Although writing has been learned by students since they start to learn English language but it still become the most difficult skill to be acquired than speaking, reading and listening. It is possibility caused by the students have limitation of knowledge about writing roles, lack of vocabulary, lack of motivation, lack of master of language structure, and lack of ability in generating a topic. In addition, writing is also called as the most complexity skill and it can be seen from the process of writing, rules that must be followed by students, and the influence of non-linguistics factors during of writing activity. Therefore, students must be serious to acquire this skill. In this article, the writer would like to introduce a suitable approach to teaching writing of English texts through process-genre approach. After reading this article, the writer expects that this article can help English teachers to apply this approach for teaching writing of English texts at Junior and Senior High Schools in Indonesia.
Many scholars have investigated how teachers interact with students in the ELT classroom, such as teacher talks and teacher reinforcements. This study aims at investigating the verbal and non-verbal compliments used by the English teachers in the EFL classroom. This study deployed a case study method that involved two English teachers at a state junior high school in Seluma regency, Bengkulu Province, Indonesia. The instruments used in this study were an observation sheet, video recording, and unstructured interview. The observation was done for three meetings for each teacher. The data were analyzed using the interactive data analysis model. The results show that the English teachers used five types of verbal compliments (e.g., good, very good, well done, that’s right, and nice) and non-verbal compliments (e.g., hand movements, head movements, facial expression, touching the students, and standing near the students) to show their appreciation to the students’ responses. In conclusion, the English teachers have used some verbal and non-verbal compliments, but they should use more diverse types of verbal and non-verbal compliments to build students’ performances in the ELT classroom. This study gives new insights for English teachers about the types and importance of compliments to boost the students’ participation, motivation, and interaction in classroom activities.
The TOEFL is a type test known internationally to assess someone’s proficiency in English language. However, many EFL students have problems in doing the TOEFL test so that their score results are still under the minimum score. The aim of this study is to explore the nursing students’ difficulties in answering the TOEFL questions. This study was a descriptive-quantitative study that involved fifty-one nursing students of the Poltekkes Kemenkes Bengkulu. The data of this study were gathered by using a questionnaire in the form of Google form based on Likert’s scale. The results of the study revealed that the level of difficulty experienced by the nursing students in answering the questions on the TOEFL test was in a high category. The listening comprehension section gained the mean score of 3.79, the structure and written expression section gained the mean score of 3.67, and the reading comprehension section gained the mean score of 3.62. Moreover, their difficulties were in a high category for all of the items in the questionnaire. In brief, the difficulties faced by the nursing students show that their English proficiency is still low.
Meta-discourse is one of the linguistic features that have gotten considerable attention in writing a research article abstract recently. It is because the meta-discourse serves as a textual and interpersonal marker that can help readers to organize, classify, interpret, evaluate, and react to the contents of a propositions or meanings of sentences in the research article abstracts. However, Indonesian authors still have a problem in the use of meta-discourse based on its function in writing a research article abstract that meets to reputable international journals. The purpose of this study is to help improve the linguistic feature quality of research article abstracts written by Indonesian lecturers in social sciences and humanities in terms of the appropriate use of meta-discourse devices. This study used three stages of genre-based method following Hyland (2003): modeling, joint construction, and independent construction to mentor 20 lecturers in improving their research article abstract quality in terms of the appropriate use of meta-discourse devices in the sentences. The meta-discourse devices in the lecturers’ research article abstracts was evaluated following the frameworks of meta-discourse based on its function as suggested by Hyland (2005). The result revealed that there is an important improvement on the linguistic feature quality of Indonesian lecturers’ research article abstracts in terms of the appropriate use of meta-discourse devices. It implies that genre-based mentoring method has been quite effective in helping Indonesian lecturers in social sciences and humanities in writing their RA abstracts in using meta-discourse devices for a reputable international journal.
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