The Effect of Genre-Based Approach on Students' Proficiency in Writing Recount Text at Islamic Boarding Schools
Abstract
This paper investigates the effectiveness of teaching recount texts using a genre-based approach on Islamic boarding school students. The research adopts a quantitative approach with a pre-experimental method, specifically the One-Group Pre-test-Post-test Design. The sample consists of 10 students from Class VIII of MTs SA Miftahul Huda Pabelan, which was selected based on specific criteria. The data were analyzed using the Paired Sample Test, which resulted in a significance value (Sig.) of 0.000. Based on the predetermined criteria, a significance value below 0.05 leads to the rejection of the null hypothesis (H0) and acceptance of the alternative hypothesis (Ha). In addition, there is a significant difference in the average scores between the Pre-test and Post-test, which were a pre-test mean score of 58.6 and a post-test mean score of 68.6. These findings indicate the effectiveness of the genre-based approach in improving students' skills to write recount texts in the boarding school context. In conclusion, the genre-based approach is effective in enhancing students' writing skills in the recount texts in the boarding school based on the findings.
Keywords
Full Text:
PDF (ENGLISH)References
Agustiawati, H. (2019). Teaching Writing Recount Text Through Photo
Diary To The Eighth Grade Students. Global Expert: Jurnal Bahasa
Dan Sastra, 7(2). https://doi.org/10.36982/jge.v7i2.779
Anderson, M., & Anderson, K. (2003). Text types in English 2. Macmillan.
Botifar, M. (2018). Teaching Writing in Indonesian Language Classes with a Genre-Based Approach (GBA): Between Hope and Reality (An Analysis of Lesson Plans in the Curriculum 2013 Classroom). KnE Social Sciences, 3(9), 395. https://doi.org/10.18502/kss.v3i9.2701
Burns, A. (2000). Genre and genre-based teaching. In M. Byram (Ed.), Routledge Encyclopedia of Language Teaching and Learning (pp. 234–238). Routledge, Taylor and Francis Group.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed). Sage Publications.
Department of English, University of Al Imam Al Mahdi, Sudan, & Al
Mubarak, A. A. (2017). AN INVESTIGATION OF ACADEMIC WRITING PROBLEMS LEVEL FACED BY UNDERGRADUATE STUDENTS AT AL IMAM AL MAHDI UNIVERSITY- SUDAN. English Review: Journal of English Education, 5(2). https://doi.org/10.25134/erjee.v5i2.533
Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL students. ELT Journal, 61(4), 341–352. https://doi.org/10.1093/elt/ccm052
Gibbons, P. (2009). English learners, academic literacy, and thinking: Learning in the challenge zone. Heinemann.
Hyland, K. (2004). Genre and second language writing. University of Michigan Press.
Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. UNSW Press.
Lukmawardani, N. I., & Badriyah, I. M. (2022). GENRE BASED APPROACH TO IMPROVE STUDENTS’ WRITING ABILITY OF TENTH GRADERS OF SENIOR HIGH SCHOOL. English Edu: Journal of English Teaching and Learning, 1(1), 9–17. https://doi.org/10.18860/jetl.v1i1.1622
Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20(1), 10–21. https://doi.org/10.1016/j.linged.2009.01.003
Mingsakoon, P., & Srinon, U. (2018). Development of Secondary School Students’ Generic Structure Execution in Personal Experience Recount Writing Texts through SFL Genre-based Approach. Advances in Language and Literary Studies, 9(6), 112. https://doi.org/10.7575/aiac.alls.v.9n.6p.112
Misbah, N. H., Mohamad, M., Yunus, M. M., & Ya’acob, A. (2017). Identifying the Factors Contributing to Students’ Difficulties in the English Language Learning. Creative Education, 08(13), 1999–2008. https://doi.org/10.4236/ce.2017.813136
Nagao, A. (2019). The SFL genre-based approach to writing in EFL contexts. Asian-Pacific Journal of Second and Foreign Language Education, 4(1), 6. https://doi.org/10.1186/s40862-019-0069-3
Nasir, R. H., Lihawa, K., & Balango, M. (2021). IMPROVING STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT THROUGH GENRE BASED APPROACH. Normalita (Jurnal Pendidikan), 9(3), Article 3. https://ejurnal.pps.ung.ac.id/index.php/JN/article/view/1140
Pham, V. P. H., & Bui, T. K. L. (2021). Genre-based Approach to Writing in EFL Contexts. World Journal of English Language, 11(2), 95. https://doi.org/10.5430/wjel.v11n2p95
Sari, D. M. M. (2019). An Overview of Genre Based Approach in Efl Writing Class.
Solhi, M., & Eginli, I. (2020). The effect or recorded oral feedback on EFL learners’ writing. Journal of Language and Linguistic Studies, 16(1), 01-13.
Sugiyono. (2008). Metode penelitian pendidikan: (Pendekatan kuantitatif, kualitatif dan R & D) (Cet. 6). Alfabeta.
Warschauer, M. (n.d.). INVITED COMMENTARY: NEW TOOLS FOR TEACHING WRITING. Language Learning.
Weigle, S. C. (2002). Assessing writing (7. print). Cambridge University Press.
Wingate, U. (2012). Using Academic Literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, 11, 26–37. https://doi.org/10.1016/j.jeap.2011.11.006
Yuce, E., & Aksu Atac, B. (2019). Peer editing as a way of developing ELT students’ writing skills: An action research. Journal of Language and Linguistic Studies, 15(4), 1226-1235. Doi: 10.17263/jlls.668377
DOI: http://dx.doi.org/10.33578/pjr.v7i5.9597
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 JURNAL PAJAR (Pendidikan dan Pengajaran)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
JURNAL PAJAR (Pendidikan dan Pengajaran)
Secretariat
Program Studi Pendidikan Guru Sekolah Dasar
Gedung B1, FKIP Universitas Riau
Kampus Bina Widya Km. 12,5 Simpang Baru Panam
Pekanbaru Riau Indonesia 28293
e-mail : pajar@ejournal.unri.ac.id