CHAPTER II

LITHERATURE REVIEW
2.1 Move
There are some expert give the definition of moves. Holmes (1997, p 325) states a
move as a segment of text which is formed and required by a specific communicative
functions. Furthermore, the detail definition of moves can be found in (Nwogu 1991,p 114) :
By the term move is meant a text segment made up of a bundle of linguistic features
(lexical meanings, propositional meanings, illocutionary forces, etc.) which give the
segment a uniform orientation and signal the content of discourse in it. Each move
is taken to embody a number of Constituent Elements or sub moves which combine
to constitute information in the move.
On the other words, moves can be defined as a unit in one text which has
communicative purpose. This unit contains some smaller element which are strategy and step
that has aim to get the communicative purpose of the text itself.

The Moves can be

characterized by identifying the linguistic features (lexical meanings, proportional meanings,

illocutionary forces, etc) as states in Nwogu (1997).
2.2 Move Structure
There is no specific definition about moves structures by the discourse members, but
in his article, Dudley-Evans (2000,p 6) states that :
many researchers who have continued Swales' work on Moves and Steps have
begun to find interesting variations in the pattern (move structure) found in different
disciplines. Clearly there will always be exceptions to the general pattern ;writers will
choose to omit a particular Move or vary the order of Moves or Steps to suit their
particular rhetorical purpose. (p 6)
Based on the explanation above, moves structure can be defined as the general form
of move or steps which employed in certain discipline of research articles appropriate with
particular rhetorical structure.

2.3 Scientific Writing

Scientific Writing is the activity where the researcher need to report their research
result and finding in the form of written for specific purposes. Some examples of scientific
writing are thesis, research articles, research result, and journal articles. The difference
between scientific writing and non-scientific writing are the form of generic structure,
principals and rules that should be followed by the researcher. This is also supported by
Hartley (2008 ) argues that Scientific text was precise, impersonal and objective. It typically
used the third person, the passive tense, complex terminology, and various footnoting
andreferencing systems. It means that objectivity and complexity are the main problem
sometimes faced by the researcher in scientific writing. In order to produce a good and an
excellent scientific writing, Smyth (1996) as cited in Harley (2008) argues that:
Good scientific writing is characterized by objectivity. This means that a paper must
present a balanced discussion of a range of views . . .Moreover, value judgments,
which involve moral beliefs of what is right or wrong must be avoided . . . The use
of personal pronouns is unnecessary, and can lead to biases or unsupported
assumptions. In scientific papers, therefore, personal pronouns should not be used.
When you write a paper, unless you attribute an opinion to someone else, It is
understood to be your own(Cited, with permission, from Smyth, 1996, p 2)

2.4 Research Article

Research article is one of the example of scientific writing. Writing a research articles
is important activity for researcher in order to make their research useful and beneficial in
society. It has its own standard rules or structures in discourse community known as IMRAD
(Introduction, methods, results and discussions). The language in scientific text also use the
language of rhetoric and persuasion which provides and argues a thesis, the writers claims or
opinion. It is an analytical or persuasive essay that evaluates arguments. Moreover, a research
articles tries to convince readers that the writers arguments is valid or at least deserves
serious consideration (Rozakis 2007). So, in RA the writers need to be creative in using facts,

details, examples, and opinions to support a point. They should also determine which
information has to be put on research articles.
2.6 Discussion Section
Discussion section is a part of RA where the researcher show their findings and result
to the readers. This section is important and difficult to be written in RAs. It becomes so
difficult because .because it aims is to discuss and comment on the findings, rather than
just to report them Day and Gastel (2006). According to book Writing Scientific Research
Article Strategy and Steps authored by Cargill and Connor (2009) There are six of
information that need to includes in Discussion sections, they are (1) a reference to the main
purpose or hypothesis of the study, (2) review of the most important findings, whether they
supports the original study, contributes to the main activity of the study, answers the research
questions, or achieves the research objectives; and agrees or opposes the findings of other
researchers, (3) Explanations for the findings, the researcher refers to relevant literature
and/or speculations about the findings, and also supports by literature citation, (4) Limitations
of the study, (5) Implications of the study (generalizations from the results: what the results
mean in the context of the broader field, (6) Recommendations for future research.
So, it can be concluded that the purpose in discussion section is the researcher do not
only to present the result of finding, but also convinces the reader with sufficient information
how their finding can contribute to the field of study. The way researcher need to select the
information that should be put or not in RA, it will also determine the quality of RA itself. If
the information is only repeated from another section, so discussion section will not achieve
its major purpose. It is in line with the argument of Safnil (2014), he argues that discussion
section should be written argumentatively and persuasively.

2.7 Genre Analysis

There are many studies has been dicussed this term which is folklore studies,
linguistic anthropology, the ethnography of communication, conversational analysis, applied
linguistics, the sociology of language, literary theory and rhetoric. Genre analysis is
associated with John M swales, since he has successfully defined the theory of genre as a
main reference in across disciplines. He defined genre as
A genre comprises a class of communicative events, the members of which shares a
set of communicative purposes. These purposes are recognized by the expert members
of the parent discourse community, and thereby constitute the rationale for the genre.
(Swales, 1990,p58)
Moreover, Richards and Schmidt (2002) states that genre, as a communicative event
is a type of discourse that occurs in a particular setting, that has distinctive and recognisable
patterns and norms or organisation and structure and that has particular and distinctive
communicative functions
Del Arbol (2000) reports that. we consider the complex meaning of genre as a
formal discourse category, either oral or written, which shares some characteristics, such as
the area it belongs to, readership of the text, author, macrostructure, content and
communicative purpose. So, we can define that Genre analysis is an approach that attempts to
explain regularities in texts in terms of shared communicative purposes within discourse
communities.
Based on several definitions and concepts of linguists, genre can be defined as
dynamic communicative event which has communicative purposes and features. It is
structured and modified by discourse community.

2.8 Move analysis

The procedure of genre analysis is

move analysis. It is an effort to see the

communicative purpose of a text by identiifying the communicative units. Dudley-Evans

(1986) defined moves as ..a semantic unit which is related to the writers purpose.
Another definition of move is given by Swales (2004) a discousal or rhetorical unit that
performs a coherent communicative function in written or spoken discourse. Safnil (2014)
defines move as communicative unit in a text, in form of clausal or the combination of
clausal, paragraph or the combination of paragraph which has communicative purpose
clearly. It can be analyzing by identifying linguistics marker, so all those units can construct a
communicative purpose which relevant with the text genre itself.
Research articles is the one of the most attended genres in academic writing. Each
section in RAs has its own model of move analysis, especially in discussion sections. There
are some models that have been found by linguists, for example: Swales (1990) and DudleyEvans (1986).
Swales (1990) mentions that discussion section has eight moves or text segment
which has clear communicative purpose. Meanwhile, Dudley-Evans find a slight different
number of moves. He found nine moves in discussion section. In this study, researcher will
employ Swales eight-move structure (EMS) model to analyze the data.
2.9 Swales eight-move structure (EMS) model
Swales (1990) suggests that discussion section in one RAs could be consisted of
eightmoves ;.background of information, statement of results, (un)expected outcome,
reference to previous research, explanation, exemplification, deduction and hypothesis and
recommendation (pp : 172-173)..The detail of each move will be explained as follows:

2.9.1 Move 1 (Background of Information)

Swales (1990) and Dudley-Evans (1994) the characteristic of the Information moves
are relatively free occurrence and function to support the discussion by highlighting
theoretical or technical information. Jalilifar (2012) finds that Information move is sometimes
explicitly identified by lexical choices using phrases such as this `paper aims to explore, the
research questions, the general perspective of the article, the discussion will consider, the
first, second, third research question, combines with definite marker the and the use of past
tense, signaling presumed information. In line with some arguments above, Safnil (2013)
defines background information as a statement about theoretical and technical information
as already addressed earlier in the RAs.
Shortly, this move provides the readers all the information and data both technically
and theoretically to support the finding and result of the research, this following example:
(1) In general, there are three types of macro genres in Indonesian media that are
exploited to express antagonist ideology: news, letters to editors, editorials. News
usually exploits recount, letters to editor explores exposition, whereas editorials
exhibit discussion micro genres (Santosa, 2010; Santosa et al., 2010). Usually, the
protagonists apply discussions genres, since the genres logically give accesses to
explore an issue from pros-and- cons or different sides of arguments (Santosa et al.,
2011). On the other hand, the antagonists prefer exposition genres, since these genres
provide the stagings that are accessible to challenge or to hold a status quo from onesided arguments (Martin, 1992).
Extracted from k@ta journals.

Based on the example above, the phrase In general, there are two types, it
indicates the definition of theory, and the rest of the phrase explains the theory as whole. So
the writers has employed background of information move to give the reader some
background information in the form of definition.

2.9.2 Statement of result

Safnil (2013 ) defines statement of result as the writer makes the claim as the direct
answer to their research question, Similarly, Jalilifar (2012) says that it presents a brief,
general statement of the results of the research. Meanwhile, Peacock (2002) states a slight
different way of statement of result, he says it presents either a numerical value or reference
to a graph or table. The discourse marker of this moves can be according to table x, results (of
analysis), findings, and reporting verbs such as show, indicate, reveal, and find .
(2) The results obtained from the this study indicate the Interchange 3 and Top Notch
3B textbooks can gain some advantages and disadvantages. Both textbooks have used
various types of photos and drawings; the incorporation of different visual elements
into teaching materials to facilitate language learning gives an advantage to these ELT
textbooks.
Extracted from IJAL journal.
In the example above, the writers choice of word to state the result is clear enough,
the result obtained, this clue of phrase, the writer begins to explain their result of study
by verifying the indicators of study.
2.9.3 (Un) expected outcome
In this part, the researchers explain their outcome, either expected or (un) expected
results. The presence of each outcome can be seen from the lexical choice by researcher. As
Jalilifar (2012) defines this move as the Expected outcome which expresses the writers
positive comments on the results and it is supported by specific lexical choices or by positive
or negative statements. This move can be shown in the following examples :
(3)The interesting finding here is the occurrence of Move 5 (explanation) whichout
numbers the occurrence of Move 4 (reference to previous studies). As can be seen in
Table4 above only 18 RAs (38.3%) has a move 4 while 31 RAs (66%) has a move 5.
International Journal of Linguistics.

In the example above, The phrase the interesting finding researcher shows the
expected results of the study, by using positive comments or clue. The purpose of the
researcher in this move is to state that the finding meets the expectation of researcher.
2.9.4 Reference to previous research
The purpose of this move is the writers present their research related to previous
research. Safnil (2013) defines this move as a rhetorical of the writer to link the present
research findings to the available relevant knowledge or information either to compare or to
support the present findings. So, there are two types of reference: support and contrast.
Reference to previous research is made to show how the present research connects to the
existing research or it is a new findings which either supportive or conflicting with previous
research. As can be seen in this below example:
(5) Similar findings were obtained by Basthomi (2009) when he analyzed the
introduction section of doctoral dissertation of State of University of Malang,
Indonesia. He found that although the writers review relevant literature in the
background of the study section of the dissertation, the majority of the reference to
relevantliterature is about discussion on theoretical concepts which might have been
obtained from reference books rather than from RAs.
International Journal of Linguistics.
In this example, the writer refers to previous study to support his theory, by using the
words of similar findings.
2.9.5 Explanation
The purpose of this move is the researcher need to explain any surprising result in its
finding. The researcher should convince the reader with strong argument to support the
finding. Safnil (2013) argues that it is the writers rhetorical effort to convince readers
why such unexpected or extraordinary results or findings of the present study occur (pp :7).

(6) One of the possible reasons is the kind of reasoning , introductive or deductive (7)
This is because in society the position in which LC is engaged is not so considerable
and they feel a great distance between themselves andmembers of the other classes.
Local Iranian Applied Linguistics Journals.
In example (6) and (7) above, the researchers confirm the finding by providing some
sufficient explanation. Phrase one of the possible reasons / this is because is the discourse
clues where it help the reader to understand the reason of the research finding.
2.9.6 Exemplification
In this move, the researcher supports its explanation by refeencing the previous
studies. Safnil (2013) argues exemplification as an illustration or samples to strengthen or
support the explanation, as viewed in this following example :
(8) As discussed at the beginning of this paper, two previous studies (Read &Rosson,
1982 ;Reutze, & Hollingsworth,1991) have shown that the readers recall may
sometimes be colored by their prior belief.
IJAL Journal
In example (8) above, the writer explain its finding by providing the previous study
which has been explained in the beginning of the paper, to support the explanation.
2.9.7 Deduction and Hypothesis
This move employs the writers make a claim or hypothesis the findings which effect
the wider scope in general. Holmes (1997) defines this move as the writer claim about the
generalized of the particular results or limits claims, discusses and/or dismisses questions that
are indirectly related to his or her research result. Addition, Safnil (2013) defines this move
as the claims of the writers on the level of interpretation of the research findings to a larger
scope of topic or area. In order to make clearer explanation, we can see from the example
below:
(9) The results of this study imply more attention to teaching word properties.

Local Iranian Applied Linguistics Journal

As shows in (9) example above the researcher tries to generalize the result of the
study by saying The results of this study imply more attention to teaching word properties.
It indicates that the researcher would like to say that his result study affects to the broader
area, which is teaching word properties.
2.9.8 Recommendation
This move is the last part in EMS Swales move. At the end of the writing, the
researcher may give some recomendation for further research to complement its finding.
Nwogu (1997) stated this move indicated a need for further research which signaled by the
following linguistics devices, such us : further studies are required to , this study deserves
further study to. It can be seen as the following example as cited in Jalilifar (2012) :
(11) However, since content analysis alone does not necessarily lead to good
results further studies which specially employ meticulous content analysis
combined with other techniques like think aloud may prove helpful.
Local Iranian Applied Linguistics Journals.
In this example above, the researcher recommends to conduct further studies, to
perfect this study for the next researcher. Besides that, he also give some suggestion the
technique to conduct further studies, which is to employ meticulous content analysis.