EXPLORING PURPOSE AND IDENTITY IN STUDENTS’ TECHNICAL REPORT WRITING.

TABLE OF CONTENTS

APPROVAL PAGE ... I

DECLARATION ... Ii

ACKNOWLEDGEMENTS ... iii

ABSTRACT ... Iv TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Research Questions ... 4

1.3 Purposes of the Study ... 4

1.4 Significance of the Study ... 5

1.5 Scope of the Study ... 5

1.6 Clarifications of Key Terms ... 6

1.7 Organization of the Thesis ... 7

CHAPTER II LITERATURE REVIEW 2.1 Exploring Purpose and Identity in Writing ... 9

2.1.1 Purpose and Identity in Writing ... 9

2.1.2 Genre... 13

2.1.3 The Discourse Community ... 15

2.2 Genre Analysis: English in Academic and Research Setting ... 16

2.2.1 Technical Report as One of Academic Texts ... 20

2.2.1.1 Generic Structure of a Technical Report ... 20

2.2.1.2 The Identification of Moves in Technical Report ... 20

2.2.2 Introduction Section ... 24

2.2.2.1 Moves in The Introduction Section ... 24

2.2.2.2 Linguistic Features of Introduction Section ... 24

2.2.3 Methods Section ... 27

2.2.3.1 Moves in Methods Section ... 27

2.2.3.2 Linguistic Features of Methods Section ... 27

2.2.4 Results and Discussion Section ... 29

2.2.4.1 Moves in Results and Discussion Section ... 29

2.2.4.2 Linguistic Features of Results and Discussion Section ... 30

2.2.5 Conclusion Section ... 31

2.2.5.1 Moves in Conclusion Section ... 32

2.3 Systemic Functional Linguistics ... 33

2.3.1 Transitivity System ... 35

2.3.1.1 Material Processes: Processes of Doing and Happening ………... 36

2.3.1.2 Mental Processes: Processes of Perception, Cognition, and Affection . 36 2.3.1.3 Verbal Processes: Processes of Saying ... 37

2.3.1.4 Relational Processes: Processes of Being ... 37

2.3.1.5 Behavioural Processes: Processes of Behaving ... 38

2.3.1.6 Existential Processes: Processes of Existing ... 39

2.3.1.7 Circumstances ... 39

2.4 Conclusion ... 40

CHAPTER III METHODOLOGY 3.1 Research Design ... 41

3.2 Research Site and Participants ... 42

3.3 Data Collection Techniques ... 43

3.3.1 Documentation of Students' Technical Report ... 43

3.3.2 Interview ... 44

3.4 Data Analysis ... 45

3.4.1 The Students' Technical Report Text ... 45

3.4.2 Interview ... 47

3.5 Validity ... 47

3.6 Conclusion ... 48

CHAPTER IV DATA PRESENTATION AND DISCUSSION 4.1 The Students' Technical Report ... 49

4.1.1 The Realisation of Purpose and Identity in the Technical Report in terms of Generic Structure……….. 50

4.1.1.1 Introduction Section ... 51

4.1.1.2 Methods Section ... 57

4.1.1.3 Results and Discussion Section ... 60

4.1.1.4 Conclusion Section ... 64

4.1.2 Linguistic Features Used by Students to Show Purpose and Identity... 66

4.1.2.1 Introduction Section ... 67

4.1.2.2 Methods Section ... 71

4.1.2.3 Results and Discussion Section ... 74

4.1.2.4 Conclusion Section ... 77

4.2 Interview Data ... 79

4.2.1 The Realisation of Purpose and Identity in the Technical Report in terms of Generic Structure ………. 81

4.2.2.1 Introduction Section ... 82

4.2.2.2 Methods Section ... 85

4.2.2.3 Results and Discussion Section ... 87

4.2.2.4 Conclusion Section ... 89

4.2.2 Linguistic Features Used by Students to Show Purpose and Identity... 90

4.2.2.1 Introduction Section ... 92

4.2.2.2 Methods Section ... 92

4.2.2.3 Results and Discussion Section ... 93

4.2.2.4 Conclusion Section ... 94

4.3 Conclusion ... 95

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS 5.1 Conclusions ... 97

5.2 Recommendations ... 98

BIBLIOGRAPHY ... 100

APPENDICES Appendix 1: List of Students' Technical Report ... 107

Appendix 2: Results of The Analysis of Students' Technical Report ... 108

Appendix 3: Interview Guide ... 132

LIST OF TABLES

Table 2.1 Generic Structures of a technical report and their purpose Table 2.2 Moves and Their Rhetorical Functions in Technical Reports

Table 2.3 Example of technical report showing move structures, purpose and Identity

Table 2.4 Typical moves in introduction section Table 2.5 Typical moves of methods section

Table 2.6 Typical moves of results and discussion section Table 2.7 Typical moves of conclusion section

Table 2.8 Types of Circumstances Found in the Students’ Technical Report Table 4.1 Generic Structures of students’ technical report

Table 4.2 Moves in students’ introduction section Table 4.3 Moves in students’ methods section

Table 4.4 Moves in students’ results and discussion section Table 4.5 Move in students’ conclusion section

CHAPTER I INTRODUCTION

This chapter presents the general issues related to the present study. These include the background of the study, research questions, purposes of the study, significance of the study, scope of the study, clarification of key terms, and the organization of the thesis.

1.1 Background of The Study

Learning to write for academic purposes often involves the process of creating a new identity. The students are expected to represent their identities through a new discipline they are engaging in (Fan Shen, 1988 as cited in Hyland, 2002b). Creating such an identity, however, is generally very difficult for second language students. This is partly because these identities can differ considerably from those they are familiar with from their everyday lives, or previous learning experiences (Cadman, 1997 as cited in Hyland, 2002b).

In social view of language, identity is realised and demonstrated by means of discourse choices in specific discourse communities with their particular purposes are achieved through the use of particular genres (Hyland, 2002a). Demonstrating a new identity may be less than easy for writers in a new field because they bring to it multiple identities and, in their writing, draw on the various, sometimes competing, discourses available to them (Ivanic, 1998).

The discourse community is generally linked with the notion of genre to explain the relationship between the text and the writer and how the writer achieves particular rhetorical purposes and takes on and expresses social identities (Goodier, 2008). In this study, then, purpose and identity are seen in the particular choices made by the writer within the context of the discourse community. The exploration of the purpose and identity is carried out by means of an analysis of the students’ discourse choices in a written assignment in which they target a genre new to them but central to the field of engineering, i.e. report writing.

Report writing is an essential skill for professionals in almost every field: engineers, accountants, teachers, graphic designers, information scientists, and other professional fields. Thus, the teaching of report writing at tertiary level education is essential since it provides the students with the foundation skills in writing various types of reports (Marshall, 1991). A good report communicates ideas, data and conclusions efficiently and clearly (Beer & McMurrey, 1997; McKenna, 1997), therefore, an understanding of report writing principles will benefit a student who intends to go into any field of work.

In engineering field, report writing is a part of every engineer's career thus the major focus of report writing is preparing the engineering students with the skills of writing technical report. A good report writing is an indication of someone’s written work where its purpose and identity can be revealed (Goodier, 2008). The purpose of a report determines its overall organisation and development hence affects the format

and manner of presentation (Marshall, 1991). The identity, on the other hand, determines discourse choices of a specific text to show the writer’s professional identity (Ivanic, 1998; Ivanic and Camps, 2001; Goodier, 2008). It means that by using specific linguistic features and technical terms the writers can identify themselves in a specific discourse community.

Several studies have examined students’ writing in terms of purpose and identity. Some focus on the students’ conceptions of purpose in their writing (Anson, 1990; Hart, 2000). Some other studies focus on exploring the students’ identity in writing (Diani, 2008; Tessuto, 2008; Reid, 2009). They concern on the ways to improve the writing skills of English for second language and foreign language students. They investigate the identity of the student writers in different fields of study. Their findings show that students can have many choices to reflect their identity in writing. Other study which focuses on the relationships between purpose and identity in a medical case report was conducted by Goodier (2008). The result shows that knowing the realisation of purpose and identity in students’ writing can give valuable implications for teaching and learning.

Although many previous studies as mentioned above have investigated the purpose and the identity of students’ writing, little research has explored the generic structure and linguistic features of a technical report to realise purpose and identity. There is a need to increase a research-based knowledge of realising purpose and identity in terms of generic structure and linguistic features of a technical report since the

researcher has found that the major problem faced by students in the research site in writing a technical report is related to the logical structure of the report and language especially in the realisation of the purpose and identity. It is in line with Cheung & Lai (1997) stating that students often do not structure available information before they begin their writing. As a consequence, the students are not only unable to write grarnmar-free reports but they do have structural problems in organising their reports at both the macro (text structure) and micro (language features) levels to realise purpose and identity.

Thus, the present study aims to investigate the realisation of purpose and identity in students’ technical reports. This study has been conducted in a polytechnic in Bandung. This study attempts to identify the realisation of purpose and identity in students’ technical reports in terms of generic structure, and the linguistic features used in their technical reports to show purpose and identity.

1.2 Research Questions

This study attempts to answer the research questions formulated as follows:

1. In terms of generic structure, how do students realise purpose and identity in their technical reports?

2. What linguistic features are used by the students in their technical reports to show purpose and identity?

1.3 Purposes of The Study

The purposes of the study are as follows:

1. Revealing the realisation of purpose and identity in the students’ technical report in terms of generic structure.

2. Exploring the linguistic features used by the students in their technical reports to show purpose and identity.

1.4 Significance of the Study

Theoretically, this study will provide a reference for the engineering students in understanding the purpose and identity in technical report writing. Furthermore, this study will be preliminary inputs for other researchers to further study in the similar area of research with different interest.

Practically, the results of the study are expected to provide a practical guide for the readers in general and engineering students in particular to write a technical report.

Professionally, this study will be beneficial for engineering students and English lecturers in engineering studies.

For students, the results provide information to understand how they organize a technical report and to see how generic structures and linguistic features used in their writing can realise their purpose and identity.

For lecturers, the results can be used to help them understand the students’ purpose and identity in technical report writing so they can provide meaningful guidance for

their students, and can provide the students with the appropriate analytic tools to be used in teaching technical report writing.

1.5. Scope of the study

This study is a case study of exploring purpose and identity as realised in students’ technical report writing in a polytechnic in Bandung. It uses text analysis and semi structured interview. The analysis focuses on the generic structure and linguistic features of a technical report in engineering studies. The analysis attempts to reveal the realisation of purpose and identity in students’ technical report writing in terms of generic structure, and to explore the linguistic features used by the students in their technical reports to show purpose and identity.

1.6 Clarifications of Key Terms

For the sake of clarity, key terms in this study are defined and specified as follows: Students: The sixth-semester students of Manufacturing Engineering department in a polytechnic in Bandung.

Purpose and Identity: The identification of particular choices made by the writer within the context of the discourse community (Bhatia, 1993).

Technical Report: A type of writing as communicating technical information for specific purpose that is geared to the needs of specific audience and occurs in a specific workplace situation (Beer & McMurrey, 1997).

Generic Structures: The elements and move structures of a technical report (Swales, 1990).

Linguistic Features: Forms and structures used by students to achieve a particular communicative and rhetorical purpose, and identity in technical report writing (Swales, 1990).

Genre Analysis: A study of a particular type of a written discourse made distinctive by its purpose and the discourse community for which it is intended. Examples of genre are abstract, laboratory reports, grant proposal, poems, letters, etc (Swales, 1990). Particular genre to be analyzed in the present study is technical report in engineering studies (to follow Swales, 1990; Marshall, 1991; Cheung and Lai, 1997; McKenna, 1997; Hyland, 2004 among others).

Systemic Functional Linguistics (SFL): Halliday’s model of text analysis as a point of reference and theoretical framework for the analysis of students’ writing in terms of linguistic features based on the Transitivity system (developed by Halliday, 1985, 1994; Martin and Rose, 2003, 2007; Eggins, 1994,2004 among others).

1.7 Organization of The Thesis

This thesis is divided into five chapters. Chapter One presents the general description of the introduction to the topic of the research. Chapter Two elaborates the theories that support the study. Chapter Three discusses the research methodology. Chapter Four shows data analysis and discussion. Chapter Five presents the conclusions and the recommendations of the result of the study.

CHAPTER III METHODOLOGY

This chapter presents an overview of the methodology of the study. It describes the research design, research site and participants, data collecting techniques, data analysis, and validity of the study.

3.1 Research Design

Corresponding to the research questions and purposes of the study mentioned in Chapter One, this study employed a case study design for at least three reasons. First, it is concerned with “a small scale, a single case” and focused on one particular instance of educational experience or practice (Stake, 1995; Freebody, 2003 in Emilia, 2005). A single case of this study referred to the exploration of purpose and identity in students technical report writing in one polytechnic in Bandung. Second, it used multiple data collection techniques and analytic procedures to increase the validity of the study, i.e the documentation of students’ tecnical report writing and interview (Cohen and Manion, 1994). Third, it used text analysis which is also another characteristic of case study design (Travers, 2001).

As mentioned in Chapter Two, the genre analysis used in this study followed the ESP approach (to follow Swales, 1990; Hyland, 2004; Bhatia, 1993, among others) and SFL (to follow Haliday, 1985, 1994; Martin and Rose, 2003, 2007; Eggins, 1994, 2004; Emilia, 2005, among others). These two approaches are different but basically

they focus on similar things; similar aspects in analyzing text. Both approaches concern with the generic structure and linguistic features of the text.

3.2 Research Site and Participants

This study was carried out at the undergraduate manufacturing engineering study program at one polytechnic in Bandung. The research site has been chosen since as a member of the teaching staff with more than five years teaching experience, the researcher expected to get easy access to the research site, and hence, increases the feasibility of the study (Bogdan and Biklen, 1998:54).

The participants of the study were nine students of Technical Report Writing subject. The nine students were selected for two reasons. First, the students involved in this study were accessible for the researcher to get the data since they were active at the sixth-semester students. Second, their English scores represent the low achiever (C), mid achiever (B), and high achiever (A).

All participants were between 20-21 years of age. They were all originally from the Sundanese ethnic group in Indonesia, having Bahasa Sunda as their mother tounge. Bahasa Indonesia is their second language and English is thus their foreign language. The class had no female students, which is common in engineering classess in all engineering departments in the university. It is a limitation of the study, as the class was not heterogenous, to see the comparison between male and female students in terms of realising purpose and identity in their technical reports.

To gain the data, the nine students’ technical report were documented and analyzed. After the process of text analysis was completed and the participants were asked for their willingness to be interviewed, all the participants were voluntarily involved in the interview.

3.3 Data Collection Techniques

This study employed two data collection techniques, namely: the documentation of students’ technical reports and interview

3.3.1 Documentation of Students’ Technical Report

The first method of data collection was the selection of the students’ technical report texts. It has been carried out by choosing nine students’ technical writing from twenty four students to represent different levels of achievement – high (technical report texts 1,2,3 with English score A), mid (technical report texts 4,5,6 with English score B) and low (technical report texts 7,8,9 with English score C). The technical report texts were then analyzed in terms of generic structures and linguistic features to answer the research questions , i.e to reveal the realisation of purpose and identity in the students’ technical report writing in terms of generic structure and to explore the linguistic features used by students to show purpose and identity in their technical reports.

3.3.2 Interview

The second source of data was the interview with all participants of the study. It was carried out after the process of the students’ technical reports analysis had been completed. It was used to obtain more comprehensive data on the students’ perspective about the realisation of purpose and identity in their writing. In this case, individual semi-structured interviews with open-ended questions (Cohen and Manion, 2004:273) were preferred to enable the researcher to get information required while at the same time permitted the participants’ freedom of responses and description to illustrate the concept (Field and Morse in Emilia, 2005). The content and procedures of the interviews were organized in advance based on the data gained from the text analysis. Each student was given questions based on their knowledge and experiences during the process of writing the technical report to find out the realisation of purpose and identity in their technical reports in terms of generic structure, and how the linguistic features used can show the purpose and identity in their technical reports. (see the interview guide in Appendix 3).

In addition, in determining the interview language, bahasa Indonesia as the participants’ native language has been chosen to be used to make the participants easier to elaborate their answers.

3.4 Data Analysis

The data were analyzed through qualitative data analysis on the basis of the research questions. As discussed in data collection section, there were two sources of data in this study, namely the students’ technical reports and interview. The followings are the steps of data analysis for each source of data.

3.4.1 The Students’ Technical Report Texts

As pointed out by Travers (2001), the procedures of text analysis in case study follows the procedures laid out in the related theory. For this purpose, this study used the theory of genre analysis in ESP and SFL to analyze the students’ technical reports. The analysis was in terms of the generic structure and linguistic features the students employed in each section of their technical report texts to realise the purpose and identity.

There were five steps of text analysis applied in this study (Swales, 1990; Hyland, 2004, among others).

First, the technical report texts were grouped into one of three categories (high achiever, mid achiever, and low achiever) and analyzed as a whole to see its generic structure or major elements (see Appendix 1 for the list of students’ technical reports).

Second, each section of the technical report, i.e introduction, methods, results and discussion, and conclusion, was analyzed to see the generic structures and structural moves in each section and linguistic features.

Third, the analysis of the generic structure and the structural moves of each section of the technical reports and linguistic features used were carried out to compare and contrast to those proposed by theorists mentioned in Chapter Two. It has shown the realisation of purpose and identity in students’ technical reports. As a result, it has answered the research questions, i.e to reveal the realisation of purpose and identity in the students’ technical report in terms of generic structure, and to explore the linguistic features used by students in their technical reports to show purpose and identity.

Fourth, each students’ realisation of purpose and identity was categorized in the following form (see the results of the analysis in Appendix 2).

Students ... (1-9)

(i) The generic structureof the technical report (ii) The moves and linguistic features of each section

Purpose and Identity Purpose and Identity

Introduction Methods Results and

Discussion

Conclusion Introduction Methods Results and

Discussion

Conclusion

Moves Linguistic

Features

Fifth, the results of the analysis of all students’ technical reports were described and discussed in two major points (i) the generic structures in the technical reports, (ii) the moves and linguistic features of each section to reveal the realisation of the purpose and identity in the students’ technical reports.

3.4.2.Interview

The data from interview were analyzed in four steps. First, the interviews were transcribed or converted in written forms. Second, the transcripts were given back to the respondents to check whether it has reflected what they meant to provide data for analysis (Cohen and Manion, 1994). Third, the transcripts were condensed into briefer statements in which the main sense of what is said is rephrased in a few words (Kvale, 1996: 192). Finally, the data were coded and categorized by using thematic data analysis with regard to the research questions, i.e to reveal the realisation of purpose and identity in the students’ technical report in terms of generic structure, and to explore the linguistic features used by students to show purpose and identity in their technical reports (Kvale, 1996). The results of the interview can be seen in Appendix 4.

3.5 Validity

To ensure the validity of the data, triangulation was then conducted. The triangulation was done through triangulation of data, triangulation of theories, and member checks. To increase the validity of the data, two data gatherings were used in this study which include the documentation of students’ technical reports and interview (Cohen and Manion, 2004; Nunan, 2009). Another way to increase the validity of he data was through triangulation of theories which in this study refer to three main theories, i.e., the theory of purpose and identity, the theory of genre analysis in ESP and the theory of Systemic Functional Linguistic (Nunan, 2009). The last effort to keep the validity of the data was through member checks. In this

context, the transcripts were “sent back” (Kvale, 1996) to the participant who had been interviewed to make sure that the results were appropriate with the responses given by them.

3.6 Conclusion

This chapter has reviewed a concise account of the methodology in the present study. It includes the research design, research site and participants, data collection techniques, and data analysis. The next chapter will present data presentation and discussion based on the results of the analysis of each source of data, i.e the students’ technical reports and interview.

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions of the present study related to the research questions presented in Chapter One. This chapter also gives recommendations for further researchers and practitioners.

5.1 Conclusions

The study aims to investigate the realisation of purpose and identity in students’ technical report in terms of generic structure, and the linguistic features used by students in their technical reports to show purpose and identity. The discussion of the previous chapter suggests that from the text analysis, it was found that some students have been able to realise purpose and identity. Regarding the generic structure, some students have the ability in the discourse semantic level to achieve the communicative purpose and identity of each move in a technical report i.e introduction, methods, results and discussion, and conclusion. Regarding the linguistic features, some students have been able to use the specific lexical choices, the relational processes, the material processes, the passive verbs to show purpose and identity in the discourse community, i.e. a mechanic maintenance.

However, some other students still face some problems in realising purpose and identity in their technical reports both in terms of generic structure and the linguistic features. This findings support the previous studies concerning the purpose and

identity in EFL contexts like those conducted by Ivanic and Camps (2001), Reid (2009), and Goodier (2008) as mentioned in Chapter Two.

The findings gained from the interview revealed that the students were able to mention the purpose and identity of the technical report correctly. However, most of them have not been familiar yet with the concept of the genre particularly in terms of generic stucture and linguistic features. This confirms the finding of the text analysis which most of their texts were less coherence and explicit suggesting that they need to be taught the genre (text type) explicitly. In terms of purpose and identity, it is found that students have basically shown a clear understanding on the concepts of purpose and identity although in the text its verbalization is less sophisticated and explicit due to their limited knowledge. All these suggest that purpose and identity should explicitly be taught to the students as will be elaborated in the following section.

5.2 Recommendations

In line with the topic under discussion, there are two recommendations for further researchers to enhance the richness of aspects related to the realisation of purpose and identity in writing a technical report. First, as the scope of the text analysis in this study was limited to the generic structure and linguistic features applied by students in their technical reports, further researchers are expected to deal with more comprehensive analysis and explore other important factors which were not considered in this study, i.e. the comparison of low, middle, and high achiever

students; the comparison of male and females students in terms of purpose and identity; the study on other text types such as argumentative text; and the process of teaching and learning of the subjets related to research and academic writing. Second, further researchers are expectedly to deal with a bigger number of participants to get richer, more comprehensive, and reliable data.

Furthermore, based on the findings, it is recommended that the teacher should teach the genre explicitly to the students, e.g., the generic structure, purpose of the genre, linguistic features, etc, as suggested by Hyland (1999). In addition, scaffolding to help the students use the typical language properly should be given to students. Regarding teaching writing as a process (Gibbon, 2002) and “direct telling” (Callaghan & Rothery, 1989 in Emilia, 2009) of linguistic features more than once for the students, given that there are so many aspects that need improvement. Finally, it is also recommended that the teaching of writing be integrated with other macro skills e.g., reading, speaking, and listening. This way, students can be introduced with various texts and aspects of language that enable them to use language for different purposes and contexts especially in their writing.

Moreover, concerning the results of the study, it is also recommended to the practitioners that all the subjects related to writing in this site and other non English-major programs should allow students to have the capacity needed in research and academic writing, especially in writing a technical report.

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Interviewing. London: Sage Publication.

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Melbourne. Available online at:

http://eprints.unimelb.edu.au/archive/00000682/ Retrieved on June 20, 2011.

Marshall, S. (1991). A Genre-Based Approach to The Teaching of Report- Writing. English for Specific Purposes 10(1): 3-13.

Martin, J. (1985). Process and Text: Two Aspects of Human Semiosis. In

Systemic Perspectives on Discourse, vol. 1: Selected theoretical papers

from the 9th International Systemic Workshop, ed. J. Benson and W. Greaves, 248-274. Norwood, NJ: Ablex.

Martin J. (1992). English Text: System and Structure. Philadelphia: John Benjamins.

Martin, J. (1997). “Analysing Genre: Functional Parameters”. In Genre and

Institutions: Social Processes in The Workplace and School, ed. F.

Christie and J. Martin, 3- 39. London: Cassell.

Martin, J., Matthiensen, Christian, and Painter. (1997). Working with

Functional Grammar. New York. St Martin Press, Inc.

Martin, J. and Rose, D. (2003). Working with Discourse: Meaning Beyond the

Clause. London: Continuum.

Martin, J. and Rose, D. (2008). Genre Relations: Mapping Culture. London. Equinox Publishing Ltd.

Martin, J. and Rothery, J. (1986). What a Functional Approach to The Writing Task Can Show Teachers about “Good Writing”. In Functional

Approaches to Writing: Research Perspectives, ed. B. Couture,

241-265. Norwood, NJ: Ablex.

McCarthy, L. (1987). A Stranger in Strange Lands: A College Student Writing Curriculum. Research in the Teaching of English 21(3): 233-265. McKenna, B. (1997). How Engineers Write: An Empirical Study of

Engineering Report Writing. Applied Linguistics 18 .Oxford University Press.

Miller C. (1994). “Rhetorical Community: The Cultural Gasis of genre”. In

Genre and the New rhetoric, ed. A. Freedman and P. Medway, 67-78.

London: Taylor and Francis.

Nunan, D. & Bailey, K.M. (2009). Exploring Second Language Classroom

Research. Careda. NENIJI Cengage Learning.

Paltridge, B. and Starfield, S. (2007). Thesis and Dissertation Writing in A

Second Language. New York. Routledge.

Reid, K. (2009). The Writer, The Text, and The Reader: An Exploration of

Identity in Second Language Academic Writing. Retrieved on June 20,

2011 from http:// researcharchive.vuw.ac.nz/handle/10063/1184-pdf Salager-Meyer, F. (1992). A Text Type and Move Analysis Study of Verb

Tense and Modality Distribution in Medical English Abstracts. English

for Specific Purposes 11 (2): 93-113.

Stake, R.E. (1995). The Art of Case Study Research. Thousand Oaks: SAGE Publication.

Swales, J. (1988). Discourse Communities, Genres and English as an International Language. World Englishes 7 (2): 211-220.

Swales, J. (1990). Genre Analysis English in Academic and Research Settings. Cambridge. Cambridge University Press.

Swales, J. (1993). Genre and Engagement. Revue Belge de Philologie et

d’Histoire 71: 687-698.

Swales, J. (1998). Other Floors, Other Voices: A Textography of A Small

University Building. Mahwah, NJ: Lawrence Erlbaum.

Swales, J. (2004). Research Genres: Explorations and Applications. Cambridge: Cambridge University Press.

Swales, J.M and Feak, C.B. (2004). Academic Writing for Graduate Students:

Essential tasks and Skills. 2nd Edition. Michigan. University of

Swales, J.M. and Feak, C.B. (2009). Telling a Research Story: Writing a

Literature Review. Michigan. The University of Michigan Press.

Takehide, A. (2003). Low Cost and Long Lifetime Painting Methods for Ore Unloading Machines of Steel Works. Nippon Steel Technical Report 87. Retrieved from http://www.nipponsteeltechnical report 87. July 2003.pdf

Tessuto, G. (2008). WriterIdentity in the Introduction Section of Academic Law Research Articles: Exploring Metadiscourse Strategies. Retrieved

on June 20, 2011 from

http://dspace-unibg.cilea.it/.../LeF27(2008)Tessuto.pdf

Travers, M. (2001). Qualitative Research through Case Studies. London. Sage Publication.

Widiastuti, S. (2010). Students’ Ability and Problems in Writing A Research