THE EFFECT OF GENRE-BASED MENTORING ON LINGUISTIC FEATURE QUALITY OF RESEARCH ARTICLE ABSRACTS BY INDONESIAN LECTURERS IN SOCIAL SCIENCES AND HUMANITIES

Dedi Jasrial(1), Safnil Arsyad(2), Arono Arono(3),
(1) Universitas Bengkulu, Indonesia
(2) Universitas Bengkulu, Indonesia
(3) Universitas Bengkulu, Indonesia

Abstract


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.


Keywords


research article abstract; linguistic feature; meta-discourse; genre- based mentoring method

Full Text:

PDF

References


Adnan, Z. (2009). Some potential problems for research articles written by Indonesian academics when submitted to international English language journals. The Asian EFL Journal Quarterly, 11(1), 107-125.

Akbas, E. (2012). Exploring meta-discourse in master’s dissertation abstracts: Cultural and linguistic variations across postgraduate writers. International Journal of Applied Linguistics and English Literature, 1(1), 12-26

Arsyad, S. (2014). The discourse structure and linguistics features of research article abstracts in English by Indonesian academics. The ASIAN ESP Journal, 10(2), 191-224.

Arsyad, S., & Adila, D. (2017). Using local style when writing in English: the citing behaviour of Indonesian authors in English RA introductions.Asian Englishes,1-16.

Arsyad, S., & Arono. (2018). Memahami dan menulis abstrak artikel jurnal. Jakarta: Halaman Moeka Publishing.

Azizah, U. A., & Budiman, A. (2017). Challenges in writing academic papers for international publication among Indonesian graduates students. JEELS, 4(2), 176-197.

Batubara, S. S. (2013). The implementation of a genre-based approach: a case study in teaching a narrative text to second grade junior high schools students. English Education, 1,(2), 139-160.

Burgos, E, G. (2017). Use of the genre-based approach to teach expository essays to English pedagogy students. How, 24(2), 141-159.

Dirgeyasa, I. W. (2016). Genre based approach: what and how to teach and learn writing. English Language Teaching, 9(9), 45-51.

Ehara, S., & Takahashi, K. (2007). Reasons for rejection of manuscripts submitted to AJR by international authors. American Journal Roentgenology, 188(2), 113-116.

Elashri, I, I, E, A. (2013). The effect of the genre-based approach to teaching writing on the EFL Al-azhr secondary students’ writing skills and their attitudes towards writing (Ph.D Dissertation). Mansoura University, Egypt.

Emilia, E. (2009). Menulis Tesis dan Desertasi. Bandung: Alfabeta

Feez, S., & Joyce, H. (2002). Text-based syllabus design. Sydney, NSW: Ames.

Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational research competencies for analysis and applications (10th Ed.). New Jersey: Pearson.

Hyland, K. (2000). Disciplinary Discourse: Social Interactions in Academic writing. London: Longman.

Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.

Hyland, K. (2005). Meta-discourse: exploring interaction in writing. London: Continuum.

Kanoksilapatham, B. (2005). Rhetorical structure of biochemistry research articles. English for Specific Purposes, 24, 269-292.

Keshavarz, M. H., & Kheirieh, Z. (2011). Metadiscourse elements in English research article written by native English and non-native Iranian writers in applied linguistics and Civil Engineering. Journal of English Studies, 1(3), 3-15.

Liu, P., & Huang, X. (2017). A study of interactional meta-discourse in English abstracts of economics research articles. Higher Education Studies, 7(3), 25-41. http://doi.org/10.5539/hes.v7n3p25.

Mirshamsi, A., & Allami, H. (2003). Metadiscourse markers in the discussion/conclusion section of Persian and English master’s theses. The Journal of Teaching Language Skills, 5(2), 362-377.

Mocanu, M. (2015). An empirical analysis of metadiscourse in the abstracts of Romanian accounting research articles.Accounting and Management Information System, 14(2), 362-377.

Nagao, A. (2018). A Genre-based approach to writing instruction in EFL classroom context. English Language Teaching, 11(5), 130-147.

Ong, W. N. (2016). Using genre-based instruction to teach the writing of literacy criticism. Gema Online of Language Studies, 16(1), 35-48.

Pho, P. D. (2008). Research article abstracts in applied linguistics and educational technology: A study of linguistic realizations of rhetorical structure and authorial stance. Discourse Studies, 10(2), 231-250.https://doi.org/10.1177/1461445607087010.

Renandya, W. (2014). Choosing the right international journal in TESOL and Applied Linguistics. English Language Teaching, 6, 2-17.

Rivera, J. D. H. (2012). Using-genre based approach to promote orall communication in the classroom in the Colombian English classroom. Colombia Applied Linguistic Journal, 14(2), 109-126.

Wang, L., & Zhang, Y. (2016). An analysis of meta-discourse in the abstracts of English academic papers.Global Journal of Human-Social Science: Linguistics and Education, 16(9).

Widodo, H. P. (2006). Designing a genre-based approach lesson plan for an academic writing course.English Teaching Practice and Critique, 5(3), 173-199.

Zhang, B., Thuc, Q, B, T., Pramoolsook, I. (2012). Moves and linguistic realizations: English research article abstracts by Vietnamese agricultural researchers. The Asian ESP Journal, 8(3), 126-149.




DOI: https://doi.org/10.33369/joall.v4i2.7780

Article Metrics

 Abstract Views : 0 times
 PDF Downloaded : 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Dedi Jasrial, Safnil Arsyad, Arono Arono

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOALL is indexed on:

           

hit counter View MyStat

Creative Commons License
JOALL (Journal of Applied Linguistics and Literature. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.