UTILIZING WHATSAPP APPLICATION FOR TEACHING ENGLISH LANGUAGE: WHY AND HOW?

WhatsApp is one of the most popular messaging applications nowadays and it can be accessed by using smart phone, personal computer, and tablet. Most people prefer to use this application for communicating with other. This application also has invaded all aspects of life, especially in education field. However, this application has not been utilized optimally by English teachers in teaching English language, whereas WhatsApp is a potential media to help English teachers in teaching English language.  WhatsApp allows users to utilize its features to text, to call, and to send video, audio, links, location, document, pictures. In this article, the writer will explain about why WhatsApp is a potential media tool for teaching English language and how to use WhatsApp in teaching English language. In brief, the writer expects that utilizing WhatsApp can help English teachers and students in teaching and learning English language and can improve students' English ability. Key words: WhatsApp, English language teaching, mobile phone technolog

Appreciating Students’ Responses: Verbal and Non-Verbal Compliments Used by English Teachers in Classroom

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

Writing Research Article Abstracts by Using Genre-Based Mentoring Method: Viewed from Rhetorical Moves and Tenses Usage

 Studies on the rhetorical structure and linguistic features of research article published in reputable international journals, and a genre-based approach to teaching writing have received considerable attention from scholars in the last decade. However, little research has been conducted on writing RA abstracts based on the standard of international journals by combining the genre-based approach and mentoring process. Therefore, this study intends to address such a gap by applying the genre-based mentoring method to help improve the rhetorical moves and tenses usage of RA abstract drafts written by lecturers in social and humanities in Bengkulu. The participants of this study consisted of 20 lecturers. This study used the frameworks of Swales and Feak (2009) for move structures and Swales and Feak (2012) for tenses usage. These framework were used to evaluate the RA abstract drafts of the participants. The findings confirm that the quality of RA abstract drafts showed a better improvement viewed from the frequency of the rhetorical moves and the use of appropriate tense. It indicates that the RA abstract drafts of the participant have complied with the structure of international journals in terms of rhetorical moves and the use of appropriate tenses. Moreover, genre-based mentoring is effectively used in teaching academi

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

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

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

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