RHETORICAL STRUCTURE OF METHOD SECTIONS OF POSTGRADUATE THESIS IN ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF UNIVERSITY OF BENGKULU

In writing a thesis, the method section holds significant importance as it furnishes
the necessary data by which the credibility and soundness of a study are ultimately
evaluated. Readers refer to the method section for identifying the procedure,
instruments, design, data collection, data analysis, and other elements. However,
students may face several challenges in writing a thesis, including the rhetorical
issue. The students need to learn the same parts to be included and how to build the
argument in the method section. This study investigates the rhetorical structure in
the method section of the postgraduate thesis. This study used a basic content
analysis with the quantitative method. The data were collected from 50 theses of
the postgraduate program of English education at the University of Bengkulu. The
findings show that five Moves occurred in the thesis with different amounts of
occurrences. The higher Moves occurrence are Move 2, 3, and 4, followed by Move
5, and the most minor occurrence is Move 1. Furthermore, there are 15
communicative purposes presented as Steps in this research. 2 Steps classify as
Obligatory (M2S1 and M3S2), 5 Steps classify as Conventional (M2S2, M2S3,
M3S3, M4S1, M4S2), 7 Steps classify as Optional (M1S1, M3S1, M4S3, M5S2,
M5S3, M5S4, M5S5), and 1 Step classify as non-evident (M5S1). In conclusion,
this research study attempts to present insights into the rhetorical structure
employed in the method sections of a thesis, with the objective of enhancing
students' understanding and recognition of the significance of the three Obligatory
moves within this section. The framework or model presented in this research can
be utilized by students to effectively present significant information and construct
a strong argument within the method section.
Keywords: English education, method section, rhetorical structure, thesis.