Genre Analysis of Conclusion Chapters in Master’s TEFL Thesis
Evidence from Indonesian Postgraduates
Abstract
Writing a thesis in English is challenging for students, especially Indonesian Master's students for whom English is not their first language. Inherently, each chapter presents challenges to address when organizing a thesis. One of the crucial parts of the thesis is the conclusion chapter. It serves as a summary and a place to express suggestions and potential lines for further study. Thus, this study examined how Indonesian students wrote conclusion chapters of TEFL Master's theses. A total corpus of 3897 words was generated as the present study's data. Based on Chen & Kuo (2012) as the analytical framework of the present study, we found that move 2 step 1 (summarizing the study) was frequently used. Both move 1 (introducing the conclusion) and move 3 (evaluating) are obligatory. We also found optional moves and steps providing supporting and complementary roles: Move 4, step 2, and Move 3, step 1. These findings indicate that Indonesian master's students in the TEFL program used the conclusion writing of genre-based method characterized by the ability to adapt to conventional genre-framework and add additional steps. Understanding and using these variations can help Indonesian students craft concluding chapters that demonstrate scholarly engagement and the academic rigor of their study.
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References
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Shaw, P. (1991). Science research students’ composing processes. English for Specific Purposes, 10(3), 189–206. https://doi.org/10.1016/0889-4906(91)90024-Q
Shirani, S., & Chalak, A. (2018). Genre Analysis of Iranian TEFL Students’ Master Theses. Advances in Language and Literary Studies, 9(2), 31. https://doi.org/10.7575/aiac.alls.v.9n.2p.31
Swales, J. M. (2004). Research Genres. Research Genres, January, 1–17. https://doi.org/10.1017/cbo9781139524827
Syahnaz, M. (2023). Artificial Intellegence-Integrated Language Learning: An Investigation of Quillbot Utilization in EFL Students’ Academic Writing [Universitas Islam Negeri Sumatera Utara]. http://repository.uinsu.ac.id/
Zamani, G., & Ebadi, S. (2016). Move analysis of the conclusion sections of research papers in Persian and English. Cypriot Journal of Educational Sciences, 11(1), 9–20. http://sproc.org/ojs/index.php/cjes/
Ali, M., Nodoushan, S., Khakbaz, N., & Salmani, M. (2011). ‘ Discussion ’ sections : A structural move analysis. International Journal of Language Studies (IJLS), 5(3), 111–124. https://www.semanticscholar.org/paper/‘-Discussion-’-sections-%3A-A-structural-move-Ali-Nodoushan/f613f8c1ba1806a3ff65d08422de8c6022290439?utm_source=direct_link
Alyousef, H. S. (2021). A move structure model for dentistry research article abstracts: A genre-based study of variations and similarities in eight dentistry subdisciplines. Discourse and Interaction, 14(1), 25–52. https://doi.org/10.5817/DI2021-1-25
Amnuai, W., & Wannaruk, A. (2013). A move-based analysis of the conclusion sections of research articles published in international and Thai journals. 3L: Language, Linguistics, Literature, 19(2), 53–63.
Batubara, M. H. (2022). The Effect of Duolingo Utilization on Indonesian Adolescent EFL Learner’s Vocabulary Mastery and Academic Self-Effiacy [Universitas Islam Negeri Sumatera Utara]. http://repository.uinsu.ac.id/
Bhatia, V. K. (2002). Applied genre analysis : a multi-perspective model. Iberica, 19(3), 3–19. https://www.researchgate.net/publication/284025940_Applied_genre_analysis_Analytical_advances_and_pedagogical_procedures
Bunton, D. (2005). The structure of PhD conclusion chapters. Journal of English for Academic Purposes, 4(3), 207–224. https://doi.org/10.1016/j.jeap.2005.03.004
Chen, T.Y., & Kuo, C.H. (2012). A Genre-Based Analysis of the Information Structure of Master’s Theses in Applied Linguistics. The Asian ESP Journal, 8(1), 24–52.
Fitriyah, U. (2020). Rhetorical Moves in Thesis Introduction Written By English Major Students. PARADIGM: Journal of Language and Literary Studies, 3(2), 119–132. https://doi.org/10.18860/prdg.v3i2.10229
Graves, H., Moghaddasi, S., & Hashim, A. (2013). Mathematics is the method: Exploring the macro-organizational structure of research articles in mathematics. Discourse Studies, 15(4), 421–438. https://doi.org/10.1177/1461445613482430
Khairisya, T. (2023). Utilizing Computer-Mediated Corrective Feedback in Academic Writing: A Focus on EFL Master Students’ Preferences and Perceptions [Unievrsitas Islam Negeri Sumatera Utara]. http://repository.uinsu.ac.id/
Loan, N. T. T., & Pramoolsook, I. (2015). Move analysis of results-discussion chapters in TESOL Master’s theses written by Vietnamese students. 3L: Language, Linguistics, Literature, 21(2), 1–15. https://doi.org/10.17576/3l-2015-2102-01
Massoum, Y. H., & Yazdanmehr, E. (2019). A genre-analysis of the discussion section of iranian and english elt theses: A comparative study. Theory and Practice in Language Studies, 9(12), 1611–1623. https://doi.org/10.17507/tpls.0912.19
Moghadam, A. Z., & Meihami, H. (2016). A Rhetorical Move Analysis of TEFL Thesis Abstracts : The Case of Allameh Tabataba ’ i. Issues in Language Teaching (ILT), 5(1), 1–23.
Nguyen, L. T. T., & Pramoolsook, I. (2016). A move-based analysis of TESOL master’s thesis conclusion chapters by Vietnamese postgraduates. Global Journal of Foreign Language Teaching, 6(1), 02–12. https://doi.org/10.18844/gjflt.v6i1.222
Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for Specific Purposes, 16(2 SPEC. ISS.), 119–138. https://doi.org/10.1016/s0889-4906(97)85388-4
Paltridge, B. (2002). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes, 21(2), 125–143. https://doi.org/10.1016/S0889-4906(00)00025-9
Rabie, H., & Boraie, D. (2021). The Rhetorical Structure of Literature Reviews in Egyptian-Authored English Research Articles in Linguistics. Asian Social Science and Humanities Research Journal (ASHREJ), 3(1), 55–72. https://doi.org/10.37698/ashrej.v3i1.63
Ruiying, Y., & Allison, D. (2003). Research articles in applied linguistics: Moving from results to conclusions. English for Specific Purposes, 22(4), 365–385. https://doi.org/10.1016/S0889-4906(02)00026-1
Sari, W. (2023). Teaching Higher-Order Thinking Skills (HOTS) in English Classrooms for Junior High Schools Students: Exploring Teachers’ Perspectives and Practices Chapter [Universitas Islam Negeri Sumatera Utara]. http://repository.uinsu.ac.id/
Shaw, P. (1991). Science research students’ composing processes. English for Specific Purposes, 10(3), 189–206. https://doi.org/10.1016/0889-4906(91)90024-Q
Shirani, S., & Chalak, A. (2018). Genre Analysis of Iranian TEFL Students’ Master Theses. Advances in Language and Literary Studies, 9(2), 31. https://doi.org/10.7575/aiac.alls.v.9n.2p.31
Swales, J. M. (2004). Research Genres. Research Genres, January, 1–17. https://doi.org/10.1017/cbo9781139524827
Syahnaz, M. (2023). Artificial Intellegence-Integrated Language Learning: An Investigation of Quillbot Utilization in EFL Students’ Academic Writing [Universitas Islam Negeri Sumatera Utara]. http://repository.uinsu.ac.id/
Zamani, G., & Ebadi, S. (2016). Move analysis of the conclusion sections of research papers in Persian and English. Cypriot Journal of Educational Sciences, 11(1), 9–20. http://sproc.org/ojs/index.php/cjes/
Published
2024-06-30
How to Cite
AMALIAH, Ayu et al.
Genre Analysis of Conclusion Chapters in Master’s TEFL Thesis.
Pioneer: Journal of Language and Literature, [S.l.], v. 16, n. 1, p. 80-93, june 2024.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/4132>. Date accessed: 27 nov. 2024.
doi: https://doi.org/10.36841/pioneer.v16i1.4132.
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