An Analysis of Introductions in English Education Undergraduate Students’ Theses (SKRIPSI)  

Oleh:

Rahmawaty, Putri

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 909-920.
Topik: Genre analysis; discourse; introduction; English Education; CARS model 1
Fulltext: hal 909.pdf (16.58MB)

Isi artikel

As a pivotal role in academic writing, introduction has gained attention from the discourse community and has been analyzed regarding its structure and communicative purposes. This study investigates the Introduction sections of English Education undergraduate students' theses to be described by using CARS model by Swales (2004) in a specific sample of students theses’ Introduction sections from year 2011 – 2015 in English Department of State University of Jakarta. A discourse analysis is conducted, with the main concern of genre analysis, to analyze the introductions regarding the genre of English Education. A set of Moves and Steps from CARS model will be used in analyzing the data by categorizing the data into 3 types of Moves that will be subdivided into several Steps – Move 1 with 1 Step (narrowed down to 8 stages); Move 2 with 1 obligatory Step and 1 optional Step; and Move 3 with 1 obligatory Step, 3 optional Steps and 3 Probable in Some Fields Steps. The findings discovered that 100% of the data have employed M1 and M3, yet only 80% employed M2 in the Introductions. The results also indicate that there are variations in cycle patterns of Moves in Introductions regarding the Steps and Sub-Steps which are employed by the writers. The study thus, was conducted for the reason that writing Introduction based on a certain standard needs to be applied in academic writing, yet the number of studies concerning the structures and patterns in Introductions are still limited especially in undergraduate theses. In doing so, it aims to describe the pattern of English Education students' Introductions as a way of proving whether or not undergraduate students have adapted a standard norm in writing Introduction based on the revised CARS model by Swales (2004).

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