METADISCOURSE MARKERS IN INTRODUCTION SECTION OF MASTER THESES IN ENGLISH EDUCATION STUDY PROGRAM STUDENTS AT UNIVERSITY OF BENGKULU

Metadiscourse markers play a pivotal role in the introduction sections of master
theses by enhancing clarity and organization, making the text more accessible and
engaging. These markers help create a clear structure and provide necessary
supporting evidence, which strengthens arguments and boosts the credibility of
the research. This study examines the utilization of both interactive and
interactional metadiscourse markers in the introduction sections of master's theses
authored by students in the English Education Study Program at Bengkulu
University. Using a mixed-methods approach, the research analyzes 30
introduction sections to identify the types and frequencies of metadiscourse
markers used. The findings reveal that writers predominantly use interactive
metadiscourse markers, such as transitions (70.7%), evidentials (11.7%), frame
markers (8.3%), code glosses (6.3%), and endophoric (3.0%), more frequently
than interactional markers like hedges (52.2%), engagement markers (24.8%),
self-mentions (10.5%), attitude markers (9.0%), and boosters (3.5%). Transition
markers are the most commonly used interactive markers, while hedges are the
most frequently used interactional markers. This indicates that writers focus more
on guiding readers through the text rather than directly engaging them. These
insights underscore the importance of metadiscourse markers in crafting a well-
structured, persuasive, and academically sound introduction. Understanding and
utilizing these markers can significantly improve the quality and persuasiveness
of academic writing by ensuring the introduction is informative, clear, and
effectively organized.
Keywords: Interactional; Interactive; Introduction section; Metadiscourse;Thesis.