AN ANALYSIS OF METADISCOURSE MARKERS IN INTRODUCTION SECTIONS OF UNDERGRADUATE THESIS WRITTEN BY STUDENTS OF ENGLISH EDUCATION PROGRAM IN UIN RADEN INTAN LAMPUNG

ANDIKA, PRATIDINA (2024) AN ANALYSIS OF METADISCOURSE MARKERS IN INTRODUCTION SECTIONS OF UNDERGRADUATE THESIS WRITTEN BY STUDENTS OF ENGLISH EDUCATION PROGRAM IN UIN RADEN INTAN LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Metadiscourse markers were a fundamental aspect of academic writing, especially in writing an undergraduate thesis. Metadiscourse markers were used to facilitate, support, and build relationships between the writer and the reader. This study was intended to analyze the use of metadiscourse markers in introduction sections written by the students of English Education Program in UIN Raden Intan Lampung. The methodology of this study was content analysis which was implemented to identify, classify, and analyze the metadiscourse markers based on Hyland‟s (2005) metadiscourse model. The data source of this study were 5 introduction sections of undergraduate thesis written by students of English Education Program in UIN Raden Intan Lampung .The data were metadiscourse markers that were identified in those texts. This study found that from 295 metadiscourse markers identified, 182 markers (62%) were categorized as Transitions, followed by Code Glosses with 29 markers (10%). Transitions were used to build connections among arguments or discourses by indicating additive, contrastive, and causative relations. Code Glosses were used to elaborate on what has just been said by the writer by indicating reformulations and exemplifications. Generally, the metadiscourse markers were appropriately used by the writers based on their functions. The use of metadiscourse markers appropriately based on the functions will enhance the quality of academic writing, especially in writing undergraduate thesis Keywords: Metadiscourse, Metadiscourse Markers, Metadiscourse Categories, and Metadiscourse Functions

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