Analysis of Generic Structures in Introduction Sections

AN ANALYSIS OF GENERIC STRUCTURE IN INTRODUCTION
SECTION IN ARTICLES OF ELT JOURNALS
THESIS
Supervisors:
Dr. Toyyibah, M.Pd.
Nur Afifi, M.App. Ling., Ph.D.
Written by:
AHMAD FAHMI YUSUF MA’ARIF (926.003.19.001)
POSTGRADUATE OF ENGLISH LANGUAGE EDUCATION
STATE ISLAMIC INSTITUTE OF KEDIRI
2021
1
CHAPTER I
INTRODUCTION
This chapter discusses some aspects related to the topic of this study. There is
background of the study, research question, the objective of the research,
significant of this study, scope and limitation, and definition of key term.
A. Background of Study
Writing is a process that is carried out to record work. Good work
certainly requires an exciting background. Producing interesting works is not
easy, not to mention the stigma that states that writing is difficult. The writing
process will be useful if we think writing is a fun activity. Writing, in this
case, is not the origin of writing but uses a structural pattern following the
rules of writing1. A process of puting ideas in the form of language symbols is
writing; therefore, writing is a thinking activity that is manifested in the
arrangement of letters that have the meaning of the content of the writing,
which will characterize the personality of the writer according to the character
of the language mastered. In general, the language used is following the
purpose and character of the author2. In addition, writing is a person's ability
to express ideas, scientific thoughts and life experiences through written
language that is clear, expressive, and easily understood by others3.
Writing is an activity that is not difficult to do if researchers, writers,
even students already understand and know the organizational structure of
writing, in this case, including the steps or processes that must take in writing.
Noting this step or process, it turns out that the writing process's
organizational structure is so complex. Therefore, a writer must be able to
understand and implement the main things in writing. One of the concepts
that a writer needs to master is the initial steps that will support the writing
process itself, such as the organization of writing itself and a pre-writing
1
Mohamad Yunus, Keterampilan Menulis. (Jakarta: In: Hakikat Menulis Universitas Terbuka,
2014), 1-45. ISBN 9789790117112.
2
Setyawan Pujiono, “Berpikir Kritis Dalam Literasi Membaca Dan Menulis Untuk Memperkuat
Jati Diri Bangsa”, JPBSI FBS UNY: PIBSI XXXIV TAHUN 2012 UNSOED.
3
Andiopenta Purba, “PENTINGNYA TEKNIK INVENTION DALAM PRATULIS”. Pena:
Jurnal Pendidikan Bahasa Dan Sastra, Vol. 3 No. 2 (Desember, 2013). ISSN 2089-3973.
1
which has parts, they are; choosing a problem to be written about,
determining its purpose, invention, and collect writing material4.
Several things must be mastered by the writer to be able to edit
scientific texts from a linguistic perspective, they include mastery of language
spelling, diction (optional words), and sentences. Therefore, editing is the
process of aligning/arranging writing so that it is fit for publication/print by
perusing, correcting, marking errors, correcting manuscripts and determine
the feasibility of the manuscript, both in terms of organization, correctness
and appropriateness of the content, obedience to the use of language,
structure/systematics of presentation, the feasibility of graphics, and context
language5. The process of editing is not only carried out in a magazine or
newspaper, but in all writings, whether scientific writing or not that will be
published. And this editing process is usually done before our scientific work
will be published6.
At the end of the process of a writing being published, one of the means
of publication is in a scientific journal. Written works published in scientific
journals, have their own style (format) and rules. This is done so that the
scientific work is in accordance with applicable rules7.
Most people write scientific research writing for two purposes8. First,
scientific papers are usually written to find answers about something, and the
second is to prove the truth about something in the object of writing; not a
few of the research findings were published in international journals. A
research journal article is also one of the articles in great demand to be
analyzed or used as an object of research both in its entirety and in certain
4
Ibid.
5
Purwa Lalita Nurjayanti, “Serba Serbi Menyunting”, INA-Rxiv (June, 2019).
https://doi.org/10.31227/osf.io/3zt75.
6
Puja Sukmawati, “Hakikat Penyuntingan”, INA-Rxiv (June, 2019).
https://doi.org/10.31227/osf.io/hvmpf
7
Barbara Gastel & Robert A. Day, How to Write and Publish Scientific Paper (California:
Greenwood, 2016).
8
Atmi Painingsih, “Analisis Struktur Retorika Dan Fitur Linguistik Bagian Pendahuluan Artikel
Jurnal Penelitian Berbahasa Indonesia Dalam Bidang Ilmu Sains”, Wacana: Jurnal Penelitian
Bahasa, Sastra, dan Pengajarannya, Vol. 15 No.1 (Januari, 2017).
https://doi.org/10.33369/jwacana.v15i1.6656 ISSN No. 1411-0342.
2
sections, such as the introduction, study of theory, methodology, or
discussion conclusion.
Swales and Najjar9 stated that the essential part of a research journal
article after the abstract is the introduction because this section is the first to
read after the abstract. If the readers are not impressed with this part, they
may not continue reading the article. In the introduction, the writer tries to
convince readers with various techniques and writing styles to put ideas, or
logical reasons, into the introduction to provide information to readers and
arouse the desire to read research journal articles.
Writing scientific papers requires an appropriate writing structure so
that the information conveyed can be understood correctly and adequately 10.
Writing structure in scientific writing that is known as rhetorical structure
(Swales: 1990) is essential element of scientific writing that must be mastered
by the writer since it facilitates the readers to understand the writer's goals'
straightforward, effective, and efficient.
Readers can more easily understand communication in research journal
articles if a good writing organization is included 11. In journal articles,
organizing research is needed to convey our ideas to others with good and
correct sentences to understand them easily. Articles in education are often
used as an object of research both in English and in Indonesian, which is
intended to provide information to readers, more specifically in the field of
analysis of research journal articles in the field of education.
This study discusses the generic structure of English journal articles in
the introduction section on the internationally and nationally reputable journal
articles, which is indexed in Sinta 1 and Sinta 2, especially in English
Language Education. Sinta (Science and Technology Index) is a portal that
contains the measurement of the performance of science and technology
which includes, among other things, the performance of researchers, writers,
9
John M. Swales & Hazem Najjar, “The writing of the research article introduction. Sage Journal,
Vol. 4 Issue 2 (1987). https://doi.org/10.1177/0741088387004002004
10
Farida Hanum, “Strategi Penulisan Karya Ilmiah”, retrieved from
http://staff.uny.ac.id/sites/default/files/pengabdian/farida-hanum-msi-dr/strategi-penulisan-karya-
ilmiah-2009.pdf on December 28th 2020.
11
Muslimin Machmud, Tuntunan Penulisan Tugas Akhir Berdasarkan Prnsip Dasar Penelitian
Ilmiah,, (Malang: Selaras. 2016).
3
the performance of journals and the performance of science and technology
institutions built by the Ministry of Research and Technology of the Higher
Education.12. One of the functions of sinta is to assess the performance of
journals, based on accreditation and citation standards. Journals that are
included in category 1 (Sinta 1) in the indexing are journals that get a score
from 85 to 100, while in Sinta 2 get a score of 75 - 85. This value indicates
that the journal has been properly managed according to the guidelines for
accreditation of scientific journals in Indonesia13, which includes management
and its substance. This study aims to identify the elements of a generic
structure and contribute to the articles' authors' success so that the research
report articles are recognized in the research community internationally
through international publications. The generic analysis of the articles'
structure in the Swales study shows the uniformity of the writing structure
patterns in similar research fields. Swales' findings imply a uniform pattern
expected of members of the scientific community. Another implication is that
if research from non-native English speakers is to gain similar scientific
recognition, the text of their research report must use the same rhetorical
strategies14.
Research on the Introduction has been carried out by Holmes (1997),
involving 30 articles from three fields of Social Sciences including Political
Science, Sociology and History15. Holmes found that research articles in the
field of social science were distinctive in comparison to the exact sciences.
Al-Ali (2010) figured out the same thing, but he figured out the generic
structure research in the realm of acknowledgements in a dissertation 16.
12
http://lemlit.trisakti.ac.id/jurnal-terakreditasi-sinta/#:~:text=Salah%20satu%20fungsi
%20Science%20and,Akreditasi%20Jurnal%20Nasional%20(ARJUNA), accessed on March 29,
2021.
13
Peraturan Menteri Riset Teknologi dan Pendidikan Tinggi no.9 tahun 2018 tentang akreditasi
jurnal ilmiah.
14
Ni Ketut Mirahayuni, “Struktur Bagian Pembahasan (Discussion Section) Pada Artikel
Penelitian Dalam Bahasa Inggris”, Parafrase, Vol. 14 No.02 (2014).
DOI: https://doi.org/10.30996/parafrase.v14i02.424.
15
Richard Holmes, ”Genre Analysis, and The Social Sciences: An Investigation of the structure of
research article discussions sections in three disciplines”, Elsevier, Vol. 16, Issue 4 (1997), 321-
337. https://doi.org/10.1016/S0889-4906(96)00038-5
16
Muhammad Nahar Al-Ali, “Generic Patterns and Socio-Cultural Resources In
Acknowledgements Accompanying Arabic Ph.D. Dissertations”. Pragmatics 20:1.1-26 (2010).
International Pragmatics Association. DOI: 10.1075/prag.20.1.01ali.
4
Furthermore, Budsaba17 (2009) and Huseyin18 (2016) researched the abstract
in sciences, and methods in journal articles and theses in the field of
linguistics. In Indonesia, many have conducted research in the introductory
section. They were Yanita19 (2016) who investigated the introductory section
in the area of Indonesian Language Education journal articles, Painingsih 20
(2017) who investigated in the introductory section of Indonesian language
journal articles in the area of Science, Sepni21 (2016) who investigated the
introductory section of Indonesian language journal articles in the area of
Medical and Health Sciences, Alkarima22 (2019) who examined the
introductory section of journal articles of Indonesian in the Language area,
Literature and Teaching. The research above has discussed a lot about the
abstract, introduction, method and discussion section, but there is no research
in reputable English journals. Therefore, the researcher wanted to examine
internationally and nationally reputed journal articles indexed in English-
language Sinta 1 and Sinta 2 in ELT journal, because research in that area is
still not being investigated.
It should be emphasized that this generic structure analysis has both
pragmatic and pedagogical motivations23. In practical terms, the research aims
17
Budsaba Kanoksilpatham, “Generic structure of research article abstracts in sciences”.
Researchgate (2009). Retrieved from https://www.researchgate.net/publication/283712667 on
December 28th 2020.
18
Hṻseyin Kafes, “Generic structure of the method section of research articles and MA theses by
Turkish academic writers”. International Journal of Language Academy (2016).
DOI:10.18033/ijla.429
19
Herni Yanita, “Analisis Struktur Retorika Dan Penanda Kebahasaan Bagian Hasil Dan
Pembahasan Artikel Jurnal Penelitian Bisa Fkib Unib Untuk Bidang Pengajaran Bahasa”, Diksa:
Pendidikan Bahasa dan Sastra Indonesia Vol. 2 No. 2 (Desember, 2016).
https://doi.org/10.33369/diksa.v2i2.3457
20
Atmi Painingsih, “Analisis Struktur Retorika Dan Fitur Linguistik Bagian Pendahuluan Artikel
Jurnal Penelitian Berbahasa Indonesia Dalam Bidang Ilmu Sains”, Wacana: Jurnal Penelitian
Bahasa, Sastra, dan Pengajarannya, Vol. 15 No.1 (Januari, 2017).
21
Lexpya Sepni, “Analisis Struktur Retorika Dan Fitur Linguistik Bagian Pendahuluan Artikel
Jurnal Penelitian Berbahasa Indonesia Dalam Bidang Ilmu Kedokteran Dan Kesehatan”, Diksa:
Pendidikan Bahasa dan Sastra Indonesia Vol. 2 No.1 (June, 2016).
22
Oryza Alkarima, “Analisis Retorika Pendahuluan Artikel Jurnal Indonesia Bidang Bahasa,
Sastra, Dan Pengajarannya”, INA-Rxiv (January 3, 2019). https://doi.org/10.31227/osf.io/vq4nk
23
DOI: https://doi.org/10.30996/parafrase.v14i02.424
5
to find strategies that can help non-native English-speaking research article
writers improve the quality of their writing from an organizational point of
view. This improvement can be facilitated by demonstrating the strategies
demonstrated by the articles’ authors who are native English speakers. Non-
native English-speaking writers can find information to choose a writing
strategy that suits their goals. Pedagogically, this analysis is intended to
provide academic writing instructors with information about strategies
commonly used by English writers in their research articles that require more
attention in the classroom.
B. Research Questions
1. What are the moves of introductory section of the Indonesian
internationally reputable ELT journal articles?
2. What are the moves of introductory section of the Indonesian nationally
reputable ELT journal articles?
C. The Objectives of the Research
Based on the problem of the study above, this research is aimed at
finding out the generic structure in the introductory section of the Indonesian
internationally and nationally reputable ELT journal articles.
D. Significance of the Research
This final project is expected to give some benefits, both theoretical and
practical. Theoretically, the writer expects that the result of this study is
useful as one way to enrich the reference in giving description of writing
organization in the introductory section in the journal articles in Sinta 1 and
Sinta 2. Practically, the writer expects that the result of this study will be
useful for the students, teachers and lecturers, and researchers to improve
their writing skills, especially in writing the introduction. Therefore,
theoretically and practically, students, teachers and lecturers, and researchers
who want to write and publish scientific writings, can make the introductory
part structured and attract readers.
E. Scope and limitation of the study
To make this research more effective, the researcher makes the
limitation of the problem. The limitation of the study is that the data for this
6
study will be taken from Indonesian reputable ELT journal articles which
consist of ten journals of each, which is indexed sinta 1 and sinta 2.
Penelititan ini menggunakan rhetorical moves proposed by Swales (2004)
tentang modified CARS model, yang terdiri dair tiga tahapan yaitu; Move 1
establishing a territory, Move 2 establishing a niche, dan Move 3 Presenting
the present work.
F. The Definition of the Key Terms
Key terms are defined to help and clarify the attempted study. To avoid
misunderstanding, they are defined as follows:
1. Generic Structure = Generic structure is the combination of several
sentences into a paragraph. In this research, the
generic structure refers to the academic writing in
internationally and nationally reputable ELT Journal
which is indexed Sinta 1 and Sinta 2 in Indonesia.
And the focus of the researcher is to examine the
moves of introductory section from the ELT journal
which is indexed by Sinta 1 and Sinta 2
2. Introductory Section = Part of an introduction to a journal article or
scientific paper
3. ELT Journal = Periodic publishing for all of those interested in
English Language Teaching (ELT), as either a
second, additional or non - native speakers, or as an
international lingua franca
7
CHAPTER II
LITERATURE REVIEW
This chapter discusses the review of literature related to the study. The
review of literature includes introductory section, generic structure, and
moves in introductory section theory of Swales’24.
A. Generic Structure
Martin25 and Swales26 explain that the concept of genre is very
important in the field of genre analysis, because it is very influential and is
used as a genre-based approach in teaching writing. According to Martin,
genre is where our activities are goal-oriented in which we as speakers
participate as representatives of our environment. In his work, Martin gives
examples of genres such as, poetry, narrative, exhibitions, scientific writing,
conferences, recipes, appointments, services, and news broadcasts, showing
that they all share the same view of the genre. Meanwhile, according to
Swales, he describes the genre as a communicative activity.
Moreover, according to Hyland27, genre is where texts are grouped
together, and writers use well-structured language to write down something
that happens, in other words, the writer ties what is seen with a writing.
Basically, genre is based on the idea of those who do not understand the
reading texts they use, and that should take advantage of reading existing
texts to understand so that there is a possibility that they can write easily. This
is because writing is not just writing, because writing involves a process of
creating text in which the writer assumes the reader will know what the writer
is doing. Like a group of dancers who equate each other's movements and
coordinate to achieve the same understanding. Therefore, when writing there
is a possibility of a pattern and creativity that comes unexpectedly and often
24
John M. Swales, Research Genres: Exploration and Application, (New York: Cambridge
University Press, 2004).
25
J.R. Martin, Factual Writing: Exploring and Challenging Social Reality. (Oxford: Oxford
26
John M. Swales, Genre Analysis: English in Academic and Research Setting. (New York:
Cambridge University Press, 1990).
27
Ken Hyland, “Genre and Second Language Writing”. John Wiley & Sons, Inc. (2018).
https://doi.org/10.1002/9781118784235.eelt0535
8
becomes the basis for variations in writing. Therefore, genre reminds us that
when we write we follow an agreement to organize the message so that
readers can understand and recognize our ideas and goals. Because in its
arrangement there are several forms and sequences of occurrence, therefore
the genre consists of several rhetorical stages so we cannot write down our
goals and ideas in one step.
The 1990s model of genre analysis on the three-moves introduction
proposed in seminal work by Swales called CARS (Create a Research Space)
has been regarded as a breakthrough in academic writing style of English, that
is very helpful for NNS who will study in English discourse community. The
CARS model has been used as a basic framework in analyzing research
article introductions (RAIs) and has been employed in analyzing research
article from different languages, for instances a research conducted by Ahmad
in 1997 and also been applied in many different discipline28.
B. Introductory Section
Introductions are recognized to be difficult, and almost all academic
writers admit that they have more difficulty getting started on a piece of
academic writing than they face, for instance their observation. To write the
opening paragraph they are faced with a difficult situation, because they have
to create a background that catches the reader's interest. In addition, the
authors must include what approach they will use in their research, as well as
the first impressions of the article. One way is to package the introductory
sentence of the research article (RA) as a problem-solution text, as stated by
Zappen that researchers need to consistently discuss the context of the
intellectual discipline in which they are situated 29. More precisely, in their
writing, the researchers discuss the objectives, current capacities, problems,
and evaluation criteria that stem from and operate in that discipline.
The intention of rhetoric analysis extensively focused on research
article introduction. This focus is not without reasons and consideration.
Firstly, research articles are considered as familiar academic written
28
Betty Samraj, “Introductions in research articles: Variations across disciplines. English for
Specific Purposes”, Elsevier Vol. 21 Issue 1 (2002).
29
J.P. Zappen, A rhetoric for research in sciences and technologies. (In Anderson, Brockman and
Miller, 1983).
9
discourses that are practical in all field and discipline. Second, research article
introductions are normally structured by purpose, method and result which
are easy to compare between disciplines. Thirdly, introduction of research
articles are always the most difficult part for writers in producing academic
writing. Finally, introduction is always the first impression for publisher to
consider a research article whether it is accepted or rejected 30. In the
introduction to the research article, it also presents the relationship between
the work of the author and the reader, if this can bridge the reader's
knowledge with the research articles we make, this can be said to be
successful31.
C. Moves in Introductory Section
The basic application of CARS is connecting the communication
purpose in the text through move. The 1990s version of CARS model is
organized by three movements–move one (1) is called establishing
centrality, move two (2) is establishing a niche and move three (3) is
named occupying the niche. Every move has several steps which contain
some points, for instances, there are some points that underscore move 1
namely: claiming centrality; making topic generalization(s) and; reviewing
items of previous research. Move 2 moreover, is underlined by counter-
claiming; indicating a gap; question-raising and; continuing a tradition.
Finally move 3 is highlighted by outlining purposes; announcing present
research; announcing principal findings and; indicating research article
structure. Those important points are not always stated in every move in
research introduction, some might be overlooked and some research
introductions are typically stressed by particular points. It depends on
different discipline and different languages of research introductions of this
study. There are some points of each move are present in particular article
and some points are ought to be stated in32.
30
Chalemsri Joghtong, Introductions in Thai: Genre Analysis of Academic Writing. (West
Virgiana University, Unpublished PhD. Thesis, 2001).
31
Safnil, “A Genre-Based Analysis on the Introductions of Research Articles Written by Indonesian Academics”, TEFLIN
Journal Vol. 24 No. 2 (2013).
32
10
In genre analysis, the research article (RA) introduces the CARS
(create a Research Space) model which appears to be quite successful, both in
pedagogical and descriptive terms. There are several reasons for this, namely
corpus-based, quite simple, functional, and for the parts of the genre it applies
it is sui generis or unique - which provides a different scheme than usual
which is still rarely used. Further, CARS model is revised in order to match
all particular types of RAIs. Thus the updated version of CARS is known as
CARS model 2004, this version will be employed in the analysis part of each
article. Thus it make the latest version is more flexible to apply on distinctive
feature of RAIs.
This is the start of a three-part model for the introductory section of a
leading English language journal that has become a prototype. This has been
shown by several authors such as Nwogu in 1990 who introduced these three
parts to medical science, in 1996 Chu introduced for EFL, for computer
science introduced by Anthony in 1990, for Social science introduced by
Lewin in 2001, for physics introduced by Gross in 2002, and biology
introduced by Samraj in 2002. Swales calls this tripartite, where this tripartite
structure offers orientation that is well-modulated by the reviewer or reader
about what is to come, or broadly can lead to a larger specific. Take a look at
an example of a comparison between Swales and Lewin's tripartite:
Swales (1990) Lewin, Fine, & Young (2001)
M1 Establishing a territory Claiming relevance of field
M2 Establishing a niche Establishing the gap present research is

meant to fill
M3 Occupying the niche Previewing author’s new accomplishments
11
Seeing the main difference between Lewin and Swales is that in the
move 3 version, the preview on Lewin is not enough to cover one mandatory
element in move 3, which is to uncover the contents of the study objectives.
In this case there are several differences shown by Moens and Teufel33 - who
are experts in the field of computational languages - they adopt the four
movements that are highlighted in the introduction, namely, background, after
that there is other research, then research gap and objectives. There is a
problem or difficulty they encounter, namely the separation of the
background from the previous journal articles they summarize which is used
as a gap. Another researcher, Samraj 34 has come under fire from a number of
observers of other research articles, in which he includes citations to previous
studies throughout the introduction. As a consequence, literature review is not
one thing that can be separated between function and placement. Therefore,
this literature review cannot be used simply in an analysis of a movement.
We need to understand the meaning of move itself before starting the
analysis. The word move, which was introduced by Swales, has a rhetorical
meaning or discourse unit where written or spoken discourse has a coherent
communicative function35. Apart from move there is the term step, part of
move. According to Nwogu, step is the element of constituent of a move, and
if this step is collected it will become information in the move36.
According to Samraj37 in his study of the introduction of research
articles, there was a descriptive statement from the site he was researching,
according to him this happened because of the generalization of the opening
33
Marc Moens & Simone Teufel, “What’s yours and what’s mine: Determining intellectual
attribution in scientific text”, In Proceedings of the Joint SIGDAT Conference on Empirical
Methods in Natural Language Processing and Very Large Corpora (2000).
34
Specific Purposes”, Elsevier Vol. 21 Issue 1 (2002). 1-17.
35
36
Kevin Ngozi Nwogu, “The Medical Research Paper: Structure and Purposes”, Pergamon Vol.
16 No. 2 (1997).
37
Specific Purposes”, Elsevier Vol. 21 Issue 1 (2002). 1-17
12
in move 1. According to Swales38, this can be used as an example of
providing more specific details as an introduction. Identifying moves and
setting move boundaries can be defined by a set of mixed criteria that usually
together produce certain criteria. As Nwogu has noted, the bottom-up process
tends to be the identification of a move, but this is influenced by the intuition
of the schema regarding the arrangement of text types39.
In move 2, establishing a niche, in the Swales 1990 genre analysis 40,
there are 4 steps, namely counterclaiming, raising a question, indicating a
gap, and continuing a tradition. There is something strange about the term
continuing a tradition, so far, the common choice for researchers in compiling
the introduction is indicating a gap. There are other steps that are rarely
chosen by researchers, namely counterclaiming and question-raising which
functionally are not much different from indicating a gap. It is for that reason
that Swales reduces the four stages of move two to two, and also the model
has the potential to repeat from the move 1 and move 2 sequences which
many investigators find to be common, especially in the longer introductory
section41. We can see the CARS revised model for Move 1 and Move 2 in the
following picture:
38
39
Kevin Ngozi Nwogu, Discourse variation in medical texts: Schema, theme and cohesion in
professional and journalistic accounts, (Aston University: Thesis {Ph.D}, 1990).
40
John M. Swales, Genre Analysis: English in Academic and Research Setting. (New York:
Cambridge University Press, 1990).
41
13
In other words, simply, the first move is known as establishing a
territory, where writers need to establish his/her area of study. In this move
the writers should develop his/her specific area of studies where they have
to claim this is the area of study and this is the concern by stating that this
area of study is central, important, interesting and relevant to the current
knowledge.
The second move is called establishing a niche. In this move, the
writers should tell the readers/audiences that this is the background of the
study that is worth to discuss. The statement that the current study is worth
to discuss derives from the citation from the previous studies in M1. Thus,
it goes from the territory he/she develop before into the specific part of its
area. In this move, there are two steps that can be included to establish a
specific area of the study. The first is step 1A indicating a gap or 1B
adding to what is known, this is optional whether the writers intend to
develop his/her specific area by stating the gap or limitation from the
previous research in the same area, thus it will make the present research is
different and improved from the previous one, or by adding more
theoretical information or knowledge to the previous research in order to
improved and recovered the research. This optional step is commonly
enriched by more citations from the current studies. Another step is
presenting positive justification, which is optional, whether the writers
14
need to include justification or not. It is marked by personal comment from
the writers that this area is worthwhile and contributes to the improvement.
Seeing the revision for move 3 is more complicated and complex than
the previous one, because it is increasingly clear that the process of separating
the opening steps (announcing present research/outlining purposes) of the
latter is not always easy. For the next further choice on move 3, including
using the method to be summarized, it could also be from the main result that
it is considered an innovation for the methodology they will use, extending
the discussion of the definition they use of important terms. Here is the
following picture of revised of move 3:
In this section, of course, that there is an opportunity for an author of a

scientific paper or research article to explore and exploit the appeal of their
work towards the end of the introductory section. The existence of this option
and its actual uptake depends on several factors, such as the aspirations of the
researcher himself, the nature of his research, the status or credibility of the
researcher himself, disciplinary conventions in the field or others. However,
this cannot be separated from the efforts of the researcher himself and
convincing the reader that the scientific work or research article presented is
worthy of further research, of course, in the right circumstances, good initial
evaluation, initial justification of good problems, and initial clarification. to
impress the reader with what he brings.
Simply, the last move is familiarly called occupying the niche in the
1999’s model or presenting the present work in the 2004’s. In this move, the
writers should acclaim and explain the present research descriptively,
including the purpose of it to the readers. This is an obligatory step in move 3,
15
which ubiquitously appear in any disciplines of knowledge. Moreover, other
steps are optional, and probable in some discipline
In terms of linguistic realization, move is better seen as flexibility
because sometimes it is still aligned with language units such as paragraphs,
sentences or speech. On the other hand, moves can be realized with clauses or
several sentences, and these moves are functional, not formal42. Moreover,
sometimes, the nature or type of move can be indicated by the grammatical
feature, for example, we could use a phrase like "in summary" or "in
conclusion" to indicate the end of a move.
Move in introduction section of journal research articles are realized
in certain linguistics exponents, for example in Move 1 via Topic
Generalizations the statements that are commonly exist such as Recently,
there has been wide interest in…, The explication of the relationship…is a
classic problem of…, Knowledge of… has a great importance for…, Of
particular interest and complexity are…. Move 2 Step 1A the statements that
are commonly exist such as However, the previously mentioned methods
suffer from some limitations…, The first group … cannot treat … and … is
limited to.… Move 3 step 1 the statements that are commonly exist such as
The aim of the present paper is to give…, We now report the interaction of…,
This paper measures the extent of….
D. Review of Related Research
Much research has been done to study the rhetorical structure of
research articles. Some have examined the abstract, introduction, methods,
and discussion. The following is a review of the research. In the notion of the
use of rhetorical structure in academic writing there have been many related
studies that focuses on this topic. The following are the review of those
studies, Sepni (2016)43, chose the same research model, namely MMP.
However, in this case the researcher took a sample of 50 scientific journal
42
43
Lexpya Sepni, “Analisis Struktur Retorika Dan Fitur Linguistik Bagian Pendahuluan Artikel
Jurnal Penelitian Berbahasa Indonesia Dalam Bidang Ilmu Kedokteran Dan Kesehatan”, Diksa:
Pendidikan Bahasa dan Sastra Indonesia Vol. 2 No.1 (June, 2016).
16
articles from Indonesian language research journals in the fields of medical
and health sciences. The MMP theory developed by Safnil which explains
that the MMP theory found in this article in the field of medical and health
sciences consists of 4 moves and 18 steps. However, several moves were not
found. In move 2 justifying the research topic, all steps are found with a total
of 50 articles with a percentage of 100% compared to other stages such as
move 1 equating background knowledge with the number of 49 articles with a
percentage of 98%, then move 4 announces research activities of 45 articles
with a total percentage of 90 % and the last moves 3 justifies research
activities with 14 articles with the smallest percentage of 28% among other
moves.
Using the same theory (Masalah Menjastifikasi Penelitian/MMP)
Alkarima (2016)44, studied about introduction section of Indonesian journal
articles. However, there were differences in their subjects. In Alkarima’s
research, the research subjects were six Indonesian journal articles in the
fields of language, literature, and teaching, namely the Dialectical journal, the
Lens journal, the Language and Literature Studies journal, the ILEaL journal,
the Ranah journal, and the Aksara Journal. The method used in this research
is descriptive method, namely by describing and giving an overview of the
rhetorical structure of the introduction to journal articles in Indonesia in the
fields of language, literature and teaching. And the result is more of the 50%
percentage suitability of the preliminary rhetoric of Indonesian journal
articles in the fields of language, literature, and teaching with the MMP
analysis model. This can be seen from the overall research results, only the
journal Lens and Aksara which do not present the four moves in the MMP
analysis model.
Using a different and newer theory, namely the CARS model, Rochma
et.al (2020)45 examined the rhetorical style in ELT research articles where the
object of this research was 73 articles of undergraduate student of English
44
Oryza Alkarima, “Analisis Retorika Pendahuluan Artikel Jurnal Indonesia Bidang Bahasa,
Sastra, Dan Pengajarannya”, INA-Rxiv (January 3, 2019). https://doi.org/10.31227/osf.io/vq4nk
45
Rochma et. al., “Rhetorical Style of Introduction in English Languange Teaching (ELT)
research articles”, IJAL Vol. 10 No. 2 (September, 2020). 304-314.
https://doi.org/10.17509/ijal.v10i2.28593
17
Language Education (ELE) thesis at a state university on Jogjakarta. In their
research, they used the CARS model of the introduction section from Swales
& Feak which was used as the main framework for analysis of corpus data,
wherein if the frequency is 60% or above, it is a mandatory move. In this
study, Move 1 showed a percentage of 84% and Move 2 as much as 85.3%,
and Move 3 was less than 60%. This shows that the thesis of undergraduate
students ELE can be said to be in accordance with the existing standards in
the CARS model by Swales & Feak.
Researching a wider range of subjects, Subakti (2021) 46 investigated
the rhetorical structure and linguistic features of the introduction to
Indonesian language research journal articles in the field of literature. In this
case, he took data sources as many as 50 Indonesian language journal articles
in the field of literature. What distinguishes this research is that the researcher
uses a problem model justifying the research (Masalah Menjastifikasi
Penelitian/MMP) which is developed by Safnil and adopted from the CARS
model from Swales (1990), which has four communicative moves; the first is
to equalize background knowledge, the second is to explain the research field,
the third is to justify research activities, and the fourth is to announce the
research. Based on the MMP theory developed by Safnil, which explains that
the MMP theory found in this Indonesian language article consists of 4 moves
and 18 steps. However, there are some parts that are not contained in the
theory. As found in stage 3 in the MMP theory developed by Safnil, there are
only 4 steps. However, in the field of research in the field of literature, there
is a new step in stage 3 where in the field of literature there is a statement
about the results of previous research. However, in a research journal article
in the field of literature, it finds 3 new steps outside of the MMP theory
developed by Safnil. The new theories include: (1) stating the research object,
(2) stating the research assumptions, (3) stating the research conclusions.
46
Agung Subakti,” Analisis Struktur Retorika dan Fitur Linguistik Bagian Pendahuluan Artikel
Jurnal Penelitian Berbahasa Indonesia Dalam Bidang Ilmu Sastra”, Jurnal Tazkirah Vol. 6 No. 2
(February 2021). 1-13. Retrieved from
https://e-journal.iai-al-azhaar.ac.id/index.php/tazkiroh/article/view/196, accessed on April 2, 2021.
18
In another aspect, there is research on abstracts conducted by Budsaba
Kanoksilapatham (2009)47. He examined a number of abstracts written in
English from various scientific disciplines, namely biochemistry,
microbiology, civil engineering and software engineering, where it was found
that they were built on a general pattern of 5 rhetorical moves. They are:
Move B (Background information), Move P (Purposive statement), Move M
(Methodological description), Move R (Result announcement), and Move D
(Discussion, conclusion, implication). As a result, each article from across
disciplines has a different pattern. For Biochemistry, namely B-R-D, for
Microbiology, namely P-R-D, for Civil Engineering, namely R-D, for
Software Engineering, namely M-R-D.
In contrast to the research conducted by Aswir and Misbah (2018) 48,
in this case they use different methods, namely using a generic structural
theory framework and Lindeberg's rhetorical model at the macro and micro
levels. And the unique thing is that the rhetorical theory of swales or the
theory of moves is also applied in this analysis. The number of corpus data
taken by the researcher is ten English thesis abstracts taken randomly from
the thesis of students majoring in English Education, Faculty of Education,
and University of Muhammadiyah Jakarta in 2015 - 2016. The result is that
the background part of the problem is in abstract no. 7, 8, 9, and 10. The
stages that state the research statement are in the thesis abstract no. 1 and 2.
The next stage in the abstract section is the method, this is in 1, 5, and 6. The
next stage of the abstract section is the result. This section appears in thesis
abstracts number 1, 9 and 10 where there is a marker word which indicates
that it is the result of the thesis abstract.
In addition to the introductory and abstract sections, there is research
that examines the generic structure of the Method section conducted by
47
Budsaba Kanoksilpatham, “Generic structure of research article abstracts in sciences”.
Researchgate (2009). Retrieved from https://www.researchgate.net/publication/283712667 on
December 28th 2020.
48
Aswir & Hasanul Misbah, “Analisis struktur generik dan retorik abstrak skripsi”. PROSIDING
Seminar Nasional Pendidikan Era Revolusi “Membangun Sinergitas dalam Penguatan Pendidikan
Karakter pada Era IR 4.0” Universitas Muhammadiyah Jakarta, Indonesia, 24 Maret 2018 ISSN :
2621-6477
19
Huseyin (2016)49. In this case he carried out Qualitative and Quantitative
research methods to investigate the rhetorical structure of the methodological
section of research articles by experienced Turkish academic writers and the
rhetorical structure of the MA thesis methodology section by novice Turkish
academic writers. The data taken were 20 research article methods for novice
students and 20 research article methods for postgraduate students (MA). In
this study, researchers used Lim's model which consists of 3 moves and 9
steps. One of the salient features of the MA corpus is that 60% of it begins
with an overview of the chapter, which informs the reader of its content.
Another aspect of the MA corpus is that 35% of them started announcing
their goals, and 15% began to underline their methodology. In contrast to the
corpus RA, 50% of the MA corpus begins by presenting information about
their participants, with only one (5%) having an overview of the chapter. In
contrast to MA corpus, 30% of this group started with information about their
methodology and only 15% started by announcing their goals.
In another section, namely using the move theory from Swales in the
discussion section conducted by Mirahayuni (2014)50, there are 8 moves. The
method used is data as many as 20 international journal articles. The results
of the analysis show that the data have a close resemblance to the Swales
model both in the writing stages and in the form of the language used to mark
these stages. The results of the analysis also show that there is almost no
difficulty in identifying the stages in the writing strategy. This shows that the
model Swales provides basic guidelines and outlines for generic structures
general, and quite reasonable to look at as a general practice in writing
research report articles.
From all of those studies above, it can be said that introductions is
important aspect in academic writing for example in theses, dissertation and
research article. Where in this introduction section contains all the
49
Hṻseyin Kafes, “Generic structure of the method section of research articles and MA theses by
Turkish academic writers”. International Journal of Language Academy (2016).
DOI:10.18033/ijla.429
50
DOI: https://doi.org/10.30996/parafrase.v14i02.424
20
information related to what will be researched and delivered in our research.
In this study, the researcher wanted to examine the introduction to the ELT
Journal research article which is indexed in Sinta 1 and Sinta 2.
21
CHAPTER III
RESEARCH METHOD
This chapter presents the research design, source of data, data
collection, data analysis, and triangulation.
A. Research Design
This research design uses a qualitative descriptive method with a
genre analysis technique approach which aims to describe the generic
structure steps in the introduction of a journal article based on the Swales
theory.51 According to Rasyid, qualitative research has two main objectives:
the first is describing and exploring, and the second describing and
explaining.52 In line with this, according to Best (in Sukardi, 2009: 157), the
descriptive method is a research method that seeks to describe and interpret
objects according to what they are.53 Arikunto emphasized that the descriptive
method is research intended to investigate circumstances, conditions, and
other matters.54 This study seeks to describe and provide moves in the
introduction to the English-language research journal articles in the ELT
Journal Sinta 1 and Sinta 2
B. Source of Data
In order to answer the research questions in this research, the
researcher used primary data only, which are 10 of article journals in Sinta 1
and 10 of article journals in Sinta 2. This primary data was obtained bey
retrieved from the official of the journals which is listed in
sinta.ristekbrin.go.id/. After the data was obtained, the data would be
analyzed using the Swales’ (2004) theory called as CARS model.
C. Instruments
There are two instruments used in this study, the reseacher himself, as
the key instruments, and the coding scheme. In this study, the reseacher
becomes human instrumentation, as he collects, analyzes and interprets the
51
Swales, J., M. (1990). Genre Analysis: English in Academic and Research Settings. New York:
Cambridge University Press.
52
Rasyid, F. (2015). Metodologi Penelitian Sosial Teori dan Praktek. Kediri: STAIN Kediri Press.
53
Sukardi, (2009). Metodologi Penelitian Pendidikan. Jakarta: Bumi Aksara.
54
Arikunto, S. (2010). Penelitian Kualitatif. Jakarta: Bumi Aksara.
22
data. Here, the introductory section of the journal articles are carefully read
word by word with specific attention. This process was carried out by using a
recent taxonomy of CARS modified model stated by Swales.
Table 3.1
The Indicators of the data collection
Focus Indicators Categories Sub-Categories Code

Introduction Paragraphs, sentences, 1. Move 1 Topic generalizations (M1TG)
clauses functioned as
linguistics exponents of 2. Move 2 Step 1a indicating a gap (M2S1a)
move. Step 1b Adding to what is (M2S1b)
known
Step 2 Presenting positive (M2S2)
justification
Step 1 Announcing present (M3S1)

3. Move 3
research descriptively
and/or purposively
Step 2 Presenting RQs or (M3S2)
hypotheses
Step 3 Definitional
(M3S3)
clarifications
Step 4 Summarizing
methods (M3S4)
Step 5 Announcing
principal outcomes (M3S5)
Step 6 Stating the value of
the present research (M3S6)
Step 7 Outlining the
structure of the paper (M3S7)
Table 3.1 above shows the focus, indicators, categories, sub-
categories and code of this study. The following is the explanation of the data
collection procedures. The data collected in this study includes the number of
occurences, the frequency, of Moves in ten introduction section of research
journal articles. The procedures of collecting the occurences and the
frequency data was as follows: in the first step the writer got the hard copies
of the English research journal articles got from the website of each journal
articles to conduct this library research. The next step was identifying
paragraphs, sentences, clauses in the research journal articles functioned as
linguistics exponents of moves. The process of this identification was
23
conducted manually. In this step, introduction sections of research journal
articles were read to search the paragraphs, sentences, clauses.
The CARS of moves propossed by Swales (2004) was used to collect
the data. This model was realized in the coding scheme explained in table 3.1
above. Everytime the paragraphs, sentences, clauses functioned as linguistics
exponents of moves were found, those paragraphs, sentences, clauses were
highlighted using three different colour, red for move 1, green for move 2,
and blue for move 3. The process of collecting the data started by identifying
move 1. By conducting this process, the decision whether the paragraphs,
sentences, clauses functioned as linguistics exponents of move can be done
easier and more consistent. When finding ambigious paragraphs, sentences,
clauses to which categories they belong, those paragraphs, sentences, clauses
are analyzed in their contexts to decide their category. Then, every data were
coded using the coding scheme. The coding scheme was written based on the
order of the function category, categories, sub categories, and code. For
example: for the first data in the research article 1 about move 1 in Topic
Generalization in sub categories was coded as 01/R1/M1TG. For research
article journal 2 about move 2 in Establishing a niche sub categories was
coded as 02/R2/M2S1.
D. Data Collection
Data collection in this study was to take a sample of 10 international
and national reputable journals which is indexed in Sinta 1 and Sinta 2 in
English and used documentation data collection method, which are listed on
the journal website sinta.ristekbrin.go.id/journals, which then the researcher
will enter the intended website.
24
E. Data Analysis
After collecting the data, the researcher will analyze the data based on
Swales's theory (2004). Journal articles will be grouped based on their
reputation indexed by Sinta 1 and Sinta 2. After that, the researcher will copy
the introduction and analyze each journal article's moves and steps. To
present the rhetorical structure of the introduction in the ELT Journal article
in English, there are three stages of Move and several sub-moves in each
move. Move 1, or the first move is Establishing a territory. In Move 1 there
are three steps; step 1: Claiming centrality, step 2 namely Making topic
generalization (s), step 3 Reviewing items of previous research. Move 2 or
the second move, namely Establishing a niche, in move 2 there are 4 steps;
step 1A Counter-claiming, step 1B Indicating a gap, step 1C Question-
raising, and step 1D Continuing a tradition. The last one is Move 3 or the
third move, which is Occupying the niche. In Move 3 there are 4 Steps; step
1A outlining purposes, step 1B announcing present research, step 2
announcing principal findings and step 3 indicating research article structure.
After that, a percentage of all of them will be measured by the following
formula to get the percentage of the moves of the introductory section of ELT
Journal.
٤ Move 1, 2, or 3 of 10 article journals X 100%

٤ Total Step of Move 1, 2, or 3 of 10 article journals
F. Triangulation
Data triangulation was used in this study. Researchers randomly took
research articles from reputable international and national journals indexed
Sinta 1 and Sinta 2 at sinta.ristekbrin.go.id/journals. This step was taken by
researchers to reduce bias and subjectivity. Furthermore, to reduce the bias,
the result of the analysis was asked for the validity to the experts. Moreover,
the rubric had been confirmed with the theory.
25
26
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter reports about the research findings and discussion of the
analysis of generic structure in introduction section in articles in ELT journals.
It is intended to answer the problem of the study. These include the analysis
of generic structure in introduction section in articles in ELT journals Sinta 1
and Sinta 2.
A. The moves of introductory section of the Indonesian internationally
reputable ELT journal articles
To answer the first research question, the data of the moves of
introductory section of the Indonesian internationally reputable ELT journal
articles have been collected. In addition, the moves had been analyzed using
Swales’ (2004) framework, there are three types of moves and 10 steps. The
result of the the moves of introductory section of the Indonesian internationally
reputable ELT journal articles can be seen in the table below:
Table 4.1
The Frequency of Move Found in the Introductory Section in ELT Journal
Articles
Type N Move 1 Move 2 Move 3
SINTA 1 10 10 21 23
According to the table above, there are 10 move 1 from 10 (20,3%) in
internationally reputable ELT journal articles. In this part of move 2, almost all
articles have steps M2S1a and M2S1b, there are even steps 2 which are
27
optional from the move 2, namely presenting positive justification.
Furthermore, in this second move a total of 21 moves in 10 (38.8%)
internationally reputable ELT journal articles. It is known that the total moves
1, 2 and 3 are 54. This is because the position or pattern of the preparation of
each article is different, some are patterned M1TG – M2S1a – M3S1, some are
unique such as M1TG – M2S1a – M2s1b – M1TG – M2S1b – M3S1.
However, the average arrangement pattern is sequential from move 1, move 2
and to move 3. The percentage of moves found in internationally reputable
ELT journal articles can be seen in the chart below.
chart 4.1
45%
40.70%
40% 38.80%
35%
30%
25%
20.30%
20%
15%
10%
5%
0%
Move 1 (10) Move 2 (21) Move 3 (23)
Series 1
The percentage of Move in RA Introductions
The chart above indicates the varieties of moves found in RA

introductions in internationally reputable of ELT journal articles. However,
there are more variations of step usage in each move. The result in each move
is described below.
1. Move 1: Establishing a Territory
28
Based on the data above, move 1, namely the topic of generalizations,
is always at the beginning of the introduction, where the topic of
generalizations explores the contents of the researcher's thoughts about what
will be studied. In this move, the writers should develop their specific area of
studies where they must claim this is the area of the study and this is the
concern by stating that this area of study is central, important, interesting, and
relevant to the current knowledge. Moreover, here the exponent of move 1
found in introductory section in internationally reputable ELT journal articles.
Move 1: Establishing a territory
No Introduction
Interests in the research of rhetorical styles used in writing texts for a

1
specific genre has been growing lately, from persuasive essays (Cahyono,
2000),
Regarding this, Nydam (2000, cited by Johnson, 2002, p. 279) and
2 Tribble (1996, p.67) stated that writing with a context can make
students able to develop analysis they write a paragraph so that the
readers will be able to meet their expectations more easily.
Nowadays, TOEFL is used to get scholarships in order to continue further
study in English speaking countries. TOEFL is also used to apply for a job
vacancy. The reliance on TOEFL has reached such a point that most
3
domestic universities use this standardized test as a part of graduation
requirements. The authority of universities set this precondition because
they believe that TOEFL is able to evaluate students’ ability and skills to
understand English in academic tasks (Aliponga, 2013, p. 74).
Among the four key language skills, speaking is deemed to be the most
important skill that must be mastered well in learning a new language. For
most people mastering speaking skills is the single most important aspect of
4
learning a foreign language, and success is measured in terms of the ability
to carry on a conversation in that language (Nunan, 1991, p. 39). In
addition, Patel and Jain (2008, p. 29) state that “the primary functions of
language are communication, self-expression, and thinking”.
According to Leis et al. (2015), the growing availability of smartphones and
computers since the 1960s has greatly influenced learning. Language
5 learning is one of the learning areas influenced by technology. They also
claimed that the increasing availability of smartphones had established
them as a tool for learning and teaching in general, and language learning
and teaching in particular.
6 Thus, learning strategies are necessary to build students’ motivation and
help them to be independent in learning English (Jones, 1998).
7 Various studies have examined the use of multimedia in English language
29
education (Schmid, 2008; Wagner, 2007; Rammal, 2005). Multimedia is the
use of many kinds of media including text, sounds, and pictures (Beatty,
2003; Schmid, 2008). One popular media in use today is the internet which
makes it feasible for communication as well as being an educational
resource (Peterson, 1997, a place for many people to interact, publish
something, play and collaborate (Galien, 2010).
Arguing that the ultimate goal of L2 education is to train students who are
8 willing to use the language, MacIntyre et al. (1998) maintain that the goal
of the learning process should be set to pique learners’ interest to willingly
seek communication opportunities and make use of those opportunities.
This systematic review addresses an emerging area of research in second
language (L2) writing that concerns using collaborative writing in K-12
classrooms. Much of the earlier work on L2 collaborative writing
9
surrounded discussion about adult L2 learners’ collaborative writing
experience in college settings.
Recently, research has been increasingly inspired by social perspectives on

10
learning. In particular, numerous studies on online learning are inspired by
constructivist and social learning theories [4].
Move 2: Establishing a niche
Based on Swales' (2004) theory, the second move is establishing a
niche, which at this stage is divided into 2 steps, they are Step 1a Indicating a
gap or step 1b Adding to what is known, and this second step is optional,
namely Presenting positive justification. The result of the steps used in the
Move 2 is presented in table below.
Move 2
Type N Move 2 Move 2
Step 2
Step 1a Step 1b
(Optional)
SINTA 1 10 14 7 0
According to the table above, Step 1a is the most frequently used step
in the Move 2. In addition, move 2 step 1a is the most common step found in each
article analyzed, namely there are 14 (66.6%) and 7 (33.3%) for step 1b. The chart
below presents the percentage of the steps in Move 2 of Swales’s framework
found in RA introduction.
30
chart 4.2
70% 66.60%
60%
50%
40%
33.30%
30%
20%
10%
0%
Move 1 (14) Move 2 (7)
Series 1
The percentage of steps in Move 2

Furthermore, here are the steps of move 2 step 1a and 1b found in RA
introduction.
Move 2 Step 1a (M2S1A): Indicating a gap
No Introductory Section of Move 2 Step 1a
Since then, rhetorical styles employed in the introduction section have grown
to be an interest among researchers from several majors, such as applied
linguistics (Hirano, 2009; Rahman et al., 2017), computing (Soler-Monreal,
1 2011), educational research (Zhang & Wannaruk, 2016), and medical
research (Nwogu, 1997). Several studies have been carried out in Indonesia
to explore rhetorical styles commonly used by Indonesian writers
(Mirahayuni, 2001; Rakhmawati, 2013; Safnil, 2013).
In Indonesia, the CTL approach is rarely used as an approach to improve
2 students’ writing ability
- At Syiah Kuala University, all students are obliged to pass the TOEFL test
with a score between 450 and 475 the minimum (the score depend on the
expectation of each faculty). This score is required prior to undertaking
3 script or thesis final examination (Samad, Hizir, Kasim, Fitriani & Mustafa,
2016).
- In a study conducted by Alghail and Mahfoodh (2016), there is a number of
difficulties encountered by foreign students in a Malaysian university.
However, speaking a foreign language is not an easy skill to be mastered by
4 learners.
- The growing use of smartphones or mobiles in learning has been reflected
in research conducted in the field of language education (e.g. Çakmak &
Erçetin, 2017; Gitsaki & Robby, 2014; Stockwell & Hubbard, 2013).
Various MALL-based programs are available for teaching and learning
5 different languages (Godwin-Jones, 2011; Heil et al., 2016; Stanley, 2013).
- For example, Saeidi and Mozaheb (2012) compared the use of a MALL-
based vocabulary learning program and the use of traditional paper
flashcards by eighty students over seven weeks.
31
6 Some researchers had investigated the use of strategies in their learning.
However, there was no evidence of their opinions towards the use of
YouTube. Also there was no evidence as to whether they are motivated to
7 enhance their listening ability by listening to YouTube videos should they be
assigned to do so.
Previous studies, such as Khajavy et al. (2018), MacIntyre et al. (2003),
Robson (2015), Yashima et al. (2004), to name a few, examined WTC mainly
8 through quantitative methods using questionnaires which may not be
informative enough to analyze situational characteristics of WTC within
actual contexts.
- However, students in K-12 settings are facing multiple high-stakes
assessments while they bear heavy language learning objectives. Therefore,
whether collaborative writing can benefit L2 learners in K-12 settings the
9 same as the adult population demands further analysis.
- L2 writing scholars have taken various theoretical and methodological
approaches to study collaborative writing. Storch (2016) identified three
major strands in research on collaborative writing.
- On the other hand, Vygotsky focused more on the effects of social
interaction, language, and culture on learning.
10
- Selami [18] stated that social network discussions provide context where
teachers talk less and learners talk more.
Move 2 Step 1b (M2S1b): Adding to what is known

No Introductory Section of Move 2 Step 1b
In line with the implementation of CTL or contextual approach, there are
some strategies that teachers use in the classroom. Some teachers in
2 America had implemented the strategies. There are five strategies proposed
by Crawford (2001) as follows: …
TOEFL is highly recognized language testing in English which is

internationally recognized and respected…
3 There are a number of aspects and skills to comprehend the reading text of
TOEFL test. According to Phillips (2003),…
Thus, learning strategies are among the main factors that help to determine
4 how, and how well, learners learn a foreign language.
Using smartphones or mobiles in vocabulary learning is an area that has
5 received significant attention from researchers over the last decade, …
Learners need to be able to know English orally to enhance their English
6 competence because, in common sense of people’s viewing, speaking is one
of the crucial parts.
Thus, when students were given opportunities to use Facebook group
discussion to discuss on topics, learners are exposed to language that is
9 modified to their individual level and multiple steps of scaffolding are
constructed throughout the discussion.
Since the purpose of Storch’s (2016) chapter was to provide a general
understanding of collaborative writing and the range of factors that impact
10 the use of collaborative writing in L2 classrooms, we still have little
information on the use of collaborative writing in K-12 contexts.
Move 3: Presenting the Present Work
32
The next move is move 3. In Swales's (2004) theory, move 3 has only 1
obligatory step, namely Presenting the Present Work and has 7 optional steps,
they are step 2 Presenting RQs and hypotheses, step 3 Definitional Clarifications,
Step 4 Summarizing methods, step 5 Announcing principal outcomes, step 6
Stating the value of the present research, and the last is step 7 Outlining the
structure of the paper. In this finding, almost all of the steps in move 3 are present,
only a few are missing, but on average the journal articles studied already have
move 3 step 1. The result of the steps used in move 3 is presented in table below.
Table 4.3
The steps in the move 3
Move 3 Step
1 Move 3 Move 3
Move 3 Step
Announcing Step 2 Move 3 Step Step 5
4
Type N Preset Presenting 3 Definitional Announcing
Summarizin
research RQs or Clarifications Principal
g Methods
descriptivel hypotheses Outcomes
y
Sinta 1 10 14 5 3 1 1
From the table above, we can see that M3S1 is already in every Indonesian
article of internationally reputable ELT journal articles, there are 14 (56%) of the
total 10 journal articles studied. This is because the positions or patterns in the
articles are not all in sequence from M1TG – M2S1a/M2S1b – M3S1, but there
are several patterns where the M3S1 is located separately. M3S2 to M3S5 are
optional moves found in the articles that have been researched, the number of
M3S2 is 5 (20%), M3S3 is 3 (12%), M3S4 is 1 (4%), and the last move found is
M3S5 which amounts to 1 (4%). The chart below presents the percentage of the
steps in Move 2 of Swales’s framework found in RA introduction.
33
chart 4.3
60% 56.00%
50%
40%
30%
20.00%
20%
12.00%
10%
4.00% 4.00%
0%
M3S1 (14) M3S2 (5) M3S3 (3) M3S4 (1) M3S5 (1)
Series 1
The percentage of Move 3

Furthermore, here are the steps of move 3 step 1 to 5 found in RA
introduction.

No Introductory Section of Move 3 Step 1
- Hence, this study aims to analyze the rhetorical styles used in the
introduction section of research articles following the modified CARS
model developed by Swales & Feak (2004).
1 - Therefore, an analysis concerning the rhetorical styles utilized by the
undergraduate ELE students at the respective university in writing the
introduction section of their scholarly papers was carried out in this study.
- Based on the background above, this study used the CTL to discover the
advantages and strategies used in the contextual teaching and learning
approach to teaching writing.
2 - Regarding this, the implementation of CTL approach in the classroom
activities becomes common place throughout United States because this
approach is believed to significantly relate the meaning to the students’ real
world situations.
This study focuses on the most difficult parts of reading aspects faced by
3 students at Syiah Kuala University, and the strategies that they mostly use in
a test.
- Hence, this present study was undertaken to further explore the language
learning strategies used by students with high and low speaking
performances in developing their speaking skills.
4
- Accordingly, the research objectives in this study are to find out the
learning strategies used by learners with high and low speaking
performance to develop their speaking ability.
5 In addition, in the brief literature review presented above, studies that have
investigated the use of Quizlet in vocabulary learning have been purely
34
qualitative in nature (Lander, 2016), purely quantitative and conducted with
young learners (twelve to fourteen years old; Lam et al., 2018), or informed
by a relatively small-sized population (Dizon, 2016).
This research was conducted in the third semester of English department at
6 the University of Muhammadiyah Sorong.
This study, therefore, is aimed at investigating students‟ interest and
7 perceptions towards the use of YouTube to improve their listening skills.
This study differs from previous studies in that it examined foreign language
8 learners’ WTC within the microsystem of the Iranian EFL classroom context,
using a qualitative research design.
- Therefore, this study will look at the effect of Facebook group discussion
on writing performance and benefits of Facebook discussion.
9
- This chapter begins with a brief description of issues related to
MUET in Malaysia.
- In this study, we begin with a brief explanation of collaborative writing
research, then address research questions that guide this systematic review.
10
- In a recent review of 21 empirical studies on computer-mediated
collaborative writing in L2 contexts, …
35
B. The moves of introductory section of the Indonesian nationally reputable
ELT journal articles
To answer the first research question, the data of the moves of
introductory section of the Indonesian internationally reputable ELT journal
articles have been collected. In addition, the moves had been analyzed using
Swales’ (2004) framework, there are three types of moves and 10 steps. The
result of the the moves of introductory section of the Indonesian nationally
reputable ELT journal articles can be seen in the table below:
Table 4.2
The Frequency of Move Found in the Introductory Section of the Indonesian
nationally reputable ELT Journal Articles
Type N Move 1 Move 2 Move 3
SINTA 2 10 10 17 13
According to the table above, there are 10 move 1 from 10 (25%) in

nationally reputable ELT journal articles. In this part of move 2 (42.5%),
almost all articles have steps M2S1A and only four journal articles contained
M2S1B. Moreover, for move 3 (32.5%) which must be in the introduction,
M3S1 was in all journal articles and several other steps which were optional,
namely M3S2 were also found in three journal articles. Furthermore, total of
move in the introductory section of the Indonesian nationally reputable ELT
journal articles were 40. The average sequence of stages in this journal article
was sequential, but there was only 1 journal whose sequence starts from M3S1
– M1TG – M2S1A – M3S1 – M3S2 – M2S1B, while the others were in
sequence such as M1TG – M2S1A – M3S1. However, the average
arrangement pattern is sequential from move 1, move 2 and to move 3. The
percentage of moves found in internationally reputable ELT journal articles can
be seen in the chart below.
36
chart 4.1
45% 42.50%
40%
35.13%
35%
30%
25.00%
25%
20%
15%
10%
5%
0%
Move 1 (10) Move 2 (17) Move 3 (13)
Series 1
The percentage of Move in RA Introductions
The chart above indicates the varieties of moves found in RA
introductions in nationally reputable of ELT journal articles. However, there
are more variations of step usage in each move. The result in each move is
described below.
Move 1: Establishing a Territory
Here the exponent of move 1 found in introductory section in nationally
reputable ELT journal articles.
Move 1: Establishing a territory
No Introduction
1 Recently, the world is facing the fourth industrial revolution (Industry 4.0)
in various fields (Yahya Muhammad, 2018), …
However, there are problems related to the use of English (as a foreign
2
language) in the classroom. Nuraini (2015) in her research mentioned a
problem in the use of speech acts in English classroom.
Playing games is one of exciting class activity to provide students interest.
3
Lee (1979) suggested that games ought to be the heart of teaching foreign
languages.
This means, empirical research has shown that certain reading goal is to
4 influence the cognitive process of the reader within the time they has been
spent in reading and in the strategies they used, and it will affect the amount
of information text that is remembered.
37
This notion is in line with the development of pragmatics which is more on
5 conversational interaction analysis based on macro-social context. This
shows that the use of local language also has a gap to be studied in terms of
directive speech acts.
6 The other problems faced in primary school is that students’ understanding
of English subject is still very low.
7 In term of Indonesian learners, they are still nervous and reluctant to
write in English.
Thus, argumentative essay needs critical thinking and also great opinion
8
so that readers will argue the writer’s argument or believe that the
opinion is true.
Teachers carry on the important task to help learners develop ways to engage
9 actively with both of the author and the text and to think about the content.
KWL is one of the basic strategies developed to guide the learners’ reading
ability and the way they commit it on their own.
Consequently, the lecturers should find an effective way of building
10
students’ self-confidence by which they can change their negative attitude
towards writing activities.
Move 2: Establishing a niche

In this Sinta 2 journal article, there are M21A and M2S1B with a total
of 17 moves, M21A a total of 11 (64.70%) moves and M21b a total of 6 (35.29%)
moves. According to the data above, Step 1a was the most frequently used step in
the Move 2. In addition, move 2 step 1a was the most common step found in each
article analyzed. The result of the steps used in the Move 2 and chart below
presents the percentage of the steps in Move 2 of Swales’ framework found in RA
introduction presented in below.
Move 2
Type N Move 2 Move 2
Step 2
Step 1a Step 1b
(Optional)
SINTA 2 10 11 6 0
38
chart 4.2
70% 64.70%
60%
50%
40% 35.29%
30%
20%
10%
0%
M2S1A (11) M2S1B (6)
Series 1
The percentage of steps in Move 2

Furthermore, here were the exponents of move 2 step 1a and 1b found in
RA introduction.
Move 2 Step 1a (M2S1A): Indicating a gap
No Introductory Section of Move 2 Step 1a
Every citizen needs to have the ability of digital literacy to be digital literate
1 (Motyl et al., 2017).
2 The previous research reveals that each purpose of …
3 So far, designing game has been studied by foreign language ...
Although the fact that reading is difficult for some people, learning of reading
4 is still neglected. Kunjana (2009: iii) stated that … Slavin (2010, p.202)
reveals that …
The other gap is related to how a certain interaction has an ... Previously,
5 several research focus on the study of Bahasa Indonesia ...
This research refers to outcomes from a study from Nur- dyansyah et al.
6 (2017) claimed that …
Rezaei and Jafari (2014) conduct a study … Tuppang’s study (2014)
7 revealed that …
There are some studies conducting the issue about argumentative essay. Zhu
8 (2001) investigated ... There are three previous studies underlie this
present research. The first …
Assessment of reading comprehension (Klingner, Vaughn, & Boardman,
9 2007) is full of challenges due to the problem in determining how far a
student actually know and think.
10 In accordance with the problems indicated above, …
Move 2 Step 1b (M2S1b): Adding to what is known
39
No Introductory Section of Move 2 Step 1b
The main objectives of CIRC and PQ4R are by using cooperative teams to
4 help ...
Since this study is about problems faced by Indonesian EFL learners …
8 Mostly, we can write an essay easily when … From the explanation
above, a fundamental conclusion can be drawn:
9 Assessment occupies the crucial position to …
10 Additionally, the researcher has …

The next move is move 3. In Swales’ (2004) theory, move 3 has only 1
obligatory step, namely Presenting the Present Work and has 7 optional steps,
they are step 2 Presenting RQs and hypotheses, step 3 Definitional Clarifications,
Step 4 Summarizing methods, step 5 Announcing principal outcomes, step 6
Stating the value of the present research, and the last is step 7 Outlining the
structure of the paper. In this finding, only two steps in move 3 were present they
were M3S1 with a total of 10 (76.92%) moves and M3S2 with a total of 3
(23.07%) moves, only a few were missing, but on average the journal articles
studied already had move 3 step 1. The result of the steps used in move 3 and
chart presented below.
Table 4.3
The steps in the move 3
Move 3 Step 1 Announcing Present Move 3 Step 2
Type N research descriptively and/or Presenting RQs or
purposively hypotheses
Sinta 2 10 10 3
From the table above, we could see that M3S1 was already in every
Indonesian article of nationally reputable ELT journal articles, there are 10 (56%)
of the total 10 journal articles studied. For the sequence of moves 3 found here, on
average, they were at the end of the introduction, there are only a few move 3s
that were positioned in front or in the middle of the introduction. M3S2 found in
some journal articles that have been researched.
40
chart 4.3
90%
80% 76.92%
70%
60%
50%
40%
30% 23.07%
20%
10%
0%
M3S1 (10) M3S2 (3)
Series 1
The percentage of Move 3

Furthermore, here were the steps of M3S1 and M3S2 found in RA
introduction.
Move 3 Step 1: Presenting the Present Work

1 Based on the description above, there are some considerations …
This study is aimed at investigating classroom speech acts performed …
2 Therefore, there are three objectives of this study. The first one is to …
Hence, the aim of this research was how Javanese traditional games were
3 retrofitted …
4 This study aimed to (1) knowing the effectiveness of cooperative learning …
5 This research is focused on the three regional languages, …
Based on the current problems, hence the study elabo- rates learning
6 improvement using …
This study aims at analyzing the writing anxiety of English students of an
7 Islamic State College in East Java, …
8 This study investigates problems faced by Indonesian EFL learners in …
9 In this present study, the test aimed to assess the students’ reading ability,
which was administered in a multiple-choice format….
Meanwhile, since the implementation of WPA in this study was
centered on enhancing the skill of the third-semester students of English
10 Education Department of STIT Maskumambang Gresik in writing essay in
the 2009/2010 academic year, …
Move 3 Step 2: Presenting RQs or hypotheses

8 The formulations of this study are as follows: (1) What are the problems
41
faced by EFL students in writing argumentative essay? (2) What do the
students do to overcome the problems in writing argumentative essay?
The question posed in the study was: “How does KWL strategy improve the
9 students’ reading comprehension?”
Based on the background of the study, the research problem is: “How can
10 WPA be implemented to enhance the students’ skill in writing descriptive
essay?”
42
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44

Analysis of Generic Structures in Introduction Sections

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Analysis of Generic Structures in Introduction Sections

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AN ANALYSIS OF GENERIC STRUCTURE IN INTRODUCTION

SECTION IN ARTICLES OF ELT JOURNALS

Dr. Toyyibah, M.Pd.

Nur Afifi, M.App. Ling., Ph.D.

AHMAD FAHMI YUSUF MA’ARIF (926.003.19.001)

POSTGRADUATE OF ENGLISH LANGUAGE EDUCATION

STATE ISLAMIC INSTITUTE OF KEDIRI

M2 Establishing a niche Establishing the gap present research is

M3 Occupying the niche Previewing author’s new accomplishments

In this section, of course, that there is an opportunity for an author of a

Focus Indicators Categories Sub-Categories Code

Step 1 Announcing present (M3S1)

Table 3.1 above shows the focus, indicators, categories, sub-

occurences, the frequency, of Moves in ten introduction section of research

journal articles. The procedures of collecting the occurences and the

paragraphs, sentences, clauses in the research journal articles functioned as

linguistics exponents of moves. The process of this identification was

articles were read to search the paragraphs, sentences, clauses.

The CARS of moves propossed by Swales (2004) was used to collect

above. Everytime the paragraphs, sentences, clauses functioned as linguistics

exponents of moves were found, those paragraphs, sentences, clauses were

move 1. By conducting this process, the decision whether the paragraphs,

sentences, clauses functioned as linguistics exponents of move can be done

easier and more consistent. When finding ambigious paragraphs, sentences,

clauses to which categories they belong, those paragraphs, sentences, clauses

Generalization in sub categories was coded as 01/R1/M1TG. For research

article journal 2 about move 2 in Establishing a niche sub categories was

and national reputable journals which is indexed in Sinta 1 and Sinta 2 in

the journal website sinta.ristekbrin.go.id/journals, which then the researcher

will enter the intended website.

٤ Move 1, 2, or 3 of 10 article journals X 100%

research articles from reputable international and national journals indexed

Sinta 1 and Sinta 2 at sinta.ristekbrin.go.id/journals. This step was taken by

researchers to reduce bias and subjectivity. Furthermore, to reduce the bias,

the rubric had been confirmed with the theory.

RESEARCH FINDINGS AND DISCUSSIONS

analysis of generic structure in introduction section in articles in ELT journals.

of generic structure in introduction section in articles in ELT journals Sinta 1

A. The moves of introductory section of the Indonesian internationally

reputable ELT journal articles

To answer the first research question, the data of the moves of

introductory section of the Indonesian internationally reputable ELT journal

result of the the moves of introductory section of the Indonesian internationally

reputable ELT journal articles can be seen in the table below:

The Frequency of Move Found in the Introductory Section in ELT Journal

Type N Move 1 Move 2 Move 3

According to the table above, there are 10 move 1 from 10 (20,3%) in

Furthermore, in this second move a total of 21 moves in 10 (38.8%)

unique such as M1TG – M2S1a – M2s1b – M1TG – M2S1b – M3S1.

However, the average arrangement pattern is sequential from move 1, move 2

and to move 3. The percentage of moves found in internationally reputable

ELT journal articles can be seen in the chart below.

The percentage of Move in RA Introductions

The chart above indicates the varieties of moves found in RA

is always at the beginning of the introduction, where the topic of

generalizations explores the contents of the researcher's thoughts about what

relevant to the current knowledge. Moreover, here the exponent of move 1

found in introductory section in internationally reputable ELT journal articles.

Move 1: Establishing a territory

Interests in the research of rhetorical styles used in writing texts for a

Recently, research has been increasingly inspired by social perspectives on

Move 2: Establishing a niche

Based on Swales' (2004) theory, the second move is establishing a