INTERACTIONAL METADISCOURSE MARKERS IN READING PASSAGES FOR SENIOR HIGH SCHOOL PUBLISHED BY ERLANGGA AND KEMENDIKBUD

This research is aimed to find the category of interactional metadiscourse markers
mostly found in English textbooks, interactional metadiscourse markers frequently in
genre of texts and investigating the differences and similarities of the usage
iinteractional metadiscourse markers in English textbooks published by Erlangga and
Kemendikbud. A checklist table and documentation are used in this research. The
research was conducted by applying a quantitative descriptive method. The researcher
presented the data in numerical and descriptive form. The data were analyzed by
framework proposed by Hyland (2005). The result of this study indicates the most
frequent interactional metadiscourse marker used in the textbooks was hedges. It was
also found that the most of interactional metadiscourse markers were found in
hortatory exposition text. Furthermore, the finding showed that interactional
metadiscourse were highly appeared in Erlangga textbook than in Kemendikbud. It
could be concluded that the reading material in Erlangga textbook is more varied and
uses more interactional metadiscourse markers. It could be recommended that future
researchers could further analyze the appropriate use of metadiscourse markers under
a similar corpus to analyze the most updated English material in textbooks to
discover the newest study that will lead to more update contributive findings in the
realm of metadiscourse.
Keywords: English textbooks, reading passages, genre of text, interactional
metadiscourse markers.