Genre-Based Approach Effectiveness in Writing Descriptive Text
DOI:
https://doi.org/10.33633/lite.v19i2.8520Keywords:
Genre-based approach, Writing, Descriptive TextAbstract
This study aims to determine the effectiveness of using a genre-based approach as a learning method in teaching and improving students' writing skills. This study uses a quantitative method, using pre-test and post-tests as data collection techniques. The subjects of this research were the eighth graders of SMP Dharma Lestari, Salatiga. The results obtained were that the average score of students on the pre-test was 71.44, while the average score of students on the post-test was 76.04. This shows an increase in students' ability to learn to write by as much as 6.4%. Research has shown that the genre-based approach can be effective in improving students' writing skills, particularly in terms of organization, coherence, and clarity. By focusing on the features of different genres, students can learn how to use language to achieve specific goals and how to adapt their writing to different contexts and audiences. Therefore, it can be concluded that the genre-based approach is an effective method for teaching and improving students' writing skills.References
Afridah, I., & Ginting, S. A. (n.d.). Improving the students’ achievement on writing descriptive text by using realia. Abstract. 9, 1–20.
Braine, G. (1998). Local Area Network (LAN) Computers in ESL and EFL Writing Classes: Promises and Realities. JALT Journal, 20(2), 47–59.
Dirgeyasa, I. W. (2016). Genre-Based Approach: What and how to teach and to learn writing. 9(9), 45–51. https://doi.org/10.5539/elt.v9n9p45
Fareed, M., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors and suggestions. 4(2), 81–92.
Hammond, J., Burns, A., Joyce, H., Brosnan, D., & Gerot, L. (1992). English for Special Purposes: A handbook for teachers of adult literacy. NCELTR, Macquarie University Press.
Hossain, M. I. (2015). Teaching productive skills to the students: A secondary level scenario.
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17–29. https://doi.org/10.1016/S1060-3743(02)00124-8
Javed, M., & Juan, W. X. (2013). International Journal of Instruction. 6(2).
Jenkins, J., & Leung, C. (2017). Assessing English as a lingua franca assessing English as a lingua franca. September. https://doi.org/10.1007/978-3-319-02326-7
József, H. (2001). Advanced writing in English as a foreign language. Lingua Franca Csoport.
Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1–26. https://doi.org/https://doi.org/10.17239/jowr-2008.01.01.1
Mettetal, G., & University-South, I. (2015). Improving teaching through classroom action research. October.
Moybeka, A. M. S., Bosco, F. H., & Rubenaser, C. (2023). Developing ELL students’ writing ability through contextual teaching and learning (A classroom action research study). 11(1), 79–97.
Mulatsih, S., & Rifqi, M. (2012). Enhancing the students’ creative writing ability through genre and intertextuality-based approach. LITE: Jurnal Bahasa, Sastra, dan Budaya, 8(1), 24–34. https://doi.org/https://doi.org/10.33633/lite.v8i1.1106
Nasir, L., Naqvi, S. M., & Bhamani, S. (2013). Enhancing students’ creative writing skills: A N. 6(2), 27–32.
Noviana, F., & Saifudin, A. (2020). Strategi pembelajaran mata kuliah pemahaman wacana bahasa Jepang (dokkai) dengan metode komprehensif terintegrasi. https://doi.org/10.33633/JR.V3I1.4473
Nunan, E. D., & Linse. (2005). ook Review. 15(July), 80–82.
Oliveira, L. C. De, & Lan, S. (2014). ScienceDirect Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25, 23–39. https://doi.org/10.1016/j.jslw.2014.05.001
Rothery, J. (1996). Making Changes: Developing Educational Linguistics. Addison Wesley Longman Limited.
Rusinovci, X. (2015). US-China education review. US-China Education, 5(10).
Santrock, J. (2004). Educational psychology (2nd ed.). The McGraw-Hill Companies, Inc.
Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339–341. https://doi.org/10.1093/elt/cci064
Sugiharti, B. (2020). Students’ writing ability in writing descriptive text by using mind mapping technique (A classroom action research in class X-a Upw). Mimbar Pendidikan Indonesia, 1(1), 23–32. https://doi.org/10.23887/mpi.v1i1.27838
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students’ writing comparsion and contrast essay. Dinamika Ilmu, 19(1), 57–73.
Vygotsky, L. S. (2010). Mind and Society. In Boston Studies in the Philosophy and History of Science (Vol. 287). https://doi.org/10.1007/978-90-481-9225-0_10
Yi, J. (2009). Defining writing ability for classroom writing assessment in high schools. 13(1), 53–69.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Silfa Dzukhriyah, Setia Rini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors of LITE: Jurnal Bahasa, Sastra, dan Budaya must agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
