves composition, the researcher did intensive reading on
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While reading, the researcher noted the rhetorical move of thesis abstracts
2. To answer the second research question about the differences of rhetorical
moves among thesis abstracts of English Teacher Education Department
S he researcher used the technique of descriptive analysis from
the previous finding which shows the difference of move used in English Teacher Education Department S
this finding, the researcher compared it with the theory to find out the differences of rhetorical moves among thesis abstracts
F. Research Instrument
Research instrument is known as measuring tool. In this study,
researcher tried to measure the variable and the items of the research through rubric. In this research,
by Saboory and Hashemi. The rubric contains of rhetorical moves that will be
examined by some categories (see appendix 1). The researcher used
theory because it has detail rhetorical move than other theories, thus it can
examine abstract whether it is informative or not.
Also, the preliminary research of this study proved that 5 of 6 students of English Teacher Education Department stated that abstract has 5-move is more understandable. The rubric was designed having 5-5-move and in
each move has some characteristics that indicate the existence of rhetorical move in abstract.
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G. Data Analysis Technique
Consistent with qualitative approach, this study examined the data descriptively. As research design, content analysis could be technique for analyzing the data also. According to Bungin, content analysis highlights on
how the researcher observes at stable communication through descriptive data on how the research understands the content of communication, read symbols,
decode the content of symbolic collaboration happen in communication.8
Conclusion, the researcher descriptively placed the explanation concerning the data to be discussed into the findings of the research with constantly relating to the research question as confirming way whether the questions are answered or not. The data gained from observation was
examined trough these following detailed techniques:
1. Data Reduction
Data reduction was applied to select the primary data required by the researcher. Data reduction is to select and to concentrate on the main topic of the research.9 In the event of reducing the data, the researcher coded the data as follows:
a. Categorizing the move based on the rubric; Introduction, Purpose,
Method, Product, and Conclusion. (See appendix 1)
8
Burhan Bungin, Penelitian Kualitatif. (Jakarta: Kencana prenada media group, 2007), 167.
9
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b. Categorizing the move type based on the number of used move;
move-5, move-4, and soon.
The point of the data which is coded by the researcher can be
comprehended on appendix. (See appendix 2)
2. Data Display
After conducting the technique of reducing data, then the researcher decided the technique to display the data. Data display are formed in short
essay, graphic, matrix, network, flowchart, etc.10 by displaying the data, it
would make better the researcher to comprehend the data that have been classified before. In this study, the researcher displayed the data as follows:
a.
1) Firstly, researcher displayed the chart contains the number of
students who used each move and its characteristic. Then, the
detail of below.
2) Secondly, the researcher concluded the finding of the number of
students who were able to achieve the indicator of the rhetorical move requirement. Here the formula:
10
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Result
b. based on the number of rhetorical moves
used
1) Firstly, the researcher tabulated the data based on the kinds of
rhetorical move which were used by the students.
2) Secondly, the researcher concluded the result of students who
used kind of rhetorical move on chart form, using percentage. Here is the formula:
Result
In addition, the researcher also explained those data in discussion part base on the theory used in this study.
H. Checking Validity
To know the validity of the findings, the researcher conducted the
research to all graduated students on March 2015 of English Teacher Education Department. The data were examined by rubric that had been checked. Also, the rubric had been confirmed with the theory.
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I. Research Stages
1. Preliminary Research
Preliminary research is important to do because it gives impact on the continuity if the research. The preliminary research had been done on
10th 12 March 2015. It gave useful information for researcher to analyze
Addition, the researcher did library research for finding the theory
and the previous studies that had related topic with this research. Thus, the researcher look forward to that this research should be done because of its importance.
2. Designing Investigation
In this phase, the researcher designed investigation of how thesis abstracts
requirement of rhetorical moves composition. The requirement of
theory that is adapted from Saboori and Hashemi research. The rubric had
been checked for ensuring the validity.
3. Implementing Investigation
In term of examined the data of thesis abstract the researcher began to collect thesis abstract of the graduated students on March 2015 of
English Teacher Education Department. The researcher asked their permission whether they allowed to observe their thesis abstract or not via
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Short Message Service (SMS). After getting their thesis abstract, the researcher examined theirs by the rubric. The analysis result show the variation move that students used in their thesis abstract. Then, using the result of analysis data, the researcher categorized the different move that
students used in their thesis abstract.
4. Analyzing data
After gaining the data, the researcher observed the data to get the
answer completed the research questions. It was specified in data analysis technique above.
5. Concluding Data
The last step after getting the result of analysis was conclusion. In
this step, the research concluded the findings. The conclusion of this study was last chronicle of this study.
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter reports about the research findings and discussion of the analysis of rhetorical move of thesis abstracts.It is intended to answer the problem of the study. These include the analysis of thesis abstracts of English Teacher Education
composition or not and the analysis of significant differences of rhetorical moves
among thesis abstracts
A. Research Finding
The research was conducted from 5th May 1st June 2015. Using
instrument for analyzing the data, it was set to answer the research question in
this research. Those research questions are how English Teacher Education thesis abstracts fulfill the requirement of rhetorical moves composition and significant differences of rhetorical moves among thesis
abstracts The data was
thesis abstracts. The data was collected from English Teacher Education Department
. There were 25 students who graduated
request. Thus, this study analyzed 22 thesis abstracts. The results of the
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1. The Fulfillment of
Thesis Abstracts of Rhetorical Moves Composition
To answer the first research question about how English Teacher thesis abstracts fulfill the requirement of
rhetorical moves composition, the data had been collected through
examining thesis abstracts. The rhetorical moves of
English Teacher Education Department Students in thesis abstracts had
been analyzed, it was also organized the data based on each move and its characteristics (see appendix 2). Based on the finding, there are 5 move
thesis abstracts, but those 5 move types have variation sum of the users.
The aspect of each move and the variation of total user will be explained below:
a. Move 1 : Introduction
Based on rubric adapted by Saboory and Hashemi from eory, the first move in thesis abstracts is Introduction
(see appendix 1). In this move, the total of students who used
Introduction Introduction are 4
of introduction as move 1. Those characteristics are arguing for topic prominence,
making topic generalization, defining terms, objects, or processes, and identifying a gap in a current knowledge. Although, all of students
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used move 1 in their thesis abstracts. Nonetheless, there were variations of the step usage in their abstract. For simplifying the result, the data and explanation are represented below:
Chart 4.1 The Number of Move I in Thesis abstracts
1) Step 1
Based on chart 4.1, it can be seen that there are 12 students
who used arguing for topic prominence as the first step. The statement of Arguing for topic prominence presented by Table 4.1 The Analysis Result of Move 1 (Step I).
Table 4.1 The Analysis Result of Move 1 (Step I) Abstract
Document
Step 1
3 Writing is one of difficult language skill than the
other skills, such as; reading, speaking, and listening.
10 0 2 4 6 8 10 12 14 16 18
St ep 1 St ep 2 St ep 3 St ep 4
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strategies of teaching culture at seventh grade and the difficulty faced by the English teacher.
11 Nowadays, the focus of education has changed
from teacher-centered teaching to students-centered teaching.
12 Processing the information and distinguish
information detailed on reading comprehension is one of important thing considered in learning language.
14 Lesson plan is an important component in teaching
and learning process.
15 Reading is one of skill that vary important in
English learning. There is strong correlation between reading and academic success.
16 Designing rubric assessment based on learning
aims is one of the processes that should be done so achievement and progress.
18 Lecturer-students interaction becomes one of the
most important communication in learning process. 19
monitoring group work in English teaching and
learning process for 2nd Grades Students at SMA
Muhammadiyah 2 Sidoarjo.
20 This thesis discusses about the relationship between
-writing.
21 Teaching learning process is very important
them is learning strategies.
22 The syllabus helps teachers to select appropriate
materials and interactive media for learning process.
2) Step 2
Grounded on chart 4.1, it can be seen that there are 17 students making topic generalization as the first step. The
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statement of making topic generalization presented by Table 4.2 The Analysis Result of Move 1 (Step 2).
Table 4.2 The Analysis Result of Move 1 (Step 2) Abstract
Document
Step 2
1 In managing classroom environment and learning
process seating arrangements are needed. 2
problem in speaking at English Teacher Education Department.
3 Many students feel that writing is the most difficult
skill in learning language. Mostly students are confused of their capability in writing skills.
4 This thesis focuses on the analysis of second grades
words in writing paragraph in at SMP Wachid Hasyim 7 Surabaya.
5 Teacher-Students interaction pattern is an example
of interaction which is very common in language classroom setting.
6 Finds difference picture is one of types of visual
input. It is comparing or describing pictures using difference language items, depending on the pictures chosen.
7 Cornell note-taking is the systematic method in
listen to the speakers to record the main point from the speakers in writing form.
8 Additional English learning program becomes a
need for every high school. It is proven by the fact that almost every high school in Sidoarjo conduct additional English learning program because English as compulsory subject is only arranged in two meetings in a week or three hours in a week.
9 Placement test is one of the ways in dividing
student into two parts based on their ability, and usually this test is conducted in the beginning before the teaching learning process.
11 Therefore, many studies have been conducted to
investigate variables which can affect learners in learning process.
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12 In language learning process, variety of
achievement is commonly found.
13 This thesis focuses on the analysis of the activities
used by the teacher in an outdoor English class at MA Bilingual Krian.
14 Moreover, the readiness of teacher in class can be
understood from their lesson plan development. It
responsibility to develop the lesson plan based on situation of the school.
15 Furthermore, the proper employment of
summarizing strategies is known to enhance the quality of education.
16 In order to maximize the result of the assessment,
the development of the assessment rubric is required so that the assessment rubrics befit the students and the teachers.
17 In teaching process, teachers cannot be separated
from management of the classroom.
18 However, teaching process needs interaction to
communicate with people in classroom and also to create relationship between lecturer and students in classroom activity.
3) Step 3
Constructed on chart 4.1, it can be seen that there are 3 defining terms, objects, or processes as the
first step. The statement of defining terms, objects, or processes presented by Table 4.3 The Analysis Result of Move 1 (Step 3).
Table 4.3 The Analysis Result of Move 1 (Step 3) Abstract
Document
Step 3
15 Kirmizi and Akkaya state that summarizing is a
strategy that activities the thinking process
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The last is 36,36% students who used 4-move b in their thesis abstracts. In this case, the students missed a move. Comparing with
- thesis abstracts.
According to Hyland, thesis
abstracts is to clarify or develop results further than the scope of the thesis, describes suggestions, informs on solicitations or varies presentations.15 This move can help reader to know about the summary of the result, also it can help the reader to imagine or to know the recommendation that relates to the research. Overall, conclusion gives more detail information beyond the result of the research. If the students do not state this move, the reader cannot have detail information about the further research and recommendation. After knowing the result and matching the theory, both 4-move a and 4-move b do not fulfill the rhet
theory.
thesis abstracts, 59,09% students used 5-move means that most of st
thesis abstracts are informative. Besides, those thesis abstracts which are not in line with the theory do not mean that those are uninformative. It is because there are some theories dealing with the rhetorical move of abstract. For example, 4-move b includes English Teacher Education
15
Fahimeh Saboori -Disciplinary Move Analysis of Research
International Journal of Language Learning and Applied Linguistics World. Vol. 4, No. 4, 2013, 483.
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Department guideline that has move in abstract content. Whereas, 4-move a does not match with theory of abstract rhetorical 4-move.
According to abstract types, research that use experimental investigation, inquiries, and surveys include informative abstract which pay attention to the quality and the content. In line with the theory, English Teacher Education Department students tend to use experimental investigation, inquiries, and surveys in their research. Thus, it is better to use informative abstract guideline to write thesis abstracts.
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discusses about the conclusion of the research and the suggestion from the researcher about the analysis of rhetorical move of thesis abstracts.
A. Conclusion
Based on the findings of the whole research problems that have been presented above, there are several things that can be concluded. It is elaborated as follows:
1. The analysis discovered that English Teacher Education Department Students who graduated on March 2015 fulfill the requirement of
researcher found the use of moves in their thesis abstracts that include
Introduction, Purpose, Method, Product and Conclusion. Nonetheless, the result showed that 100% students used introduction in their abstract, 95,45% students used purpose in their abstract, 100% students used method in their abstract, 100% students used product in their abstract, and 63,63% students used introduction in their abstract. It can be concluded that most of English Teacher Education Department the requirement of rhetorical move on thesis abstract
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2. The analysis revealed that students had the difference of the rhetorical move in their abstract. It was about the differences of the number of move used in their thesis abstract. It was proved by the variation of the use of some move types in their abstract. The students use three move types; There are 3 differences; there are 59% students who used 5-move (Introduction, Purpose, Method, Product, Conclusion), there are 5% students who used 4-move a (Introduction, Method, Product, Conclusion), and there are 36% students who used 4-move b (Introduction, Purpose, Method, Product). In line with Hyland, thesis abstract that has 5-move means that it is informative because it presents the overview of the whole of thesis abstract. Whereas, 4-move a does not include in any theory of rhetorical move. But, those who used 4-move b includes in English Teacher Education Department abstract guideline.
B. Suggestion
1. For English Teacher Education Department
The writer suggests to the department to use 5-move as the guideline of writing thesis abstract. Since, 5-move gives more informative and detail report of the whole thesis.
2. For English Teacher Education Department Lecturer
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proposal seminar. It is because those subjects relate to writing final project. Both subjects can be media for teaching rhetorical move using genre-based approach as good method in teaching rhetorical move especially in abstract. Addition, students thesis abstracts can be authentic material in the writing class.
3. For the Students who take thesis
Knowing the finding, the writer suggests to the students who take thesis to make the previous informative thesis abstracts as the model in writing their thesis abstract.
4. For other researchers
The research about rhetorical move in thesis abstract is rare in Education and Teacher Training Faculty of UIN Sunan Ampel Surabaya, especially in English Teacher Education Department. Thus, the researcher hopes that this study could give insight for the reader and the students of English Teacher Education Department or other departments of UIN Sunan Ampel Surabaya.
In addition, since there are still some shortcomings because of inadequate occasion and time, the researcher suggests to other researcher who are interested in the same or similar field of study to examine language feature of thesis abstract because the researcher found some linguistic feature error while observing this study. Also, it is better for the
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next researcher to do interview to the abstractors why they use 5-move, 4-move in their abstract.