Abstract in Undergraduate Thesis: a Study of Linguistic Realizations of Rhetorical Moves and Thematic Patterns of Indonesian EFL Students

Danang Satria Nugraha(1*), Concilianus Laos Mbato(2),

(1) Sanata Dharma University
(2) Sanata Dharma University
(*) Corresponding Author




DOI: https://doi.org/10.26858/eralingua.v6i1.28161

Abstract


Abstract.  In academic writing, an abstract is the most important initial part of a publication. Besides being substantive, an abstract is a reflection of the quality of the publication. Based on fifty abstracts from Indonesian undergraduate students’ publications in two departments, this study aimed to explore these questions: (1) how do Indonesian undergraduate students apply the rhetoric moves in their research abstracts and (2) how do Indonesian undergraduate students apply the thematic patterns in their research abstracts? In doing so, Paltridge’s (2012) Thematic Progression and Swales’s (2004) CARS model were adopted. The results showed at least three obligatory rhetorical moves in the abstract written by Indonesian undergraduate students, viz., (a) situating the research, (b) describing the methodology, (c) and summarizing the findings. The results also indicated that both linear and constant thematic patterns tended to be predominantly utilized by students. This was evident in certain linguistic features including grammatical subjects, verb tense, and voice. This study provides practical and pedagogical implications for lecturers and undergraduate students involved in academic writing, and suggestions for future research.

Keywords: Research Abstract, Rhetoric Moves, Thematic Patterns, Indonesian Undergraduate Students

Full Text:

PDF

References


Al-Otaibe, M., & Al-Otaibe, M. (2021). Saudi Students’ Argumentative Essays from the Perspective of Theme-Rheme: An Analysis of the Misuse of Theme and Rheme. Journal of Applied Linguistics and Language Research, 8(1), 48–64. http://www.jallr.com/index.php/JALLR/article/view/1159

Andriani, E., Noviani, S., & Bram, B. (2021). Implementing Stylistics in IELTS Writing Preparation Focusing on Noun Phrases. Journal of Foreign Language Teaching and Learning, 6(2), 146–163. https://doi.org/10.18196/FTL.V6I2.11824

Aulia, A. R., & Bram, B. (2020). Grammatical Analysis of Students’ Reflective Writing. JET (Journal of English Teaching), 6(3), 212–219. https://doi.org/10.33541/JET.V6I3.1926

Bardi, M. (2021). ‘How can I make something interesting for me relevant for the wider community?’ – An ethnographic exploration of Romanian researchers’ adjustment to research communication standards. Journal of English for Academic Purposes, 49, 100943. https://doi.org/10.1016/J.JEAP.2020.100943

Bitchener, J., Storch, N., & Wette, R. (2017). Teaching writing for academic purposes to multilingual students: Instructional approaches. Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches, 1–220. https://doi.org/10.4324/9781315269665

Bram, B. (2012). Using a grammatical checklist to minimize mistakes in writing. Widya Dharma Jurnal Kependidikan, 22(2), 113–126.

Burns, A., Paltridge, B., & Wigglesworth, G. (2008). Review of doctoral research in second-language teaching and learning in Australia (2003–2006). Language Teaching, 41(2), 273–293. https://doi.org/10.1017/S0261444807004910

Chang, P. (2021). Reading Research Genre: The Impact of Thematic Progression: Https://Doi.Org/10.1177/00336882211013613.https://doi.org/10.1177/00336882211013613

Chang, P., & Lee, M. (2019). Exploring textual and interpersonal Themes in the expository essays of college students of different linguistic backgrounds. English for Specific Purposes, 54, 75–90. https://doi.org/10.1016/J.ESP.2019.01.002

Check, J., & Schutt, R. K. (2017). Research Methods in Education. Research Methods in Education. https://doi.org/10.4135/9781544307725

Choemue, S., & Bram, B. (2021). Lexical Richness in Scientific Journal Articles: A Comparison between ESL and EFL Writers. Lexical Richness in Scientific Journal Articles Indonesian Journal of EFL and Linguistics, 6(1), 2021. https://doi.org/10.21462/ijefl.v6i1.349

Cortes, V. (2013). The purpose of this study is to: Connecting lexical bundles and moves in research article introductions. Journal of English for Academic Purposes, 12(1), 33–43. https://doi.org/10.1016/J.JEAP.2012.11.002

Crossley, S. A., & Crossley, S. (2020). Linguistic features in writing quality and development: An overview. Journal of Writing Research, 11(3), 415–443.

Crystal, D. (2007). How Language Works. Penguin Grup Inc.

Crystal, D. (2008). A Dictionary of Linguistics and Phonetic (6th ed.). Blackwell Publishing Ltd. https://doi.org/10.1353/lan.2004.0038

Diasti, K. S., & Mbato, C. L. (2020). Exploring Undergraduate Studentsâ€TM Motivation-regulation Strategies in Thesis Writing. Language Circle: Journal of Language and Literature, 14(2), 176–183. https://doi.org/10.15294/LC.V14I2.23450

Ebrahimi, S. F. (2016). Theme Types and Patterns in Research Article Abstracts: A Cross Disciplinary Study. International Journal of English Language & Translation Studies, 4(3), 104–115. www.eltsjournal.org

El-Dakhs, D. A. S. (2018). Why are abstracts in PhD theses and research articles different? A genre-specific perspective. Journal of English for Academic Purposes, 36, 48–60. https://doi.org/10.1016/J.JEAP.2018.09.005

Fu, B., Tong, Y., Tian, D., Chen, Y., Shi, X., & Zhu, M. (2021). CTRD: A Chinese Theme-Rheme Discourse Dataset. CCF International Conference on Natural Language Processing and Chinese Computing, 65–76. https://doi.org/10.1007/978-3-030-88480-2_6

Keskin, D., Dilara, B., & Demir, K. (2020). The Role of Theme and Rheme in Thematic Progression Patterns in English Argumentative Essays by Turkish University Students. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 10(12), 64–82. https://doi.org/10.2991/ICTTE-17.2017.52

Klein, P. D., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311–350. https://doi.org/10.17239/jowr-2016.07.03.01

Kurniawan, E., Lubis, A. H., Suherdi, D., & Danuwijaya, A. A. (2019). Rhetorical Organization of Applied Linguistics Abstracts: Does Scopus Journal Quartile Matter? GEMA Online® Journal of Language Studies, 19(4), 184–202. https://doi.org/10.17576/GEMA-2019-1904-10

Laist, R. (2021). “Good Writing”: Defining It and Teaching It. Transformative Dialogues: Teaching and Learning Journal, 14(2). https://journals.kpu.ca/index.php/td/article/view/1399

Halliday, M.A.K. (2000). An Introduction to Functional Grammar, 2nd Edition. China: Foreign Language Teaching and Research Press and Edward Arnold Limited.

Luna, M., Villalón, R., Mateos, M., & Martín, E. (2020). Improving university argumentative writing through online training. Journal of Writing Research, 12(1), 233–262. https://doi.org/10.17239/JOWR-2020.12.01.08

Mauranen, A., Pérez-Llantada, C., & Swales, J. M. (2020). Academic Englishes : A standardised knowledge? The Routledge Handbook of World Englishes, 659–676. https://doi.org/10.4324/9781003128755-45

Mbato, C. L., & Cendra, A. (2019). Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation. JELE (Journal of English Language and Education), 5(1), 66–82. https://doi.org/10.26486/JELE.V5I1.949

Melander, B., Swales, J. M., & Fredrickson, K. M. (2011). Journal abstracts from three academic fields in the United States and Sweden: national or disciplinary proclivities? Culture and Styles of Academic Discourse. https://doi.org/10.1515/9783110821048.251/HTML

Moreno, A. I., & Swales, J. M. (2018). Strengthening move analysis methodology towards bridging the function-form gap. English for Specific Purposes, 50, 40–63. https://doi.org/10.1016/J.ESP.2017.11.006

Na-on, R., & Jaturapitakkul, N. (2017). Identifying Thematic and Rhetorical Patterns in Research Project Abstracts of Thai EFL Engineering Undergraduates. LEARN Journal: Language Education and Acquisition Research Network, 10(2), 71–89. https://so04.tci-thaijo.org/index.php/LEARN/article/view/111716

Nugraha, D. S. (2017). Struktur Tema-rema dalam Teks Abstrak Berbahasa Indonesia. Sirok Bastra, 5(1), 15–28. https://doi.org/https://doi.org/10.37671/sb.v5i1.91

Omizo, R., & Hart-davidson, W. (2016). Finding Genre Signals in Academic Writing. Journal of Writing Research, 7(3), 485–509. https://doi.org/10.17239/jowr-2016.07.03.08

Ono, M. (2017). Move-step Structures of Literature Ph.D. Theses in the Japanese and UK Higher Education. Journal of Writing Research, 8(3), 469–491. https://doi.org/10.17239/jowr-2017.08.03.03

Paltridge, B. (2004). Academic writing. Language Teaching, 37(2), 87–105. https://doi.org/10.1017/S0261444804002216

Paltridge, B. (2012). Discourse Analysis: An Introduction. In Bloomsbury (2nd ed., Vol. 75). Bloomsbury. https://doi.org/10.2307/417076

Paltridge, B. (2014). Genre and second-language academic writing. Language Teaching, 47(3), 303–318. https://doi.org/10.1017/S0261444814000068

Paltridge, B. (2016). Writing retreats as writing pedagogy. Writing & Pedagogy, 8(1), 199–213. https://doi.org/10.1558/WAP.V8I1.27634

Paltridge, B. (2018). Theses and Dissertations in English for Specific Purposes. The Encyclopedia of Applied Linguistics, 1–4. https://doi.org/10.1002/9781405198431.WBEAL1211.PUB2

Paltridge, B. (2019a). Reviewers’ Feedback on Second-Language Writers’ Submissions to Academic Journals. Feedback in Second Language Writing: Contexts and Issues, 226–244. https://doi.org/10.1017/9781108635547.014

Paltridge, B. (2019b). Looking inside the world of peer review: Implications for graduate student writers. Language Teaching, 52(3), 331–342. https://doi.org/10.1017/S0261444818000150

Paltridge, B. (2019c). Focusing on language in second language writing classrooms: Rethinking the approach. Journal of Second Language Writing, 46. https://doi.org/10.1016/J.JSLW.2019.100680

Paltridge, B. (2020). Writing for Academic Journals in the Digital Era: Https://Doi.Org/10.1177/0033688219890359, 51(1), 147–157. https://doi.org/10.1177/0033688219890359

Paltridge, B., & Starfield, S. (2020). Change and continuity in thesis and dissertation writing: The evolution of an academic genre. Journal of English for Academic Purposes, 48, 100910. https://doi.org/10.1016/J.JEAP.2020.100910

Paltridge, B., Starfield, S., Ravelli, L. J., & Tuckwell, K. (2012). Change and stability: Examining the macrostructures of doctoral theses in the visual and performing arts. Journal of English for Academic Purposes, 11(4), 332–344. https://doi.org/10.1016/J.JEAP.2012.08.003

Qin, L., & Zhang, L. J. (2019). English as a foreign language writers’ metacognitive[pipe] strategy knowledge of writing and their writing performance in multimedia environments. Journal of Writing Research, 11(2), 393–413. https://doi.org/10.17239/JOWR-2019.11.02.06

Qomariah, N. (2021). Theme and Rheme in Students’ Writing. KnE Social Sciences, 502–515. https://doi.org/10.18502/KSS.V5I4.8707

Sanata Dharma, U. (2021). Repository Universitas Sanata Dharma.

Starfield, S., & Paltridge, B. (2019). Thesis and dissertation writing in a second language: Context, identity, genre. Journal of Second Language Writing, 43, 1–3. https://doi.org/10.1016/J.JSLW.2018.10.002

Starfield, S., Paltridge, B., McMurtrie, R., Holbrook, A., Lovat, T., Kiley, M., & Fairbairn, H. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53–64. https://doi.org/10.1016/J.LINGED.2017.07.008

Starfield, S., & Ravelli, L. J. (2006). “The writing of this thesis was a process that I could not explore with the positivistic detachment of the classical sociologist”: Self and structure in New Humanities research theses. Journal of English for Academic Purposes, 5(3), 222–243. https://doi.org/10.1016/J.JEAP.2006.07.004

Swales, J., & Feak, C. (2016). Academic Writing for Graduate Students, 3rd Edition. Academic Writing for Graduate Students, 3rd Edition. https://doi.org/10.3998/MPUB.2173936

Swales, & John M. (2016). Reflections on the concept of discourse community. Http://Journals.Openedition.Org/Asp, 69, 7–19. https://doi.org/10.4000/ASP.4774

Swales, John M. (2000). English in today’s research world: a writing guide. Michigan Series in ENGLISH for Academic & Professional Purposes., ix, 293 p.

Swales, John M. (2003). Review: The Language of Conferencing. Applied Linguistics, 24(4), 549–551. https://doi.org/10.1093/APPLIN/24.4.549

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

Swales, John M. (2009). Discourse on the move: Using corpus analysis to describe discourse structure (review). Language, 85(3), 694–696. https://doi.org/10.1353/LAN.0.0129

Swales, John M., & Post, J. (2018). Student use of imperatives in their academic writing: How research can be pedagogically applied. Journal of English for Academic Purposes, 31, 91–97. https://doi.org/10.1016/J.JEAP.2017.11.005

Tardy, C. M., & Swales, J. M. (2009). Form, text organization, genre, coherence, and cohesion. Handbook of Research on Writing: History, Society, School, Individual, Text, 693–714. https://doi.org/10.4324/9781410616470-47

Waes, L. Van, Leijten, M., Roeser, J., Olive, T., & Grabowski, J. (2021). Measuring and Assessing Typing Skills in Writing Research. Journal of Writing Research, 13(1), 107–153. https://doi.org/10.17239/JOWR-2021.13.01.04

Wei, J. (2016). Thematic choice in Chinese college students’ English essays. English for Specific Purposes, 41, 50–67. https://doi.org/10.1016/J.ESP.2015.09.003

Wijaya, A. R. ., Nugraheni, G. V. A., & Bram, B. (2019). GRAMMATICAL ERRORS IN UNDERGRADUATE STUDENTS’ RESEARCH PROPOSAL WRITING. Lingua Scientia, 11(2), 291–308. https://doi.org/DOI: dx.doi.org/10.21274/ls.2019.11.2.291-308

Wu, B., & Paltridge, B. (2021). Stance expressions in academic writing: A corpus-based comparison of Chinese students’ MA dissertations and PhD theses. Lingua, 253, 103071. https://doi.org/10.1016/J.LINGUA.2021.103071

Wulff, S., Römer, U., & Swales, J. (2012). Attended/unattended this in academic student writing: Quantitative and qualitative perspectives. Corpus Linguistics and Linguistic Theory, 8(1), 129–157. https://doi.org/10.1515/CLLT-2012-0006/MACHINEREADABLECITATION/RIS

Xuan, W. W., & Zhang, D. (2021). Understanding textual meaning-making in Chinese high school EFL learners’ writing: A systemic functional perspective. Australian Review of Applied Linguistics. https://doi.org/10.1075/ARAL.20045.XUA

Zhan, Y., Li, L. J., Miao, L. Y., & Li, Y. L. (2021). Marked theme analysis and its implications in academic paper writing. Computational Social Science, 442–445. https://doi.org/10.1201/9781003144977-63

Zheng, X. (2021). Transitivity Structure of Research Articles: Variations across Sections. English Language Teaching, 14(8), 8–18. https://doi.org/10.5539/elt.v14n8p8


Article Metrics

Abstract view : 838 times | PDF view : 14 times

Refbacks

  • There are currently no refbacks.


Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 

Flag Counter

 

Eralingua has been indexed by: