Writing a Thesis with Sound Argument: A Linguistic Analysis of Indonesian Undergraduate Students’ Academic Texts

Widhiyanto Widhiyanto, Desi Surlitasari Dewi, Hilda Fadilla

Abstract


Writing a thesis necessitates the presentation of a compelling and well-written argument. The thesis should situate research within the broader field of study and promote some contributions to the field. A student-writer needs to compose a thesis that reports and justifies the research conducted. This study explores how one undergraduate student-writer at an Indonesian university stages meanings to develop a thesis—as a macrogenre, with sound and engaging arguments by using available linguistic resources. It employs tools of text analyses offered by Systemic Functional Linguistics to examine primarily the interpersonal zone of the arguments. This zone is crucial for a writer to stage meanings to engage with others and others’ knowledge in the field of study, utilizing sound arguments as she takes her stances in the academic community. The analysis focused on two key textual features: the organization of meanings to accomplish the social function of the thesis and the utilization of evaluative language resources to engage with others in the literature. This study involved a single respondent, an undergraduate student-writer, as its focus. The analyses indicate that this novice writer employs various linguistic resources to structure her texts in intricate ways. While her argument at the macro-level (the thesis) is structured relatively similar to the typical thesis, significant differences emerge in her micro-level structure. This study revealed additional deviations in her use of linguistic resources for negotiating arguments at the sentence level (micro-level) and below level, including phrase and word levels.

Keywords


Academic writing; Sound arguments; Genre; Interpersonal meaning

Full Text:

PDF

References


Adnan, Z. (2006). Some potential problems for research articles/ written by Indonesian academics when submitted to international English. Asian EFL Journal, 11(1), 109–127. http://asian-efl-journal.com/March_2009.pdf

Agustien, H. I. R. (2004). Setting up new standards: A preview of Indonesia’s new competence-based curriculum. TEFLIN Journal, 15(1), 1–13. https://doi.org/https://doi.org/10.15639/teflinjournal.v15i1/1-13

Alexander, P. A., Buehl, M. M., & Sperl, C. T. (2001). The persuasiveness of persuasive discourse. International Journal of Educational Research, 25(7–8), 651–674. https://doi.org/https://doi.org/10.1016/S0883-0355(02)00008-3

Alwasilah, A. C. (2001). Empowering college student writers through collaboration. TEFLIN Journal, 12(1), 123–141. https://doi.org/https://doi.org/https://doi.org/10.15639/teflinjournal.v12i1/1-14

Arsyad, S. (1999). The Indonesian and English argument structure: A cross-cultural rhetoric of argumentative texts. Australian Review of Applied Linguistics, 22(2), 85–102. https://doi.org/https://doi.org/10.1075/ARAL.22.2.06ARS

Arsyad, S., & Adila, D. (2018). Using local style when writing in English: The citing behaviour of Indonesian authors in English research article introductions. Asian Englishes, 20(2), 170–185. https://doi.org/https://doi.org/10.1080/13488678.2017.1327835

Aunurrahman, A., Hamied, F. A., & Emilia, E. (2016). Exploring an academic writing class in an Indonesian university context. Language Circle: Journal of Language and Literature, 11(1), 1–12. https://doi.org/https://doi.org/https://doi.org/10.15294/lc.v11i1.7842

Basthomi, Y. (2009). Examining research spaces. TEFLIN Journal, 20(2), 140–158. https://doi.org/https://doi.org/10.15639/teflinjournal.v20i2/140-158.

Bunton, D. R. (1998). Linguistic and textual problems in Ph. D and M. Phil theses: An analysis of genre moves and metatext. HKU Theses Online (HKUTO). https://hub.hku.hk/bitstream/10722/39580/1/FullText.pdf

Bunton, D. R. (2002). Generic moves in Ph. D. thesis introductions. In J. Flowerdew (Ed.), Academic Discourse (pp. 57–75). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315838069-11/generic-moves-ph-thesis-introductions-david-bunton

Cahyono, B. Y. (2000). The overall proficiency in English composition of Indonesian university students of EFL. TEFLIN Journal, 11(1). https://doi.org/http://journal.teflin.org/index.php/teflin/article/view/161/46

Christie, F. (1999). Genre theory and ESL teaching: A systemic functional perspective. Tesol Quarterly, 33(4), 759–763. https://doi.org/https://doi.org/https://doi.org/10.2307/3587889

Coffin, C., Hewings, A., & North, S. (2012). Arguing as an academic purpose: The role of asynchronous conferencing in supporting argumentative dialogue in school and university. Journal of English for Academic Purposes, 11(1), 38–51. https://doi.org/https://doi.org/10.1016/j.jeap.2011.11.005

Coffin, C., & O’Halloran, K. (2008). Researching argumentation in educational contexts: New directions, new methods. International Journal of Research and Method in Education, 31(3), 219–227. https://doi.org/https://doi.org/10.1080/17437270802416582

Dong, Y. R. (1998). Non-native graduate students’ thesis/dissertation writing in science: Self-reports by students and their advisors from two U.S. institutions. English for Specific Purposes, 17(4), 369–390. https://doi.org/https://doi.org/10.1016/S0889-4906(97)00054-9

Dreyfus, S. J., Humphrey, S., Mahboob, A., & Martin, J. R. (2015). Genre pedagogy in higher education: The SLATE project. Palgrave Macmillan UK. https://books.google.co.id/books?id=-nturgEACAAJ

Emilia, E., & Hamied, F. A. (2015). Systemic functional linguistic genre pedagogy (SFL GP) in a tertiary EFL writing context in Indonesia. TEFLIN Journal - A Publication on the Teaching and Learning of English, 26(2), 155. https://doi.org/https://doi.org/10.15639/teflinjournal.v26i2/155-182

Ermiati, E., Widiasih, R., Suryati, Y., & Murtiningsih, M. (2021). Student experience in completing thesis and its implications for international students in Indonesia. Open Access Macedonian Journal of Medical Sciences, 9(T6), 45–51. https://doi.org/https://doi.org/10.3889/OAMJMS.2021.7367

Fitria, T. N. (2022). Analysis of EFL students’ difficulties in writing and completing English thesis. LLT Journal: A Journal on Language and Language Teaching, 25(1), 295–309. https://doi.org/https://doi.org/10.24071/LLT.V25I1.3607

Flowerdew, J., & Peacock, M. (2001). Issues in EAP: A preliminary perspective. In J. M. P. Flowerdew (Ed.), Research Perspectives on English for Academic Purposes 1st ed (pp. 8–24). Cambridge University Press. https://doi.org/https://doi.org/0 521 80130 3

Gebhard, M., Chen, I. A., Graham, H., & Gunawan, W. (2013). Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education. Journal of Second Language Writing, 22(2), 107–124. https://doi.org/https://doi.org/10.1016/j.jslw.2013.03.005

Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. Edward Arnold. https://doi.org/https://doi.org/10.1017/S004740450000782X

Halliday, M. A. K. (1985). An introduction to functional grammar (1st ed.). Edward Arnold. https://doi.org/https://doi.org/10.4324/9780203431269

Halliday, M. A. K., & Matthiessen, C. (2004). An introduction to functional grammar (3rd ed.). Edward Arnold. https://www.taylorfrancis.com/books/mono/10.4324/9780203431269/halliday-introduction-functional-grammar-halliday-christian-matthiessen

Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). An introduction to functional grammar (4th ed.). Routledge. https://www.routledge.com/Hallidays-Introduction-to-Functional-Grammar/Halliday-Matthiessen/p/book/9781444146608?srsltid=AfmBOopcjUGhGJy5N_huHanB-6pAJVQ48tsaXdRvz048EeY01B6Vw6cE

Holliday, L. (2001). Thesis and research writing in English by Indonesian higher degree students. TEFLIN Journal, 12(1). https://doi.org/http://journal.teflin.org/index.php/teflin/article/view/42/137

Hood, S. (2004). Appraising research : Taking a stance in academic writing (Issue January). [University of Technology, Sydney. https://www.grammatics.com/appraisal/suehoodphd/hoods-phd-links.html

Hood, S. (2006). The persuasive power of prosodies: Radiating values in academic writing. Journal of English for Academic Purposes, 5(1), 37–49. https://doi.org/https://doi.org/10.1016/j.jeap.2005.11.001

Hopkins, A., & Dudley-Evans, T. (1988). A genre-based investigation of the discussion sections in articles and dissertations. English for Specific Purposes, 7(2), 113–121. https://doi.org/https://doi.org/10.1016/0889-4906(88)90029-4

Hyland, K. (2013a). Second language writing: The manufacture of a social fact. Journal of Second Language Writing, 22(4), 426–427. https://doi.org/https://doi.org/10.1016/j.jslw.2013.08.001

Hyland, K. (2013b). Writing in the university: Education, knowledge and reputation. Language Teaching, 46(1), 53–70. https://doi.org/https://doi.org/10.1017/S0261444811000036

Hyland, K., & Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic Purposes, 1(1), 1–12. https://doi.org/https://doi.org/10.1016/S1475-1585(02)00002-4

Kim, E. Y. J., & LaBianca, A. S. (2018). Ethics in academic writing help for international students in higher education: Perceptions of faculty and students. Journal of Academic Ethics, 16(1), 39–59. https://doi.org/https://doi.org/10.1007/S10805-017-9299-5/TABLES/6

Klasik, D. (2013). The act of enrollment: The college enrollment effects of state-required college entrance exam testing. Educational Researcher, 42(3), 151–160. https://doi.org/https://doi.org/10.3102/0013189X12474065/SUPPL_FILE/DS_10.3102_0013189X12474065.PDF

Kwan, B. S. C. (2006). The schematic structure of literature reviews in doctoral theses of applied linguistics. English for Specific Purposes, 25(1), 30–55. https://doi.org/https://doi.org/10.1016/j.esp.2005.06.001

Lange, E. J., & Gorshkov, V. (2017). Authentic writing projects animating international communication and cultural exchange. J Stage, 18. https://www.academia.edu/78644455/Authentic_Writing_Projects_Animating_International_Communication_and_Cultural_Exchange

Lee, S. H. (2006). The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL and Australian tertiary students. Faculty of Education and Social Work, Doctor of 2005, 560. http://hdl.handle.net/2123/1285

Lee, S. H. (2010). Attribution in high-and low-graded persuasive essays by tertiary students. Functions of Language, 17(2), 181–206. https://doi.org/https://doi.org/10.1075/fol.17.2.02lee

Lee, S. H. (2015). Evaluative stances in persuasive essays by undergraduate students: Focusing on appreciation resources. Text and Talk, 35(1), 49–76. https://doi.org/https://doi.org/10.1515/text-2014-0029

Martin, J. R. (1992). English text: System and structure. John Benjamins Publishing Company.

Martin, J. R. (2004). Mourning: How we get aligned. Discourse and Society, 15(2–3), 321–344. https://doi.org/https://doi.org/10.1177/0957926504041022

Martin, J. R. (2009). Genre and literacy-modeling context in educational linguistics. Annual Review of Applied Linguistics, 13(141). https://doi.org/https://doi.org/10.1017/s0267190500002440

Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. Language in Society, 39(3), 411–413. https://doi.org/https://doi.org/10.1017/S0047404510000254

Martin, J. R., & Rose, D. (2012). Genres and texts: Living in the real world. Indonesian Journal of Systemic Functional Linguistics, 1(1), 1–21. https://www.researchgate.net/profile/David-Rose-15/publication/323688001_Genres_and_texts-living_in_the_real_world/links/5aa4b9f445851543e63f8854/Genres-and-texts-living-in-the-real-world.pdf

Martin, J. R., & White, P. R. R. (2005). The language of evaluation appraisal in English (1st ed. 20). Palgrave Macmillan UK. https://doi.org/https://doi.org/10.1057/9780230511910

McCurry, D. (2013). Overview of senior assessment and tertiary entrance in Australia and other countries. Queensland Review of Senior Assessment and Tertiary Entrance. https://research.acer.edu.au/qld_review/5

Mirahayuni, N. K. (2010). Investigating generic structure of English research articles: Writing strategy differences between English and Indonesian writers Ni Ketut Mirahayuni Universitas 17Agustus 1945 Surabaya. TEFLIN Journal: A Publication on the Teaching and Learning of English, 13(1), 1–36. https://doi.org/https://doi.org/10.15639/teflinjournal.v13i1/22-57

Padmanabhan, M. C. (2011). Identity and textual engagement: Experiences of 3 international students writing a doctoral thesis in EAL [University of Wollongong]. In Faculty of Education. https://ro.uow.edu.au/articles/thesis/Identity_and_textual_engagement_experiences_of_three_international_students_writing_a_doctoral_thesis_in_EAL/27661869

Paltridge, B., & Starfield, S. (2007). Thesis and dissertation writing in second language. Routledge. https://www.ccsu.edu/sites/default/files/document/thesis_writing.pdf

Peacock, M. (2002). Communicative moves in the discussion section of research articles. System, 30(4), 479–497. https://doi.org/https://doi.org/10.1016/S0346-251X(02)00050-7

Preiss, D. D., Castillo, J. C., Flotts, P., & San Martín, E. (2013). Assessment of argumentative writing and critical thinking in higher education: Educational correlates and gender differences. Learning and Individual Differences, 28, 193–203. https://doi.org/https://doi.org/10.1016/j.lindif.2013.06.004

Richard, H. (1997). Genre analysis and the social sciences: An investigation of the structure of research article discussion sections in three disciplines. English for Specific Purposes, 16(4), 321–337. http://www.sciencedirect.com/science/article/pii/S0889490696000385

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/https://doi.org/10.1016/S0889-4906(02)00026-1

Soedjatmiko, W., & Widiati, A. S. (2002). Foreign language writing and translation. TEFLIN Journal, 13(1). https://doi.org/https://doi.org/https://doi.org/10.15639/teflinjournal.v13i1/82-105

Suherdi, D., Kurniawan, E., & Lubis, A. H. (2020). A genre analysis of research article ‘findings and discussion’ sections written by Indonesian undergraduate EFL students. Indonesian Journal of Applied Linguistics, 10(1), 59–72. https://doi.org/https://doi.org/10.17509/IJAL.V10I1.24989

Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press. https://books.google.co.id/books?id=shX_EV1r3-0C

Swales, J. M., & Feak, C. B. (1994). Academic writing for graduate students [University of Michigan Press Ann Arbor]. https://doi.org/http://dx.doi.org/10.1016/j.jeap.2007.05.007

Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (Vol. 1). Manusya Journal of Humanities, 18(2), 113–115. https://doi.org/http://dx.doi.org/10.1163/26659077-01802006

Thompson, P. (2016). Genre approaches to theses and dissertations. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for Academic Purposes (pp. 379–391). Routledge Taylor & Francis Group. https://ebookcentral.proquest.com/lib/bham/reader.action?docID=4387845&ppg=402

Thompson, S. E. (2003). Text-structuring metadiscourse, intonation and the signalling of organisation in academic lectures. Journal of English for Academic Purposes, 2(1), 5–20. https://doi.org/https://doi.org/10.1016/S1475-1585(02)00036-X

White, P. R. (2003). Beyond modality and hedging: A dialogic view of the language of intersubjective stance. Text, 23(2), 259–284. https://doi.org/https://doi.org/https://doi.org/10.1515/text.2003.011

Widhiyanto. (2017). Arguments in academic writing: Linguistic analysis of arguments constructed in undergraduate dissertations written by student writers from difference academic contexts [University of Wollongong]. https://ro.uow.edu.au/theses1/237/

Zhou, J., Deneen, C., Tai, J., & Dawson, P. (2023). Feedback seeking by first-year Chinese international students: Understanding practices and challenges. Assessing Writing, 57(100757). https://doi.org/https://doi.org/10.1016/J.ASW.2023.100757




DOI: http://dx.doi.org/10.21043/jetli.v7i2.29991

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Journal of English Teaching and Learning Issues

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License