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All Journal JETL (Journal Of Education, Teaching and Learning) Ethical Lingua: Journal of Language Teaching and Literature Cendikia : Media Jurnal Ilmiah Pendidikan
Safnil Arsyad
Universitas Bengkulu, Indonesia
Aerospace Engineering Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Writing Research Article Abstracts by Using Genre-Based Mentoring Method: Viewed from Rhetorical Moves and Tenses Usage Dedi Jasrial; Safnil Arsyad; Arono Arono; Wisma Yunita
Ethical Lingua: Journal of Language Teaching and Literature Vol. 8 No. 2 (2021)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.304

Abstract

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 academic
The rhetorical structure of research article abstracts in science education journal Lia Pratiwi; Safnil Arsyad
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 13 No 4 (2023): Maret: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v13i4.3589

Abstract

The significance of reading the abstracts of research publications in particular disciplines is becoming more widely acknowledged in literature. In a scientific publication, the abstract is the second mini-text the reader may encounter after the title. The term paper's value is thus determined by its abstract, which also rates it as good or confusing. Today's contrast studies look into scientific fields' abstract rhetorical structures. It follows Hyland's (2000) model for rhetorical organization, which includes an introduction, purpose, method, product, and conclusion. The objective data for analysis is a corpus of forty abstracts from the sciences (biology, chemistry, physics, and science) that were published between 2021 and 2022. The findings revealed rhetorical variances in the four disciplines' abstract constructions of science education. In parts M1, M2, M3, and M4, this abstract follows a non-hierarchical five-motion structure with four stable movements. The research results support the idea that writers' preferred rhetorical and writing patterns in academic writing are influenced by standards regarding word counts and discourse communities. The conclusion of the research is that the arrangement of the movements found in the abstract demonstrates how useless lengthy texts are to the growth of rhetorical movements. Despite the fact that the five movements are not widely used in works, the findings show that abstract rhetorical movement patterns within JIPI groups generally mirror conventions.
Gaining Qualitative Insights Into Learners' Experiences And Perceptions Of Digital Activities For English Language Learning Risnawati Risnawati; Safnil Arsyad; Dian Eka Chandra Wardhana
JETL (Journal of Education, Teaching and Learning) Vol 10 (2025): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i1.6878

Abstract

The integration of digital activities into language learning has transformed traditional instructional methods, increasing engagement and interactivity. This study explores the experiences and perceptions of fourth-semester students in the English Education program at State Islamic University Fatmawati Sukarno Bengkulu regarding the use of digital tools for language acquisition. Employing a qualitative research design, the study investigates students’ evaluations of digital resources, their perceived benefits, and the challenges they encounter. Findings reveal that students frequently utilize digital tools such as educational videos, online reading platforms, and social media to enhance vocabulary acquisition, listening comprehension, and interactive language practice. Digital activities, particularly those incorporating gamification, are perceived as engaging and motivating. However, students also identify key challenges, including a lack of structured guidance, limited feedback, and technological barriers such as poor internet connectivity. While digital tools effectively support receptive skills (listening and reading), their impact on productive skills (speaking and writing) is limited without instructor support. This study contributes to research on digital learning by highlighting both its pedagogical advantages and constraints. The findings emphasize the need for structured pedagogical interventions, such as blended learning models that integrate digital tools with instructor-led guidance and feedback. Addressing technological barriers is also crucial to ensuring equitable access to digital learning resources. Future research should examine the long-term effects of digital learning on productive language skills and explore strategies for optimizing digital learning outcomes. By understanding students’ experiences, educators and institutions can refine digital learning approaches to enhance engagement and language acquisition.
Co-Authors Arono Arono Dedi Jasrial Dian Eka Chandra Wardhana Lia Pratiwi Risnawati Risnawati Wisma Yunita