METADISCOURSE ANALYSIS OF THE INTRODUCTION SECTION OF STUDENT THESES

EVA, RIANA ASTUTI (2026) METADISCOURSE ANALYSIS OF THE INTRODUCTION SECTION OF STUDENT THESES. Diploma thesis, UIN Raden Intan Lampung.

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Abstract

ABSTRACT Metadiscourse enables writers to structure ideas effectively and build interaction with readers, and plays a crucial role in academic writing. This study examined the types, distribution, and functions of interactive and interactional metadiscourse markers used in the introduction sections of undergraduate theses. Using qualitative content analysis, the study adopted Hyland's (2005) interpersonal model. The data consisted of twenty undergraduate thesis introductions written by students of the English Education Study Program at UIN Raden Intan Lampung between 2023 and 2025. The analysis identified 4,341 metadiscourse markers, consisting of 2,249 interactive and 2,092 interactional markers, and all categories proposed by Hyland (2005) were found. Among the interactive markers, transitions were the most dominant (45.75%), followed by frame markers (18.36%), evidentials (17.21%), and code glosses (12.67%), while endophoric markers were the least frequent (6.00%). In the interactional category, self-mentions were the most frequent (34.27%), followed by hedges (22.23%), attitude markers (18.59%), and engagement markers (14.15%), while boosters occurred least often (10.76%). These findings indicate that students prioritized coherence while establishing authorial presence and a cautious stance. Interactive markers functioned to organize information, enhance coherence, clarify meaning, and support claims with external sources, whereas interactional markers conveyed attitudes, expressed certainty or caution, engaged readers, and established authorial identity. These findings suggest that metadiscourse substantially supports the effectiveness of thesis introductions by helping writers organize their ideas while establishing meaningful interaction with readers. The results are expected to offer pedagogical insight for improving academic writing instruction, particularly in helping students use metadiscourse markers more purposefully and consciously when composing thesis introductions in the future. Keywords: Academic Writing, Hyland (2005), Interactive Metadiscourse, Interactional Metadiscourse, Metadiscourse, Thesis Introduction..

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