METADISCOURSE MARKERS IN THE UNDERGRADUATE THESIS INTRODUCTION WRITTEN BY ENGLISH EDUCATION STUDENTS OF THE UNIVERSITY OF BENGKULU

This research is aimed to find metadiscourse forms and metadiscourse categories which are dominantly used in the undergraduate thesis introduction written by English Education students of Bengkulu University. The documentation technique and checklist are used in this research. Fifteen undergraduate thesis introductions by English Education students were analyzed by using mix method quantitative and qualitative, along with descriptive approach. The results showed that the category of metadiscourse markers which was dominantly used by English Education students is interactive metadiscourse markers. And the form of metadiscourse markers which was dominantly used by English Education students dominantly used is transition metadiscourse markers. However, English Department students used of metadiscourse markers were still limited to the use of and, or, also but metadiscourse markers. In conclusion, both of the dominant category used and form used in their writing are considered as good in accordance to previous studies in written academic discourse. It is highly encouraged for English Education instructors to put metadiscourse markers as an integrated topic in writing classes such as report writing, academic writing, and discourse analysis. It is also suggested for future researchers to further analyze the correct use of metadiscourse markers in the undergraduate thesis introduction written by English Education students of Bengkulu University. This will lead to a new contributive finding in regards of metadiscourse markers