INTERACTIONAL METADISCOURSE MARKERS IN DISCUSSION SECTION OF SUCCESSFUL UNDERGRADUATE STUDENTS THESES

Anugraini, Nola and Safnil, Safnil and Ira, Maisarah (2023) INTERACTIONAL METADISCOURSE MARKERS IN DISCUSSION SECTION OF SUCCESSFUL UNDERGRADUATE STUDENTS THESES. Undergraduated thesis, Universitas Bengkulu.

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Abstract

Interactional metadiscourse has a very significant role in writing. Instead of merely providing information to the readers, interactional metadiscourse helps the writer to communicate their ideas in a way that readers are familiar with and they can accept. This study aims to find out the types and the reasons of using particular interactional metadiscourse in discussion section of successful undergraduate students‟ thesis. This study employed a mixed-method design. The researcher did quantitative first and then qualitative research in this study to analyze and describe the results thoroughly. The results show hedges and booster are the frequent interactional metadiscourse markers found in thesis discussion of successful undergraduate students of the University of Bengkulu with a frequency of hedges 337 times and booster 181 times of all data. The next interactional metadiscourse markers used in the discussion section are self-mention, attitude markers, and engagement markers where the number of appearance is not significant. This research found that hedges and booster are used for different reasons. Hedges are needed to emphasize and strengthen opinion while booster is used to show the writers‟ certainty and strengthen their statements which are based on their facts and findings. Keywords: Interactional metadiscourse, thesis discussion, hedges, booster

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