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TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 47-74 (2022) (2022)
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| 2 |
AN ANALYSIS OF COHESION OF EXPOSITION TEXTS: AN INDONESIAN CONTEXT
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 3, Pp 515-523 (2018) (2018)
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GENDER IN EFL CLASSROOM: TRANSITIVITY ANALYSIS IN ENGLISH TEXTBOOK FOR INDONESIAN STUDENTS
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 206-214 (2017) (2017)
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A Joint Construction Practice in an Academic Writing Course in an Indonesian University Context
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 17, Iss 1, Pp 27-44 (2017) (2017)
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EXPLORING THE TERTIARY EFL STUDENTS' ACADEMIC WRITING COMPETENCIES
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 72-79 (2017) (2017)
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SYSTEMIC FUNCTIONAL LINGUISTIC GENRE PEDAGOGY (SFL GP) IN A TERTIARY EFL WRITING CONTEXT IN INDONESIA
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In: TEFLIN Journal, Vol 26, Iss 2, Pp 155-182 (2015) (2015)
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A PROCESS-GENRE APPROACH TO TEACHING WRITING REPORT TEXT TO SENIOR HIGH SCHOOL STUDENTS
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In: Indonesian Journal of Applied Linguistics, Vol 4, Iss 1, Pp 99-110 (2014) (2014)
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Abstract:
Abstract: This study is aimed at exploring whether a process-genre approach (PGA) teaching steps can help develop senior high students’ writing skills of report text based on schematic structures and linguistic features analysis. A descriptive research design embracing case study characteristics was employed (Nunan, 1992; Cresswell, 2012). The data were gained from teaching process and students’ texts analysis. The basic framework of process-genre approach is the synthesis of teaching steps in genre- and process-based approaches (Badger & White, 2000; Emilia, 2010). Students’ texts were analyzed in terms of Report text’s schematic structures and linguistic features using SFL GBA frameworks (Linguistic and Education Research Network, 1990; Gerot & Wignell, 1994; Halliday, 1994; Anderson & Anderson, 1997; Christie, 2005; Feez & Joyce, 2006; Hyland 2007; Emilia, 2012). The results show that, to some extent, PGA helps students develop writing skills of Report text specifically on the genre knowledge, writing process, and feedback from peers and teacher which was observed from the teaching process and schematic structures and linguistic features analysis. Nevertheless, it is figured out that the low-achieving students need longer modelling and teacher-student conference stages. This study is expected to contribute towards teacher’s understanding in implementing and overcoming problems related to PGA in EFL classes in Indonesia, especially in emphasizing the modelling stage for the low-achieving students and in teaching other genres and language skills. Keywords: Process-based approach, genre-based approach, process-genre approach
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Keyword:
Language. Linguistic theory. Comparative grammar; LC8-6691; P101-410; Special aspects of education
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URL: https://doi.org/10.17509/ijal.v4i1.603
https://doaj.org/article/86d39ddafc5e49fc94d5ef0d00357ba4
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CONTEXTUAL TEACHING AND LEARNING APPROACH TO TEACHING WRITING
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In: Indonesian Journal of Applied Linguistics, Vol 2, Iss 1, Pp 10-22 (2012) (2012)
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