EFL UNIVERSITY STUDENTS’ ARGUMENTATION ABILITY IN ACADEMIC WRITING: A TEXT ANALYSIS OF TRANSITIVITY SYSTEM FROM GENDER PERSPECTIVE
DOI:
https://doi.org/10.26618/exposure.v13i1.14399Kata Kunci:
Argumentation Ability, Transitivity System, Gender Analysis, Academic Writing.Abstrak
Building arguments for academic writing, such as constructing justification for a research proposal, is regarded a complex task. Moreover, it is believed that male and female authors use and produce the language differently, including perhaps providing thesis and arguments for research. Extensive research on rhetorical analysis of students’ theses has been widely conducted; however, little we know the way they state their claims from gender perspectives. To fill the void, this study aims to explore how Indonesian male and female authors construct and state their arguments in Introduction section for justifying their research from the perspectives of argumentation ability, underpinned by the concepts of transitivity system of SFL approach. Informed by qualitative descriptive research paradigm particularly text analysis, ten Introduction sections from selected English thesis proposals written by male and female authors at a university in Banten Province, Indonesia were subject to analyze. The finding of the research shows that either male students or female students expressed their arguments of their research topic and justification in almost similar fashion. The most frequent processes over the clauses were material process, relational process (attributive and identifying), and mental process (male: 59%, 20%, 11%; female: 49%, 20%, 14%). These findings underscore the common strategies employed by students, regardless of gender, in establishing their research objectives and setting the stage for their academic work. Such insights can be of significance for educators and researchers aiming to guide students in optimizing their academic writing skills, particularly in crafting compelling Introduction sections for thesis proposals.
Referensi
Argamon, S., Koppel, M., Fine, J., & Shimoni, A. R. (2003). Gender, genre, and writing style in formal written texts. Text, 23(3), 321–346. https://doi.org/10.1515/text.2003.014
Bavali, M., & Sadighi, F. (2008). Chomsky’s Universal Grammar and Halliday’s Systemic Functional Linguistics: An Appraisal and a Compromise. Pan-Pacific Association of Applied Linguistics Journal of Pan-Pacific Association of Applied Linguistics, 12(121), 11–28.
Christie, F., & Derewianka, B. (2010). School Discourse: Learning to write across the years of schooling. Continuum.
Coates, J. (2016). Women, Men and Language: A sociolinguistic account of sex differences in language (Third Edit). Routledge. https://doi.org/10.1075/aral.16.1.09bur
Derewianka, B., & Jones, P. (2016). Teaching Language in Context (Second Edi). Oxford University Pressbb. https://doi.org/10.2307/329265
Eggins, S. (2004). An Introduction to Systemic Functional Linguistics (Second Edi). Continuum International Publishing Group. https://doi.org/10.1007/BF01476765
Emilia, E., & Hamied, F. A. (2015). Systemic Functional Linguistic Genre Pedagogy (SFLGP) in a Tertiary EFL Writing Context in Indonesia. TEFLIN Journal - A Publication on the Teaching and Learning of English, 26(2), 155. https://doi.org/10.15639/teflinjournal.v26i2/155-182
Emilia, E., Moecharam, N. Y., & Syifa, I. L. (2017). Gender in EFL classroom: Transitivity analysis in English textbook for Indonesian students. Indonesian Journal of Applied Linguistics, 7(1), 206–214. https://doi.org/10.17509/ijal.v7i1.6877
Halliday, M. A. ., & Matthiessen, C. M. I. . (2014). An Introduction to Functional Grammar (Third Edit, Issue December). Oxford University Press. https://www.functionalmedicine.org/files/library/Intro_Functional_Medicine.pdf
Ishikawa, Y. (2015). Gender Differences in Vocabulary Use in Essay Writing by University Students. Procedia - Social and Behavioral Sciences, 192, 593–600. https://doi.org/10.1016/j.sbspro.2015.06.078
Noroozi, O., Hatami, J., Bayat, A., van Ginkel, S., Biemans, H. J. A., & Mulder, M. (2020). Students’ online argumentative peer feedback, essay writing, and content learning: does gender matter? Interactive Learning Environments, 28(6), 698–712. https://doi.org/10.1080/10494820.2018.1543200
Read, B., Francis, B., & Robson, J. (2004). Re-viewing undergraduate writing: Tutors’ perceptions of essay qualities according to gender. Research in Post-Compulsory Education, 9(2), 217–238. https://doi.org/10.1080/13596740400200176
Schleppegrell, M. J. (2004). The Language of Schooling: A Functional Linguistics Perspective. Lawrence Erlbaum Associates, Inc. https://www.ptonline.com/articles/how-to-get-better-mfi-results
Song, Z. (2013). Transitivity Analysis of A Rose for Emily. Theory and Practice in Language Studies, 3(12), 2291–2295.
Tankó, G. (2021). Gender-related Differences in Performing a Test-task in Academic Writing: Insights from Performance Data on an Argumentative Essay Task. In Changing perspectives: Studies in English at Eotvos Lorand University (Issue December, pp. 301–326). School of English and American Studies, Faculty of Humanities. https://www.researchgate.net/publication/357256308
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
