The Asian ESP Journal December 2014 Volume 10, Issue 2 Published by ELE Publishing (Division of the TESOL Asia Group) TESOL Asia Group is wholly owned by SITE SKILL TRAINING Pry Lil (Australia) Table of Contents 1. Roger Nunn & Colin Toms Forevrned 2, Halying Fegan ee oe, 939 iscoiee, Recnlidge, dl Monti An Autathncghily if Soaking Reseseh Grenta i Chin 3. Laura Ibrayeva & Carol Fuller: 0-63 The 2 Motivational Self System aanong Kazakh learners of LSP9, Sayako Maswana.. Viswaltarion of Textual Sructure Based on Move Analsss of Research Papers 10, Meb-Hlung Lin & Chita Kuo... vis I-21The Discourse Structure and Linguistic Features of Research Article Abstracts in English by Indonesian Academics Safnil Arsyad Bengkulu University of Indonesia Bio data Safil Arsyad is a kectwer at the English Education Study Program of Languages and Arts Department of Teacher Training and Education Faculty of Beagkuit University, Indonesia, He has published in several intemational joumals, such as in Guidelines, the Australian Review of Applied Linguistics, Asia-Pacific Education Researcher, Joumal of English as a Foreign Language, Intemational Jounal of Linguistics and Joumal of Muiticulual Discowses. His area of research interest iuchides discowse anabsis of research articles and other academic discourses and English teaching and leaming material design and wse. Abstract To eféctively teach university students or apprentice writers to write a good research article (RA) abstract to publish in international journals, instmctors need to know the present characteristics of abstracts writen by the students or apprentice writers. This study examines the discomse structire and linguistic featwes of RA abstracts writen in English by Indonesian academics published in mational joumals, The corpus for this study consists of 30 selected RA abstacts published aminly in university-based joumals in Indonesia in social seience and 11Inmnty dscpines (Le. education, economy ant mangenent, and hunanty), Analyses were conducted wing genre-based procedures with a chise or a sinple sentence as the smallest wit ‘of analysis. The results show that 1) unlike the common discowse structure of English abstracts found in RAs published im intenational jownab, the najorty English RA abstracts written by Indonesian speakers have only thee moves (ie. purpose, method and results); 2) the abstracts are mostly written in active sentence using present tense except for Move 3 (methods) im which a half of them are written im past tense and shar-complement sentences are mostly found in Move 4 (results or findings); and 3) the use of interactional metadiscowse devices are dominated by hedges ound in Move 4 while the wse of atitdinal stance markers of the writers and self reference words are very rarely found in the abstracts. Keywonls: research article abstracts, discose structure, communicative unit, linguistic featwes, moves and seps. Introduction ‘The abstract + an important part of any research artick (RA) becatse it determines whether or not readers will go on reading the article, Alhough writers omy write it last, the abstact is the first part of an academic writing, such as RAs, theses, research reports ani so on to be read by potential readers affer the ttle: this is simply because the absiract is Focated just afler the ttle ant if de writers do not write it appropriviely and iterestingly, readers may not contime reading the text afler reading the abstract (Belcher, 2009 and Starfield, 2009), In addition, for academics from phoes where availbiliy of tteratuwe i limited, abstracts may be the only part of RAs that are avaihble for them (Cargill and O’Comor, 2009 and Fartousi and Dumanig, 2012). “This 8 because, accordmg to Thyer (200840), abstract is offen reprinted by “abstracting and mdexmg services comected with the journal m order to tell people what you dil.’ In other words, the qualty of abstract in academic texts s very important to conser if they are to be read by potential readers, 192‘The mam pupose of an abstract m an RA 1 to tell as well as convmice readers that the research, which hes been completed aml is being reported in the article i interesting, important, valuable, valid and reliable, and therefore deserves finther reading by the readeis. According to Bathia (1993, p.78), an abstract“... is a description or factual summary of the much Jonger report, and is meant to give the reader an exact and concise knowledge of the fill article” Bathia fiwther suggests that an abstract should consist of four aspects of the research, namely a) the purpose, b) the method, c) the results, and d) the conchisions. Hence, through the abstract RA writers try to ‘sell their research findings to readers in order that readers read the article and if the marketing is successfil readers will read the whol: attick. In the Indonesian contest, abnost all academic texts writen based on a research project such as theses, research reports, research articks, seminar or conference papers, and so oa nmst lave an Engish abstract (Saukah, 2003) although the rest of the fest is vwitten a Indonesian. This is done in order to have a wider scope of readership or audience when published in jourmals, books, research reports or uploaded info an online media for renders ffom in and outside Indonesia Thus, Infonesian academics mst be able to write abstracts in Englsh well for several practical reasons. Firs, the majority of Indonesian journal editors will never publish an article without an Engish abstract inchwled in the artick. Seconl, the Indonesian academics, especially wiversity keetwers, are encourazed by the govemment not only to publish in Indonesian: they are strongly requested to piblsh especially RAs in intemational joumals where the ngage is mostty Engish Finily, Indonesin academics are also strongly encouraged to participate as a speaker in intematiom! semimrs or conferences in witch the papers inching the abstracts must be wiitten im English (Ariwibowo, 2008 and Wahid, 2011). Hence, English abstracts by Indonesian academics nust be written in the proper way as readers of international joumals expect them to be Writing an abstract for an RA is not only difficult for university students; it & abo hard for eetrers and novice writers, Suhamo (2001) found that the majority of his students in an English for Academic Pupose or EAP class found writing an RA abstract very problematic although they were akeady fhmiliar with writing such an academic text when they wrote a thes, research, 193reports, seminar or conférence papers and so on which also have an abstract. One of the rec according 10 Suhamo, was because the EAP class participants came fiom various dif disciplines in which the standard format of abstracts is different fiom one discipline to the 0 Another possible reason for the problem és that the students and/or lectures are not familin w1iting RA abstracts, This, according to Suhamo the students and lectwers mst be fe with the rhetorical style of RA abstracts acceptable for journal readers in a particular disc either for local, national or international readers. The rhetorical style and linguistic features of RA abstracts published in intemational jo although written in the same hnguage may be difent fiom those of RAs published in bx national research joummals because of different academic and research environments practices. Publishing an RA for a reputable international joumal is certainly far more d than one for @ local or national joumal because publishing in an intemational joumal is ‘more competitive than publishing in a local or national joumal Therefore, according to B (2009), in order to win the competition for an intemational jownal publication, RA writers argue convincingly on the importance of their research project so that readers are interest and willing to read ther RAs and the argument must have been presented fiom very early article ie, m the abstract of the artick. The use of Engish as a means of intemational commmication particularly in an acai contest has become wider and more fiequent. Nowadays, more and more people in the worl English as a second or foreign language for various reasons inchuding for academic pur (Mukminatien, 2012). Num and Deveci (2014, p. 1) state: Competence in Engish as an international kngmge is a rapidly developing construct, but it is already clear that it i not defineable as one standard for all local contexts. There is no one center to define a universal standard of English competence.In other words, sce English bas been used widely as a kmguage for intermitionl conmumnication it is very likely tint Engish used by and for a local community, such as ina particule coutry, las developed some kinds of differences fiom the one used by and for the intemational conmmmity, The differences nust be studied, known and taught to English students so that they do not hinder intemational commmmication using Engish especially for academic ptuposes as the most fiequent use of English in intemational conmamication. RA abstracts in Engish published in intemational joumals in @ particuhr discipline must have developed a particulr rhetorical style which may be different fom those of RAs published in focal or national journals in the same disciple. For example, since English hes been widely used especiilly for academic puposes inching in wriing RAs in Indonesia the focal variation of English must have been developed and according to Mete (2011) this cam not be ignored. Therefore, the local and infemational variation of English found in academic texts such as RAs inst be studied in order to know the differences and simibuities in order to promote successfil intemational academic communication through RAs. If this difference is known, it will be easier to advise the stents and/or new writers such as those fiom Indonesia on how to write good RA abstracts for international joumals by showing them the rhetorical and Inguitc diflences and similarities. and bow to adjust their abstracts into ones acceptable for ternational journals, Literature Review As with research aricles in general. studies on the schemmic strete and linguistic Rates of abstracts may take one of the folowing designs: a) a descriptive rhetorical and linguistic analysis of abstracts written in one language and of a singk discipline; b) a comparative rhetorical and linguistic analysis of abstracts writen ia one language but in two or more diferent disciplines; ¢) comparative rhetorical and linguistic analysis of abstracts wien in two or more different lngages of one discipline; and 4) a comparative rhetorical and linguistic analysis of abstracts writen in two or more diffrent angmges and in two or more different disciplines, In other words, studiss on research article abstracts more offen adopt a comparative method rather than just descriptive and among the possibk foams of comparative rhetorical and linguistic study the 195,one comparing between English abstracts in one or more disciplines and published in intemational joumals is more dominant for the benefits of the teaching of English as a second or foreign language (Connor etal, 2008), According to Comor etal the finlings of these contrastive or comparative rhetorical and linguistic studies have greatly infhenced the teaching of English academic writng in EFL and ESL contexts Although discourse study on abstracts is rarely conducted (Swales, 1990). several studies on research article (RA) abstracts aitten in Engish can be fomd in the literature. Zhang et al (2012), for exampk investigated how Vietamese owanized their ideas ia their English RA abstracts in the disciple of agreculne. Affer analyzing twenty RA abstracts in the corpus of ther study, Zhang et al fox! that, unlike the standard fomat of abstracts accepted by global academic comity, the domimnt rhetorical moves found in their abstracts are “purpose”, ‘method’ and ‘product’ without having “introduetion’ and ‘conchsion’ (p:145). According to Zhang et al, the absence of ‘intoduetion’ and ‘conchsion’ in the majority of abstracts i their corpus has lowered the quality of the abstract itself because through these two segments of abstracts wiiers can persuasively attact readers to read the whok artic, Another finding of Zhong etal’s study i the we of correct linatstic features, such as ‘tense’. ‘voice’ and “rher- complement chuse’ in addressing the necessary conmamicative units in the abstacts: however the most problematic aspects in the abstacts by Viemamese agricultwal academia are the use of incorrect noun forms, inappropriate lexicon, and wrong punctuation (p:145). ‘Tseng (2011) conducted a rhetorical study on RAs in the discipline of applied linguisties. In this comparative study, Tseng analyzed 90 RA abstracts taken fiom three different intemational jounals and analyzed on two aspects: commumicative wit stricture and the we of tenses in each move. Tseng found that a for-move stmctire (ie. sim, method, resnits and conchision) was more prefered by the majority of RA writers in the corpus of ber study and only a few abstracts had a background or introduction move at the beghning of the abstmacts, In addition, in terms of the use of tense in each of the five moves Tseng found that present tense is mostly wed in background, aim and conchision moves while past tense & mostly used in method and rests moves. Tseng abo found distinctions of abstracts in the corpus of her study; one of them is that 196the writers wrote their results move in the present tense. This is, according to Tseng, for the purpose of addressing ‘the contiming applicability of their fresearch] findings’ (p32) Fartousi and Dumanig (2012) conducted a rhetorical structure study on English abstracts of conference papers written by Iranian academics in the discipline of higher education They found that, abhough there are four possible moves of the abstacts (problem, aims, method, and results), only three are considered compukory (aims, method and results) while the probkm move & optional According to them. the rhetorical stucture of Engish conférence paper abstracts in higher education is different fiom the ones in the disciplines of Englsh langnage and linguistics and conmmnication which may have up to six or seven moves with our compubory moves and two or three optional ones respectively. Foutasi and Dumanig claim that their findings confirmed the findings of previous relevant studies ix which different disciplines nay have diffrent rhetorical structures of abstracts of conference papers. Another comparative study on abstracts is between RA abstracts and master theses abstracts both writen in English conducted by Ren and Li 2011). Ren and Li studied the rhetorical moves of 25 abstracts taken fom 5 different popubr joumals in applied linguistics written by proféssional applied ingusts and 25 abstracts taken fom master theses waitten by posteradmte students of Chinese speakers, By using Hylaad’s schematic stuctire of abstracts as guifeles, Ren and Li fownd all fie moves as suggested by Hyhnd (Le., introduction, purpose, method, product and conclusions) in the majority of the two groups of abstricts in the corpus of their study; however master theses abstracts tend to be descriptive while RA abstracts are more persuasive and promotional im their style. Another difference between these two groups of abstracts, according to Ren and Li is that the miroduction move (Move 1) m the master theses abstracts tend to be Jong while the product move (Move 4) tend to be simple and short while im the RA abstracts these two moves tend to be equal m length. Ren and Li's mferpretation of this difference reflects @ common attitude of student writers who are nonmally not confident in addressing, claiming and arguing for deir research and tent 0 wrie iatoductions Jouger as a compensation and 10 meet the munber of words required for an abstract, 197Stwlies on English RA. abstracts, such as by Chinese speakers, Viemamese, Iranian or speakers of other nguages where Engish i a foreim knguage as in Indonesis may have been a few but a serious study on the ways Indonesian speakers write absticts in English fiom schematic structure and linguistic features points of vw & hard to find in the lterature (Basthomi, 2006) According to Basthomi, the mnjority of references on RA abstracts in Englsh avaible in Indonesh are in the form of guidelines of academic writing, such as of theses ant dissertations, essays, laboratory experimental reports, research articles, research reports and soon in. whic waiting a good abstract in English is usually inched. However, these kinds of guidelines are offen hard far miversity students andior novice witers to flow because they are offen more theoretical than practical (Swales, 1990). There nust be RA writing guidelines designed especially for university students or apprentice witers and these nmst be writen based oa conprebensive anahses of sinilwities ani diférences between the schemntic structure and Inguistic featwes of Engish RA abstracts published in local or national joumals and the one published in intemational joumals From a trial stwly, Basthomi (2006) foal that Inlonesian waiters tend to produce a different styk of RA abstracts in Engish especially in the rst sentence of the abstracts. For example, according to Basthomi, out of 16 English abstracts he analyzed only 3 (18,75%) are wnitten in a dlect manner while the rest of them are writen in indirect ways. According to Basthomi, this implies that the Indonesian writers use their Indonesian rhetorical styie when writing an abstract in Englsh and this & not the appropriate way of wring a jounal article abstract in English However, a more estersive study on English abstracts written by Indonesian speakers. is necessary in order to see how Indonesians actually write an RA abstract More rhetorical and Inguistic analyses nmst be done on abstracts writen in English by Indonesian speakers and published in Indonesim joumals and this the mein motivation of this study, that is to know how Indonesian writers write RA abstrats in Engish fiom rhetorical and linguistics points of view. Asa guideline for this study, the following research questions are addressed a, What commmmicatie units or moves are mostly found in RA abstracts writen by Indonesian academies publshed in uational research journals? 158,b. What Ingnistic features characterize the RA abstacts written by Indonesian academics published in national research joumals? c. Are there any differences of rhetorical and Inguistic features between the English abstracts by Indonesian academics published in national research joumals and those published in international research journals? 2. Methods 21. The Corpus of the Study Thinty RA abstacis in dee disciplines (ce., Iuumnity, evonomics and nymagement, and education) writen in English by Indovesian writers were selected for this analysis, The three disciplines were chosen to tepreseut the fell of social sceences and Lumauity and the abstracts were taken fiom the bitest possible volme of the jownab to represent the current condition of English abstracts written by Indonesian speakers fiom rhetorical and lings: points of view. It is asstmed that all RA abstracts published in the joumab had gone through a standard editing and reviewing process following the submission guielines enforced by the joumal editorial boards and therefore all abstracts published in the joumals had conformed to the guilelines, such as on the conten, number of words, linguistic features and text stricture or style. The distribution of the RA abstracts as the corpus of ths study & given in Table 1 Table 1: The Distribution of Research Article Abstracts in the Corpus of this Study No. Dscplines Codes Number of RAs Percentage T._ Education Ey 10 T53% 2. Beonomies andl Management’ = EMI 10 33.33% | 3. Himamity HI 10 33.33% Total 30 199The list of the 30 RAs fiom three different joumal disciplines fom which they were taken for corpus of this study is given in the appendices 2.2. Genre Analysis Method of Research Article Abstracts Several authors of academic writing ghideines have rather different suggestions on the com of an abstract Paltdge and Starfield (2007), for example, suggest that an abstract she address fie commmicative mits or moves of the research project which has been compl: the main aims, specific objectives, reasons, processes and results of the research Howe: according 10 Batha (1993), an abstract showkl contain only fou moves: the aim meth findings and conchsions, Yet another slightly different suggestion about RA. abstracts is gi by Becher (2009) in which she suggests that an RA abstract shoul contain six moves: reason, topic, method, results, conchwions, and recommendations of the study. In addit according to Swaks etal (2009) most recent genre analysis studies on RAS reveal that abstracts. in various languages and in various disciplines have five moves and these moves are follows Move 1: background/intoduction/situation which is written to answer the question of what the writer/s know about the research topic: Move 2: the pumpose of research which is meant to exphin what the research. is about, Move 3: methodsmiterials/subjects/procedures which tel readers how the research is conducted: Move 4: results/findines which address what the researcher's discover from the research; andMove 5: discusionconchsion significance which are aed at discussing what the research results: mean As shown in the above definition and eximpks of moves in a typical abstract, akhough the terms for each particular move may vary the content of the move is simihr. Partcuhr seis of teminology for each move may be common in a particular discipline while other seis of teminology are more commonly used in other disciplines. In the present stuxy, the above five moves were used as a sid ine. This study used geme anlysis method as suggested by Swaks (1990) in which the commmicative fimetion of each chuse or simple sentence (herewith called T-mit). In this. study, following Safiil (2000, p 82), a move is defined. as a cluse or a set of chuses or a paragraph which shows a clear indization of a specific identifable conmmmicative purpose. siamled by lngustic ches or inferred fiom specife information in the text. The conmmicative wits or moves in a particubr text together develop a set of conmmmicative purposes relevant to the genre of the text ‘Tins, the chssiication of one or more T-mits into a particular move was based on several considerations, such as understanding of the T-mits, the use of specific lexicon in the T-mits, the position ofthe T-it's in the abstract, and so on. ‘The smallest mit analysis in this study is a chuse or a simp sentence because it is unlikely that ‘hwo or more commamicative purposes or moves are addressed in one chuse because a clause should have only one topic or subject and one conment or predicate. In addition, the identifation of moves in the discussion sect of RAS was done by using linguistic and discowse ches; these are fommbsic expressions, particular kxical items, cohesive markers, by inferencing fiom the informmtion contained in the text, and other kinds of discowse ches, such as subtitles or sub-section titles, paragraph as a unit of ideas, and other possible linguistic and 201discouse ches avaihbk: in Indonesian fangtige which may help chmiking the test into moves and identifying the move boundaries. The inguistic analyses on the research articke abstracts focused on several features which significantly characterize English abstracts. Swaks (1990) mentions that the we of tenses (ie present and past tense) are clear characteristics of abstract written in English: ‘present tense’ is used to refer to the information avaihble in the article and ‘past tense’ is wed to stress the importance of the research results or findings. Other Iinguisic analyses on English RA abstracts Ge, Pho, 2010 and Hyland ani Tse, 2005 quoted in Zlang et. al, 2012) identified more linguistic features characterizng the text type in their stdy, these inchwle ‘authorial voice jncnding self-reference words’, ‘stance expression’, ‘modal ausilaries’, “semi-modal verbs’, ). According to Alneida (2012), writer's ‘that-complment chuse’, ‘wice’ and ‘tense’ (p: stance in academic discouse i a hard concept to define because it involves various interpretations rather than shapes; however, following Biber etal. (1996) for this simdy stance defined as‘... speakers’ and writers’ persomal feelings, attiudes, vahie judgements, or assesments’ (p.20). In addition, Almeiia (by refering to Hylnd, 1998) defined ‘hedge’ as * the means by which the wrtets can present a proposition as an opinion rather than a fict: items are only hedges in their epistemic sense, an only then when they mark mxertainty (p.20)'. For ths study following Zhang etal (2012) only six linguistic feanwes wete inchided inthe analyses and these six anes were grouped info. two. categories: “grammatical” and “interactional metadiscoussive’ forms. The grammatical form mchdes voice (active and passive votes), tense (present and past tenses) and rhat-complement clmse and “mferactional metadiscowsive’ form inchdes hedges, attitwlmal stance markers and selfreférence words While the granmutical forms are char and easily understandable, the —meractional metadisousive forms need clear defnition and examples es given below (the defintions and exampks are taken fiom Zhang etal, 2012) fa, Hedges are words or phrases which express 9 notion of imprecisbn or qualfication, such as can, could, might, probably, likely ete: 202b. Attitudinal stance markers are words or phrases which show the waiter’s opinion or evaluation on a statement or an object of their discourse, such as unforramately, honestly, actually, fronkly, no doubt, ete: and ¢. Seltreference words are first-person pronoms such as J we my, on and other words referring to the author himself or herself, such as the author, the writer or the researcher. ‘The ratiomle for inchuding only six linguistic fares of the abstracts was for the practical purpose of discowse anahses. It is asstmed that the majority of absttact witers (ie, the Indonesian academics) are not able to write good RA abstracts wing complicated or various linguistic elements as international jounal readers expect. 2.3. Analyses Procedure The processes of idenfiffing the commmnicatve mits in the RA abstracts went through the followng steps. Fist, the entire artice was read carefidly to get a rouzh understanding of the research project. Second, the abstract was reread to better undesttand it. Third, the abstract was read again to ientify the possible commmicative wits in it Fourth, the abstract was read again to identify the possible ingustic eatwes found in it Final, an acceptable model of discourse stricture, which characterizes the English RA abstracts written by Indonesian writers, was developed if possible. These steps were carried out manually since the size of the text was quite ninageabke to analse. However, manual analyses of discourse structure ant linguistic features of texts might involve subjective judgment or evaluation which coukl reduce the relbility and ality of analysis rests, Crookes (1986) suggests that to ensure the accuracy of text analysis, such as the ientication of the commmicative units, it can be tested by defining the commmicative wits in a practical way so that an iependent rater/s can dent them and confinn their decisions with a suficiently bish evel of agreement. Crookes fixther sugzests that, if the anahsis model represents an accurate refkection of a particular text, then it shouidl be 203poss: to reach a high level of agreement, For this study, the independent rater was a keener of an English study program ot the same miversity who sraduated fiom a Master of Ars program in Linguistics ffom an English speaking county. She was asked to follow the same procedure as described above in order to identify the rhetorical structure and Inguistic features of the abstract. When there was a disagreement between us in the analysis resuits, a discussion was then held to find an agreement 3. Results and Discussion 3.1. The Frequency and Percentage of Move Appearance The fist result in this study concerns the occumence fiequeney of the Moves found in RA abstracts in the compus of this study as shown in the following table Table 2: The Frequency and Pereentage of Move Appearance Research Article Abstracts Moves a mo wr Total 10 10 10 N=30 Move 1 4 3 1 8 26.6% Move 2 10 8 9 27 90% Move 3 9 10 9 28 Move 4 10 10 10 30 100% Move 5 4 1 4 9 30% As shown in Table 2, the majority of RA abstracts in the compus of this study have Moves 2, 3 and 4 (purpose, methods, and results) but only 8 RAs (26.6%) Inve Move 1 204(background/introduction’siwationy and «9 =~ RAs (30%) he, Move S (discussionconelusion significance). This may indicate that for the Indonesian writers in the discipines of humanity, economics and management and educetion, three moves (Moves 2, 3 and 4) are compubory and Moves 1 and 5 are optiom! in their English abstmets. The examples of a complete abstiact with Moves 2, 3 and 4 in each discipline are given in appendices, This finding is in tine with Tseng (2011) in which he found three compubory moves (aim, method, ‘and results) ia bis Enalsh RA abstracts in applied linguistic. However. this is difftrent fiom Paliridge (2007) in which he suagests that a RA abstract should Inve five moves (wvain aim, specific objective, reasons, processes and results) and Bathia (1993) fow moves (aim, method, fondings and conclusion), This fading is also not in line with Bekther (2009) who proposes that a RA abstract shoukl have fire moves (te reason, topic, results, conclusion, and recommendation). According to Indonesian RA guidelines, an abstract should contain only 50-75 words and be writen within one paragraph (bm 2003-78); this may be the reason why the Indonesian RA wriers have a shorter abstract containing only three compukory moves instead of fir, five or even six as in the one by RA writers in intemational jonmaks, In addition, Waseso (2003) clims that every joumal in Indonesia Ins its own inchomse style or writing which is based ‘on tational RA uniting styles, such as of Indonesian Instinte of Science or LIPT or of intemstional RA writing styles such as, American Psychological Association (APA); however once a joumal maagement deciles to apply a certain writing format and style, the RA writers contributing to the jounml must comply with the style consistently. Move 1 (Background/introductiowsitation) and Move 5 (diseussion/conclusion’ significance) seem to be considered unimportant by the majority of Indonesian RA writers consifering the rare existence of the two moves in the data of this study. This finding im line with the finde of Zuang etal, (2012) fom ther agricuwe RA abstracts. According to Zhang et al, the nonexstence of Move 1 and Move 5 in their agricuhwre RA abstracts may have been because of abstract writing style in that particukw discipline. However, according t0 Zhang et al, RA abstracts without Moves 1 and 5 are ineffective to attract potential readers to read the whole article because through Move 1 RA writers coukl convince readers that the topic of the researchreported in the RA is important or necessary aud trough Move 5 they coukd tell readers the inmediate practical benefis of the research findings The sequence of unves of the RA abstracts in the samples of this study muialy follows the order as sugzested by Swakes et, al, (2009) as spelled our in the method section of this article. This oer follows the giddelnes of writing an abstract m Indovesian joumal articles as suggested by Tomi (2003) in which, according to him, RA abstract should conta problem, purpose, method and results. This in terms of the order of the move appearance, the English RA abstacts written by Indonesian academics are not problematic when they wite RAS to be published im Indonesia However, the problem in tems of the rhetorical structure is on the absence of Move 1 (tackground/introduction’siiwation) xxl Move 5 (discussion’conetusion/ significance) i the njotiy of the abstacts especially when submitting an artic to an mermational journal, 3.2.Linguistic Features on the RA Abstracts 3.2.1. Grammatical Features The second result of this study is the grammatical featwe of the abstract in terms of the use of voice, tense and shar-construction in the abstract. In this stwly. only the main veth of every sentence was analyzed while the verbs other than the main verb or of dependent chuses were not inchvled. The rationale for this decision is that every move in the abstract és usually expressed through one sentence (a simple or a complex sentence) and it is the main verb or the verb of the nin chuse which grammatically characterizes the move, If in a move there was more than one sentence, then only the first sentence was anahzed because the fist sentence offen deternines the type ofthe move. The result of grammatical analysis shown in Table 3 below. Table 3: The Grammatical Feature of Moves Grammatical ‘Moves Total Features Move 1 Move2 Move3” Moved Move 5. N=8 N=27 N=28 N=30 Neo 208Active vore 5 22 18 25 5 75 Present tense 3 18 4 2 9 68 That- = = 19 = 19 complement Notes: N = the number of abstract with the particular move. AS gkamed in Table 3 above, the we of active voice sentences is far more dominant than the 1 of passive voice sentences in all moves except Move 5 (discussion/conclusion’ significance This finding is sinilar to the finding of Zhaag et. al. 2012) in which they ‘ound the fiequer of active voice sentence is twice as many as the fequency of passive voice sentences in th agricukwal science RA abstracts, Below are examples of active voice sentences fiom the data this study: 1... This sty tas two objectives. the first is to know the in hence of the service quality and saving product quality towards the immage of PT, Bank Sinamas, The second is to know the infhtence of the service quality, saving product quality and the company immge towards the customer loyalty of PT. Bank Simamns. (Move 2 in EMI-8) . The study is qualitative research using phenomenology approach which employs interview, observation, and documentation technique in collecting data. (Move 3 in EI-1) .. The study reveals the following findings: 1) linguistic code varieties in the social interaction in ‘pesantren’ inches Arabic, Indonesian and Javanese: 2) the 207‘use of the Igustic codes in the social mferction im ‘pesantem’ depends oa social factors of the ‘sant’ studying Islam, the degree of fommality ant the speaking partver’s chantetbtics, commanicaton ficilies, the itimacy ant anmosphere, the speaking parter’s respect, and the infence of the speaking partners and rebsxing atmpsphere: 3) the contribution of the use of inzuistic codes in the soci interaction m ‘pesantem’ to the Indonesian langage comprises the development of status, corpus and nngmge acqusition (Move 4 in HJ-8) Tt is important to note that, although the we of ective voice sentence is far more dominant in Moves 1, 2, 3 and 4, but in Move 5 (discussion/conclusion significance) the we of passive sentence & equally fiequent, Bebw are given examples of passite and active sentences used in Move 5 of the abstracts, 4... Consequently, textbooks can be inchded as texts difficult to understand: this sitwtion may be caused by both Imgmge and material presentation deficiencies, (Move 5 in EI-4) 5... This justifes a conchsion that the experiment proves the hypothesis. In other words, feacher’s comment gives positive effect to the improvement of morphosyntactic accuracy of student's essays, (Move 5 in HJ-10) AAs shown in the above examples, it does not seem to be jist @ matter of choice of the writers whether to we a passive or active seutence but it & determned by the stb-commmicative impose of Move 5. The passive sentences seem to be wed to draw @ conehision fiom the results ‘while an active sentence is wed to discuss the results or to propose a suggestion, The we of present tense in the abstracts as shown i Tabel 3 is twice as flequent as the use of. past tense in all moves except in Move 3 (methodsimaternls/subjects/procedwes), Ths finting js differen fiom the finding of Zhang et. al, 2012) in which they found that past tense is more fiequently used in method and product (resus) moves in their agricuture RA abstracts, Zhang 208et. al, conchides that the use of tenses (past or present) does not charaterize their RA abstracts In addition, the finding of this sty & contradictory to the finding of Greetz (1985) who sound that RA abstracts are written mostly wing past temse (Graetz quoted m Swaks, 1990), However, accong to Swaks the use of present teuse in RA abstracts is abo fiequent; that i in order to show that ‘the research reported fin the RA] i alive or because it reflects witer knowiedge chims (p:181). The we of past tense, as Swaks finther comments, i for the pmpose of siressing the findings or the application ofthe findings of previow rekvant studies Unlike in other moves, the use of present tense and past tense im Move 3.18 equally fiequent as shown in Table 3, Below are examples of Move 3 using present tease and past tense fiom the abstracts: ©... It involved 180 primmry teachers i the municipality of Malang. Multistage cchster technique was employed for the selection of sample The data auslyses ‘was conducted using Structural Equation Modelling (Move 3 in E-8) 7... The popuibtion of this research are 65 kader and stil of the office of Malikussaleh University Lhoksemmwe who ustally make budgetary policy Data analyses uses nmiltiple regression model through SPSS version 14. (Move 3 in ENI-3) As can be seen in the above examples, Move 3 in EJ-8 is written im past tense while in EMJ-3 it is writen in present tense. It may imply that for the Indonesian writers whether to write Move 3 in ther abstract in past tense or in present tense is not important, The right way of writing Move 3 of an abstract i actually using a past fense because the writers describe how they conducted the research repored i the RA as found by Tseng (2011) in the abstracts of her applied lnwnisic RAS published in international joumab. However, since in Indonesian langage gammar there is no concept of tense, some Indonesian writers may not be aware of the importance of the tense comept in Engish when writing an abstract. In other words, Indonesian ‘writers may stil use their fist language competence in writing in a foreign language as far as the tenses comept goes 209Table 3 abo shows that the use of rar-complment is only in Move 4 (resubs/fintings) of the abstacts. Below ate examples of rhor-complement in the English abstacts by Indonesian speakers. 8. The study reveak that they are 1) the influence of PBL model ... (Move 4 in EI-7) 9. The results of the research and hypothesis testing show that : 1) ROI current ratio, DER. EPS and firm size sinmitaneonsly cash divident .. (Move 4 in EMI-5) 10. The resus of the research show thet 1) the sinpke lexical incorporation aflixes are : the affix incorporation... (Move 4 in HU-9) This finding i in ine with the finding of Zhong et. al, (2012) in which they formd that char compkment clases are mainly found in ‘product’ or resuit move (Move 4) although this type of chuse i abo found in other moves in their study, According to Pho 2010 quoted in Zhang et al, 2012), rhat-compkement clase san important feature of RA abstract fimetioning to address the results or findings of the research reported in the RA. As shown in Table 3, not all abstract writers use rHar-complmnent clause to introduce the results or finlings of their stuly; the other types of chuse used to introduce Move 4 are as in the followings: 11. The results of the action research can be briefly stated as follows. (Move 4 in EJ- 3) 12. The result of ths research is in sinmbaneous budgetary participation... (Move 4 in EMI-3) 13, The results of this research are... (Move 4 in HI-3) 21014, Implementation of such syntagmitc niodel is able to merease student's cognition... (Move 4m HJ-5) 15, The stnly reveals the folowing findiigs... (Move 4 in F-6) 16, The results indicated various greetings based on vertical relationships... (Move 4 in HI-2) As shown i the above exampks, the Indonesian writers use various sentence forms to address their research results other than using shar-complement, such as passive form, declarative form oor using a modal awiliay. However, thi paper is uot intended to evahate whether or not these grammatical forms are granmatzally conect or acceptable in English, 3.2.2. The Use of Interactional Metadiscourse Devises ‘The next analysis 5 on the use of interactional metadiscourse devices in the RA abstracts, The aualyses resuits are shown i Table 4 bebw. ‘Table 4: Interactional Metadiscouse Devices Found in the RA Abstracts “Metadiscourse ‘Communicative Units or Moves Sub- Total ~ [0 oer oon ot we | Hedges 1 - > 10 L 12 SelfReference Words - 1 1 1 = 3 2AS shown mm Table 3, the most dominant we of interactional metaiiscourse devices is ‘hedges’ which mostly appears in Move 4, Below are exampks of ‘hedges’ fond in the RA. abstracts in the corpus of this study. 17... teould be conchuded that. (Move 4 in FI-0) 18, The subjects seem to be aware of using... (Move 4 it HI-8) 19, The resulis ofthis study Indicate that... (Move 4 in JE-7) Table 4 ako shows that the we of attinudin! stance markers of the RA writers i very rare; onby 2 of them are find in Move 4 of the same RA abstracts. The esampkes of these devices are given. below: 20. The spirit of mtiomlism is cleary shown in this novel. (Move 4 in HU-7) 21. The rebelion taken phce i 12 November 1926 and 1927 in the novel indicates this nationalism spiit which i essentially desite of a phe for self-actaulzation. (Move 4 in HU-7) Tie fiequency appearance of interactioml dscouse markers in the data of this study & for fiom ical conditim: this is probably because the Indonesian witers are wonied about the subjective tove of ther abstracts and therefore avoid using such dicomse markers in order to appear objectne. However, Zhaig etal (2012) chim that the wse of interactioaal meta discowse devices especially ‘hedges’ ant “atitudiual stance makers’ shoukl be flequent in RA abstracts because this discourse contains subjective evahution of writers, such as in justifiing the choice fof research topic, research method, resttts or findings and conchision to convince readers that the research is importaat, interesting, vali and relabl. A simibr statemew i addessed by Crompton 2013) in which he chims that quality acadenie dkcouses in Enalsh utile ffequent comect and appropriate we of bedges ant this shows the importance of such interactional m2metadscouse device characteriznz the academic discowse. From his study, Crompton abo fowxd that university students fiom Middle East countries use hedges ss flequently in their RA abstracts compared to the writers of intermational research joumals do, Selfsesrence words appear only tee tines ia the RA absttacts using the words ‘writer’ and ‘esearcher” to refer to the atthor of the RAs. Below are examples of self-reference words found in the data of this stuly The reseacher wants to know the probleus faced by teachers in teaching and Jeaming using Tel and Story method. (M 2 in EJ-1) Tn the anasis, the writer apples comparatne method using the theory of Jhngiage change, (M 3 in H-4) 24. Affer examining closely and analysing the data, the writer comes to a conchsion that the Arabic Iniguage elements ... (M4 in HJ-4) According 10 Zhang etal (2012) the Hequent we of se¥-reférence words in academic discourse indicates a subjective mode of the dicowse and therefore they nmst be avoided. Zhang etal suggests that im order to appear objective RA writers Inve to avoid using selfrefesence words such as personal pronoun the witer, the researcher, the author, and so on. Hence, the rare use of self-reference words in English RA abstracts by Indonesian speakers show their positive attinude orgood practice in writing acadenic dkcowse in English, 4. Conclusions and Recommendations Several wsefil conchsions can be drawn ftom the findings of ths study, First, the majority of RA abstracts written in Englsh by Infonesian academies in the corpus of this study have only tluee moves (ie. purpose, method and results). This is different fom the discourse structure of 213RA abstacts as suggested in academic writing guidelines ant fiom the English abstracts commpnly found in intemational journals in which an abstract should have five moves: Move 1 (backsroud/ntroduction/situation), Move 2 (the purpose of research), Move 3 (wethods/moternbs/subjects/procedures), Move 4 (resus/findings) and = Mowe 5S (discwssionconchisionsianficance). Second, the Enalsh abstracts found in the data of thi study are mostly writen in active sentences using present tense except for Move 3 (methods) in which Inf of them are writen in past tense and shar-complement sentences are mosthy found in Move 4 (esuls or findings), This is in tine with the findings fiom previous studies except for the fiequent we of present tense im Move 3 (methods) which shoull be writen using past terse. Finally, the use of interactional metadscouse devices are very rare and dominated by hedges mostly fomd in Move 4 while the we of attitudinal stance of the writers and self-reference words are even rarer in the abstracts, This finding akhough in line with the findings of previous snidies does not show the characteristics of good abstracts im terms of the use of interactional netadscouse mmkers especially of hedges and attitudidal stance muurkers of the writes. Based on the conchisious above, several practical recommendation can be proposed to different peopk or group of people dealing with the writing of RAs and research journal publication in Infos, First, jounal editors in Indonesin must stidy the characterises of good RA abstracts jn Fugish Ge, rhetorzally and fngistally) ant encouage RA wriers submiting their mamiscript to publish m the jounals to we sich characteristics. Second, Indonesian academies mst adjust the shetorical structre and figustic eanunes of their RA abstracts when wiiting an abstract in order to be acceptable by iremational academe commmnity who Iappen 10 read them Fiuily, dhe teaching of Engish academic writing especially in wsiting RAS uast be based on the information fom coutastie or comparative study results on the thetorical structure and Inguitics featues of RAs writen by Indonesian academics published in nationl research jowmals and those fou soup of disciplines xl in RAs publshed in intermtional jounak in a particulr discipline or a For fine studies it is recommended that the study inchdes RA abstracts in Englsh fiom other discipines in the comps of the study. It S abo necessary to do a direct comparative or 28conttastive stwly which inckides a set of RA abstacts in English written by Indonesian academics and the ones writen by the RA writers pubisbed in ifenmational joumals in the same dscipine or group of ddeipties. Final, since all abstracts publshed in print or online in Indonesin such as theses, research reports, dissertations, conference or seminar papers, ete. mst be in English, a comparative or contrstive study between English abstracts of different academic discourse pes seems ako very important Acknowledgements Towish to thank Professor George M. Jacobs fiom James Cook University, Singapore, Prof Jason Mim-Hwa Lim from Makysin University of Sabah of Kota Kitabah, Malaysia and anonymous reviewers for very belpfil comments, critiques, sugzestions and corrections on the earber drafis of this paper. References Ariwibowo, A. A. (2008). Publikasi internasional penelitian Indonesia masih rendah, Retvieved October 2012 from www-starapembalartancom, April 27, 2012. Almeida, F.A. (2012), ‘Sentential evidential adverbs and authorial stance m a corpus of English Computing Articks’ in S. Huston and M. L, Cano Pastor (eds) Revista Espanola de Linguistica Aplicada (pp:15-31), Logon»: Universidad de La Rioja Bathia, K. V. (1993), Anahising genre: Language use in professional settings, London: Longman. Basthomi, Yazil (2006) The thetoric of artic abstracts: a sweep toush the tierane and a pretininury study. Journal of Bahasa dan sent, 34 (2), 174-189, Retrieved July 15, 2013 fom linp2/sastra.umm.ac.id’wp-content/October, 2009. 25Belcher, W.L, (2009). Writmg journal article in 12 weeks: A guide 10 academic publishing success, London: SAGE Publication Ine Connor, Uz E. Nagelhout and W. V. Rozycki Intoduction In UU. Connor: E. Nagelhout: and W. V. Rozycki (eds) (2008). Contrasiive Rhetoric: Reaching to Intercultural Rhetoric (ppl 8), Amsierdam: John Beryamins Publishing Company. Crompton, P. (2013). Characterizing hedang in undergraduate essays by Middle Eastem Shulents, The Asian ESP Journal, 8(2), 53-78, Retieved July 15, 2013 fom hip:/asian- esp-joumalcomy Volume 8-2 Pdf, July 2012. Cargill M, and P. O°Comor (2009). Writing scientific research article: Strategy and steps. Osiord: John Wiey and Son Ltd. Crookes, G. (1986), Towards a validated amiysis of a scientific text structure. Applied Linguistics, 7(1). 57-70. Retrieved July 15 fom bntpy/swww-applij oxfordjournaLorg/content!7/1/57.full pdf-biml, Spring 1986. Fartowi, H, and F, P. Dunanig (2012). A rhetorical alysis and coutrastive thetoric of selected conference abstracts. World Applied Sclences Journal, 18(4). 514-519. Rettieved July 15. 2013 fom Intp:/idosi org was)/wasi18(4)12/8.pd£2012. Thon, S. (2003), Isi dan Somat jumal iimiah In M.G. Waseso and A Saukah (eds.). pp: 25-40. Mete, D. £. 2011). FIL. an Infercuitwal Commmicative Competence: Two Sides of a Coit? In Num R and S. Sivasubramaniam (Eds.)... Defining EIL Competence to Desigining EIL Learning. Asian EFL Press,” pp: 45-5 Mukminatien, N, (2012), Accommodating World Englishes in Developing EFL Leamers’ Oral 32 Commmnication, in TEFLIN Jownil Vol 23. No. 2 pp: 216Nunn, Rand T. Deveci (ia press). Revisiting the BICS and CALP Ditinetion in Global Communication of Practice. In S. Goyal (Ed.), Jane Vishva Bharati Intute, Rajasthan, Inia, Avaiible: Inips’/vww academin ediv4669075/Englsh_as_a_Global Language Revising the BI (CS_anl_CALP_Distinction_in Communities_of Practice Paluidge, B. and 8. Swrfiell (2007). Thesis und dissertation wring in second language: A handbook for supervisors, New York: Rouge Ren, H. and Y. Ti (2011). A comparison study on the thetorieal moves of abstracts in published research Articles and master’s foreign lnngmge theses, English Language Teaching. v. A(1), 162-166, Retrieved July 15, 2013 ftom Imp swww-cesenet org journal/index php /eWarticle/viewFile. March, 2011 Safi A. (2000). Genre siucture anahses of the Indonesian research articles, Unpublished Doctoral Dissertation. the Australian National University, Canberra, Australia, Saukah, A. (2003). RamburRambu Akrediasi Jun! Tiniah, in M. G. Waseso and A. Saikah (eds), pp: 14-24 Subamo. S. 2001), Abstract for joumal article. Remeved July 19 from. tp /core knit open ae. kdo wnloa/pdP11703091. pat Swales, J. M, (1990). Genre Anahsis: English in academic and Research Serrings, Canibridge: Canbrilge University Press. ‘Swales, J. M. V. Inwn and C. B. Feak (2009). Online conmentary for abstracts and the writing of abstracts, Michigm: The University of Michigan Press, hitp/wwvr press.tmnich edu! tiDetailDese.doid = 309332, 2009. 27Teeng, F. (2011). “Analyses of moves structure and verb tense of research article abstracts in applied linguistics joumal’s, International Journal of English Linguistics. 1 (2), 27-39. Rettieved July 15, 2013 fiom hitp// www ccsenet org/journaV/index php ijeVarticle/viewFile. September, 2011 Waseso, M. G. (2003), Penyizpan dan penywutingan naskal praceak. In Mulyadi Guu Waseso and Ali Saukah (eds.), pp: 77-100. Waseso, MG. and A. Saukal (eds.) (2003). Penerbizan sural tiniah, Mabng: UM Pres. ‘Wahid, F.(2011), Publikasi imemasionnl akademisi Indonesia, Kofom Analisis SAH Kedaulotan Rakyat, 9 Seplember. Zang. BQ. BL TThwe and 1. Pramoobook (2012). Moves and ingwstic realizations: English research article abstracts by Vietnamese agricultural researchers, The Asia ESP Journal, ¥. 8 (3), 126-149, Retrieved Jyty 15, 2013 from hitp’/asian-esp-joumal com’Vokune Pat October 2012. Appendix : Lat of RAs Inckeled in the Corpts of The Study Code Research Articles EJ.1 — Rindaningsih, Ida (2008) ‘Penerapan Metode Zell Story Dalam Penbelajaran Anak Usia Dini” in Halaga, vol 7, no. 2, p: 9 £J.2 Rano, Basuki QO11) ‘Pengauh Retum on Investment of Human Capital 28EL (ROIHC) ERktiitas Terindap Kiverja Orgmisesi: Stadi Kasus Pada PT TGU Jakarta 2011° in Manajemen Pendidikan voll, no.2 pp: 101-109, Zawzani Dkk. (2006) *Peningkatan Perkulishan Balasa Indonesia untuk Membita Keterampiknn Mabasiswa Dalam Mens karya Tniah’ i Cakrawak Pendidikan, vol25, no.2 pp: 309-325, Abduikarim, Aim (2007) ‘Analisis Isi Buku Teks dan Implikasinya dalam Memberdayakan Keterampiln Berpikir Siswa SMA’, in Forum Kependitikan, vwol26, 0.2 pp: 118-132. Patmdewi, Ni Nyomi (2010) ‘Model Pengentasan Kemiskinan dalam Upaya Peninigkatan Pemeraiaan Pendidikan’ in Peneliin Inovasi dan Rekayasa Pendidikan, vol, 10.1 pp: 1-30. Setyaningsih Yulin (2010) “Peningkatan Keterampim Menyinnk (Listening) da Berbicara (Speaking) pada Pebsjaran bahasa Tngaris Metahii Metode Pait- check’ in Didaktikum, vol. 1, 90.3 pp: 288-297, Sastrawati, Eka; Rusdi Mulammud and Syansurizl 011) “ProblneBased Leaning, States’ Meta Kognisi, dan Keterampin Bempikir Tingkat Tinggi Siswa’ in Tekno-Pedagogi: voll, m2 pp: 1-14. Atmoko, Adi Q011) Model Tindakan Gury Menanggapi Perlaku Siswa Dalim Pembebjaran, in Jumal Thm Pendidikan, vol 17,n0. 4, pp: 255-264. Kartono; Marwiyanto; Noer Hidayah (2010) ‘Peningkatan Kreatiftas dan Motivasi Bhjar IPA Mebhii Pendebjaran Koutekstual Siswa Kelss V SD 3 Karang Asem Laweyan Surakarta’ in Didaktika Dwift Indria, voll, no.1, pp: 1+ 2 219ELA EMI EMJ2 EMI3 EMI4 EMIS PMI6 EMJ.7 ‘Nunwin (2010) “Proses kebiiakan Pendidikan Grats Pasca Penilihan Kepala Daecah Langsing di Kabupaten Banyvangi in Edukasi, vol8, 0.2 pp: 4057- 4073. Widodo, Haryanto (2009) ‘Analisis Kehyakan Imestasi Perkebunan Kelapa Sawit PT XYZ? int Organisasi dan Manajemen, vol2, n0.4 pp: 1-26. Namggohn, Elfrsma T, Dkk (2011) ‘Kebryakan dan Strategi Pengembangan Usaha Silo Jagme di Gapoktan Ridommmah Keamatan Nagreg Kabupaten Bantung’” m Mamjemen IKM, vol6, 0.1 pp: 1-8 Aklyar, Kain Dkk. (2010) ‘Pengaruh Partiipasi Anggaran Gaya Kepemimpinaa dan Komimen Organistsi Tethidap Kiverja Manajeriat: Studi Kasas Pada Universitas Malikus Sakh Loksmnwe’ in Mepa, vol5, no.1 pp: 1-14. Swati, Sasa Syuifidkelamm 2012) “Hubmigan Funasial Disstes dan Korservatime Akustonsi’ in Gema, vol4, n0.2 pp: 119-131. Foemy, Kristien Corina (2010) ‘Anaisa Pengunh Faktor Intemal Terludap Dividen Tunai pada Emiten Nonkewmenn di Bursa Ek Indonesia’ in Bisnis dan Manajemen, voL2, no.1 pp: 403-414 Knmanamng, Anderson Gand Debi C. Rovinsult (2009) ‘Analisis Kemampuan Ketngan Daerah Dalam Pembinyoan Pembangian di Kabupaten Kepubuan Sangie’ in Pembangian Ekonomi dan Kenangan Daerah.vol. 2. no 3 pp: 1-26 Sawaji Janubin (2012) ‘Peaganbitn Kepurusan Mahasiswa dalam Meni Pergunuan Tingsi Swasta,’ in Jumal Bisnis, Mangjemen, dan Informatika, vol 4, no. 1. pp: 1-20. 220EMIS EMJ9 EMI10 HL Hidayat, Cecep and Priha Pui Waralapsara (2010) “Pengaruh, Kualitas Pelayanan dan Produk Terhadap Citra Pemsalan dan Loyalitas Nasabal in Jumal Manajemen, voll, 10.2 pp: 95-102 Hartati, Amy (2009) ‘Peningkatan Perdapatan Petani di Kabupaten Banyunms dengin Cara Memberdayakan Petani Padi Organik meh Kemitraan’ in Soca, vol9, 10.1 pp: 1-5 Widati, Suryan; Iwan Triyono: Eko Gani: Suharsono (2011) ‘Wujud, Makna dan Akuntabiitas Amel Usaha Sebagai Aset Fkonomi Organkasi Religius Feminis in Jumpal Akuntasi Multipcadigma’, vol2, no3, pp: 369-380, Arono (2005) ‘Praangsapan dan Inplikaty Wacana Diabg Dam Pembebjaran Bahasa Indonesia’ in Wacana, wol.13, no.2 pp: 169-187. ‘Amir, Jobar (2011) ‘Sapoan Dalam Bahasa Bugis Dinkek Sifrap’ in Lingistik Indonesia, vol29, no.1 pp:70-83, Umer, Fath AR. (2011) Wacana Tujagi Pada Prosesi Adat Perkawinan Masyarakat Suwawa Propiisi Gorontalo, in Bahasa dim Seni, vol 39, 10. 1, pp: 27-31. Fauzah, Jinh 2011) “Fite-Fir Fonobgs Pengguman Elemen-Hemen Bahast Arab Dalam Konamikasi Masyarakat Kenunman Areb Swakatta’ in Adabiyyat, voL10, 0.2 pp: 207-232 Muivani, Mini (2012) ‘Sintakmatk Penielyjran Memlis Catatan Harian Berbasis Kearif Budaya Lokak Swat Altematif’ Model Pembelsjaran Keterampian Memilis yang Betorientasi Pada Penditikan Karakter’ in 221HS HJ.10 ‘Metalingtia, vol 10, no.1 pp: 27-39. Rokhmwn, Fatur (2004) ‘Kode Bahasa dalam Interaksi Sosial Santi: Kaji Soviolnguistik di Pesintren Banywmns” in Litera, vol3, 0.1 pp: 12-26. nvdica, Chama (201!) ‘Semangat Kebangsaan dalam Roman Dram di Boven Digil Karya Kwee Tekhaai’ in Bahasa dan Sastra, vol, no.2 pp: 134-143. Pura, I Nyoman Adi Jaya (2008) ‘Pitan Kode Masyarakat Ture Mustin Pegayanen, im Jurial Penitian dan Pengembangan Sain dan Humaniora.” vol 2, ano. 1, pp: 1-13. Prikadi (2003) ‘Asks Inkorporasi Lekskal Sederliaaa Verba dan Fitur Semantinya Dalam Baliasa Indonesi,’ in Diksi, vol 10, no. 1, pp: 71-83. Refaldi (2003) Komentar Dosen dan Pengaruluya Terladap Peninekatan Ketepatn Morfosintaksis Esai Malasiswa, in Komposisi, vol 4, no.1, pp: 95- 110 Appendix 2: Samples of RA Abstracts with Fre or Compkte and with Three or Simp Moves, A: Abstract with five Moves Moves Text GDMove 2 The aim of ts research was to Know the teacher's presippostion and students implicarure, Move 4 The result of this research showed that there were evopetation wihout ‘umsure answer (qualiitive context), cooperation using appropriate answer (quality), cooperation depends on questionnaire imferpretation (relation), cooperation because of habit (mamer), B, Abstract with three Moves: Moves: ‘Text (EMJ-7) Move 3A structizal analsis method & applied to the response of the questiomire received fiom 250 stents. |