Generic Structure and Cohesive Devices: A Study on the Final Project Report Presentation of the Accounting Students of Polines Semarang

Raharjo, Suko; Nirmala, Deli

doi:10.14710/parole.v6i2.27-40

Cited by 3 publications

(5 citation statements)

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“…In Move 3 -Conclusion, there are two steps with a typical pattern as obligatory, M3SA -Summarizing the points/conclusion and M3SD -Thanking/thank you. The findings in previous research from Raharjo and Nirmala (2016) revealed that most presenters developed their presentations using a summary/conclusion. The steps above are categorized as obligatory because they have appeared 30 times with a percentage of 100%.…”

Section: Discussionmentioning

confidence: 90%

“…Then, the recorded video of the presentation was analyzed by the researcher. The researcher will analyze the pattern of the rhetorical structure found in the video presentation by using the adapted model by Singh and Ali (2019), Raharjo andNirmala (2016), andSeliman (1996). Following that, each piece of evidence will be further detailed and examined in light of the theories covered in the preceding chapter.…”

Section: Methodsmentioning

confidence: 99%

“…The moves and steps in the rhetorical structure model of Singh and Ali (2019) are appropriate to be used as guidelines for analyzing the rhetorical structure in oral presentations, it's just that the moves and steps used do not yet exist for the body section and closing section. Therefore, the researcher took moves and steps for the body section and the closing section of the model used by Raharjo and Nirmala (2016) and Seliman (1996). In short, the researcher proposes a model adapted from the three previous models.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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The Rhetorical Structure of Students’ Presentation in Speaking Class

Novitasari¹,

Syafryadin

Sofyan³

2022

Engl. Franca acad. j. of Engl. lang. and educ.

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This study aims to find the rhetorical structure of Move and Step which are often found in the Speaking for Presentation class. Additionally, this research looks into the typical pattern of students’ presentations in the Speaking for Presentation class. This study used a mixed-method research strategy that incorporates qualitative and quantitative data. The object of the research is 30 video presentations of 4th-semester English education students from the Speaking for Presentation class at Bengkulu University. From this study, it was found that the rhetorical structures of the Moves and steps that are most often found in students' presentations in the Speaking for Presentation class are Greeting the audience, Introduction of oneself/other speakers, Announcing the topic of oral presentation, Hortatory/narration, Summarizing the points/conclusion, and Thanking/Thank you. Then, the second of the Moves and the steps that are most often found in students' presentations in the Speaking for Presentation class are Leading the audience into the content and Suggestion. Furthermore, the typical patterns found in student presentations are Obligatory and Conventional.

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Section: Discussionmentioning

confidence: 90%

Section: Methodsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

The Rhetorical Structure of Students’ Presentation in Speaking Class

Novitasari¹,

Syafryadin

Sofyan³

2022

Engl. Franca acad. j. of Engl. lang. and educ.

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“…Raharjo & Nirmala (2018) looked at the generic structure and cohesive devices in accounting students' final project report presentations [12]. Referents and conjunctions are shown to be the most common grammatical cohesion devices utilized by accounting major students.…”

Section: B Review Of Previous Studiesmentioning

confidence: 99%

Analysis of Cohesive Devices in Teaching Dialogues

Suningsih¹,

Putri²,

Waziana³

2022

Proceedings of the Universitas Lampung International Conference on Social Sciences (ULICoSS 2021)

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This study aimed to identify the types of cohesive devices used by the teacher during the teaching-learning process. The data were analyzed using Halliday and Hasan's theory (1976) taken from the transcript of the English teaching video recorded in the private high school in Lampung. The method applied in this research was a descriptive qualitative method that provides an overview and interpretation of objects in the actual situation. The results of this study show that the most frequent cohesions that appeared in the conversation are reference 30,77%, ellipsis 33,33%, conjunction 23,08 %. Meanwhile, the occurrences of substitution were 5,13%, and lexical cohesion which included reiteration 7,69%, and collocation (0%) in lexical cohesion. In the teaching dialogues, simple sentence is preferred such as giving explanation, instruction, or complaining about something. In addition, omitting words is mostly used than substituting, also more ellipsis than substitution. Discourse cohesion devices used in the teacher conversations include all cohesion except the collocation as Halliday and Hasan stated, here the researcher found that the cohesive devices that were mostly used by the teacher were the ellipsis and references.

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“…John Swales's (1990) rhetorically-based approach to genre and his Move Structure Theory to investigate the genre-based discourse structure of academic journal articles opened up new perspectives in the field, and inspired research related to various written academic genres internationally (Anthony, 1999;Atai and Habibi, 2009;Bunton, 2005;Golebiowski, 1999;Holmes, 1997;Tardy, 2011;Zand-Vakill and Kashani, 2012), and in Hungary, too (Árvay and Tankó, 2004;Doró, 2013aDoró, , 2013b. At the same time, interest in the move structure analysis of oral academic genres has only intensified in the last decade focusing, for instance, on TED talks (Chang and Huang, 2015; Li and Li, 2021; Miranda and Moritz, 2021; Poonpon and Kraisriwattana, 2020; Ratanakul, 2017) and AOPs (Ädel, 2023; Chang and Huang, 2015; Hu and Liu, 2018; Singh and Ali, 2019; Raharjo and Nirmala, 2016).…”

Section: Introductionmentioning

confidence: 99%

Move analysis of Hungarian English majors’ academic oral presentations

Magnuczné Godó

2023

MDT

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The academic oral presentation (AOP) is an important aspect of English majors’ academic training. Besides a sound knowledge of the field, the AOP requires complex linguistic, sociocultural, pragmatic and discourse competences in the foreign language, of which the present study focuses on discourse competences comprising the ability to create coherent texts complying with the discourse community’s genre-specific expectations. While the discourse structure of written academic genres has been widely researched based on Swales’s (1990) Move Structure Theory, interest in oral academic genres including the AOP, an important educational tool to foster the disciplinary socialisation of university students, has been more modest. The present study aims to contribute to this field by mapping out the move structure of the Introduction and Conclusion macrostructure components of Hungarian English majors’ AOPs. The analytical framework of the investigation is Chang and Huang’s (2015) move structure model, adapted for the investigation of TED talks, so it also provides an opportunity to compare the discourse structure of TED talks and that of AOPs. The results suggest that the Introduction components of the AOPs and TED talks tend to be similar both in terms of their move structure and the proportion of text devoted to them. However, the characteristic moves of the Conclusion and the implementation of moves both in the Introduction and Conclusion demonstrate several differences deriving from the differing context of the two lecture types and experience of speakers, which the study will discuss in detail.

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Generic Structure and Cohesive Devices: A Study on the Final Project Report Presentation of the Accounting Students of Polines Semarang

Cited by 3 publications

References 1 publication

The Rhetorical Structure of Students’ Presentation in Speaking Class

The Rhetorical Structure of Students’ Presentation in Speaking Class

Analysis of Cohesive Devices in Teaching Dialogues

Move analysis of Hungarian English majors’ academic oral presentations

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