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Submitted
July 9, 2017
Accepted
July 19, 2017
Published
July 18, 2017
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Abstract

This study investigated the rhetorical pattern (RP) of the introduction section of the scripts written by Acehnese undergraduate students studying in four different universities in Aceh. The focus of this study is on three elements: placement of the thesis, patterns of idea, and metadiscourse markers of the introduction section. Literature has reported a number of findings regarding the RP; however, information about this in undergraduate level, particularly in state universities in Aceh, is still limited. This study was conducted qualitatively by employing content analysis to identify the RP. A number of introduction sections of students' scripts from four selected universities in Aceh were collected and analysed. The result shows the dominance of the three elements in the introduction section.

Keywords

writing style introduction section Acehnese undergraduate students.

Article Details

Author Biography

Iskandar Abdul Samad, Syiah Kuala University

Iskandar Abdul Samad is an alumni of University of New England (UNE), Australia. He completed his PhD degree at this university in 2015. His research interest is in language teaching methods and approaches, including the use of genre approach for teaching English as a Foreign Language (EFL) and communicative language teaching generally. Before completing his PhD at UNE, he had completed his Master's degree in Applied Linguistics at Macquarie University, Australia in 2007. He has taught English as a Foreign Language for more than 13 years at Syiah Kuala University, Aceh, Indonesia. He established a private foundation, Rumoh Bahasa, where he also teaches EFL. Iskandar is an avid reader and writer. He has attended and presented papers at national and international conferences and written books on teaching English for novice students.  

How to Cite
Rizkanisa, N., Samad, I. A., & Usman, B. (2017). EFL Students’ Writing Style in the Script Introduction Section. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 2(2), 139–150. https://doi.org/10.22236/JER_Vol2Issue2pp139-150
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