REPRESENTATION OF RHETORICAL MOVE OF THESIS ABSTRACTS IN ENGLISH TEACHER EDUCATION DEPARTMENT.

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REPRESENTATION OF RHETORICAL MOVE

OF THESIS ABSTRACTS IN ENGLISH TEACHER

EDUCATION DEPARTMENT

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By

Latifatul Fajriyah

NIM D05211034

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL

SURABAYA

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REPRESENTATION OF RHETORICAL MOVE

OF THESIS ABSTRACTS IN ENGLISH TEACHER

EDUCATION DEPARTMENT

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By

Latifatul Fajriyah

NIM D05211034

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL

SURABAYA

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ABSTRACT

Fajriyah, Latifatul. (2015). Representation of Rhetorical Move of Thesis Abstracts in

English Teacher Education Department. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, UIN Sunan Ampel. Advisors: Dra. Irma Soraya, M.Pd. and Hernik Farisia, M.Pd.I

Key words: Thesis abstract, Rhetorical move, English Teacher Education

Department (ETED)

Thesis abstract is important because it represents outline of the whole thesis. Thesis abstract is concise, but it should be informative. For knowing informative abstract, the readers should consider about rhetorical moves in it. Rhetorical move is a series of brief information about the whole research that parted as introduction, purpose, method, product, and conclusion. The purposes of this study are to describe theses abstract of English Teacher Education Department (ETED)

the requirement of rhetorical moves composition or not, and to investigate the

differences of rhetorical moves among thesis abstracts This study

used qualitative as approach, and the research design is content or document analysis. The data was taken from thesis abstract of English Teacher Education Department

Students, who graduated on March 2015, 74th period at State Islamic University of

Rubric from is used for research instrument. Based on the result finding, the researcher found that there are 5 move types in their abstract, it is proved by the percentage of rhetorical move analysis: Introduction (100%), Purpose (95,45%), Method (100%), Product (100%), and Conclusion (63,63%). Also, the study indicates the difference

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TABLE OF CONTENT

TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION ... v

ACKNOWLEDGMENT ... vi

ABSTRACT ... ix

PERNYATAAN KEASLIAN TULISAN ... x

TABLE OF CONTENT ...xi

LIST OF TABLE ...xiii

LIST OF DIAGRAM ...xiv

LIST OF APPENDIXES ...xv

CHAPTER I : INTRODUCTION A. Background of the Study ...1

B. Research Question ...9

C. Objective of the Study ...9

D. Significances of the Study ...9

E. Scope and Limitation ...10

F. Definition of Key Terms ...11

CHAPTER II : REVIEW OF RELATED STUDY A. Theoretical Foundation 1. Genre ...13

a. The Definition of Genre ...14

b. Element of Structuring Genre ...16

2. Abstract ...18

a. The Definition of Abstract ...18

b. The Purpose of Abstract ...21

c. Kinds of Abstract ...24

d. Model of Abstract ...26

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CHAPTER III : RESEARCH METHOD

A. Approach and Research Design ... 40

B. Research Presence ... 42

C. Research Location ... 42

D. Data and Source of Data ... 43

E. Data Collecting Technique ... 44

F. Research Instrument ... 45

G. Data Analysis Technique ... 46

H. Checking Validity of Finding ... 48

I. Research Stages ... 49

CHAPTER IV : RESEARCH FINDING AND DISCUSSION A. Research Finding ... 51

1. The fulfillment of English Teacher Thesis Abstracts of rhetorical moves composition ... 52

2. The differences of rhetorical move among Thesis Abstracts ... 70

B. Research Discussion... 72

1. English Teacher Educat Thesis Abstract fulfillment of rhetorical moves requirement composition .... 72

2. The findings of analysis discovered about the differences of rhetorical move among English Teacher Education Department thesis abstracts... 79

CHAPTER V : CONCLUSION AND SUGGESTION A. CONCLUSION ... 83

B. SUGGESTIONS ... 84

BIBLIOGRAPHY

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CHAPTER I

INTRODUCTION

This chapter discusses about the background of the research that describes the

reason why the researcher proposes to analyze rhetorical move of thesis abstracts.

Afterward, the problems are formed in the research questions together with the

objectives of the study. It is carried on with the significance of the study to enlighten

how the result of the research will be beneficial. The limitation about what are

consisting in this research is specified in scope and limits of the study. In the end, the

last part is definition of key term.

A. Research Background

Graduate students deal with a kind of writing tasks as they work

concerning their chosen degree.1 University students have a lot of projects

dealing with writing; it is because they are demanded to develop their critical

thinking, to give their opinion about some issues and to combine the theory that

they have read to find a new innovation or thought based on their field.

John M. Swales Christine B. Feak, Academic Writing for Graduate Student (USA: The University of Michigan Press, 1994), 7.

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challenging the farther students goes in program. Second, students should write

their writing tasks academically.

Based on Panduan Penyelenggaraan Pendidikan Program Strata Satu (S1)

th. 2014 UIN Sunan Ampel Surabaya (guidance book

Educational Organization year 2014 Sunan Ampel State Islamic University

Surabaya), graduate students should do their research paper for getting title

degree based on their discipline.3 In English Teacher Education Department,

students should pass 120 credits for taking research paper.4 Also, they should

pass Research Method in the third semester.5 This system purposes to apply what

students gain in university, to assist students knowing the real problem in the

l thinking for seeking the problem

especially in writing academically.

Writing research paper has typical organizational patterns. As Swales and

Feak states that the IMRD (Introduction, Methods, Results, and Discussions)

format will be used for paper research.6

concern about positioning- the relevant and significance of their study, giving

ease for readers to read research paper systematically, and giving contribution in

scientific field. Swales and Feak divide eight parts of research paper, they are;

3

UINSA Team, Panduan Penyelenggaraan Pendidikan Program Strata Satu (S1) UIN Sunan Ampel Surabaya (Surabaya: UINSA Press, 2014), 28.

4

UINSA Team, 28.

5

UINSA Team, 28.

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title, abstract, introduction, methods, results, discussion, acknowledgments and

references.7

Abstract becomes important since readers always seek and read it, before

reading entire of research paper. It is very useful for academic writing because it

can present the important issue of the study briefly and understandably. Abstract

helps readers to skip unnecessary information to be read in limited time. Ren and

Li state that thesis abstracts should not be neglected because it is the first thing

that examiners see and it gives first impression for readers.8 First thing that is sought when people want to read research paper is abstract. According to

Wallwork, first impression is very important because it will represent the whole

of something.9 In research paper case, first impression will be represented by

abstract. When researcher can present readable abstract, many people such as

librarians and readers will read the abstract even the whole of research paper. In

other hand, when the researchers present bad initial impression, librarians and

readers have big opportunity to stop reading the abstract.10 Even, they will not read the entire of research paper. It is because they think that the paper research

is as difficult as the abstract to be understood.

7

John M. Swales Christine B. Feak, Academic Writing 156.

8

Hongwei Ren

- Canadian Center of Science and Education. Vol. 4, No. 1, 2011, 162.

9

Adrian Wallwork, English for Writing Research Papers (London: Springer, 2011), 177.

10

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According to American National Standards Institution, abstract has

purposes to identify the basic content of a document quickly, to determine its

document in its completely.11 Also, abstract helps librarians to put it in their

indexes.12 Andrade in his journal states that sometimes abstract of research paper

is lack of information.13 It is because some researchers sometimes neglect

rhetorical moves as the guidance of writing abstract. According to

Kanoksilapatham, one of successful academic writing factors is organization.14

The organization in abstract is expected to help researchers in writing English

abstract.

should be paid attention in its content. Minimalizing the absence of information

in abstract, several researchers recommend rhetorical move as the alternative for

avoiding missing important information that will be delivered. Rhetorical move

is the effective argument placed based on the chronological sequence in thesis

abstract. Rhetorical move becomes important since it helps the readers to

distinguish important information appeared in abstract about the whole thesis

briefly. The relation between rhetorical move and abstract is about the

communicative purpose and the content. When abstract has communicative

11

America National Standards Information, Guidelines for Abstract (Maryland: NISO Press, 1996), 1.

12

Adrian Wallwork, English for Writing... ,177.

13

Indian Journal of Psychiatry. Vol. 3. No. 4-6, 2011, 172.

14

esearch Article

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purpose to inform the important information dealing with thesis briefly,

rhetorical move plays role to organize the important information presented in

abstract.

In line with the statement before, researcher found 4 previous studies

related to this research. First, A Comparison Study on the Rhetorical Moves of

-Language

Theses by Hongwei Ren and Yuying Li. The study discussed about comparing

the rhetorical moves in s and

published research articles in applied linguistics.15 The result of the study is researchers found five basic rhetorical moves in abstracts written by both expert

and student writers. But, the experts more selective, so they use basic rhetorical

moves to best promote their paper. Whereas, students writers tend to use all

rhetorical moves.

The second previous study is Analysis of Move Structure and Verb Tense of

Research Article Abstract in Applied Linguistics Journals by Fan-Ping Tseng.

This study examined the move structure features and the verb tense of each

15

Hongwei Ren

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and non-native speakers. For the tense, simple present can be found at move

number 1, 2 and 5. Whereas, move number 3 and 4 use simple past.16

The next study is A Cross-Disciplinary Move Analysis of Research Article

Abstracts by Saboori and Hashemi.17 They analyzed rhetorical structure in the research article abstracts among three disciplines: applied linguistics, applied

economics, and mechanical engineering. In their study, Saboori and Hashemi

used 63 published abstracts (21 from each discipline) as their focus. The result of

the study, they assessed and distinguished the main move pattern of each field,

their unique moves/steps, the characteristic voice and tense of verbs active in

each move, and the differences concerning the self-mention. In conclusion, they

found that the study had significant academic implication for the experts in ESP

and EAP fields.

The last previous study is Generic Characterization of Civil Engineering

Research Article Abstract by Budsaba Kanoksilapatham. The study is about

identifying the structural organization commonly followed in civil engineering

abstract and identifying a set of linguistic features commonly associated with a

particular type of information presented in the abstract.18

16

Fan-International Journal of English Linguistics. Vol. 1, No. 2, 2011, 27

1717

Fahimeh Saboori -Disciplinary Move Analysis of Research

International Journal of Language Learning and Applied Linguistics World. Vol. 4, No. 4, 2013, 483.

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haracterization of Civil Engineering Research Article

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These 4 studies focus on expert writer and novice writer, but those who are

in post-graduated program and discipline. The studies focus on linguistic features

and only focus on rhetorical move. Meanwhile, studying a rhetorical move is

significant in genre writing in particular for genre teaching in education field.

Thus, this study serves to fill thesis gap.

The present study focuses on rhetorical move of abstract in English

Teacher Education Department of State Islamic University of Sunan Ampel.

There are some reasons for choosing this research area. First, abstract will be first

thing that readers seek before reading the whole thesis because it has important

process, especially in academic writing. Academic writing tends to be a

fundamental emphasis of communicative competence that can be challenging for

many students taking higher educational courses through the means of English as

an additional language.19 Second, rhetorical moves can be parameter of the

content of abstract, whether the abstract is informative or not. Third, the research

is conducted in English Teacher Education Department as the only department

that requires the students to write English abstract directly in State Islamic

University of Sunan Ampel, especially in educational field. Addition, the

problem was found by researcher through preliminary research.

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In preliminary research, researcher took 10 thesis abstracts of English

Teacher Education Department Students who graduated on October 2014. Based

on the analysis, there were two types used of rhetorical move. They were 4-move

and 5-move. Then, two thesis abstracts that consist of those moves read by 6

students of seventh semester of English Teacher Education Department. 5

students chose 5-move as informative, detail, and structured abstract. Whereas, a

student said that 4-move is informative. Based on the preliminary research, most

of students preferred understood in reading thesis abstract with 5-move. Then,

the researcher looked for theory that in line with the preliminary research.

search. The theory consists of

5-move; Introduction, Purpose, Method, Product and Conclusion.20 Thus, the

researcher used the theory for analyzing further research.

Based on the problems, the researcher comes up with the question about

analyzing the fulfillment of rhetorical move requirement composition in English

Teacher Education Department thesis abstracts and analyzing the difference

among the thesis abstracts. Those questions can help the researcher to know how

the students fulfill the requirement of rhetorical move composition and to

distinguish the difference among thesis abstracts. After knowing the result, the

thesis can be the model of informative abstract for English Teacher Education

Department Students.

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B. Research Questions

Based on the background stated previously, the writer has two

questions:

1. How do thesis abstracts of English Teacher Education Department

2. Are there any differences of rhetorical moves among thesis abstracts of

C. Objectives of the Study

As stated at the problem above, the writer achieves objective to answer

the problem of analysis:

1. To describe thesis abstracts of English Teacher Education Department

or not.

2. To investigate differences of rhetorical moves among thesis abstracts of

D. Significance of the Study

The results of the research are to expect beneficial both theoretically

and practically:

1. Theoretically

The results of the research are expected to enrich the study of academic

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2. Practically

a. For learners

This research shows to the learners of the use of abstract, especially

final project, they will write brief and informative outline about their

thesis.

b. For lecturers

This research shows the result of students in writing abstract. This

research can be reference for lecturers especially who assist thesis

writing, because they can direct their students to arrange informative

abstract through using rhetorical move.

E. Scope and Limits of the Study

The scope and limitation of the study are limited to the subject and

object investigated. In this research, researcher only focuses on abstract

written in English language. The abstracts are written by undergraduate

students who graduated on March 2015 of English Teacher Education

Department, State Islamic University of sunan Ampel Surabaya. Also, specific

study that is investigated is about rhetorical moves in undergraduate thesis

abstracts thesis abstracts

that contains of Introduction, Purpose, Method, Product, and Conclusion.

In this research, researcher chooses thesis abstract of former students

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reason choosing this period because researcher considers the changing of

thesis writing rule at the department. Thus, the researcher decided to choose

the latest graduated students of English Teacher Education Department

Students. There are 25 students who had graduated on March 2015, but the

available data are 22 data from 25 students.

F. Definition of the Key Terms

This is the acknowledgement that connecting the researcher and the

reader to be well-organized in one point of conception to avoid dissimilar

understanding about definition of key term of this thesis.

1. Thesis abstract

In this research, abstract is defined as short writing that is written after

whole thesis done by undergraduated-student of English Teacher

Education Department of State Islamic University of Sunan Ampel

Surabaya.

2. Rhetorical moves

Rhetorical move in this study is about the content classification of

abstract that have some members (Introduction, Purpose, Method, Product,

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3. English Teacher Education Department

English Teacher Education Department is one of departments in

Faculty of Education and Teacher Training at State Islamic University of

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents about the theories and the previous studies that

connects with the analysis of rhetorical move of thesis abstracts. There are two

sub-sections in this chapter, first is the review of related literature that explains the

starting point theory which is applied in this research. The second is review of

previous studies that describes the differences of this research with other researches

which were done by another researcher.

A. Theoretical Foundation

1. Genre

a. The Definition of Genre

or literature. Whether it is for music, movie, poem, story, etc. when

people talk about music genre, it should be about

music, etc. When people talk about movie genre, it can be about

romance, horror, comedy, etc.

has been operated to describe the social character of oral and written

communication by diverse academics and experts from applied

linguistics.1 case is not merely about art or

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literature. It tends to discourse field because according to Hyland,

type of the text.2

of related texts but those are the schemes that are developed through

combined involvements to understand how the texts help build specific

framework.3 Based on the theory, genre has many types that writers can

use it based on their needs. The writers can use genres depend on what

they will write or what they will report. Genre has many types that the

writer should select them based on the research they take. Assumptions

to write and read text with some permit that they realize what they are

dealing with.4

Hyland says that genres are rhetorical movements describing on

to respond to perceived constant conditions; also recognizing certain

forms of language/meaning varieties as indicating effective ways of

getting things done in familiar context.5 It means that the writers draw

4 _{Journal of English for Academic Purposes}

. Vol. 20, No. 02, 2015, 2.

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on genre in continual situation that they use rhetorical movement as way

According to Hyland, there are two central assumptions to

analyze genres.6 First, the characteristic of an alike group of texts

depend on the social context of their formation and use, and the second

is that those characteristics can be described in a way that communicates

a text to others and to the choices limits acting on text procedures. Thus,

genre academics localize member of society at the core of language use

consciousness of its context and the readers which form part of that

context.

Currently, many experts focus on analyzing academic genres.

There are some kinds of academic genre that they focus on, they are:

grant proposal, research article and abstract.7 In line with this research,

abstract is one of academic genre that is needed to be analyzed for

enriching the discussion about academic genre. This statement supports

the reason why the researcher should conduct this research. Thus, this

discussion about genre is also important because abstract itself is the

branch of genre, specifically academic genre.

6

Ken Hyland, Annual Review of Applied Linguistics: Genre: Language, Context, and Literacy (USA: Cambridge University Press, 2002), 114.

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Based on the concept of genre and its use in language teaching

and learning, Hyland states that genre has two purposes:8 The first is to

understand the connection between language and its context of use. This

case explains that how people use language to get used to and figure out

specific communicative conditions and the behavior practices change

over time. The second is to use this knowledge in the examination of

language and literacy education. This second purpose both pairs

research in new literacy studies, which considers literacy as social

practice.

b. Element of Structuring Genre

According to Swales and Bhatia (cited by Johansen), there are

three element included in structuring genre. Those elements are

communicative purposes, moves and rhetorical strategies.9

Communicative purpose means text-genre that has aim to socialize the

rule of the text, knowing the communicative purpose of genre helps the

society to recognize the determination of the text. Then, Bhahtia (cited

by Johansen) defines move as the communicative purpose component

the general criteria for a certain text-genre and provide the organization

8

Ken Hyland, Annual Review of Applied Linguistics: Genre: Language, Context, and Literacy (USA: Cambridge University Press, 2002), 113.

9

Winni Johansen

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of a text into a number of constituents.10 Also, rhetorical strategy

indicates the option of the writers in arranging their private purposes are

non-discriminative strategies which means that the options do not affect

or modify the nature of a genre.11

Those three structuring genre elements have relation each other.

Communicative purpose is the first element that is being basic founder

of genre. It is as the purpose of why the genre exists. Then,

communicative purpose has move as constituent that can distinguish the

different types of genre. For creating written text based on specific

moves, the writers have rhetorical strategy as their strategy to fulfill the

need of the content of their writing.

Another term, Rhetorical move has 2 root words, they are

rhetoric and move. Rhetoric is the successful use of language,

characteristically in the context of public speaking, in a continuous

practice successful in return to standard ancient times.12 The theory of

rhetoric is the concept that effective claim must be realistic and go

along with a structural arrangement to create an opinion of reliability for

10

Winni Johansen

Journal of Linguistics.No. 19 , 1997, 215.

11

Winni Johansen nre: Language Use in Proffesional

12

and Their

University of Reading Language Studies Working Papers

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the viewers. 13 Besides, moves are discriminative component of generic

structure of the text.14 In line with the theories, this study discusses about assessing the effective argument placed based on the

chronological sequence in thesis abstract.

2. Abstract

There are some kinds of academic genres that they focus on, they

are: grant proposal, research article and abstract.15 In line with this

research, abstract is one of academic genre that is needed to be analyzed

for enriching the discussion about academic genre. This statement

supports the reason why the research should be conducted. Thus, this

discussion about genre is also important because abstract itself is the

branch of genres, specifically academic genre. The information about

abstract is below:

a. The Definition of Abstract

When students write academic writing such as report, article or

thesis for undergraduate or post-graduate, they are obliged to write Wpi.edu/image/CMS/Diversity/Basic_Rhetoric_and_Writing_Strategy.pdf. accessed on July 24, 2015)

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Winni Johansen in Proffesional

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means a condensed form of a longer piece of writing.16 It means that

abstract is the short script of the extended text. Although abstract is

Abstract contains of important information of the entire paper, but it is

concise and informative writing.

America National Standards Information states that abstract is

a brief and objective presentation of a document or an oral

presentation.17 It means that abstract is not only for manuscript only,

but it is for oral presentation also. However, students who write

academic writing or research paper are dealing with document type. It

is mentioned that the characteristics of abstract are brief and

objective. In this case, brief means short that contains of all important

information in the paper. Also, objective means that students or

researchers should have neutral point of view in writing research

paper even abstract.

Another opinion about abstract comes from Tufts University,

Abstract is a summary of the research that can be categorized and

American National Standards Institute, Guidelines for Abstract (Maryland: NISO Press, 1996), 1.

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Academic Resource Center. How To Write An Abstract.

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work in library or internet, readers need to know category or keyword

at abstract. Thus, it will help them to find abstract that they need.

Also, students should aware to write good abstract through following

scientific steps. Koopman states that abstracts always have function

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Although, abstract is quiet

brief, but the students should follow check list consisting of:

motivation, problem statement, approach, result and conclusion.

Those lists will help them to arrange systematic writing that also helps

readers to classify the content of text easily. For making good

scientific report, student

standard of good abstract.

According to Hartley, abstract is the head of academic writing

that is written last.20 It is because writing abstract is not easy, they should research, and then they write the whole research paper first.

After all, students have known what they achieved in their research.

Thus, it will help them to arrange abstract simply because they know

what to do and what they achieve in their research. Also, Hartley

recommends using basic structure (rhetorical move) in writing

abstract because it will help students to write easier.

ved=0CBQQFjAA&sig2=1KCeDftPsZp9hwuj9uQOzA&usg=AFQjCNHs_zlFK8Hs-x3xYGjRPE23trXK9w, assessed on January 3, 2015)

19

(www.ece.cmu.edu/-koopman/essays/abstract.html> accessed on January 11, 2015)

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The University of Melbourne believes that abstract is an

original work that must be fully-contained and make sense.21 It does

not contain references, but it has main content: research purpose,

importance of work and the main result. It is usually well-developed

single paragraph about 250 words in length. Thus, this writing product

is so brief, but it should be meaningful and understandable for readers

because it summaries all information about whole research paper.

b. The Purposes of Abstract

Abstract is important part of reports and research papers and

sometimes in academic assignment.22 It is because abstract has

significant role to inform and to promote reports, research papers or

academic assignment to be read by readers. Usually, abstract is written

in the last process in writing research paper because students will have

clearer representation of all their findings and conclusions. Abstract

can help readers to get a quick outline of whole paper. Also, it tells the

Based on National Information Standards Organization (NISO)

of America, abstract has three purposes.23 The first is identifying the

basic document quickly. Abstract has content structure called basic

21

The University of Melbourne, Writing an abstract: Understanding and developing abstract

(www.service.unimelb.edu.au/academicskills, assessed on January 3, 2015)

22

(www.adelaide.edu.au/writingcentre/, accessed on January 11, 2015)

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document that help reader to read speedily. Those basic documents

according Koopman are motivation, problem statement, approach,

result and conclusion.24 Those components have important role to

guide readers having good understanding in brief information. The

research papers are appropriate for all readers because the readers have

their own interest. Usually, readers are interested in paper that in line

with their major. Thus, they need to read abstract to match their

interest and research paper. The third is deciding whether readers need

read are matching, they will read further whole paper.

Abstract can facilitate readers to come closer to the research

paper through overview in abstract content. It can be the way for

readers to keep their time efficiently because they do not need to read

unnecessary information in paper. But, if they are interested in the

abstract, they will look for the entire paper and read it. Also, abstract

facilitates free-text searching in an electronic environment and

supports application of controlled indexing vocabularies in access

service.25 Nowadays, abstract is not only accessed in library, but also it

can be accessed in electronic situation. Searching research in internet

24

(www.ece.cmu.edu/-koopman/essays/abstract.html> accessed on January 11, 2015)

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will serve readers to abstract online, before they find the paper that

they look for. They will read the abstract first. Thus, if the abstract

match with their interest, they can download the whole paper or

directly go to the shelf that is provided the paper.

In other hand, Koopman has his own opinion about the purpose

of abstract. He states that although abstract serve the function of

the readers to reads the rest of attached paper, but also he expected that

abstract can make readers leave their comfort zone in the office. He

supposed that the readers go hunt down a copy of the paper from a

library. It is because in these days, readers are so addicted to instant

way, such as using internet. Thus, Koopman wanted to the readers

using the document based paper.

According to The University of Melbourne, there are purposes

of abstracts.26 First, abstract can be selection tool for readers. Abstract

allows readers who are interested in the study to decide whether the

abstract are relevant with their interests or not. If it is relevant, usually

readers will read the whole paper. Second, abstracts help indexing.

Most of research paper catalogues accessed through the library

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facilitate readers to search abstract.27 Readers should know the key

term of research that they look for because it can match the abstract.

c. Kinds of Abstract

According to American Information Standard Organization

(ANSI), abstract are commonly explained as either informative or

indicative, considering the way or perception in which they are

written.28 In the informative kind, the original document is

summarized, reproducing its quality and contents. An abstract written

in the indicative way explains rather than summary the original

document and its contents. The way used in a specific condition

depends on the purpose of the abstract. Both types of abstract should

report as much as possible of the important information covered in the

text.

1) Informative abstract

It is mostly used for documents relating to experimental

investigations, inquiries, and surveys. These abstracts include the

purpose, methodology, results, and conclusions appeared in the

original document. While most abstracts explaining experimental

work can be formed in this classification, the peak classification

may depend on the audience for whom the abstract in mostly

27

(www.service.unimelb.edu.au/academicskills, accessed on January 3, 2015)

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expected. For example, a result-oriented arrangement, in which

the most important results and conclusions are placed first, may be

useful for some audience.29

2) Indicative abstract

It is the best applied for less-structured documents, such as

editorials, essays, opinions or descriptions; or for lengthy

documents, such as books, conference proceedings, directories,

bibliographies, lists, and annual reports. Indicative abstract are

typically written for documents that do not contain information

concerning to methodology or results. The abstract should,

however, define important background material, the approaches

used, and/or arguments presented in the text.30

In line with the purpose of the abstract kinds, this research

focuses on informative abstract that summarize the thesis based on the

investigations, inquiries or surveys because thesis that English

Education Department Students conduct using those methods. Thus,

the thesis abstract should be constructed on sequence; it means that

informative.

29

American National Standards Institute, Guidelines for 3

30

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26

d. Model of Abstract Move

Abstract also has different model based on its discipline.

Nevertheless, this study investigates about abstract in a discipline.

The researcher needs to observe this study to convince, whether in a

discipline. Students writer use same abstract model or they have

different of abstract model. Based on the total of the move, Saboori

and Hashemi divided 3 models of abstract:31

1)

move has several steps as follows:33

31

32

33

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27

(a) Move 1 (Establishing a territory)

Step I Claiming centrality

Step 2 Making topic generalization(s)

Step 3 Reviewing items of previous research

(b) Move 2 (Establishing a niche)

Step 1A Counter-claiming

Step 1B Indicating a gap

Step 1C Questioning-raising

Step 1D Continuing a tradition

(c) Move 3 (Occupying the niche)

Step 1A Outlining purposes

Step 1B Announcing present research

Step 2 Announcing principal findings

Step 3 Indicating article structure

2)

According to Bhatia (cited by Saboori and Hashemi),

abstract gives information on four aspects: 1. What the author did,

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28

author conclude.34

conclude that there are 4 move in identify abstract:

(a) Introducing the purpose

because this model is not only a statement of empirical result, but

also a statement of the argument.35 This model consists of five

moves: Introduction, Purpose, Method, Product, and Conclusion.

Those moves have constituent steps as following:

(a) Introduction

In this move, Hyland (cited by Saboori and Hashemi)

states that introduction purpose is to establish context of the

34

35

Fahimeh Saboori Mohammad Reza -Disciplinary Move Analysis of Research

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29

paper and motivates the research.36 in line with Hyland,

Koopman also mentions in his theory about motivation that

also known as introduction, he states that this part should

include the importance of the work, the difficult of the area,

and the impact of the study if it is successful.37 Therefore, this

segment is recommended to write for helping reader to seek

detail and informative abstract.

In introduction move, there are 4 steps that can indicate

the existence of introduction. The first is Step 1, Arguing for

topic prominence, in this case, the researcher can explain

about the importance of the topic of the study. For example,

Nowadays, the focus of education has changed from

teacher-centered teaching to students-teacher-centered teaching. Then, the

next step is Making topic generalization, in this step, the

researcher can discuss about the overview of the study. For

example, Focus of education has changed from

teacher-centered teaching to students-teacher-centered teaching. Therefore,

many studies have been conducted to investigate variables

which can affect learners in learning process. Affective

36

37

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30

variables are assumed to have more significant effect in

language learning than intelligence, teaching method, or time

spent in learning.

The third step is Defining terms, objects, or processes,

in this step, researcher can describe what the term, object or

process of the study. For example,

judgment of his/her capabilities to complete a specific task

with the skills he/she possesses . And the last step is

Identifying a gap in a current knowledge. In this discussion,

the researcher can explains about the difference between the

former study and the current study.

(b) Purpose

Hyland (cited by Saboori and Hashemi) states that

purpose indicates reason, idea or assumption, outlines the

intention after the paper.38 In this case, the researcher can state

the purpose directly. For example:

38

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31

(c) Method

Hyland (cited by Saboori and Hashemi) views that this

move is this stage provides information on design, procedures,

assumptions, approach, data, etc.39 Koopman strengthens that

Method or approach discuss about simulation, analysis of field

data, variable control, ignore or measure.40 In this move,

Hyland declares that there are 3 steps that can indicate whether

it is move 3 or not. The first is Describing the participant,

when the researchers mentions participant in their studies, it

indicates that their studies have move 3. For example:

- The sources of data were gathered from the teachers of

SMAN 4 Sidoarjo.

- This research is conducted in reading 4th class of English

Teacher Education Department State Islamic University

Sunan Ampel Surabaya.

- Here, the researcher interest to analyze the activity that are

used in an outdoor English class at MA Bilingual Krian

which has applied outdoor class in teaching learning

process.

39

Fahimeh Saboori ross-Disciplinary Move Analysis of Research

40

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32

Then, the next step is Describing the instrument or

equipment. For example, The instruments of this study are

observation checklist, field note, and interview form .And for

the last step is Describing the procedure and conditions. If it is

potential, the researcher can convince the reader to give

informative abstract through explaining procedure and

condition of the study. For example, Then, the researcher

analysis the data by reducing the data, displaying the data, and

drawing conclusion/verification.

(d) Product

In this move, Hyland (cited by Saboori and Hashemi)

states that product is main findings or results, the argument, or

what was accomplished.41 It has one step for describing the

main features or properties of the solution or product. This

step explains the move itself. For example:

- From seven categories of lecturer talk, there are three

biggest percentage of categories that researcher found. The

41

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33

- The result of this research shows that the teacher uses

- There are three results from this research. First the result

(e) Conclusion

The last move according to Hyland is Conclusion, it

means that in the end of abstract, the researcher can interpret

or extends results beyond the scope of the paper, draws

inferences, point to applications or wider applications.42 In this

move, it indicates one of or all of steps bellow. First, Deducing

conclusion from result, it means that researcher can assumes

the end of the research from the finding. For example,

Furthermore, separated table seating arrangement is found in

. Then, the next step is Evaluating

value of the research. it means that the researcher can assess

the worth of the study whether it is important or nor for future

research. For example, Therefore, by conducting this

research the researcher hopes that there will be improvement

in placement test to make it more valid in dividing student into

excellent and regular class.

42

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34

And the last step is Presenting recommendation, after

knowing all the result of the study. For useful and broad field

to discuss, the researchers prefer to give recommendation or

suggestion for further research or reader. For example, In

solving the problems, especially for grammar, mechanics, and

vocabulary students do; (1) students are always practice write

sentences using simple present tense for grammar, (2) students

are always careful to put the punctuation, re-check the capital

letter, and open the dictionary in spelling for mechanics, and

(3) students always read book, article, blog in English to

enrich the vocabulary.

Besides, English Teacher Education Department has thesis abstract

guideline also.

abstract model.43

1) Problem Statement

2) The Importance of The Research

3) Approach and Research Method

4) Result

43

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35

Knowing some models of abstract move, the researcher chose to use

Researcher took 10 thesis abstracts of English

Teacher Education Department Students who graduated on October 2014.

Based on the analysis, there were two types used of rhetorical move. They

were 4-move and 5-move. Then, two thesis abstracts that consist of those

moves read by 6 students of seventh semester of English Teacher Education

Department. 5 students chose 5-move as informative, detail, and structured

abstract. Whereas, a student said that 4-move is informative. Based on the

preliminary research, most of students preferred understood in reading thesis

abstract with 5-move. Then, the researcher looked for theory that in line with

The theory consists of 5-move; Introduction, Purpose, Method, Product and

Conclusion.44

Concluding from the theory and reality, the researcher cannot

distinguish one, two, three or other theories. It is because the researcher tends

Thus, the researcher chooses this theory. Also, this study can be the

44

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36

can support the improvement of academic writing, especially in writing

abstract. Thus, they write abstract through applicable theory.

B. Previous Study

Before going further to this study, researcher found 4 previous studies

related to this research. The first is A Comparison Study on the Rhetorical Moves

-language

Theses by Hongwei Ren and Yuying Li.45 In this study, Ren and Li examined

published research articles in applied linguistics. They compered about the

practice of student writers and expert writers in accomplishing the rhetorical goal

of abstracts to shed light on the degree to which students proper to the applies of

their own discipline and to provide relevant ESP materials for both experts and

student writers of applied linguistics, especially persons who write in English as

a foreign language.

English theses and published research articles in applied linguistics, the

researchers found that both experts and student writers commonly used five basic

rhetorical moves in their abstract. Nevertheless, the experts were likely to be

more selective in using move because they used is for seeking the best way to

45

Hongwei Ren

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37

promote their paper. While, the student writers tend to use all moves because it

would be informative to the readers.

Ren

article and master foreign-language theses, though this study examined about

undergraduate thesis.

The second former study is Analyses of Move Structure and Verb Tense

of Research Article Abstract in Applied Linguistics Journals by Fan-ping

Tseng.46 Tseng observed 90 research article abstracts in three applied linguistics

journals from two measurements: the move structure features and the verb tense

of each move. The result of the study presented that the most of linguistic applied

journal abstract used four-model move. Also, the next finding explained about

the verb tense of each move. The researcher found that there were some

variations between the abstract written by native speaker and non-native speaker.

Generally, present tense was used in move 1 (Background), 2 (Aim), and 5

(Conclusion). Whereas, past tense was used in move 3 (Method) and 4 (Result).

field and

46

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38

study is about move structures and verb tense. While, the scope of this study is

only about rhetorical move.

The previous study is A Cross-Disciplinary Move Analysis of Research

Article Abstracts by Saboori and Hashemi.47 They analyzed rhetorical structure in the research article abstracts among three disciplines: applied linguistics,

applied economics, and mechanical engineering. In their study, Saboori and

Hashemi used 63 published abstracts (21 from each discipline) as their focus.

The result of the study, they assessed and distinguished the main move pattern of

each field, their unique moves/steps, the characteristic voice and tense of verbs

active in each move, and the differences concerning the self-mention. In

conclusion, they found that the study had significant academic implication for the

experts in ESP and EAP fields.

The difference between Saboor

in the subject. The previous researchers examined three disciplines, whereas this

study observed only in a field. Also, the previous study examined about move

pattern of each field, their unique moves/steps, the characteristic voice and tense

of verbs active in each move, and the differences concerning the self-mention.

While, this study is only focuses on rhetorical move.

47

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39

The last previous study is Generic Characterisation of Civil Engineering

Research Article Abstract by Budsaba Kanoksilapatham.48 Kanoksilapatham

observed 60 English abstracts that were appropriate to civil research articles

chosen from the topmost journals in civil engineering was listed and examined

identifying the structural organization commonly followed in civil engineering

abstract and identifying a set of linguistic features commonly associated with a

particular type of information presented in abstract. The result showed that the

internal organizations are identified as move. The common moves that often

appeared are five moves, the structure are: Background, Purpose, Method, Result

and Discussion

academic style of writing in civil engineering abstract.

The difference

theory that is used for analyzing the data. In this case, the researcher used

alyzing his data.

48

ivil Engineering Research Article

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CHAPTER III

RESEARCH METHOD

This chapter gives details about the procedure of conducting research

regarding with analyzing rhetorical move of thesis abstracts. This chapter

contains of approach and research design, researcher presence, research

location, data and sources of data, research instruments, data analysis technique,

checking validity, and research stages.

A. Approach and Research Design

The approach of this study was qualitative because this study was

focusing on the total description rather than breaking it down into variables.

Also, it discussed about holistic picture and depth understanding rather than

analysis of numeric data.1 The rhetorical moves in is abstracts of

English Teacher Education Department were investigated in this research. The

research was done as natural as possible to observe the abstract component in

thesis abstracts. Also, this study examined about the significant differences of

thesis abstracts observing finding, the researcher

did not use special treatment because she only analyzes the use of rhetorical

move that appears at thesis abstracts and significant difference about the

number of rhetorical move used among thesis abstract.

1

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41

The research design of this study was content or document analysis

because the purpose of this research is identifying specified characteristics of

the material.2 In this case, researcher analyzed about abstract that was also known as document. It is proved by Ary and others; they say that materials

that can be analyzed are textbooks, newspapers, web pages, speeches,

television programs, advertisements, musical compositions, and other types of

documents.3 Researcher looked

the rhetorical move in their work.

Additionally, in this research, the researcher deals with the research of

fulfillment of rhetorical move in their abstract and the significant

difference of rhetorical move in their thesis abstracts. It means that it would

require deepness explanation connected to the rhetorical move instrument

itself. In line with Ary, this content analysis is organized through descriptive

approach to get a depth understanding. 4 Descriptive approach would identify

move composition or not and find the significant different that appear among

Therefore, the type of qualitative content analysis

with descriptive approach was used in this research with intended to

investigate the fulfillment of rhetorical move composition and significant

2

Donald Ary, et.al., Introduction to Research... 457.

3

Donald Ary, et.al., Introduction toResearch... 457.

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B. Research Presence

In this research, according to Patton (cited by Asrori) states that the

role of researcher is as instrument.5 Also, in this research, the researcher collected the data by herself. For supporting the researcher as instrument, she

used rubric from that adapted by Saboori and Hashemi as the

tool for helping the researcher to analyze the data.

C. Research Location

This study was conducted in English Teacher Education Department at

Faculty of Education and Teacher Training, Sunan Ampel State Islamic

University. It was located in. A. Yani street No. 117, Surabaya.

In term of getting subject of this study, purposive sampling was used

in this research. According to Sugiyono (cited by Asrori), purposive sampling

is a technique to decide sample based on selected characteristics.6 Sugiyono

also states that purposive sampling is more suitable for qualitative approach or

another approach that does not relate to generalization.7 The subject of this thesis abstractss. The reason which supports the

researcher to choose them based on the consideration that abstract is the first

thing that readers look up for knowing the overview of thesis before reading a

whole thesis. The focus of the study is about the representation of rhetorical

5

Essay of The Fourth Semester of English Teacher Education Department UIN Sunan Ampel,

6

-(Surabaya: Sunan Ampel State Islamic University), 53.

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thesis

abstracts. The researcher took the abstract of 25 students, who joint graduation

on March 2015 because the researcher assumed that they use the newest

ract guideline. Unfortunately, three of the students did not

give permission to the researcher for investigating their abstract. Thus, the

available data are 22 data from 22 students who agreed to be investigated.

D. Data and Source of Data

1. Types of Data

For answering two research questions in this research, the researcher

used two types of data; primary data and secondary data. Those data were

explained below:

a. Primary Data

The primary data of this study was the data of English Teacher

Education Department St

2015. This primary data were obtained by collecting English Teacher

and analyzed it using rubric

.

b. Secondary Data

The secondary data was the form of supporting data gained

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number and thesis title. Also, some theories were taken by the

researcher from some sources to support the data obtained.

2. Source of Data

The sources of both primary and secondary data were obtained from

students of English Teacher Education Department who graduated on

March 2015, academic of English Teacher Education Department and

The primary data was obtained by analyzing abstract of

English Teacher Education Department Students using rubric from

Then, the secondary data was gained by asking the copies of data

alumni consist of name, phone number and thesis title in English Teacher

Education Department.

E. Data Collection Technique

In this study, data collected by techniques of conducting document

study of the thesis abstracts of English Teacher Education Department

Students who graduated on March 2015. Further, the process of collecting

data was explained below:

1. To answer the first research question about how thesis abstracts of

of rhetorical moves composition, the researcher did intensive reading on

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45

While reading, the researcher noted the rhetorical move of thesis abstracts

2. To answer the second research question about the differences of rhetorical

moves among thesis abstracts of English Teacher Education Department

S he researcher used the technique of descriptive analysis from

the previous finding which shows the difference of move used in English

Teacher Education Department S

this finding, the researcher compared it with the theory to find out the

differences of rhetorical moves among thesis abstracts

F. Research Instrument

Research instrument is known as measuring tool. In this study,

researcher tried to measure the variable and the items of the research through

rubric. In this research,

by Saboory and Hashemi. The rubric contains of rhetorical moves that will be

examined by some categories (see appendix 1). The researcher used

theory because it has detail rhetorical move than other theories, thus it can

examine abstract whether it is informative or not.

Also, the preliminary research of this study proved that 5 of 6

students of English Teacher Education Department stated that abstract has

5-move is more understandable. The rubric was designed having 5-5-move and in

each move has some characteristics that indicate the existence of rhetorical

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G. Data Analysis Technique

Consistent with qualitative approach, this study examined the data

descriptively. As research design, content analysis could be technique for

analyzing the data also. According to Bungin, content analysis highlights on

how the researcher observes at stable communication through descriptive data

on how the research understands the content of communication, read symbols,

decode the content of symbolic collaboration happen in communication.8

Conclusion, the researcher descriptively placed the explanation

concerning the data to be discussed into the findings of the research with

constantly relating to the research question as confirming way whether the

questions are answered or not. The data gained from observation was

examined trough these following detailed techniques:

1. Data Reduction

Method, Product, and Conclusion. (See appendix 1)

8

Burhan Bungin, Penelitian Kualitatif. (Jakarta: Kencana prenada media group, 2007), 167.

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47

b. Categorizing the move type based on the number of used move;

move-5, move-4, and soon.

The point of the data which is coded by the researcher can be

comprehended on appendix. (See appendix 2)

2. Data Display

After conducting the technique of reducing data, then the researcher

decided the technique to display the data. Data display are formed in short

essay, graphic, matrix, network, flowchart, etc.10 by displaying the data, it

would make better the researcher to comprehend the data that have been

classified before. In this study, the researcher displayed the data as

follows:

a.

1) Firstly, researcher displayed the chart contains the number of

students who used each move and its characteristic. Then, the

detail of

below.

2) Secondly, the researcher concluded the finding of the number of

students who were able to achieve the indicator of the rhetorical

move requirement. Here the formula:

10

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48

Result

b. based on the number of rhetorical moves

used

1) Firstly, the researcher tabulated the data based on the kinds of

rhetorical move which were used by the students.

2) Secondly, the researcher concluded the result of students who

used kind of rhetorical move on chart form, using percentage.

Here is the formula:

Result

In addition, the researcher also explained those data in

discussion part base on the theory used in this study.

H. Checking Validity

To know the validity of the findings, the researcher conducted the

research to all graduated students on March 2015 of English Teacher

Education Department. The data were examined by rubric that had been

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I. Research Stages

1. Preliminary Research

Preliminary research is important to do because it gives impact on

the continuity if the research. The preliminary research had been done on

10th 12 March 2015. It gave useful information for researcher to analyze

Addition, the researcher did library research for finding the theory

and the previous studies that had related topic with this research. Thus, the

researcher look forward to that this research should be done because of its

importance.

2. Designing Investigation

In this phase, the researcher designed investigation of how thesis

abstracts

requirement of rhetorical moves composition. The requirement of

theory that is adapted from Saboori and Hashemi research. The rubric had

been checked for ensuring the validity.

3. Implementing Investigation

In term of examined the data of thesis abstract the researcher began

to collect thesis abstract of the graduated students on March 2015 of

English Teacher Education Department. The researcher asked their