Logical indicators encountered in the argumentative compositions of the students of the English Department of Widya Mandala Surabaya Catholic University

Hutama, Christina Sari (2006) Logical indicators encountered in the argumentative compositions of the students of the English Department of Widya Mandala Surabaya Catholic University. Undergraduate thesis, Widya Mandala Catholic University.

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Abstract

This study focuses on the uses of logical indicators in the argumentative compositions. Using a list of logical indicators (both premise and conclusion) the writer analyzed 30 argumentative compositions of the students of the English Department of Widya Mandala Surabaya Catholic University of the academic year of 2001/2002 and found: 1. 13 logical indicators, consisting of 6 premise indicators (because, firstly, secondly, the third reason is, the last is, for) and 7 conclusion indicators (so, as a result, hence, therefore,for this reason, which shows that, that is why). 2. The logical indicator used the most is because (49,81%). 3. The logical indicator used the least is hence (0,41%). 4. The premise indicator used the most is because (66,85%). 5. The premise indicator used the least is for (1,09%). 6. The conclusion indicator used the most is so (76,19%). 7. The conclusion indicator used the least is hence (1,59%). In line with these findings, the writer would like to suggest that: l. The teachers of Argumentative Writing teach their students various types of logical indicators and how to use them in shaping their arguments. 2. The students of the English Department who are taking Writing III (previously Writing D) be more active in doing a lot of writing practices given by the respective teachers and read a lot of argumentative texts to see how professional writers shape their argument using various logical indicators. By so doing, they will automatically learn and know how to vary their logical indicators when writing an argumentative essay. 3. Students of the English Department taking thesis do researches on the same topic with more data and better analysis technique to see whether it is true that the student of EFL, in this case, those taking Writing III, only master and use such as a limited logical indicators in shaping their arguments and why

Item Type:	Thesis (Undergraduate)
Department:	["eprint_fieldopt_department_Faculty of Teacher Training and Education" not defined]
Subjects:	English Education
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	Users 14 not found.
Date Deposited:	23 Jun 2015 08:36
Last Modified:	23 Jun 2015 08:36
URI:	http://repository.ukwms.ac.id/id/eprint/2912

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