Identity in Academic Writing Established by Indonesian vs Non-Indonesian Writers

Titah Afandi; Ni Gusti Ayu Roselani

doi:10.24036/komposisi.v25i1.127168

Identity in Academic Writing Established by Indonesian vs Non-Indonesian Writers

Titah Afandi⁽¹⁾, Ni Gusti Ayu Roselani⁽²⁾,
(1) Universitas Gadjah Mada

Indonesia
(2) Universitas Gadjah Mada

Indonesia

Corresponding Author
Copyright (c) 2024 Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni

DOI : https://doi.org/10.24036/komposisi.v25i1.127168

Full Text:

Language : en

Abstract

Academic writing in the form of international journal articles is primarily read and used as references for many academic communities. Since the writers of an international journal are from different backgrounds and countries, their works have some differences in terms of writing styles. How the writers show authorial identity and authority through the texts is one of the aspects that causes the differences. This study investigates how Indonesian and non-Indonesian writers established their identities in academic writing. This study used the descriptive qualitative research method. Hyland’s (2005b) stances theory (hedges, boosters, attitude makers, and self-mentions) was applied as the research approach with the help of the AntConc corpus toolkit to analyze the data that were collected from an international journal. The results and discussion show similarities and differences regarding Hyland’s stances in journal articles written by Indonesian and non-Indonesian writers. The results and discussion reveal both similarities and differences in how Indonesian and non-Indonesian writers convey authorial identity and authority through their texts.

Keywords

academic writing, identity, stances, Indonesian writers, non-Indonesian writers

References

Afandi, T., Widiati, U., & El Khoiri, N. (2021). Implementing Semantic Mapping Strategy to Enhance Eleventh Graders’ Organization Aspect of the Writing Skill. J-ELLiT, 5(2), 26–32.

Anthony, L. (2011). AntConc: A learner and classroom friendly, multi-platform corpus analysis toolkit. IWLeL 2004: An Interactive Workshop on Language e-Learning, 7–13.

Doenyas, C., Tunay Gül, Z., & Alcı, B. (2023). A non-Western adaptation of the Situated Academic Writing Self-Efficacy Scale (SAWSES). Assessing Writing, 57, 100763. https://doi.org/10.1016/j.asw.2023.100763

Giltrow, J., Gooding, R., & Burgoyne, D. (2021). Academic Writing: An Introduction (4th ed.). Broadview Press.

Handford, M., & Gee, J. P. (2023). The Routledge Handbook of Discourse Analysis (M. Handford & J. P. Gee, Eds.; 2nd ed.). Routledge.

Hayland, K., Paltridge, B., & Wong, L. L. C. (2021). The Bloomsbury Handbook of Discourse Analysis (2nd ed.). Bloomsbury Publishing Plc.

Hyland, K. (2005a). Metadiscourse: Exploring Interaction in Writing. Continuum.

Hyland, K. (2005b). Stance and engagement: A model of interaction in academic discourse. Discourse Studies, 7(2), 173–192.

Ivanič, R. (1998). Writing and Identity: The Discoursal Construction of Identity in Academic Writing. John Benjamins Publishing Co.

Oshima, A., & Hogue, A. (2007). Introduction to Academic Writing (3rd ed., Vol. 3). Pearson Education Inc.

Paltridge, B. (2012). Discourse Analysis: An Introduction (2nd ed.). Bloomsbury. http://linguistics.paltridge2e.continuumbooks.com

Preece, S. (2018). Identity work in the academic writing classroom: Where gender meets social class. Journal of English for Academic Purposes, 32, 9–20. https://doi.org/10.1016/j.jeap.2018.03.004

Qi, Q., & Zhao, C. G. (2023). Discoursal scholarly identity in research writing. Journal of Second Language Writing, 62. https://doi.org/10.1016/j.jslw.2023.101052

Rahimivand, M., & Kuhi, D. (2014). An Exploration of Discoursal Construction of Identity in Academic Writing. Procedia - Social and Behavioral Sciences, 98, 1492–1501. https://doi.org/10.1016/j.sbspro.2014.03.570

Syahid, A., & Mukminatien, N. (2021). Thirty years of TEFLIN journal: A bibliometric portrait through the lens of microsoft academic. TEFLIN Journal, 32(1), 134–166. https://doi.org/10.15639/teflinjournal.v32i1/134-166

Teng, M. F., & Ying, Z. (2023). Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing. Assessing Writing, 57, 100728. https://doi.org/10.1016/j.asw.2023.100728

Vásquez, C., & Liska, D. (2023). Online Identity and Discourse Analysis. In M. Handford & J. P. Gee (Eds.), The Routledge Handbook of Discourse Analysis (2nd ed., pp. 454–466). Routledge.

Waring, H. Z. (2018). Discourse Analysis: The Questions Discourse Analysts Ask and How They Answer Them. Routledge.