Create a Research Space (CARS) in Introduction of Indonesian Bachelor Thesis: A Corpus-Based Analysis

Bachelor Thesis (BT) is the requirement for university students to obtain a degree. The Introduction chapter, to some extent, becomes a challenging task to do, like the role that it upholds. Swales (2004), on his model of Create-a-Research-Space (CARS), has given a guideline in composing the introduction chapter using three moves: establishing a territory, establishing a niche, and occupying the niche. This study aims to analyze 32 BT’s introduction chapter in one of English Major of State Islamic Colleges in Indonesia by employing CARS model as the framework. Also, the lexical signal in the rhetorical structure is considered. The results demonstrated that the moves occurrences do not thoroughly perform the rhetorical structure given in the CARS model. This study suggests that academic writing is necessary for students to seek a higher-education path must be equipped with an awareness of structuring arguments. To become successful academic writers, undergraduates need to improve their linguistic competence, syntactic fluency, and lexical capacity to write analytically, competently, and persuasively.

Step 2: Announcing principal findings Step 3: Indicating RA structure Theorists and researchers have identified genre as a concept from a different point of view. Swales (1990) defines 'genre' as a communicative event in which the community members share the same set of communicative purposes. It shows a substantial role in the study of English for Specific Purposes (ESP) and highlights the importance of communicative purpose in structuring a text. Martin (1992), on the other hand, defines genres as a social process that includes stages, goal-oriented, and purpose. The typical schematic or organizational structures show some stages that should be employed in a genre, and the genres' orientation is to get things done; finally, the interaction among the text and members of readers shows the social processes in it. (Martin, Christie, & Rothery, 1987).On the other hand, Biber and Conrad state that Genre as a social process in which participants within a culture use language in a predictable, sequential structure to achieve specific communication goals (Biber & Conrad, 2009). In short, Genre refers to how to perceive, respond to, and meaningfully and sequentially act and reproduce repetitive situations. Also, a genre can simply be seen as a social process in which members of the community carry out communicative activities to achieve their goals through shared linguistic traits and rhetorical structures.
It has emerged as a phenomenon recently that an investigation has received attention in analyzing bachelor thesis written in English by non-native speakers. Specifically, over the past decade, there has been sustained research activities analyzing the structure and rhetorical move as it is believed that a weak communicative structure will lead to miss-focused on the primary purpose (Adnan, 2011;Agustina & Raharjo, 2017;Arsyad et al., 2019;Jawad & Saleh, 2018;Male, 2018;Nurhayati, 2015;Samad, 2015;Samad & Adnan, 2018;Suryani & Rismiyanto, 2019;Yang, 2014). Furthermore, A PhD thesis of genre analysis by Bunton (2002) enriches the analysis as the model is modified to some moves as follows: 1) Establishing a territory, 2) Establishing a niche, and 3) Announcing the present research. This finding is related to the analysis from Arsyad and Arono (2016), which points out the analysis of research articles written by Indonesian have problems in arguing the significance and centrality of larger discourse communities such as Dabamona, Elmiana, Fatimah, Rahayu Create a Research Space (CARS)  international reputable journal articles. Work in this area is in its infancy and is somewhat limited by a few genre analyses on BT Introduction written by Indonesian English majors regarding the rhetorical structure. Yet, research in the area of rhetorical structure of of BT in English majors is still limited. Thus, it is essential to investigate the section concerning the rhetorical structure written by students.
The researchers have explored to uncover several issues of bachelor thesis that still lack in showing comprehensive steps. The study shows that managing the writing process and linguistics resources are still the issues (Rochma et al., 2020).
According to Arsyad and Arono (2016), the Indonesian writer-style of delivering the importance of research can be a severe issue in communicating the topic academically to the discourse community (Arsyad et al., 2020;Arsyad & Arono, 2016). This situation appears to be typical for most Indonesian students, including from the English Education Program/Tadris Bahasa Inggris (TBI) from State Islamic College (STAIN) of Sorong. Furthermore, the CARS model designed by Swales (1990) is used as a framework for seeking the characteristics of (1) how the Swales CARS model is identified in the BT Introduction section; (2) how the moves and steps are delivered concerning lexical phrases.

Research Methodology
This research used qualitative research methods where descriptive data was obtained from documents stored in the library and other alumni documents. The data was taken preliminary from 32 theses written by Tadris Bahasa Inggris of Sorong State Islamic College (STAIN) students from the 2016 to 2020 school year.
The data is used as corpus data, then analyzed to identify the rhetorical structure using the CARS framework, used as a research instrument.
The rhetorical structure of BT is analyzed in the selected works. The data is considered as the corpus data, which later is analyzed to identify the rhetorical structure using the CARS framework, which at the same time will be used as the research instrument. The result will be reported to contain both description and structure.
The analysis we conducted through a comprehensive step framework for the coding of move analysis. The initial thesis introduction was identified using the Then the following coding is done using a list of phrases that have been added and published by Lu (Lu et al., 2021). Step 1 Claiming centrality or value of research area M1_S1 Step 2 Making generalizations about research area M1_S2 Step 3 Reviewing items of previous research M1_S3

Move 2 Establishing a niche M2
Step 1 Counter-claiming M2_S1a Step 1 Indicating a gap M2_S1b Step 1 Question raising M2_S1c Step 1 Continuing a tradition M2_S1d Step 1 Pointing out limitations of previous research M2_S1e Step 2 Providing justification M2_S2

Move 3 Presenting the present work via M3
Step 1 Announcing present research M3_S1 Step 2 Presenting research questions or hypotheses M3_S2a Step 2 Advancing new theoretical claims M3_S2b Step 3 Definitional clarification M3_S3 Step 4 Summarizing methods M3_S4a Step 4 Explaining a mathematical model M3_S4b Step 4 Describing analyzed scenario M3_S4c Step 5 Announcing and discussing results M3_S5 Step 6 Stating the value of present research M3_S6 Step 7 Outlining the structure of the paper M3_S7 Step 8 Rationalizing research focus and design M3_S8 Step 9 Presenting limitations of current study M3_S9

CARS Model-identification in BT's Introduction section
In this sub-section, some moves and steps of Swales' CARS model were identified in the corpus data. The number of occurrences of each and step is presented in (1) Therefore, language has a central role in students social and emotional development (BT1) (M1_S1) (2) Nowadays, YouTube became more popular with people particularly among the youth. (BT2) (3) In recent years, researches on potential role of technology in educational context have also been widely discussed … (BT2) (M1_S3) Step 2 Making generalizations about research area M1_S2 825 Step 3  Step 2 Advancing new theoretical claims M3_S2b 0 Step 3 Definitional clarification M3_S3 0 Step 4 Summarizing methods M3_S4a 0 Step 4 Explaining a mathematical model M3_S4b 0 Step 4 Describing analyzed scenario M3_S4c 0 Step 5 Announcing and discussing results M3_S5 0 Step 6 Stating the value of present research M3_S6 12 Step 7 Outlining the structure of the paper M3_S7 0 Step 8 Rationalizing research focus and design M3_S8 0 Step 9 Presenting limitations of current study M3_S9 0 Total 1.410

Establishing a research territory
This section analyses the results of identifying how undergraduates use phrases to deliver the context and research goal in three steps: claiming centrality, making topic generalization, and reviewing items from the previous research.

a. Claiming Centrality [M1_S1]
The argument is delivered to a spot to declare centrality, and the author wishes to expose that the subject matter is essential, central, problematic, or relevant in a few ways. Phrases used to indicate the appearance of research centrality as follows: an important * in the question, role as one of the * most, least at the heart of * petroleum, the, U.S. in the study of * category-based, SLA, campaign, human (Lu et al., 2021) Here we compare phrases identified by Lu (2021) in the introductory section of the thesis, which shows a significant difference, as shown in the data below: (4) Furthermore, English plays an essential role as a foreign language to support the development of economic, international relations, education, media technology, communication, and international travel.(BT_01) (5) The teaching and learning English has been placed in a very important position and has been taught in almost all countries in the world (BT_12) (6) Listening and reading skills are regarded as receptive skills while speaking and writing skills are considered to be productive skills. The four skills are all important.(BT_20) Dabamona, Elmiana, Fatimah, Rahayu Create a Research Space (CARS)

in Introduction of Indonesian Bachelor Thesis: A Corpus-Based Analysis
In conveying the claim of centrality, the author of example (7) uses the phrase "…English plays an essential role as…". This phrase indicates that this research is currently problematic and vital to discuss. Then, the phrase in example (8) "... has been placed in a crucial position..." shows the author has placed the background of the problem under discussion in academic circles. The author used "a very important position" to denote the synonym of "essential", as given in example (7). Also, data from example (9) demonstrates similar lexical "important", yet there is a variation in the application where the lexical is used directly after the main argument is delivered. a number of * have papers, researchers, scholars, studies a number of studies * explore, find, have, starting a number of studies have * added, been, found, investigated, shown has been shown to * be, have (a large/positive effect), foster, reduce, help it is * known that well, widely (Lu et al., 2021) Much of the findings presented in this section show that undergraduates use less lexical phrases to generalise topics in the thesis. Instead, the argument is offered by using the syntactical level. The findings are as follows.
(7) English Day program is one of the alternatives that can be implemented by the teacher which the theory that students have learned at class can be aligned with direct practice in oral form.(BT_05)  in their study of * the, recent, English, U.S., middle-status, wine a * in which the context, model as a function of the * length, number at the beginning of * a, workers (Lu et al., 2021) The researchers found undergraduates perform the rhetorical step using various phrases, yet they play the role of successfully reviewing relevant studies according Reviewing previous studies is applied in examples (13) and (14), the study as the phrase "In the current situation…" and "In recent years, …". It demonstrates that the author refers to their understanding of the latest situation. However, example (15) applies a citation to indicate the relevant study.

Establishing a niche
This section provides the identification of question raising [M2_S1c], and Providing

a. Question raising [M2_S1c]
This section shows the undergraduates' curiosity about the topic and raises the question to be undertaken in the research. This can be illustrated with the following phrases proposed by Lu (2021). and to what extent * the, does the question of how * much, compensation, the, to (Lu et al., 2021) Data from the corpus illustrate example of (16), (17), and (18)  (13) All of the above explanations create inspiration to the researcher to make a classroom action research, because the writer wants to know how far flashcards can improve vocabulary mastery (BT_19)) (14) After doing the observation, writer found some problems that faced in teaching learning process. (BT_32) (15) Based on the observation and interviewed with the teacher in eighth grade MTs Sains Algebra , the most problem that happened in the learning process was the students' learning interest towards English.(BT_31) Example (16) and (17) demonstrate the effort of undergraduates to employ phrases in raising the questions. The writer of example (16) confirms the reader to the general topic discussed earlier by using phrases, "All of the above explanations create inspiration to the researcher to make…". However, in example (17), the topic raised with "After doing the observation, writer found some problems…", seems to need more steps to clarify the question.

b. Providing justification [M2_S2]
This section shows justification for previous studies that the writers can maintain. The example of phrases providing justification is presented below. a * understanding of the better, deeper, nuanced it is important to * determine, understand, study, investigate, consider the ways in which * changes, persons, gender, such understanding of the * of causes, nature, origins, structure (Lu et al., 2021) Examples (19) and (20) highlight a need for research related to the topic referring to real-world education challenges. Also, the discussion from both examples shows the appropriateness of further study.
(16) Based on the researcher's perspective, one of the several factors that affected the low interest is the using of learning media that teacher use to teach the English material (BT_07)) (17) There are more students who participate during the lessons than the silent ones. (BT_12)  In this section, the importance of stating the aim or purpose of the present study.

Dabamona, Elmiana, Fatimah, Rahayu Create a Research Space (CARS) in Introduction of Indonesian Bachelor Thesis: A Corpus-Based Analysis
Some phrases have been discussed by Lu as follows (2021).
aim of * article is to this, the aim of this * is to article, study, paper, analysis goal * this article is to of, in goal of * article is to the, this (Lu et al., 2021) In data corpus, the purpose of the study is to apply different lexical phrases that conventionally proposed from previous studies about this move as demonstrated by example (21) to (24). This section is about how undergraduates state the value of their present research.
contribution of this * is article, study, paper, research this is the first * study, paper, sociological, systematic, annual, known, largescale to our knowledge * is the this, ours is the first to * examine, identify, investigate, study, establish, use (Lu et al., 2021) Undergraduates highlight the findings of the research portraying the noteworthiness of the present study. Moreover, potential benefits are introduced.
All examples of this step establish the value or importance for undertaking the present study.
(22) The finding of this study is expected to be a reference for the other school in order to promote the achievement of students' speaking skill. (BT_05) Dabamona, Elmiana, Fatimah, Rahayu Create a Research Space (CARS)

Discussion
Based on the results, all of the moves are identified from the corpus of 32 BT.
Furthermore, the function of establishing a niche is used very few, as shown in data

Conclusion and Suggestion
The data sample of BT's Introduction section shows that the occurrences among M1, M2, and M3 do not fully function the rhetorical structure given in the CARS model. This study showed that M1 establishes the major occurs in the corpus.
It seems mandatory and even overused as the number of appearances is high. In addition, the rest of the moves are not shown in all data samples, which makes a more convinced prediction that undergraduate students do not have a good awareness of rhetorical structure.
Based on the results, it can be suggested that using Swales' CARS model as a guideline for writing an introductory section of a bachelor's thesis. This model presents three steps along with steps that can assist students to write well-organized referrals in a particular pattern. Since this study examined only the movements of the introductory chapters written by University students in the English education department, further research is needed to examine the rhetorical composition of the discussion chapters as the discussion chapter is central to the dissertation. This research provides essential knowledge on how to write the introduction part academically, particularly for undergraduate students and teachers who could encourage the students to use Swales's model to write their thesis or dissertation. Evolving proficiency in academic writing is necessary for university students who strive to pursue a path of higher education must learn to use academic language effectively. To become successful academic writers, students need to develop their linguistic competence, syntactic fluency and lexical capacity to be able to write analytically, competently and persuasively

Pedagogical implications.
In order to develop students' linguistic resources, teachers may need a multifaceted pedagogical approach that provides 1) exposure to authentic and rich learning materials that represent the content of academic writing, 2) explicit instruction that draws students' attention to lexical phrases, 3) strategy instruction that shows how language is used to construct meaning, and 4) guided practise that promotes students' linguistic knowledge in composing, revising, and editing processes (Maamuujav & Olson, 2019). Therefore, in this way, teachers could help students determine how to create meaning from the texts and how linguistic choices are shaped by constructed genre.