RHETORICAL MOVE ANALYSIS OF THE FINAL PROJECT ARTICLES OF FIFTH-SEMESTER ENGLISH EDUCATION STUDENTS

NATASYA PUTRI IRNANDA, 1860203222152 and PUSPITA MAYARATRI, 1984101520140320002 (2026) RHETORICAL MOVE ANALYSIS OF THE FINAL PROJECT ARTICLES OF FIFTH-SEMESTER ENGLISH EDUCATION STUDENTS. [ Skripsi ]

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Abstract

This study aims to describe how fifth-semester English Education students at UIN Sayyid Ali Rahmatullah Tulungagung realize rhetorical moves in the Introduction section of their final project articles based on Swales' Create A Research Space (CARS) model. The ability to compose an effective Introduction is crucial in academic writing, as it serves to establish the research context, justify the study, and present the research objectives. However, undergraduate students often struggle to compose this section rhetorically. This study employed a qualitative descriptive content analysis design. The data source consisted of 32 introduction sections taken from final project articles written by fifth semester English Education students of class 5E. Three primary moves in the CARS model were identified and their realizations were categorized in order to evaluate the data using rhetorical move analysis: Establishing a Territory (Move 1), Establishing a Niche (Move 2), and Occupying the Niche (Move 3). To guarantee the trustworthiness of the data, investigator triangulation and expert validation were used. The findings show that all articles analyzed applied Move 1, mainly through topic generalization. Move 3 was realized in most articles, indicating that students were generally able to state their research objectives. On the other hand, Move 2 was realized in half of the articles, with indications of a gap as the most frequently used step. Other steps, such as counter claiming and question raising, were rarely or not realized. These results indicate that although students demonstrated basic genre awareness, many of them had difficulty establishing a clear research niche. All things considered, the Introduction sections demonstrate a partial implementation of the CARS model, emphasizing the necessity of specific training on the building of rhetorical moves in order to enhance undergraduate academic writing. Keywords: rhetorical move analysis, Swales’ CARS model, introduction section, final project articles, academic writing

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