Metadiscourse Model In Students’ Thesis At English Teacher Education Department Of UIN Sunan Ampel Surabaya

Thesis background becomes crucial to highlight the significance of the research. Therefore, thesis background needs to have strong argument and engage the readers. Metadiscourse models help the writers to organize the thesis background of the study, in order to engage readers with their writing. The purpose of this qualitative study is to analyze the metadiscourse model in thesis background of English Teacher Education Department, this study used content based on Hyland theory of metadiscourse models. The data were collected from 10 thesis background of English Teacher Education Department Students in the academic year 2017. The findings show that there are 265 metadiscourse items consisting of 139 interactive metadiscourse and 126 interactional metadiscourse. The use of metadiscourse in students’ thesis background include 62 transitions, 34 evidential, frame markers, code glosses, hedges, boosters, attitude marker, self-mentions, and engagement marker. The metadiscourse models mainly used were transitions, and self-mentions to organize the text, and show the authorial presence. As endophoric marker is less used by the student, teacher of English in writing or thesis supervisor need to also encourage the use of endophoric marker in student thesis background of study.