Anisa, Noor (2019) Boosters and Hedges in Thesis Abstracts at English Department of UIN Antasari Banjarmasin. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

The readers always read the abstract before reading the entire paper. The abstract becomes crucial, because it tells inform about the content of a research, the result of research, and also a vehicle for arousing the curiosity and interest of the reader. Therefore, the abstract needs to put the supporting words on the researcher statements. Meanwhile, abstract involves boosters and hedges which associates the appropriate use of linguistic realization. It makes readers believe and recognize the research result. This study is intended to find out what boosters and hedges are used in the abstract and how are the frequency of boosters and hedges in the abstract of English Department thesis. This study used qualitative as approach, and the research design is discourse analysis. The data were taken 20 thesis abstracts of English Teacher Education Department Students year 2015-2017. Classification of boosters and hedges from Hyland's theory was used for research instrument. Based on the result findings, the researcher found 16 items consisting of 10 boosters category such as always, can, conclude, denote, fact, find/found, must, shows, should, and will. And 6 hedges category there were almost, general, indicate, most(ly), suggest, and suppose. Then, the result shows that frequently between boosters and hedges were 44 times and 20 times used in thesis abstracts. Therefore, boosters were applied more frequently than hedges.

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