An Analysis of Rhetorical Moves in Introduction

Section of English Department Student’s

Research Articles

By :
Nadya Ramadhanty
A1B016029

ENGLISH DEPARTMENT PROGRAM

FACULTY OF TEACHING AND EDUCATION TRAINING
UNIVERSITAS BENGKULU
2020
 ACKNOWLEDGEMENT

Thanks to the Almighty God who has given blessings to the writer for

finishing this research entitled “An Analysis of Rhetorical Moves in Introduction

Section of English Department Student’s Research Article. And I would like to

say thank you to my Supervisor Prof. Safnil, [Link]., M.A.,Ph.D and Drs.

Bambang Suwarno, [Link]., M.A.,Ph.D who always give critics and

suggestions to make my research better.

I realized this reserach is not perfect, but i hope it can be useful for us.

Critics and suggestions are needed here to make this research to be better.

Hopefully, this research can help the readers to expand their knowledge of this

research area.

Bengkulu, February 2020

The Writer

ii
 ABSTRACT

Ramadhanty, N. (2020). An Analysis of Rhetorical Moves in Introduction

Section of English Department Student’s Research Articles.
Undergraduate Thesis. English Education Study Program of
Language and Art Department. Faculty of Teacher Training and
Education.

This research is aimed at describing the introduction sections of Research Articles

(RAs) published in JEET viewed from Rhetorical Persepectives. It examined
whether introduction section of RAs in Journal of English Education and
Teaching (JEET) have essential moves and steps according to CARS Model by
John Swales (2004). Thirty Research Article Introduction were chosen using
stratified random sampling to ensure a fairly equal representation of the variables
for the study. The results show that the most dominant move is Move 1
(Establishing A Territory), meanwhile, the most dominant step is Step 2 of Move
1 (Making Topic Generalization). The majority of RA Introductions belong to
Semi-Complete Pattern containing only two moves in it. It can be concluded that
the authors of JEET are not aware about the importance of rhetorical move in
Introduction Section. It is also concluded that their introduction articles are not
categorized into appropriate RA in term of the Discourse Style.

Key words: research article introduction, rhetorical moves, english department,

journal of english education and teaching.

iii
 ABSTRAK

Ramadhanty, N. (2020). An Analysis of Rhetorical Moves in Introduction

Section of English Department Student’s Research Articles.
Undergraduate Thesis. English Education Study Program of
Language and Art Department. Faculty of Teacher Training and
Education.

Penelitian ini bertujuan untuk menggambarkan bagian pendahuluan siswa dari

jurnal artikel dilihat dari sudut pandang retorik. Penelitian ini menguji apakah
bagian pengantar jurnal artikel dalam Journal of English Education and Teaching
(JEET) memiliki langkah dan langkah penting menurut Model CARS oleh John
Swales (2004). Tiga Puluh bagian pendahuluan jurnal artikel dikumpulkan
menggunakan stratified random sampling untuk memastikan representasi variabel
yang cukup sama untuk penelitian ini. Hasil penelitian menunjukkan bahwa
Moves yang paling dominan adalah Move 1 (Establishing A Territory). Sementara
itu, step yang paling dominan adalah Step 2 di Move 1 (Making Topic
Generalization). Hampir tiga puluh bagian pendahuluan jurnal artikel memiliki
pola Semi-Lengkap yang berisi dua Moves di dalamnya. Dapat disimpulkan
bahwa penulis Artikel Penelitian JEET belum menyadari gaya retorika di bagian
Pendahuluan. Disimpulkan juga bahwa jurnal tidak dikategorikan ke dalam jurnal
artikel yang sesuai dalam hal Gaya Wacana.

Kata kunci : research article introduction, rhetorical moves, english department,

journal of english education and teaching.

iv
 Table of Contents

COVER.....................................................................................................................i
ACKNOWLEDGEMENT.......................................................................................ii
ABSTRACT...........................................................................................................iii
ABSTRAK..............................................................................................................iv
Table of Contents.....................................................................................................v
List of Tables.........................................................................................................vii
List of Figures..........................................................................................................1
List of Appendices...................................................................................................2
CHAPTER I INTRODUCTION..............................................................................3
1.1 Background of The Research....................................................................3
1.2 Statement Of The Problem........................................................................8
1.3 Research Questions...................................................................................9
1.4 Research Objectives................................................................................10
1.5 Limitation of The Research.....................................................................10
1.6 Significance of The Research..................................................................10
CHAPTER II LITERATURE REVIEW................................................................12
2.1 Discourse.................................................................................................12
2.2 Academic Writing...................................................................................13
2.3 Research Article......................................................................................15
2.4 Components of Research Article (RA)...................................................16
2.5 Introduction Section of Research Article................................................22
2.6 Rhetoric...................................................................................................25
2.7 Rhetorical Moves of Introduction Section..............................................26
2.8 Patterns of Moves....................................................................................33
CHAPTER III METHODOLOGY........................................................................36
3.1 Research Design......................................................................................36
3.2 Population and Sample............................................................................36
3.3 Sampling Techniques..............................................................................37
3.4 Instrument................................................................................................38

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 3.5 Research Procedures................................................................................38
3.6 Techniques of Collecting Data................................................................41
3.7 Technique of Data Analysis....................................................................41
3.8 Validation of the Analysis.......................................................................42
CHAPTER IV RESULTS AND DISCUSSION....................................................44
4.1 Result.......................................................................................................44
4.1.1 Inter-rater Reliability Results...........................................................44
4.1.2 Move Analysis Result......................................................................45
4.1.3 Steps Analysis Results.....................................................................47
4.1.4 Pattern of Rhetorical Move and Steps Analysis Result...................52
4.2 Discussion...............................................................................................54
4.3 Limitation of The Research.....................................................................57
CHAPTER V CONCLUSION & SUGGESTION.................................................58
5.1 Conclusion...............................................................................................58
5.2 Suggestion...............................................................................................59
REFERENCES.......................................................................................................61
APPENDICES.......................................................................................................64

vi
 List of Tables

Table 1. Corpus of the study...........................................................................................38

Table 2. Strength of Agreement Scale of Cohen Kappa...................................................43
Table 3. Inter-Rater Reliability Result.............................................................................44

vii
 List of Figures

Figure 1. Swales CARS Model (2004).............................................................................33

Figure 2. Frequency of Move in RA Introduction............................................................45
Figure 3. Frequency of Steps of Move 1 in RA Introduction...........................................47
Figure 4. Frequency of Steps of Move 2 in RA Introductions..........................................49
Figure 5. Frequency of Steps of Move 3 in RA Introductions..........................................50

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 List of Appendices

Appendix 1. List of Sources...................................................................................65

Appendix 2. Informations of JEET........................................................................67
Appendix 3. Checklist for data analysis................................................................69
Appendix 4. Samples of data analysis...................................................................85

2
 CHAPTER I

INTRODUCTION

1.1 Background of The Research

At the end of the undergraduate study in university, students have to do a

research as a requirement for them to graduate. A Research that is done by

students aims to show their accountability at the end of the study period.

Peraturan Menteri Pendidikan & Kebudayaan (PERMENDIKBUD), number 49

in 2014 pages 22 states :

“Research activities carried out by students in order to carry out

their final project, thesis, or dissertation, in addition to fulfilling the

provisions in paragraphs (2) and paragraphs (3), must also lead to

the fulfillment of graduate learning outcomes as well as meeting the

rules and regulations in College”. “Kegiatan penelitian yang

dilakukan oleh mahasiswa dalam rangka melaksanakan tugas akhir,

skripsi, tesis, atau disertasi, selain harus memenuhi ketentuan pada

ayat (2) dan ayat-ayat (3), juga harus mengarah pada terpenuhinya

capaian pembelajaran lulusan serta memenuhi ketentuan dan

peraturan di perguruan tinggi”

A Research is defined as a premeditated investigation using scientific

methodology (quantitative, qualitative, observation, experimental) to solve a

serious problem that create additional or new knowledges. Kothari (2016) states

research is the pursuit of truth with the help of study, observation, comparison and

3
experiment; the search for knowledge through objective and systematic method of

finding solutions to a problem. A Research is also regarded as an inquiry of reality

about something by testing hypothesis, answering questions, finding solutions,

and generating new queries.

Paltridge and Starfield (2007) stated that for all university students, writing

a thesis is a challenge. English Department students need to write thesis in

English. In case, English is not the first language of English Department

Students, so it makes the challenge greater. For EFL learners, it is hard to write

something that has a different language structure with students’ native language

(Vahid, 2016). Every language has its own different language structure, even

within the same language, it also has different structures in spoken or written

form. Ideally, doing a research need four until six months to be done or even

more. There are many students often delaying their study because they have not

done with their research and make the study that should be done in 4 years can be

done in 6 years or more.

In case of Research Article (RA), it is usually published in research

journals as a prove that students are compatible to express their ideas or thought

and can be accepted in their discourse community. Research Article’s form is

edited collection chapter, an article of scientific journal, a technical report, a

conference paper or an academic monograph (Noorzan & Page, 2012). Research

Article (RA) consists of three main units such as Introduction, Procedure

(Methods & Results) and Discussion.

Introduction section of Research Article (RA) is the first section to be read

by readers. This section is important because if readers are not impressed in

4
reading the Introduction section, they will not continue read the whole article.

Because of this, introduction section must be written interestingly and

convincingly as possible. There are two contents that include in Introduction such

as nowledge gap left from previous studies and knowledge gap occurs in an

Important topic. English Department Students often find it difficult to write the

Introduction of the study whether it is about the linguistic or structural problem in

writing the introduction. They have to revise many times to make good

introduction, so it can relate and can be the fundamental of the research. Most of

the problems that arise are because of the lack of language proficiency and

rhetorical traditions seem to be among the major factors. One of the solutions

offered by Brown is that learners must be frequently exposed to the four basic

language skills so that they are able to write and improve other language skills as

well. Compared to other types of writing, writing a Research Article is more

difficult.

Writing is a process of transferring ideas into the written form that can be

understandable. According to Sapkota (2012), writing is an activity of putting

down the graphic symbols which have a function to present a language in order to

convey some meaning so that the reader can comprehend the information which

the writer has tried to convey. Writing a Research Article (RA) is necessary for

students of univeristy level. Understanding in how to write a good and correct

Research Article (RA) is a rare advantage for the learner. The process of writing

theses or Research Article is included in Academic Writing subject. Academic

writing is different from personal writing because it has some rules that need to be

5
followed. Academic writing also has the ideas that organized in particular formal

structure.

English Department students often find it difficult in following academic

writing subject. They also often faced many mistakes and errors because there are

so many theories that need to be followed when writing academically. Students

must keep in their mind about the purpose, think about the facts that they will be

needed to select which one is relevant to the purpose, and how to recognize those

facts coherently. The difficulties in foreign language writing are mostly found in

academic writing. Richards & Renandya (2002) explains that second language

academic writers have to pay attention to higher level skills of planning and

organizing as lower level skills of spelling, punctuation, word choice and so on.

Fada (2012) stated that academic writing in English at advanced levels is a

challange even for most native speakers. It is clearly said that academic writing in

English is difficult thing for those whose first language is not English.

One important thing that need to pay attention is Rhetorical Moves. It is

patterns that used as ways to organize information from the writing in order to

convince and influence the readers with the message of the writing. In spite of the

function of Rhetorical Moves is important within writing, but most of people who

write something academically ignore Rhetorical Patterns. As well as English

Department students that also ignored the use of Rhetorical Patterns in writing

their Research. In fact, rhetorical moves should be considered a lot because it

leads readers to know the message of the writing.

There are many research that conducted to find about rhetorical moves.

Tantry et, al. (2017), using Swales CARS (2004) model, examined Rhetorical

6
pattern of Research Articles (RAs) Introduction in Islam-related research articles

(RA) published in Indonesia. The result revealed a diferent macro structure of

Research Article, variants moves placement in the Introduction, and the tendency

of skipping Move 2 (Establishing A Niche) in the articles.

Adnan (2009) also conducted a research about discourse style of Research

Article (RA) introduction by Indonesian Speakers by using Swales’ CARS. From

21 Research Article (RA), none of them fit the discourse style by Swalles. He

reported that in Move 1 (Establishing Territory), Indonesian writers write about

importance by reffering to practical problems by people or government rather than

specific relevant discourse community.

Safnil (2001) also conducted a research about Rhetorical Styles in

Introduction Section of RA by Indonesian writers in Social Sciences and

Humanities. The result is found that the Rhetorical Styles used by Indonesian

writers is different from CARS model by Swales. There are some differences such

as 1) Indonesian Research Article (RA) have more moves and steps than the one

in English. 2) Move 1 (Establishing a Territoy) mainly dealt with reffering

government policy to convince readers that the topic of the research project is

important. 3) Move 2 (Establishing a Niche) is the most important move in

Research Article (RA) Introduction because in this section, the authors justify the

research project reported by simply saying that problem is necessary.

The last previous research is conducted study by Huda (2016) with title

“Reflection of Rhetorical Pattern in the Introduction of Academic Research

Reports”. The result showed that most of Indonesian writers of undergraduate

English thesis applied the rhetoric in the introduction in approppriate way of

7
writing, fulfilling the criteria proposed by Swales (1990). In writing the

introduction, they presented three moves consisting Establishing A Niche,

Establishing A Territory, and Occupying A Niche.

From all the previous research mentioned above, there are only a few

Rhetorical Styles studies in Department of English. So, seeing the facts of the

problem and the gap from the previous research, the researcher wants to analyze

the Rhetorical moves in Introduction Section of English Department Students’

Research Article. In Particular, this study is aimed at investigating the Rhetorical

Moves and steps of Research Article Introduction By English Department

Students’ Research Article.

1.2 Statement Of The Problem

Research is important thing that university’s students need to do if they

want to finish their study. Writing skill itself is not easy thing that students can do,

often they find it very difficult, also in writing a Research Article/Theses.

Hardling (2004) states that Writing a theses is an exercise in carrying out research

and writing an account of that research activity.

In writing a Research Article (RA), the first thing that important to know is

Introduction Section. Introduction Section includes a review of the study being

researched, the current information about the issue, previous studies on the issue,

and relevant history on the issue. English Undergraduate Students often ignored to

write the Introduction Section based on the Rhetorical theories that exist. They

have to revise for many times to make a good Introduction, so it can relates and

can be the fundamental. Ahmad (1997), following Swales' (1990) model,

8
examined the rhetorical structure of 62 RA Introductions inhard science journals

in Malay. She found that move 2 of CARS model (establishing the niche) was

absent in more than half of theMalay articles in her corpus. She has related this

absence to the existing differences between local scientific context in Malay and

that of Anglophone countries.

The purpose of this research was to find the rhetorical moves of

Introduction Section by English Department Students’ Research Article in Journal

English of Education and Teaching (JEET) of University of Bengkulu. To fulfill

this purpose, a descriptive qualitative study was used as the methodology of this

research.

1.3 Research Questions

Based on the statement of the problems above, the researcher presented the

problems as follow :

1. What Moves are often found in Introduction Section of English

Department Student’s Research Article (RA)?

2. What Steps of each moves are often found in Introduction Section of

English Department Student’s Research Article (RA)?

3. What are the common pattern of Moves and Steps that used by English

Department Students in their Introduction Section of Research Article

(RA)?

9
1.4 Research Objectives

The objectives of this research were to examine :

1. The Moves often found in Introduction Section of English Department

Student’s Research Article (RA)?

2. The Steps of each moves often found in Introduction Section of English

Department Student’s Research Article (RA)?

3. The common pattern of Moves and Steps that used by English Department

Students in their Introduction Section of Research Article (RA)?

1.5 Limitation of The Research

This study was limited only on the English Department Students’ Research

Articles from the Journal of English Education and Teaching of Bengkulu

University. It used text analysis to analyze students’ Introduction Section. The

analysis focused on the elements that employed in Introduction Section of

Research Article (RA). The analysis attempts to analyze English Department

Students’ Research Article using rhetorical moves in writing Introduction Section.

The researcher focused on anlyzing 30 Research Article (RA) by English

Department Students from Journal of English Education and Teaching (JEET).

1.6 Significance of The Research

From this research about an analysis of English Department Students’

Research Article in Introduction Section, there were several significance of the

research. Theoritically, this research provided a general guidence by the experts to

write a Introduction Section using Rhetorical Moves based on the CARS model.

10
Practically, This research can be a reference to develop future study which is

related to rhetorical moves analysis in Research Article (RA).

1.7 Definition of Key Terms

1. Research Article (RA) is a kind of academic writing in research that

usually published in Journal of English Education and Teaching (JEET)

2. Introduction Section is the first part that need to be written clearly because

it introduces about your research, the reason why choose the topic, the

previous study that related, the gap from the previous study and the

questions have not been answered yet.

3. Rhetorical Moves is Moves for analyzing the Introduction part of the

research that consist of Some moves and steps that can help the readers to

get the message of the research.

4. Move is the sequence of top-down structure where the focus is on the

meaning and ideas of a texts from a genre

5. Step is the content that includes in each moves to describe them more

6. Rhetorical Patterns is patterns of moves and steps such as complete, semi-

complete and incomplete patterns.

11
 CHAPTER II

LITERATURE REVIEW

2.1 Discourse

Discourse is language that can consist of sentence and clause. It can be a

group of sentences and clauses that formed a written text or spoken text. Any

series of speech or combination of sentences in written form wherein successive

sentences or utterances used together is discourse. Discourse is the way in which

language is used socially to deliver broad historical meanings. It is language

identified by the social conditions of the use, by who use it and under certain

conditions. “Language can never be 'neutral' because it bridges our personal and

social worlds," (Henry and Tator 2002). According to the functional paradigm,

the analysis of language cannot be separated from the analysis of the aim and

functions of language in human being. Discourse therefore is seen as a culturally

and socially organized way of speaking. As Richardson (2007) states, researcher

who use this definition of discourse ‘assume that language is used to mean

something and to do something and this ‘meaning and doing’ is linked to the

context of its usage.

Discourse analysis is a broad term about the study of ways the language is

used whether it is in spoken or written. While the other language study only look

at individual parts of language, such as words, phrases and linguistic, discourse

analysis looks at running conversation involving speaking and listener. Some

12
discourse analysts consider the larger discourse context in order to grasp how it

affects the meaning of the sentence. Discourse analysis is sometimes caled as the

analysis of language 'beyond the sentence'. This approach to discourse focuses on

the form that ‘language above the sentence’ takes, by looking at structural things

such as organization and cohesion, but only pay attention to the social ideas that

inform the way people use the language. According to Stephanie Taylor (2013)

Discourse analysis is concerned with language use as a social phenomenon and

therefore necessarily goes beyond one speaker or one newspaper article to find

features which have a more generalized [Link], the field of discourse

analysis is concerned with the use of language in a running discourse, continued

over a number of sentences, and involved the interaction of the speaker or writer

and auditor or reader in specific situational context, and within a framework of

social and cultural convention.

2.2 Academic Writing

Writing is regarded as the most complex human activities because it

requires the exploitation of a design idea, the apprehension of mental

representations of knowledge and of expertise with subjects. According to Brown

(2001), writing as a written product of thinking, drafting, and revising requiring

sepcialized skill on how to generate ideas, how to recognize them coherently, how

to use discourse makers and rhetorical conventional to put them cohesively into a

written text, how to revise a text for clear meanings, how to produce a final

product. Academic writing is different and specific dealings to write so it is

essential to understand the basic system of language. In English, academic writing

13
includes knowledge of grammar, punctuation and sentence strcuture. The types of

academic writing are descriptive, persuasive, critical and analytical. According to

Oshima and Houge (1997) academic writing is based on a critical judgement of

complex ideas and information, rather than an appeal to emotions. He also

consider that writer should use formal language, references and supporting

evidence to mantain the argument rather than try to persuade your reader using

emotive language or judgmental words such as terrible, appalling, fantastic, or

incredible.

Bowker (2007) states that academic writing does many of the things that

personal writing does not. He said that some kind of structure is required, such as

a beginning, middle, and end. The types of the simple structure is an essay format,

as well as other assignment writing tasks, which may not have a clearly articulated

structure. Moreover he also states the difference between academic writing and

other writing genres is based on citation of published authors.

Writing in academic contexts poses great challange for writers, especially

for novice student writers. They are supposed to master the distinctive features of

their disciplinary discourse, although rhetorical conventions are different from

their mother tongue. The challange is greater when students in English as a

foreign language, as they not only have to appropriate themselves to the

disciplinary discourse but also to do it in a language taht rhetorical convention is

quite different. An effective way to help students preserve the challenges in

academic writing might be to make the knowledge of writing explicit to students

through genre analysis.

14
 Expressing ideas through academic writing is the process of making

identity. So, in addition to passing disciplinary content, it shows the authorial

identity (Hyland, 2002). Also he suggested that special choices of structure in a

piece of discourse lead us to certain principles that shape our identity.

Content, register, and topic should be considered in academic writing. As

Leo (2007) claims that three basic principles thatshould be considered in a piece

of academic writing are content, register and topic.. There are many types of

academic writing are reffered as genres which have different purposes, forms and

structures. They consist of essay, critique/review, report, research proposal, lab

report, reflective account, project and case study (Gillet, Hamond and Martala,

2009). Academic writing is one thing that need to e learnt because nowadays there

are many students who really want to continue the study at higher education. As

on of the requirements, students have to pass the language tests such as IELTS

(ETS, 2007). Furthermore, this study will focus in writing research article as one

kinds of academic writing.

2.3 Research Article

Research Article (RA) is one of academic writing where the researcher can

convey what has been achieved in the research. Balleste (2003) stated that the

results of the research are published in the form of scientific paper. RA is one of

the important genres used by scientific communities. Research Article (RA)

usually published in form of Journal Article that have medium level of writing. As

Hyland (2000) states, RA use binary purposes simultaneously: the first goal is

new knowledge spread to the followers of their discourse community and also the

15
second goal is conviction of the discourse members to admit the statements. He

also stated thst Research Article (RA) is produced to communicate new

knowledge to members of the academic community and persuade them to accept

the claims. Significant attention should be taken to different sections of a RA as a

genre in the related academic community. The importance of RAs has been

increasing in recent years due to existing a very huge amount of information being

transferred in the academic world. Successful publication in the international

community necessitates the scholars to acquire awareness of move variation in

text structure.

The common sections that appear in English Research Article (RA) are

known as Introduction, Method, Results and Discussion (IMRD). The contents of

journal is generally about record of research, hypothesis, observation of the

research, problem, and problem solving. Furthermore, a journal is an article that

can be supported for other journal in future, hence every writer’s argument must

be written with responsibility through supporting idea from the experts opinion or

previous study included in the research.

2.4 Components of Research Article (RA)

Most undergraduate students have expected of being able to graduate from

university. To graduate from university, students have to fulfill the requirement of

writing a Scientific Research. According to (Cargil and O’Connor, 2009), writing

a scientific article is different with the regular writing. It is important for the

author to acquire as the part of their professional necessity, the expected writing

16
manner that more specific and systematic compared to communicative English

taught during their tertiary level.

Hardling (2004) states that thesis writing is an activity that done by a

researcher to show out the findings of their research in written form. There are

some stages includes in writing a research, such as discovering, narrowing, and

focusing a researchable topic; finding, selecting, and reading sources; grouping,

sequencing, and documenting information; writing an outline and a prospectus the

researcher itself; writing the introduction; writing the body; writing the

conclusion; and revising the final draft.

There are some important elements of a written Article for bachelor’s and

master’s degrees. Although the organising principles described are most clearly

relevant empirically, much of them is also relevant theoretically. But the formal

requirements differ between different principles and the guidelines that applied

need to be sure. There are some contents that need to be looked when organising a

Research Article as follow :

1. Abstract (Foreword)

An Abstract is the first thing that the readers will read so it is the chance to

get the reader’s interest. An Abstract should be the highlight of the main points

from the work, especially the thesis statement, methods, findings and

conclusion. However, An abstract does not need to cover every aspect of the

research. The main objective is to give the reader a good idea of what the

article is about. An abstract should be completed towards the end. It is never a

good idea to work continuously on a draft. Writing a good abstract can be

difficult, because it should only include the most important points of your

17
work. But this is also the reason of writing an abstract can be so useful because

it makes the researcher easy to identify the important elements of the research

Article.

2. Introduction

In introduction section there are two main purposes such as to give an

overview of the main points of the theses and to get the reader’s interest. It is

recommended to check or rewrite the introduction one last time when the

writing is done, so the introduction section can connect well with the whole

research article. Introduction part should include the background for the choice

of theme, a discussion of the research question or thesis statement and a

schematic outline of the remainder of the theses.

The section below discuss each of these elements :

a. Background

The background organizes the general tone for the research article. It

should make a good impression and convince the readers why the research

topic is important and the approach is relevant. Background might be

historical in nature, or can refer to previous research. Also, it can focus on

a specific text, thinker or problem. Academic writing often having a

discussion with the researcher. There are several option to open the

discussion such as, refer to a contemporary event, outline a specific

problem of a research and review the relevant literature to prove the need

for this particular type of research.

b. Defining the scope of theses

18
 One of the first tasks of a researcher is defining the scope of a study

such as, its area (theme, field) and the amount of information to be

included. Narrowing the scope of the research can be time-consuming. The

more you limit the scope, the more interesting it will. It because a narrow

scope helps clarify the problem and study it depthly, whereas a broad

research questions only allow a superficial treatment. The research

question can be formulated as one main question with more specific sub-

questions the research question will be guided your writing proceeds. If the

researcher are working independently, it is also free to modify it as you go

along. A research question is something that can be answered. If it can be

answered it probably come up with a theme or field, not a question.

c. Outline

The outline gives an overview of the main points of the research

article. It clarifies the structure of the research and helps in finding the

correct focus for the research. The outline can be used in supervision

sessions, especially in the beginning. In writing the outline can be a good

way of making sense of the important changes. A good outline shows how

differ parts relate to each other, and it can be useful guide for the readers.

It often makes sense to put the outline at the end of the introduction, but

this rule is not a fixed set.

3. Theory Section

The theory used in an empirical study is meant to release the data in a

scholarly or scientific manner. The main purpose of theory section is to analyze

and interpret data. Therefore, it should not present theoretical perspectives that

19
will not be used. There are things that need to consider when write theory

section. Firstly, what kind of theory should be choosen. Since the theory is the

base for the data analysis, so it can be used to select a theory that lets you

distinguish and categorise different phenomena. Other theories will let the

researcher to develop the various perspectives of a phenomenon. In other

words, the researcher have a choice to reduce the complexity of the data or

expand upon something that initially looks simple. Secondly, How much time

and space should be devoted to the theory chapter. Some researcher take long

time on theory and never get to the main points which are the analysis and

discussion. But it is also necessary to read enough theory in order to know

what to look for when collecting data. The nature of the research should be

decided: Some studies do not require much theory, but only emphasize on the

method, while other studies need a rich theory section to enable an interesting

discussion.

4. Method Section

In research article, the method section is very important. For students, this

section can be a difficult section to write, especially when the purpose may

unclear. The method chapter should not change over the contents of

methodology handbooks. For example, if the researcher have carried out

interviews, it does not need to list all the different types of interview. Also do

not need to put all description between qualitative and quantitative methods, or

explain different kinds of validity and reliability.

The researcher need to show how the choice of design and research

method which is suited to answer the research questions. Demonstrate that the

20
research give due consideration to the validity and reliability of the chosen

method. Instead of telling, showing is more compatible to show that the

researcher is understand the concepts. The method section is not only able to

attach the different parts of the research together, but it also becomes

interesting to read.

5. Result

In the IMRaD format, the section that becomes highlight is Result section.

In this section, the researcher report the findings and present them in a

systematic manner. The reader have been expected to build up through the

other chapters, to make sure the research fulfill these expectations.

Analyzing means to vary between different types of phenomena. By

varying between different phenomena, the theory is put to work. Finding out

the best way to organize and present the findings may take some time. If it it is

about analysing human actions, the researcher may want to involve the reader’s

emotions. In this case, it will be significant to choose analytical categories that

correlate with the chosen theory.

6. Discussion

In research article the discussion is the most important section. Make sure

that it is allocate enough time and space for a good discussion. This is the

opportunity to show that the researcher have understood the significance of the

findings and capable of applying theory in an independent manner.

The discussion section will consist of argumentation. In other words, the

researcher investigate a phenomenon from several different perspectives.

Discuss it means to ask about the findings, and consider different

21
 interpretations. Here are a few examples of formulations that signal

argumentation such as On the one hand, on the other hand, however, it could

also be argued, anothe rpossible explanation may be and etc.

7. Conclusion/Summing Up

The final section of the research article may take one of several different

forms. Some research article need a conclusion, while for others a summing

can be appropriate. The definitive factor will be the nature of the thesis

statement and/or research question. Open research questions cannot always be

answered, but if a decisive answer is possible, the research article need

to provide a conclusion. In the conclusion it also can be negative. A summing

up should be repeat the most crucial issues raised in the research article (in the

discussion).

2.5 Introduction Section of Research Article

An introduction is the most difficult parts of a Research Article. The

introduction opens a discussion with the examiner or reader. According to Arsyad

(2013), ‘Research articles usually have a macrostructure of introduction, method,

results, and discussion.’ As such, a good introduction is critical to capturing the

attention of your readers and engaging their interest in your research. Swales and

Najjar (1987) suggest:

Introductions to research articles or papers have become in the last few years an

important proving ground for our current capacity to understand the process and

product of specialised academic writing. The extensive case studies of Latour &

Woolgar (1979), Knorr-Cetina (1981) and Gilbert & Mulkay (1984) provide

22
 solid evidence for the complexity of the compositional process at the introduction

stage. All three studies show that writing an introduction to a research article is

not simply a wrestling with words to fit the facts, but is strongly modulated by

perceptions of the anticipated reaction of peercolleagues. (pp:175-176).

The introduction section is most challenging part of Research Article

(RA). Swales and Feak (1994) stated the main purposes of Introduction such as to

give a logical reason for the article and to provoke readers to read it. The role of

Introduction in Research Article (RA) is to assign contextually in a research by

discussion of literature that relevant to the study, presentation of originality of the

study, and also by description of principal aspects. Introduction with a good

structured and systematic must explained about the reason of the research problem

need to be observed and also serve the way to solve it both theoretically and

practically.

As Bisri (2016) stated, introduction must include some aspects. Firstly,

rational reason that makes the problem deserved to be researched based on the

facts, data, reference, and discovery on the previous research. Secondly, problem

complexity which mans if the problem is not solved immediately, then it will

create new problms that will distract and threaten. Next is a brief explanation abot

the position of the problem that is going to be researched in the field of th

researcher’s scope. The last one is brief explanation about in what field the

problem of the reserach.

Introduction must convince the reader that you are the right person among

thousands of researchers. Also show the reader how the research going to fulfil

their needs and what exceptional benefits they can getfrom the research. Swales

(1990) also stated that most writers feel difficult in writing introduction and it

23
causes problems compared with writing the other sections of the article. It more

difficult because Introduction need to provide the right amount and right kind of

necessary information for a particular reader or group of readers to understand the

research topic. Introduction also must be organized in a good sequence to make

reader easily understand the context without losing their attention. There are

several things that you need to consider when write Introduction as such as,

stating the problem that will be investigated, identifying the effects by the

problem, explaining the plans to solve the problem, convincing the reader that the

research is qualified and equipped with the right methods of solving that problem,

highlighting the benefits of solving the problem, and telling the reader what

results that expected.

As evident from the above, in introduction section, it should involves

communication about the rationale of research and explain the importance of

research. Eventhough the research introduction chapter has no word limit, being

brief helps the readers to comprehend quickly about the major issues in the

research. When start writing the introduction, the researcher need to start with

some relevant general statements before gradually narrowing it down to focus on

the key issues such as your research problem, questions, objectives and

hypothesis. Here, the researcher need to explain briefly about research problem

and the plan to solve it. Introduction section must be motivating and captivating

enough in order to make the reader want to read on to find out more.

It is assumed that introduction section is prepared for readers who have

enough knowledge of the discipline. Introduction section includes many crucial

aspects of the research article. Readers may want to know whether it is own

24
discovery,or maybe it is continuing a previous study. If it is researcher own

scientific discovery, then it must be clear how the findings will add to the existing

knowledge (Kafes,2018). The reader would also want to know more about the

concepts used in the research, the objectives of the research, and the methodology

employed.

2.6 Rhetoric

Rhetoric is something about the communication ways used to give and

take a message. This is about how poeople organize words into sentences and then

into speech. Bazerman (1988) stated that rhetoric is the stud of how people use

language and other symbols to realize human goals and carry out human activites.

Rhetoric is concerned about how communication works, how reality is conveyed

in language and how to accept and transform our sense of reality through the

means by which it is presented.

In the context of writing, rhetoric is known as the techniques of effective

written language used by authors or writers to determine how a language is

organized to construct meanings and identify to influence the readers’

comprehension towards the written discourse. In addition, rhetoric can be defined

as the method of organizing syntactic units into larger patterns which involves the

skill, techniques, and method of writing (Kaplan,1987). In addition, rhetoric is the

choice of linguistic and structural aspects of discourse, which is chosen to produce

an effect on the audience (Purves, 1988). He further explains that rhetoric is a

matter of choice to produce certain effects as opposed to those that are determined

by lexical and grammatical structures.

25
 Rhetorical style is the steps and moves how idea, words, and sentence are

combined to create a text or speech. The researcher must be able to persuade rhe

readers to belive what explained through meaningful language. The words chosen

that made into sentences must be in a good sequence of steps and moves.

2.7 Rhetorical Moves of Introduction Section

Rhetorical Moves in rhetoric is general term for any strategy employed by

a rhetor to advance an argument or strengthen a persuasive appeal. In genre

studies (in particular, the field of institutional discourse analysis), a term

introduced by linguist John M. Swales that describe a particular rhetorical or

linguistic pattern, stage, or structure that found in a text or in a segment of a text.

The study of genres in terms of rhetorical moves was originally developed

by [John M.] Swales (1981, 1990, and 2004) to functionally describe a part or

section of Research Articles. This approach, which seeks to operationalize a text

into particular segments, originated from the educational objective of supporting

the teaching of academic writing and reading for non-native speakers of English.

The idea about description and explanation of the rhetorical structure in particular

genre and identification of each associated purpose is a contribution that can assist

beginners and novices who do not belong to a specific discourse community. The

move analysis of a genre aims to determine the communicative purposes of a text

by categorizing diverse text units according to the particular communicative

purpose of each unit. Each one of the moves where a text is segmented constitutes

a section, revealing a specific communicative function, but this is linked to and

contributes to the general communicative objective of the whole genre.

26
 There are some theories about rhetorical structures in introduction part

such as Rhetorical Structure Theory, henceforth RST, Mann & Thompson 1987,

Hyland (2000) and CARS Model by John Swales. Getting through the

introduction section of a research article can be the most difficult part. In the

CARS model by Swales, he describes three "moves" that almost all research

introductions make and each moves has own steps. In case, Move is the sequence

of top-down structure where the focus is on the meaning and ideas of a texts from

a genre. In the other hand, Step is the content that includes in each moves to

describe them more. Identifying these moves in and steps introductions to the

articles as follows :

1. Move 1: Establishing a Territory

There are two important things in this Move 1. First is demonstrate that the

general area of research is necessary, critical and interesting, problematic,

relevant, or otherwise worthy of investigation. Second is introduction and

review key sources of prior research in the area to show the gaps or prior

research has been inadeqate in addressing the research problem. There are three

steps in Move 1.

First, Step 1 is claiming centrality. In this step, the writer asks the

discourse community (the audience) to accept that the reserach reported is part

of a lively, significant or well established in research area. This step is also used

widely across the academic disciplines, though less in the physical science than

in the social sciences and humanities. Centrality claiming frequently serve as

topic sentence. Therefore it is followed by evidence to support it. Here are the

examples expression of Step 1 : Recently there has been growing interest

27
in...;The possibility of...has generated wide interest in...; The development of …

has led to the hope that … ; The … has become a favourite topic of analysis

… ;Knowledge of … has great importance for … ;The study of … has become

an important aspect of …;

Example of Step 1 :

“A particular constitutional provision is drafted to perform a particular

function in a legal system. Comparative constitutional study can help
identify -those functions and show how different constitutional
provisions serve the same function in different constitutional systems”.
(IJIL-1 from Ejontomi,2018).

Second, Step 2 is Making Topic Centralization. In this step, the writer

makes statements about current knowledge, practices or phenomenon. Here are

the examples expression of Step 2 : The general features of . . . are well-known ;

An increase of Mallards in Eastern North America has been well documented ;

Trout are believed to be relatively immobile ; It is generally accepted that . .

Example of Step 2 :

“Undoubtedly, the dumping of toxic waste in Koko, Delta State, in

June 1988, and the attendant public outcry against the adverse
environmental and human rights consequences was a watershed that
culminated in the establishment of modern environmental regulatory
39 regime tailored towards combating pollution and otheracts of
environmental degradation in Nigeria.” (IJLPR-2 from Ejontomi,
2018).

Last, Step 3 is Reviewing Previous Items of Research. In this step, the

writer relates what has been found on the topic and who found it. This step

synthesizes prior research that supports need to study the research problem. This

is not a literature review but more a reflection of key studies that maybe not

fully addressed the topic. Here are the examples expression of Step 3 : It has

28
been suggested that . . . (Smith 1989) ; Belovsky (1981) concluded that . . .; Data

have been presented in the literature (1), (5) which suggest that . . .

Example of Step 3 :

“Edmund Leach is a renowned anthropologist who has severely

criticized the definitions of other thinkers as being too narrow or
restrictive. He states that marriage is not explicable within the
parameters of one definition because it consists of a series of rights
arising from it.” (IJLPR- 1 from Ejontomi, 2018).

2. Move 2: Establishing a Niche

This move refers to make a clear argument that your certain piece of

research is important and possess value. This can be done by indicating a

specific gap is previous research, by challenging broadly accepted assumption,

by raising a question, a hypothesis, or need, or by extending previous

knowledge in some way . The author can establish a niche in one of four steps.

First is step 1A which is counter-claiming. In this step, the writer refutes or

challenges earlier research by making a counter-claiming. Here are the

expression examples of Step 1A : However, this view is challenged by recent

data showing . . .; However, these studies have failed to recognize the . . . ;

However, recent work in our laboratory suggests that . . .

Example of Step 1A :

“The press in Nigeria and the citizens cannot perform this task without
a strong legal backing, as is in the case of United States of America,
where in the first Amendment to its Constitution clearly adumbrated,
among others, that “the Congress shall make no law abridging the
freedom of the press”. However, this is not the case in Nigeria.” (IJLS-
5 from Ejontomi,2018).

Second is step 1B which is Indicating a Gap. In this step The writer

demonstrates that earlier research does not sufficiently address allexisting

questions or problems. Here are the examples expression of Step 1B : A

29
considerable amount of research has been . . but little research . . .; . . . has been

extensively studied. However, less attention has been paid to. . . ; As a result, no

comprehensive theory appears to exist ; Despite the importance of . . , few

researchers have studied . . .

Example of Step 1B :

“The applicable dispute settlement mechanism is different and the

outcome of the future referee may be quite different. So what is the
difference between the parties at this time as a result of the local relief
through the host country or through international arbitration?” (IJLS-4
from Ejontomi, 2018).

Third is Step 1C which is Question-raising. In this tep The writer asks

questions about previous research, suggesting that additional research needs to

be done. Here are the examples expression of Step 1C : However, it is not clear

whether the use of . . . can be modified to . . .; In spite of these early

obervations, the mechanism . . . has remained unclear ; The question remains . .

Example of Step 1C :

“However, the Stockholm Declaration is not simply concerned with

environmental issues in strictest sense. Development and socio-
economic issues are also of importance.” (IJIL-4 from Ejontomi,
2018).

The last is Step 1D which is Continuing a Tradition. In this step, the writer

presents the research as a useful extension of existing research. Here are the

examples expression of Step 1D : These differences need to be analyzed . . .;

Hence, additional studies of . . . are needed ; It is desirable to carry out surveys

of . . .; It is of interest to compare . . .

Example of Step 1D :

“Therefore, to see if there is any improvement in the learners' grammar

performance after teaching them inductively and deductively, and to
find out which group perform better considering their sex, this study
addressed the following research questions.” (Behjat, 2008, p.6)

30
3. Move 3: Occupying a Niche

In this move, the author turns the niche established in Move 2 into the

researchspacethat he or she will fill; that is, the author demonstrates how he or

shewill substantiate the counter-claim made, fill the gap identified, answer

thequestion(s) asked, or continue the research tradition. The author makes

thismove in several steps, described below. The steps (lA or 1B) is

obligatory,though many research articles stop after that step. The author can

Occupy a Niche through these steps.

First step is Step 1A which is Outlining Purposes. In this step, the author

indicates the main purposes of the current article. Here are the examples

expression of Step 1A : The aim of this paper is to . . .; The purpose here is to

document . . .; The aim of the present study was to elucidate . . . ; The objective

of the research was to quantify . . .

Example of Step 1A :

“To know and analyze the influence of dividend policy and stock price
to the value of the company at company of Pharmaceutical Sub Sector
listed in Indonesia Stock Exchange simultaneously or partially.” (IJLS-
2 from Ejontomi, 2018).

Second step is Step 1B which is Announcing Present Research. In this

step, the author describes the research in the current article. Here are the

examples expression of Step 1B : In this study, we propose a algorithm ; In this

study, we attempt to develop a . . .; In this study, we provide a novel approach

to . . .; In this study, we describe a novel algorithms for . . .

Example of Step 1B :

“This article examines the continuing relevance of tort law as a means

of obtaining redress for environmental pollution in Nigeria. It seeks to
answer the question of why despite the progress in the use 42 of public
law in the protection of the environment including the provision of a

31
 right to a satisfactory environment, Nigerians are still resorting to tort
remedies in instances of environmental pollution” (IJLPR-2 from
Ejontomi, 2018).

Third step is Step 2 which is Announcing Principal Findings. In this step,

the writer presents the main conclusions of his or her research. Here are the

examples expression of Step 2 : The findings indicate a need for . . . ; The

research suggests four approaches to . . .; In this paper we argue that . . .; This

approach provides effective . . .; Our results indicate that this method is

effective in . . .

Example of Step 2 :

“This procedure includes the contributions made by international law

and human rights to define and respect the rights of foreigners, as
reflected in the new Reglementary Act of Article 33 of the
Constitution, recently enacted by President Peña Nieto.” . (IJIL-3 from
Ejontomi,2018).

Fourth step is Step 3 which is Indicating the structure of the Research

Article. In this step, The writer previews the organization of the article. Here are

the examples expression of Step 3 : We have organized the rest of this paper in

the following way . . . ; This paper is structured as follows . . . ; The remainder

of this paper is divided into five sections.

Example of Step 3 :

“This paper has been divided into four parts- Part Idiscusses the
various issues, the challenges faced by persons suffering from mental
disorder” (IJLPR-4 from Ejontomi, 2018).

Swales (2004) revised his CARS model of English RA introduction. He

particularly changed the steps in Move 2 (Establishing a Niche),combines Step-

1A (counter claiming) and Step-1B (indicating a gap) into a new Step-1A

(indicating a gap). Also, Step-1C (raising question) and Step-1D (continuing

tradition) are merged into a new Step-1B (adding to what is known). He also

32
 adds an optional step or Step-2 (presenting positive justification) in Move 2.

Here is the diagram.

Figure 1. Swales CARS Model (2004)

2.8 Patterns of Moves

There are three patterns of Moves suggested by Swales (2004), such as

Complete Pattern, Semi-Complete Pattern and Incomplete Pattern. Complete

pattern means the article introduction has all three moves suggested by Swales

(2004). Here are the example of complete pattern which was taken from

undergarduate theses entitled “A Structural Move Analysis of Abstracts in

Undergraduate Theses: A Case Study at Universitas Kristen Indonesia” by Male

H (2017).

Move 1 : Like other sections of research papers, the abstract may become the
first thing that a reader or examiner will read before making a
decision on the value of the whole research paper. Abstracts are
categorized as an academically written genre containing the
rhetorical structure or moves. In the context of academic, the writing
of an abstract can be difficult and more challenging for students due
to a lack of awareness of the steps or organization required to write
scientifically.
Move 2 : Therefore, to the best of the writer’s knowledge, not many Indonesian
scholars have conducted this kind of study. The writer thus decided
to carry out a similar study focusing on the rhetorical move of
abstracts written by the undergraduate students of the English

33
 Teaching Study Program of the Faculty of Education and Teacher
Training of the Christian University of Indonesia, Jakarta.
Move 3 : The aim of this study was to find out whether or not the
undergraduate students followed a common concession issued by
their institution in writing their final project and it was expected that
the students’ final writing project would be more academic and
systematic.
(Male H. A Structural Move Analysis of Abstracts in Undergraduate
Theses: A Case Study at Universitas Kristen Indonesia. ISLLE 2017)

Semi Complete Pattern means the article introduction has two kinds of

moves suggested by Swales (2004). Here are the example of Semi-complete

pattern which was taken from thesis entitled “The Analysis Of Efl Students’

Errors In Writing Skripsi” by Husnusalam (2016)

Move 1 : The urgency of academic writing as evidence of intellectuality of

academician is apparent nowadays (Alwasilah, 2010). Moreover,
most exams that assess one education achievement often rely on
writing proficiency for measurement of knowledge (Harmer, 2004).
Besides, Weisser (2002) identifies public assumption that the writers
of any kind of text types are public intellectuals. This shows how
writing is adhered to intellectuality. In academic context, writing is
an important part of university study (Zemach and Rumisek, 2005).
Move 3 : Regarding the convention about research papers (skripsi-s, theses or
dissertations), this study seeks to present thick description of EFL
students’ skripsi-s. This study is really important in order to lead the
students to international acknowledgement of students’ research
paper writing. This study will also show the common construction of
the EFL students’ research papers compared to those of research
papers acknowledged by academic writing experts. Therefore this
study takes An Analysis of EFL Students’ Error in Writing Skripsi as
title of this study.
(Husnussalam. 2016. The Analysis Of Efl Students’ Errors In Writing
Skripsi. ELTIN Journal, Volume 4/I)

Incomplete Pattern means the article introduction has only one move. Here

are the example of incomplete pattern which was taken from research article

entitled “Using IMRAD for Writing Abstracts” by Bouhania (2018).

Move 1 : In academic writing, the readers pay attention to the very first lines of
the paper, i.e.: the abstract, for the latter reflects the content and
importance of the upcoming text and research as a whole. Abstracts

34
identify the main contents of the paper in a rapid and truthful
manner. They enable readers to judge the validity, relevance, and
soundness of the entire article, dissertation or thesis.
(Pr. Bachir Bouhania. 2018. Using IMRAD for Writing Abstracts.
Department of English University of Adrar)

35
 CHAPTER III

METHODOLOGY

3.1 Research Design

This research used descriptive and quantitative data. Through this

approach, the researcher did research of Introduction Section by English

Department Students’ Research Artcile (RA) from Journal of English Education

and Teaching. Then, the researcher collected the data to analyze the instruments.

Shank (2002) stated that qualitative research as a form of systematic empirical

inquiry into meaning. Systematically he means planned, ordered and public

following the rules agreed upon by members of the qualitative research

community. Empirically, he means that this type of research is grounded in the

world of experience.

This research also used content analysis to analyze the data. Content

analysis is a systematic, replicable technique for compressing many words of text

into fewer content categories based on explicit rules of coding. In the design of

this research, the researcher found it based on the research question and research

objectives. The instrument used was Create a Research Space (CARS) model by

John Swales.

3.2 Population and Sample

In this research, the writer took English Departmet Students’ Research

Article of JEET as the population. Journal of English Education and Teaching

36
(JEET) is open access journal which published four times a year. This journal is

published by UNIB Press and already acreditated. The information of JEET is

attached in appendix.

For document analysis, the minumun samples is 30 (Corder &

Foreman,1972). For the sample of the study, the writer took 30 sample from

Journal of English Education and Teaching. Researcher took take 5 Research

Article each from Vol 2 No.1-3 (2018), and Vol 3 No.1-3 (2019) from the total

number of the population randomly.

3.3 Sampling Techniques

Sampling is the way researcher typically rely on to acquire a section of

population to perform an experiment or observational study. It is important that

the group selected be representative of the population, and not biased in a

systematic manner. For this reason, randomization is typically employed to

achieve an unbiased sample. The most common random sampling designs are

simple random sampling, stratified random sampling, and multistage random

sampling. In this research, the researcher will use simple random sampling.

Simple random sampling is a very basic type of sampling method and can easily

be a component of a more complex sampling method. The main attribute of this

sampling method is that every sample has the same probability of being chosen. In

this research, the researcher took the sample from Journal of English Education

and Teaching (JEET). The sample was taken from Vol.2 No.1-3 (2018), and Vol 3

No.1-3 (2019) which selected randomly. 5 articles was taken from each of the

number of the volume.

37
Table 1. Corpus of the study

No Sources Code % Number Average

of RA of Word
1 JEET UNIB Vol 2 (2018) 18RA21- 50 % 15 861
23
2 JEET UNIB Vol 3 (2019) 19RA31- 50 % 15 664
33
Total 30

3.4 Instrument

The instrument that the researcher used in this research was Create a

Research Space (CARS) model by John Swales that contains Three Moves. The

instrument employed as the main qualitative research instrument in this study was

document in the forms of Research Article (RA). The researcher used two tables.

For table one there was only the list of three moves based on CARS Model. The

table two was the checklist of the steps that included in each move of the CARS

Model. Checklist developed to help the execution of document analysis is

attached. The intstrument checklist is attached in Appendix.

3.5 Research Procedures

There were some steps the researcher wdo in conducting this research. The

procedures were as follow.

First, the researcher collected the research articles. The researcher

collected 30 research articles from Journal of English Education and Teaching

(JEET). There were five research articles from each Vol and Number. Second, the

researcher read the whole introduction section of research articles (RA) and the

format or structures of the research articles to decide the main sections. This was

38
for the sake of understanding the research articles format and structures. Third, the

researcher identified the clue that represent of each moves. This procedures was

done to help the researcher identify the moves and steps easier. The example of

the clue :

- Move I step 1 : Given their intellectual and behavioral challenges

associated with reading, it would seem particularly important that

instruction for students with ID explicitly and systematically address

phonics, a critical foundational skill identified in reading research

- Move I step 2 : The teaching style is viewed as one in which the activities

in the classroom are predominantly teacher led and the students are

considered to adopt a more passive role.

- Move II step 1 A : However, by far the most common function of L1 use is

to provide information about the meanings of lexical items (Liu et al.,

2004; Rolin-Ianziti & Brownlie, 2002).

- Move II step 1 B : The peer editors used the criteria to comment but did

not assign grades. The researcher did assign grades for each performance

trait.

- Move III step 1A : The current study was aimed at describing how

reflective learning method can improve the students’ pronunciation of

English suprasegmental features.

- Move III step 1B : In the present study, video is chosen to help create a

condition which best favors reflective learning. Video has fixative

property, with which it can record, save, and reproduce information when

needed (Research by Kheryadi and Suseno.2016)

39
 Fourth, the researcher identified the move by looking at the paragraph in

Introduction Section and analyzing the steps by looking at the paragraph of the

Introduction Section. The researcher carefully identified the moves and steps. The

processes of identifying comunicative units in the introduction Section of

Research Article (RA) were done with follow the procedures suggested by Joh

Swales (1990). Fifth, the researcher classified and coded of the results. Each of

the article was given a code to make researcher easier to identify and present it.

Sixth, the researcher analyzed the common patterns of rhetorical styles in English

Department Students’ Research Article (RA). The category was divided into three

patterns. The first one was Complete Pattern which means the article introduction

has all three moves as suggested by Swales. The second pattern was Semi

Complete which means the Introduction section only has two kinds of Moves. The

last one was Incomplete Pattern which means the Introduction Section has only

one move.

Seventh, the researcher validated the analysis result by including one

independent raters in the process of text analysis in order to validate the analysis

results. The independent rater who participated in this study was English

Department Student. Before she analyze the Introduction Section, she was told

how to identify the moves and the steps found in the texts based on their

background education with examples follow the analysis procedures as described

above. Then, she was given two weeks to do the processes of analysis for 10 out

of 35 RA Introductions from the corpus of the study. When there was a

disagreement between researcher and co-rater in finding the steps and moves in

the RA Introdctions, then it was discussed to find out the reason for the difference

40
and to produce a better analysis result. Eighth, the researcher displayed the data

into table and diagram with examples. The researcher provided the results of the

research in the forn of table and diagram. Lastly, the researcher described the

result of the moves and steps used by English Department Students in their

Introduction Section of Research Article.

3.6 Techniques of Collecting Data

In this research, the researcher used the technique of collecting data such

as :

1. The researcher found the Research Article (RA) from Journal of English

Education and Teaching (JEET) by English Department Students.

2. The researcher found the Introduction Section of the Research Articleby

English Department Students

3. The researcher read the Introduction Section

4. The researcher did the text/document/content analysis of the data

3.7 Technique of Data Analysis

In this research, there were some steps that the researcher did to Analyze

the data. First, the data were collected from Journal of English education and

teaching (JEET) from Vol 2 No.1-3 (2018), and Vol 3 No.1-3 (2019). Second,

The researcher read carefully entire Introduction Section of Research Artice (RA).

Third, The data was analyzed using content analysis based on the John Swales

CARS Model (2004) to get Moves and Steps. Fourth, The instrument were used to

41
identify moves and steps. The researcher identified the moves and the steps based

on the clues of each moves and steps.

Then, the researcher classified/coded the data based on the moves. Finally,

the move patterns were analyzed. The common pattern of rhetorical styles in this

research of Research Article (RA) Introduction Section of English Department

Students consist of three pattterns. The first pattern was Complete Pattern which

means the article introduction has all three moves as suggested by Swales. The

second one was Semi Complete Pattern which means the article introduction has

two kinds of moves suggested by Swales. While the last one was Incomplete

Pattern which means the article introduction has only one move suggested by

Swales.

3.8 Validation of the Analysis

To ensure the validity and reliability of this research analysis, the

researcher employed data triangulation analysis which is inter-rater reliability.

This reliability analysis was employed in order to check the reliability of the

textual analysis where 1 sample was randomly choosen and analyzed by an

independent expert which is collage friend of researcher. The co-rater was given 1

Research Article (RA) of the corpus. The co-rater was trained about the research

article introduction section and about rhetorical moves. If any miscoding act was

occured then a discussion, negotiation, and clarification would be held in order to

reach agreement between the researcher and co-rater. Finally the result was

calculated using the Cohen’s Kappa Percent Agreement. The concept of

“agreement among raters” is fairly simple. An example of this procedure can be

42
found in article by McHugh (2012) that explained about cohen kappa’s percent

agreement. In the example, if there are two raters (Mark and Susan). They each

recorded their scores for variables 1 through 10. To obtain percent agreement, the

researcher subtracted Susan’s scores from Mark’s scores, and counted the number

of zeros that resulted. Dividing the number of zeros by the number of variables

provides a measure of agreement between the raters. In Table 1, the agreement is

80%. This means that 20% of the data collected in the study is erroneous because

only one of the raters can be correct when there is disagreement. This statistic is

directly interpreted as the percent of data that are correct. The value, 1.00 -

percent agreement may be understood as the percent of data that are incorrect.

That is, if percent agreement is 82, 1.00-0.82 = 0.18, and 18% is the amount of

data misrepresents the research data. This is a simple procedure when the values

consist only of zero and one, and the number of data collectors is two. Through

this calculation, the correlation between the researcher’s and co-rater’s coding for

each moves and steps in Research Article (RA) Introduction Section of English

Department Students will be compared easily. Then the result of percent

agreement will be calssified with the strength of Agreement below.

Table 2 Strength of Agreement Scale of Cohen Kappa

Percent Agreement Level of Agreement

< 0.00 None
0.00 – 0.20 Minimal
0.21 – 0.40 Weak
0.41 – 0.60 Moderate
0.61 – 0.80 Strong
0.81 – 1.00 Almost Perfect

43
 CHAPTER IV

RESULTS AND DISCUSSION

4.1 Result

From the result of the 30 Research Article (RA) in JEET, there are Move 1

and Move 3 found in all Research Article (RA) introduction based on CARS

Model by John Swales (2004). Meanwhile Move 2 (Establishing A Niche) is not

found in all RAs. In Move 1, all three steps are found. In move 2, all the steps are

not found. In Move 3, only Step 3 which is Indicating RA structure is not found.

However, the dominant findings of the move is Move 1 (Establishing A Territory)

and dominant findings of the Step is Step Step 2 of Move 1 (Making Topic

Generalization).

4.1.1 Inter-rater Reliability Results

Cohen Kappa’s Percent Agreement was used to check reliabilty of the

result. Co-rater was given with 1 Research Article (RA) Introduction that

choosen randomly. The result of Inter-rater reliablity can be seen below.

Table 3. Inter-Rater Reliability Result

Move Raters
Step Result
1 2
Move 1 Step 1   1
Step 2   1
Step 3 - - 1
Move 2 Step 1A - - 1
Step 1B - - 1
Step 2 - - 1
Move 3 Step 1A   1
Step 1B   1
Step 2 - - 1
Step 3 - - 1

44
 Number of Agreement 10
Number of Items 10
Percent Agreement 100

The table shows the result from the inter-rater reliability between the

researcher and co-rater. The co-rater rated 1 article that choose randomly

entitled “Metacognitive Strategy and Students’ Reading Comprehension : An

Experimental Study At SMKN 1 Kota Bengkulu”. The result shows that the

number of agreement is 10 items. All of the Moves and Steps are found same

between the researcher and co-rater. It can be concluced that the inter-rater

reliability of CARS Model by Swales in RA Introduction of JEET by using

Cohen Kappa’s Percent Agreement is 1. According to the strength of

Agreement Scale, the reliablity of the analysis’s result is Almost Perfect

reliability.

4.1.2 Move Analysis Result

Research question number 1 asked about what moves are used in

Journal of English Education and Teaching in Introduction Section. The result

can be seen as below :

Figure 2. Frequency of Move in RA Introduction

35
30
25
20
Obligatory
15
Optional
10
5
0
Move 1 Move 2 Move 3

Figure 1 shows the frequency of moves found in the Research Article of

JEET. As can be seen from the graph, Move 1 is found in 30 articles

45
introduction (100%). It is categorized as obligatory move. Here are the

example of Move 1.

Example 1: In teaching learning English, interaction is an important concept

for teacher to be close with students. Basically, learning a foreign
language emphasizes communicative activites that encourages the
students to speak much by the language.(18RA22-3)

The example for Move 1 (Establishing A Territory) is RA Introductions

entitled Journal “Students’ Strategies in Responding Teachers’s Oral

Question”. The example 1 belongs to Move 1 because the author stated ‘is an

important concept’ which indicates the problem of the research is useful,

important, relevant, or worth to be investigated since it forms a significant or

well-established research area. In other words, the research topic is needed to

be researched.

As can be seen from the figure, Move 2 is found only in one article of

the articles introduction. It is categorized as optional move. Here are the

example of Move 2.

Example 2 : The previous studies above suggested that pictures is a good

media for teaching writing descriptive text. However, students
still need more specific information about the object that they
describe. They need more specific information to identify the
object, because they lack of vocabulary. (18RA21-5)

The example 2 for Move 2 (Establishing A Niche) is RA Introduction entitled

“The Effect of Using Powerpoint Modified Pictures in Writing Descriptive

Text to The Eight Grade Students of SMPN 22 Kota Bengkulu in 2016/2017

Academic Year. The example 2 belongs to Move 2 because the author clearly

stated “However” which indicates the gap that has not been done yet by

previous researcher and criticize the results from the previous research that

have not answered yet.

46
 Figure 1 also shows Move 3 is found in almost all articles introduction

(97%). It is categorized as obligatory move. Here are the example of Move 3.

Example 3 : Based on the statement above, this research was focused on the
fourth semester students from English Education Study Program
of Bengkulu University. The students were experienced Speaking
for Presentation subject on this semester. The objective was to
find whether there was any correlation between students’ anxiety
level and oral presentation perfomance based on their
perfomance. (19RA33-2)

The example for Move 3 (Occupying A Niche) is RA Introduction Journal

entitled “A Correlation between Students’ Anxiety Levels and Oral

Presentation Perfomance in EFL Speaking Class”. The example 3 belongs to

Move 3 because the author stated ‘this research was focused on’ and ‘the

objective was to find’ which indicate that the paragraph of the articles outline

the purpose and stated about the present research.

4.1.3 Steps Analysis Results

Research question number 2 asked about what steps are used in Journal

of English Education and Teaching in Introduction Section. The result can be

seen as below :

[Link] Steps In Move 1

The figure below presents the data of steps in Move 1 found in 30

Research Articles in JEET.

Figure 3. Frequency of Steps of Move 1 in RA Introduction

35
30
25
20
Obligatory
15
Conventional
10
5
0
Step 1 Step 2 Step 3

47
 Figure 2 shows the frequency and percentage of steps in Move 1

found in Research Articles (RA). From the result, Step 1 (Claiming

Centrality) is found in almost all articles introduction (97%). It is categorized

as obligatory move. Here are the example of Step 1.

Example 4 : According to Awada (2016), today’s technology has become a

part of human life. They cannot be seperated by the tehcnology
because almost all aspects of life are supported by
technological advances. One issue is communication. Humans
can communicate easily by mobile phone. (19RA33-1)

The example for Step 1 (Claiming Centralty) is RA Introduction Journal

entitled “Whatsapp Voice Note in Speaking Class. The example 4 belongs to

Step 1 because it can be seen that the author said ‘has become a part’ ‘are

supported’ and ‘can communicate easily’ which indicates that the research of

the article is useful and significant to do. It will also help the readers to

understand more about the research area.

From Figure 2, Step 2 (Making Topic Generalization) is found in all

articles introduction (100%). It is categorized as obligatory move. Here are

the example of Step 2.

Example 5 : In learning the target language, there are some types of

motivation (Gardner & Dorney, 2001). They are integrative,
instrumental, instrinsic and extrinsic motivation. All types of
motivation carry students to achieve certain goals in learning
the target language especially English. (19RA32-3)

The example for Step 2 (Making Topic Generalization) is RA Introduction

Journal entitled “Students’ Motivations in Choosing English as Additional

Course in SMAN 1 Bengkulu”.The example 5 belongs to Step 2 because it

can be seen that the author explained a lot about statements concerning the

current state of either knowledge, consensus, or description. This step 2

48
which is Making A topic Generalization often found repeatedly and not in

order of the framework

From Figure 2, Step 3 (Revieweing Previous Research) is found in 18

articles introduction (60%). It is categorized as Conventional move because it

is found in mre than half of Research Articles (RA). Here are the example of

Step 3.

Example 6 : Many researchers had done the research in this field. One of
them is Salehi and Khalaji. Research by Salehi and Khalaji in
2014 was conducted to investigate whether there was any
significant relationship between reading self-efficacy beliefs
and reading comprehension in Iranian EFL upper-intermediate
learners. The results showed that there was a significant strong
positive correlation between reading self-efficacy beliefs and
reading comprehension. (19RA31-1)

The example for Step 3 (Reviewing Previous Research) is RA Introduction

Journal entitled “The Correlation between Reading Self-Efficacy and Reading

Comprehension”. The example 6 belongs to Step 3 because it can be seen that

the author review the previous research had been done by another researcher

as the determination for the researcher to do the next research that has not

been done yet in case of the same topic area.

[Link] Steps In Move 2

The Figure below presents the data of steps in Move 2 found id 30

articles of JEET.

Figure 4. Frequency of Steps of Move 2 in RA Introductions

1.2
1
0.8
0.6
Optional
0.4
0.2
0
Step 1 Step 1B Step 2

49
 Figure 3 shows the frequency and percentage of steps in Move 2 found

in RAs Introductions. The results shows Step 1A (Indicating A Gap) is only

found in one article. It is categorized as Optional step. Here are the example

of Step 1A.

Example 7 : The previous studies above suggested that pictures is a good

media for teaching writing descriptive text. However, students
still need more specific information about the object that they
describe. They need more specific information to identify the
object, because they lack of vocabulary. (18RA21-5)

The example 7 for Step 1A (Indicating A Gap) is RA Introduction entitled

“The Effect of Using Powerpoint Modified Pictures in Writing Descriptive

Text to The Eight Grade Students of SMPN 22 Kota Bengkulu in 2016/2017

Academic Year”. The example 2 belongs to Move 2 because the author

clearly stated “However” which indicates the gap that has not been done yet

by previous researcher and criticize the results from the previous research that

have not answered yet.

Meanwhile, the figure shows that Step 1B (Adding to What Is Known)

and Step 2 (Presenting Positive Justification) is found in none of the articles.

[Link] Steps In Move 3

The figure below presents the data of steps in Move 3 found in 30 RA

Introductions of JEET.

Figure 5. Frequency of Steps of Move 3 in RA Introductions

30
25
20
15 Obligatory
10 Conventional
5
0
Step 1A Step 1B Step 2 Step 3

50
 Figure 4 shows the frequency and percentage of steps in Move 3 found

in RA Introductions. The results shows Step 1A (Outlining A Purpose) is

found in 17 RA Introduction (57%). It is categorized as Conventional step.

Here are the example of Step 1A.

Example 8 : This research was continuing the study of the relationship

between emotional intellegence and English students
achievement in order to find out whether or not emotional
intelligence had a significant relationship and English
students achievment. (18RA21-2)

The example for Step 1A (Outlining A Purpose) is RA Introduction Journal

entitle “The Relationship Between Emotional Intelligence and Students

English Achievement at X MIA and Iis of SMA Negeri 8 Bengkulu”. The

example 9 belongs to Step 1A because it can be seen that the author stated ‘in

order to find out’ which indicates the purpose of the research.

From figure 4, the result shows Step 1B (Announcing Present

Research) is found in 26 articles introduction (87%). It is categorized as

Obligatory step because almost all of the articles have this step. Here are the

example of Step 1B.

Example 10 : Due to the facts above, the researcher is interested in applying

this strategy since metacognitive strategy has a good
relationship with reading comprehesnion or reading
achievement. (18RA22-4)

The example for Step 1B (Announcing Present Research) is RA Introduction

entitled “Metacognitive Strategy and Student’s Reading Comprehension : An

Experimental Study at SMK 1 Kota Bengkulu”. The example 10 belongs to

Step 1B because it can be seen that the author clearly stated about the

research area that will be researched.

51
 From figure 4, the result shows Step 2 (Announcing Principle

Findings) is found in none of the articles introduction. It is categorized as

Optional step because it is not found in any of the articles.

From figure 4, the result shows Step 3 (Indicating RA Structure) is

found in none of the articles introduction. It is categorized as Optional step

because it is not found in any of the articles.

4.1.4 Pattern of Rhetorical Move and Steps Analysis Result

The answer for research question number 3 that asked about what

common pattern of rhetorical move and step are used in Introduction section of

Research Articles in Journal of English Education and Teaching (JEET) can be

seen below :

Table 4. Frequency of Rhetorical Moves and Steps Pattern

Pattern Frequency Percentage

Complete 1 3.3%
Semi Complete 28 93.4%
Incomplete 1 3.3%
Total 30 100%

Table 4 shows the frequency and percentage of common Moves used in

RA Introductions. From the results, Complete pattern is found only in one RA

Introductions (3.3%). Here are the example of each Pattern of Moves. The

example of Complete Pattern is RA Introduction entitled “The Effect of Using

Powerpoint Modified Pictures in Writing Descriptive Text to The Eight Grade

Students of SMPN 22 Kota Bengkulu in 2016/2017 Academic Year”

Move 1 : There are four language skills to be mastered in English lesson.

They are reading, writing, listening and speaking. Writing is one of
those skills that must be mastered by students in learning English.
The students are not only expected to master speaking skill, but
they also must master writing skill to communicate with others.

52
 However, sometimes writing is considered by some students as the
most difficult skills to be mastered in learning English. Many
students think that writing is complicated to be mastered. This is
caused by some factors such as lack of vocabulary, difficulties in
finding and developing their ideas and inability to write in good
order.
Move 2 : The previous studies above suggested that pictures is a good
media for teaching writing descriptive text. However, students still
need more specific information about the object that they want to
describe. They need more specific information to identify the
object, because they lack of vocabulary.
Move 3 : From that phenomena, the researcher is interested to conduct an
experimental research about the effect of using powerpoint
modified pictures in the eighth grade students of SMPN 22 Kota
Bengkulu in the academic year 2016/2017. This study is intended
to know how is the effect of using powerpoint modified pictures in
writing descriptive text.

Table 8 shows Semi-Complete is found in 28 RA Introductions

(93.4%). The example of Complete Pattern is RA Introduction entitled “The

Correlation Between Students’ Mastery On Lexical Collocation And Their

Reading Comprehension” Here are the example of Semi-Complete pattern

Move 1 : One of the important skill that must be mastered in learning English
is Reading. Reading is an important skill because one key to get a
knowledge, it supported the theory from McNamara (2007) states
that the most common and effective technique in obtaining
knowledge is reading comprehension, because the readers must
understand what they read about. When the learners read the article
and they find some strange vocabulary that they unusually hear, they
will get confused and they cannot get the meaning of what they read.
Nowadays, the ability to comprehend the English is necessary for
millions of people. By understanding English, many people are able
to read many kinds of English texts. Reading occurs when someone
looks into a written text and starts to absorb the information from the
written linguistic message. One of the important things to do is to
combine the word into a good sentence so that it is easy and natural
to read.
Move 3 : The scope of this research limited on the lexical collocation and
also focus to find the correlation between students’ mastery on
lexical collocation mastery and their reading comprehension
achievement, particularly restricted to lexical collocation and reading
comprehension text on fifth-semester students of English Education
Study Program at University of Bengkulu in the academic year of

53
 2018/2019. This research paper is aimed to find out the correlation
between students’ mastery on lexical collocation fifth-semester
students of English Department and their reading comprehension
achievement of Universitas Bengkulu in academic year 2018/2019.
Table 8 shows Incomplete pattern is only found in 1 RA introductions

among 30 RAs. The example of Icomplete Pattern is RA Introduction entitled

“The Effect of Using Pair Rehearsal Technique Toward Students’ Speaking

Participation at XI IPA Class of SMA Negeri 06 Kota Bengkulu”

Move 1 : Many techniques can be applied in teaching speaking to overcome

the difficulty and to help increasing the ability of speaking that felt
by students. One of them is cooperative learning. Cooperative
learning has many techniques that are useful to 8 increase the
development of speaking that do by the students. It can also help
passive students to become active students.

In conclusion, almost all RA Introductions have Semi-Complete pattern

with Claim the importance of the research area at first. Then the author

generalize the topic that will be researched. In the next paragraph, the author

states about what they are going to do about the research and also what purpose

to do the research.

4.2 Discussion

The aims of this research are to examine ; (1) the moves dominantly

found in RAs Introduction publised in Journal of English Education and Teaching

(JEET), (2) the steps dominantly found in Ras Introduction published in Journal

of English Education and Teaching (JEET), (3) the common pattern used in RAs

Introduction published in Journal of English Education and Teaching (JEET).

The first finding shows that the dominant move found in RAs Introduction

is Move 1 (Establishing A Territory). The majority of authors give current state of

knowledge or description of phenomena. From that current state of knowledge or

54
phenomena, the authors state the problem of the research area they found whether

it is from common problem or the experience. The results also show that Move 1

and Move 3 are obligatory, meanwhile Move 2 is optional based on Swales CARS

Model (2004). This result is similar to the finding of a research conducted by

Tantry et, al. (2017) examining the rhetorical paterns of introduction in Islam-

Related RA. She found that RAs in accreditated journal in her study had the

tendency of skipping Move 2 (Establishing A Niche) in the RAs Introduction.

This is probably because the gap is shown in a very polite strategy by presenting

positive justification which is valued as more polite than showing the gap. The

tendecy of being polite (of Indonesian) is because they hold up the norms of

‘unggahungguh’.

The second finding shows that the dominant steps found in RAs

Introduction is Step 2 of Move 1 (Making Topic Generalization). The result

shows that all authors of RAs write Step 2 of Move 1 which is provided the

description of phenomena or current state of knowledge. The result also shows

among 10 Steps in CARS Model by John Swales (2004), 3 Steps are obligatory, 2

Steps are conventional, 5 Steps are optional. This result is in line with Adnan’s

finding (2009) of the introduction on the discipline of education writing in

Indonesia where Indonesia RAs Introduction do not show the gap of the

knowledge. This is probably because the majority of Indonesian RAs use other

studies to define and develop a long discussion of theur theoritical framework.

The last finding of this study shows the most common pattern used in RAs

Introduction is Semi-Complete Pattern based on Swales CARS Model (2004). The

result shows the majority of authors do not write Move 2 (Establishing A Niche).

55
This is contrast with the findings of Samanhudi (2017) that show all moves are

used in the discourse structure of the ten introduction sections written by

Indonesian writers analysed in this study. This is probably because the Indonesian

academics today are well trained to academic convention especially in dealing

with research article writing which adopts a rhetorical structure that is used in the

international journal.

From the results above, it can be interpreted that most of the authors write

their Research Articles (RAs) Introduction only by reffering their thesis’s

introduction. In thesis introduction, most students may begin with information that

is too general or they may become too specific towards the end of introduction

(Oshima & Houge, 1991). In Indonesian standard scientific writing, RAs

Introduction has to indicate several aspects such as, background information,

problem identification, problem statement, purposes and benefits of the study,

review of relevant literature and hyphothesis if applicable (Djaali 1994 and Rifai

1995). So, for Indonesian Research Article (RAs) written in English, research

problem is enough to justify the research instead of stating the gap of knowledge.

In addition, RAs writers also do not follow the Guidelines for Article

Submission issued by JEET. The guidelines states that introduction section should

consist of 1) Part 1: State the topic of the study, 2) Part 2: Explain the academic

and practical importance, 3) Part 3: Summarize and cite the most important

previous studies, 4) Part 4: Indicate the most critical gaps, inconsistencies, and

controversies in the literature that study addresses along with the main

contribution, 5) Part 5: Provide a clear indication of the core research problem,

research objectives, context, and units of analysis, and 6) Provide an outline of the

56
structure of the rest of the article. The guidelines implicitly states the organization

of the introduction, which is coincident with CARS Model by Swales (2004).

4.3 Limitation of The Research

This research is limited only in analyzing introduction section of Research

Articles (RAs). The further research may be able to analyze the discussion

section of RAs which is also difficult to write. Because this research more likely

to be quantitative, so it is only focused on the frequency of moves and steps.

Further research may be able to do qualitative research with interviewing the field

expert or the authors of RAs to know more depth about the reason of their writing.

The researcher believes the findings of this research will give significance,

especially for English Department Students who want to write research article.

So, they can make a better introduction section of Research Articles (RA).

57
 CHAPTER V

CONCLUSION & SUGGESTION

5.1 Conclusion

From the research results and discussion, several conclusions can be drawn

from this study. First, it is found that the dominant moves in Research Article

(RA) Introduction of Journal of English Education and Teaching (JEET) are

Move 1 (Establishing A Territory) because it is found with the biggest percentage.

second, it is found that the dominant step in Research Article (RA) Introduction of

Journal of English Education and Teaching (JEET) is Step 2 of Move 1 (Making

Topic Generalization) because it is found with the biggest percentage. Last, it is

found that the most common pattern in Research Article (RA) Introduction of

Journal of English Education and Teaching (JEET) is Semi-Complete Pattern.

From this finding, we can conclude the majority of the Research Articles (RA)

Introduction in Journal of English Education and Teaching (JEET) has the same

model. It happens because the author have not realized about the CARS Model by

John Swales as the guidance to write Introduction Section of Research Article

(RA). Also it can be concluded that the Journal in JEET are still not categorized as

the appropriate Research Article (RA) in term of the structure of Introduction

Section because the pattern of almost all of Introduction is Semi-Complete

pattern.

58
5.2 Suggestion

Based on the conclusion above, the researcher delivered some suggestions

as follows :

1. The researcher suggested the students who want to conduct a research

should pay attention carefully to the acceptable rhetorical moves and steps

in creating their research article especially in writing their introduction

section. It is because introduction section is the first part of the research

article that will be a determination to the readers whether they will read the

whole article or not. So, introduction section should be written in

convicing and interesting way to persuade the readers. It is a important

task for English Department Students to write a Research Article (RA) in

the end of study, in addition to the thesis writing, that will be published in

JEET through some process of selection. So the findings of this research

will help them to make a Research Article (RA) can be more acceptable.

2. The researcher suggested to lecturers can use the findings of this research

as the reference material in Discourse Analysis and Academic Writing

Subject. It will be helpful because students can understand more about the

rhetorical moves and steps. Both lecturers and students are strongly

encourage to write Research Article (RA). In addition, the Indonesian

Government also provides some funding for Indonesian scholars who

present a paper at International conference that also can be published in

International Journal.

3. The researcher suggested to the next researcher who want to conduct

furthur research in the same area about rhetorical style in ine different

59
context and object. This research can be the guidance for them to do the

next research. The next reseacher are encouraged to do research especially

about thelanguage features used by English Department Students in their

research article.

60
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APPENDICES

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Appendix 1. List of Sources
1. Ayutami, A. (2018). Learners’ need analysis of english for specific
purposes of culinary department students at smkn 3 kota bengkulu. JEET,
2(1), 13-21.
2. Sari, N. (2018). The relationship between emotional intelligence and
students english achievementat x mia and iis of sma negeri 8 bengkulu.
JEET, 2(1), 28-35.
3. Putri, O. (2018). Language function used in “now you see me 2 movie”:
purpose analysis of literary word. JEET, 2(1), 42-50.
4. Susilo, T. (2018). The effect of using powerpoint modified pictures in
writing descriptive text to the eighth grade students of smpn 22 kota
bengkulu in 2016/2017 academic year. JEET, 2(1), 76-85.
5. Oktadistio, F. (2018). An analysis of direct and indirect speech acts
performed by main character in the movie revenant script. JEET, 2(1), 50-
67.
6. Zetri, D. (2018). An analysis of code mixing in a debate activity as part of
english club programs at sman 2 bengkulu city. JEET, 2(2), 1-8.
7. Lukitasari, D. (2018). The analysis of english students’ perception of
morale in alice through the looking glass movie. JEET, 2(2), 20-38.
8. Wensi, F. K. (2018). Students’ strategies in responding teachers’ oral
questions. JEET, 2(2), 35-45.
9. Syafrianti, H. (2018). Metacognitive strategy and student’s reading
comprehension: an experimental study at smk n 1 kota bengkulu. JEET,
2(2), 58-67.
10. Sumartini. (2018)The effect of clustering technique on students’ writing
ability. JEET, 2(2), 83-92.
11. Gultom, L. (2018). The effect of using pair rehearsal technique toward
students’ speaking participation at xi ipa class of sma negeri 06 kota
bengkulu. JEET, 2(3), 7-17.
12. Lodari, Y. (2018). Grice’s cooperative principle violation in the second
presidential debate between hillary clinton and donald trump. JEET, 2(3),
29-39.
13. Agustinos, P. (2018). Metadiscourse markers in the undergraduate thesis
introduction written by english department students in university of
bengkulu. JEET, 2(3), 50-61.
14. Syafitri, L. F. (2018). A translation analysis on idiomatic expressions in
“the internship” movie based on larson’s theory (subtitled by jack and the
wilee). JEET, 2(3), 72-88.
15. Julita, P. (2018). An analysis of childhood good values in [Link]’s novel
the voyage of the dawn treader. JEET, 2(3), 98-108.
16. Fitri, R. D. (2019). The correlation between reading self-efficacy and
reading comprehension. JEET, 3(1), 1-13.

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 17. Nurman, R. S. K. (2019). Discourse markers in argumentative essay by the
english education study program’s students of universitas bengkulu: a
cross-sectional study. JEET, 3(1), 29-41.
18. Trisviana, W. (2019). The correlation between students’ mastery on lexical
collocation and their reading comprehension. JEET, 3(1), 53-65.
19. Purwanti, D. (2019). The correlation between english learning motivation
and english proficiency achievement of english study program students.
JEET, 3(1), 79-94.
20. Styvant, R. (2019). An analysis of english speaking syllable words stress
errors by the students of english education study program of university of
bengkulu. JEET, 3(1), 106-115.
21. Putri, E. D. (2019). An Analysis of Taboo Words in Rich Brian’s Song
Lyrics. JEET, 3(2), 143-155.
22. Windiati, N, (2019). The effect of using frontloading strategy in teaching
reading comprehension at the seventh grade students of smp n 10 bengkulu
in the academic year of 2018/2019. JEET, 3(2), 171-179.
23. Dahlia, R. (2019). Students’ Motivations in Choosing English as
Additional Course in SMAN 1 Bengkulu. JEET, 3(2), 195-215.
24. Yusriati. (2019). The analysis of english pronunciation errors by english
education students of fkip umsu. JEET, 3(2), 230-248.
25. Hawara, F. G. (2019). The effect of task-based learning (tbl) approach on
the students’ listening comprehension at the tenth grade of sman 3 kota
bengkulu. JEET, 3(2),260-270.
26. Nurazizah, H.(2019). Whatsapp Voice Note in Speaking Class. JEET,
3(3), 343-360.
27. Amini, A. (2019). A correlation between students’ anxiety levels and oral
presentation performance in efl speaking class. JEET, 3(3), 403-412.
28. Tusifah, L. (2019). Using a debate method to increase the students’
speaking skill on discussion text at class xii sman 1 kota bengkulu at the
1st semester academic year 2017/2018. JEET, 3(3), 361-376.
29. Kusumawardhani, H. (2019). The effect of reinforcement toward students’
speaking ability (an experiment at the tenth grade students of sman 7
bengkulu academic year 2018/2019). JEET, 3(3), 299-310.
30. Wardiansyah. (2019). The correlation between listening habit to english
song and vocabulary mastery of third grade students of smpn 06 kota
bengkulu. JEET, 3(3),287-299.

Appendix 2. Informations of JEET

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Appendix 3. Checklist for data analysis

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Appendix 4. Samples of data analysis

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