Teaching Writing, Implementation Process, and Genre Based Approach.
TEACHERS’ PERCEPTIONS
ON THE PROCESS OF GENRE BASED APPROACH IN TEACHING WRITING
Dian Ardiansah
Ardhy079@gmail.com
Indonesia University of Education
Abstract:
Despite the
process of writing which needs times to generate the ideas, plan what they are
going to write, what they want to share, and their weaknesses in writing, is
made the implementation of genre based in writing activity can be one of teaching
methods which can be used by the teachers in order to improve students’
proficiency and their interesting in English writing. Furthermore, the actual
implementation of genre based approach in teaching writing also helps students
to operate within writing rules, knowing different style in writing and
producing their good writing. This study was employed
descriptive qualitative design since this study focuses on which is the implementing
of genre based approach in teaching writing covering the perspectives, problems
and solutions toward the implementation of genre based approach in teaching
writing. The data were obtained
by using two techniques namely open ended questionnaire and semi-structured
interview. The
participants of the study are two teachers at one of private Islamic senior
high school in Kawali-West Java. The
data were collected and analyzed using model
of triangulation process by Miles
& Huberman consisting of data reduction, data display, and conclusion. The
findings showed that the English teachers faced several problems in
implementing an approach in teaching writing based a genre. They felt difficult
to assess a big number of students with several domains in limited creativity
in their thinking. The main suggestion that the teachers are suggested to apply
an approach based on genre in teaching English, not only in teaching writing
but in teaching listening, reading and speaking since this method can improve students’
proficiency in learning English as a foreign language.
Key
words: Teaching Writing,
Implementation Process, and Genre Based Approach.
1.
Introduction
Writing is one
of important skills that students need to developed, learning how to write in
English language is one of the most challenging aspects of students’ language learning because writing in is
different from speaking. According to Hyland (2003, p. 3) states that writing
is an intricate structure that can only be learned by developing the ability to
manipulate lexis and grammar. It means writing in English language regarded an
extension of grammar and vocabulary, reinforcing means language patterns
through habit formation and measure students’ ability to produce good formed
sentences. Nevertheless, writing in English as a foreign language need a good
knowledge and skill in grammar, vocabulary wide range in English ability.
Hyland, (2003, p. 3) writes that learning to write in English mainly involves
linguistic knowledge and the vocabulary choices, syntactic patterns, and
cohesive devices that comprise the essential building blocks of texts.
In addition, the implementation of genre based approach can be one of
teaching methods which can be used by the teachers in order to improve
students’ proficiency and their interesting in English writing.
Bawarshi and Reiff, (2010, p.178) state that the implementation of genre based approach
is also build students cognitive development by practice to write as a
cognitive improvement
Moreover,
writing is major of cognitive challenge, because, writing can increase
proficiencies of writers’ memory, language, and thinking ability. Taselin
(2010, p.103) states that writing is an essential skill in communicative
language teaching which means writing is a system of communication, not only an
object of study. Regarding the theory above, its can concluded that writing
traditionally remarked as a tool for the practice and reinforcement of specific
grammatical and lexical patterns, where accuracy was all important but content
and self-expression. Hyland (2003, p. 21) states that in writing English as a
second language the writer must focus on language structures, text functions,
themes or topics, creative expression, composing processes, content, genre and
contexts of writing.
Despite the
product and process approaches, and genre approaches (Harmer, 2007, p.257), the
writer is interested in knowing the stage which are familiar to control and
guide the students in their writing activities, and also the kinds of genre
which are suitable and can improve students critically in students writing
activities.
Furthermore,
focus on process and product, and genre approaches, the teachers can pay
attention to the various stages in any pieces of writing itself (Harmer, 2007,
p.257). Moreover, writing in the process of approaches is seen as predominantly
to do with linguistics skill, such as planning and drafting whereas a genre
approach emphasizes that writing varies with social context and produced
(Badger & White, 2000, p.155). In addition, Hyland (2007, p.4) defines,
“Genre is a term for grouping texts together, representing how writers
typically use language to respond to recurring situations.
There
are some previous studies which investigating the implementation of genre based
approach in teaching writing. They are Ahn (2012), Hassani and Hemmati (2013)
and Rahman (2011), who conducted the studies on
how implication of genre based approach in teaching English writing. They found
that teaching writing based on genre approach has shown pedagogical benefits
for the student, they can more sensitize in writing which make it possible for
students to exploit linguistic creatively to achieve their personal goals in
their writings. More particularly, dissimilar to those previous studies, this
study only investigate the teachers’ perception through implementation of genre
based approach in teaching English writing. This study is expected to know the
teachers’ perception and several problems who found by the teachers in teaching
writing based on genre approach in English subject.
An approaching
language learning by perspective several texts can enable students to develop
the knowledge and skill which deal with written and spoken in social context
(Nugroho & Hafrizon, 2009, p.4). A genre approach is especially appropriate
for students of English Specific Purposes (ESP), but it is also highly useful
for general English students, even at low levels they can produce a good written
by using genre in their writing (Harmer, 2007, p.259). Students who are writing
within a certain genre can encourage their creativity in writing. Meanwhile,
they are also improving several aspects in writing skill such as: style of
writing, context, and also rules of writing itself.
In line with this topic, this study
is interested to investigate the teachers’ perception on the process of genre
based approach in teaching writing. The result of this study is expected to
know the teachers’ perception and problems toward the process of implementing
genre based approach in teaching writing in order to improve students’
proficiency in English writing.
·
Research
Question
1.
What
are the teachers’ perspectives towards genre based approach in teaching
writing?
2.
What
are the problems faced by the teachers in implementing genre based approach in
teaching writing?
3.
What
solutions the teachers think that they can cope with the problems?
·
Scope
of The Study
In this study, the writer only focused on teachers’
perspective towards genre based approach in teaching writing, and how the
teachers copes several problems in teaching writing thorough genre approach.
Through this study, it can be seen what texts which are suitable for students
Islamic senior high school, and what solutions
the teachers think that they can cope with the problems.
·
Significance
of The Study
The results of
the study are expected to give great contribution, to the readers as the
resource for information and knowledge. The contributions can be in forms of
theoretical, practical, and professional benefits.
Theoretically, the aims of this study are to enrich
the literature especially in teaching writing through genre based approach
(Harmer, 2007). Practically, this study expected to know the teachers’
perspectives, problems, through the use of genre approach in process of
teaching writing, and solution that the
teachers can cope with the problems (Badger and
White, 2000).
And for the professionally, this study
give beneficial contribution in teaching writing approaches depend on problems,
and solutions in teaching writing.
·
Definition
of Key Terms
a. Teaching Writing; it means some
strategies or approaches to the English foreign language students in order to
encourage their creative in writing activity based on several ways, such as:
process and product, a genre approach, cooperative learning and so on (Harmer,
2007).
b. Process Approach; writing primarily as the exercise of linguistic skills, and writing
development as an unconscious process which happens when teachers facilitate
the exercise of writing skills (Badger & White, 2000).
c. Product Approach; mainly concerned with knowledge about the structure of language, and
writing development as mainly the result of the imitation of input, in the form
of texts provided by the teacher (Badger & White, 2000).
d. Genre Based Approach; a genre
is a technical tem for a particular instance of a text type (Christie, 2005,
p.233). Hyland (2007, p.4) defines, “Genre is a term for grouping texts
together, representing how writers typically use language to respond to
recurring situations”.
2.
Review
of Literature
2.1.
Genre Based Approach
Genre based
approach (GBA) is one of approach which can be used in teaching writing. Genre
defines as a class of communicative event, the members of which share some set
of communicative purposes (Swales, 1990, p.58). Genre refers to not only types
of literary text, but also the predictable and recurring pattern every days,
academic and literary text occurring within a particular culture (Hammond and
Derewianika, 2011) as cited in Luu (2011, p.122) In term of writing
development, Dudley-Evans (1997, p.154) as cited in Badger and White (2000, p.155) argue that genre has
identifies as three stages; first a model of particular genre is introduced and
analysed, then carry out exercises which manipulate relevant language form, and
finally produced a short text. In a genre approach to writing, students study
texts in the genre they are going to be writing before they embark on their own
writing. By genre based approach, several methods in teaching writing can be
applied, such as teaching writing by pictures, social phenomenon, and context
procedural depend on what the students wants to write (Harmer, 2007, p.259). Only
four general purposes that lead the students to write and these are known as four
styles writing guides, or types of writing. Kane (2000, p.7) put four categorizes of writing style, there are:
Exposition, Description, Narration and Persuasion.
Moreover, a genre approaches
enormously valuable in its conceptualization of the students-teacher
relationship. A genre approaches as an apprenticeship that focuses on the
explicit teaching of the manner in which text are structured on their social
purposes (Kapp & Bongi, 2005, p.112). Meanwhile, the implementation of
genre approach is also build students cognitive development by practice to
write as a cognitive improvement (Bawarshi & Reiff, 2010, p.178). Related
to process and product of genre approach, (Harmer, 2007, p.257) believes that
teaching writing should follow the stages of writing itself, they are;
drafting, structuring, reviewing, focusing, generating ideas and evaluation. When
concentrating on the product, the teachers can pay attention to the various
stages in any pieces of writing itself.
2.2.
Related Studies
There are some previous
studies which investigating the implementation of genre based approach in
teaching writing. The first, Ahn (2012) who conducted the study entitled “Teaching
writing skill based on a genre approach to L2 primary school students”. This
study has shown that genre approach offers students the
power to access new culture and integrate
with their skills and strategies in writing. This study also suggests that it
is vital for both educators and learners of ESL
to re-examine the educational paradigms and socio-cultural contexts within
which a genre approach is to be used should be
examined carefully so as to obtain the maximum benefit of the
adoption.
The
second, Hassani and Hemmati (2013) who conducted the study entitled “The effect
of genre based instruction on ESP learners’ reading comprehension”. They found
that the effect of genre based approach play an important role as a novice
approach in teaching, outcomes on enhancing learners are improved by teaching
based genre approach. This study also suggests that there
was a positive relationship between teaching based on genre and enhancing
students’ comprehension.
The third, Rahman
(2011) who conducted the study entitled “Genre based writing instruction and
implication in ESP classroom”. This study found that genre based in teaching
approaches can motivate the students to write. A genre based approach teaches
the students in how to write can sensitize, and make it possible for students
to exploit linguistic resources creatively. The goals of the genre based approach are basically
help students become more successful not only in writing but also several
aspects in English language, and also help students in making sense of not only
the structure of text but also a wide range of compositional (Hyon, 1996 in
Emilia 2005, p.61)
2.3.
Concluding Remarks
In writing based genre, the teacher
can teach several text types to support their material in teaching
writing. Marsudiono (2006, p. 2) writing
is a tool for self-understanding and self-expression. It means that writing as
a tool to develop personal satisfaction, pride, and as a tool for increasing
awareness and perception in language learning. Generally, text types divided into
several categories, such as: narrative,
descriptive, directive, expository
and argumentative (Kane, 2000, p.7). Wahidi
(2009) divided kinds of text type which is more detailed, they are: Analytical
exposition text, Anecdote text, Recount
text, Report text, Spoof text, Narrative text,
Hortatory Exposition Text, Discussion text, Explanation
text, Procedure text, Review text, Description text, Argument text, and Exposition text. By those opinion and previous related research above, it can assume
that different genres require
different kinds of knowledge and different sets of skills (Luu, 2011,
p.122). Henceforth, the teacher can teach several types of
genre in writing such as; narrative, descriptive, directive, expository and argumentative (Kane, 2000, p.7). However,
teachers’ perception about genre in teaching writing can helps several issues
and problems in how teaching writing can be one of satisfying and enjoyable for
students.
3.
Methods
a.
Research
Design
Relevant to the purpose of study
and the research questions, this study employed descriptive qualitative design
since this study focuses on which is the implementation of genre based approach
in teaching writing covering the perspectives, problems and solutions. Hancock (2002, p. 2) argues that qualitative research is
concerned with developing explanations of social phenomena. Qualitative
research usually concerned with finding the answers to questions which begin
with why and how. Besides, multiple sources of evidence or triangulation
as discussed by Yin (2003), Miles and Huberman
(1994), and Malik & Hamied (2014)
become another features of this study approach. The use of triangulation was
also intended to maintain the credibility of the entire research.
b.
Data Collection
·
Respondents
The participants in this study were two English teachers from one of the Islamic
senior high schools in Kawali-West Java. The
reason for recruiting the teachers as the participants was that they have teaching
English writing based on genre approaches. Besides, theses participants showed
a great interests in the genre based approach in teaching writing although they
claim that they still have several problems to face their students in English
class. Therefore, purposive sampling method as discussed by Fraenkel et al, (2012), Creswell (2009), and Malik and
Hamied (2014) are used to select the respondent.
·
Instrumentations
and Procedure
To collect the data, the concept of
triangulation as proposed by Miles and Huberman (1994) as cited in Malik and
Hamied (2014) has been employed to obtain the data by using different
techniques. The data were obtained by using two techniques namely open ended
questionnaire and semi-structured interview. Firstly, the questionnaires were
delivered to the teachers to collect the main data about their perspectives,
problems and solution regarding the implementation of genre based approach in
teaching English writing. Then, the follow up semi-structured interviews were
conducted with the teachers to confirm the data gathered from questionnaire and
to add the other data that were not completely obtained by the questionnaire.
During the interview sessions, note taking was conducted to collect the
important data.
c.
Data
Analysis
In collecting data, the procedural
was employed model by Miles and Huberman (1994) as cited in Malik and Hamied
(2014) which consisting of
data reduction, data display, and conclusion drawing/verification. In data
reduction, the collected data were summarize, edits, by the objectively without
lost of information. After that, the sorted data were displayed in the form of
narration as can be seen in the findings and discussion section. Finally, the
drawing and verifying conclusion was made based on the analyzed data during the
process of data analysis.
- Findings and Discussion
This section
encompasses the result regarding the research questions of this study which is
transformed into the statement as follow:
Teachers’ perspectives
towards genre based approach in teaching writing
From the obtained data,
it was found that all of the teachers had joined the training of the
implementation of Genre Based Approach when they studied English in tertiary
level. However, as the teachers, they really understand about the
implementation of genre based in their teaching process, especially in teaching
writing. The first respondent in this study called as (TR1) and the second
respondent called as (TR2), the first respondent mentioned that in teaching
English writing based on genre approach the students are requested to explore
their ideas based on their experience, and based on their critically. The
obtained data about the statement are as follow.
TR-1: dalam mengimplementasikan genre based approach, siswa dituntut untuk
bias mengungkapkan ide-ide yang sesuai dengan apa yang pernah mereka alami dan
mereka tahu. Dengan genre based approach siswa dituntut untuk bisa
berkomunikasi dalam bahasa inggris sesuai konteks termasuk dalam penggunaan
tensis nya itu sendiri. (in implementing genre based approach, the students
are requested to explore their ideas based on their experience and what they
know. With genre based approach, the students are required to communicate in
English based on the context and grammatical pattern itself). The response from
TR1 is in line with Devitt (2004, p.59) who states that a genre and a genre set, like any other art
and facts of a society, reveal those who use them, genres bring to light the
constitutive features of the society to which they belong.
For the second
respondent (TR2) of this study, TR2 mentioned that the teaching process of
genre based approach is suitable for students especially for students in Junior
high school, senior high school and college students.
TR2: pengajaran berbasis genre adalah salah satu
pendekatan yang paling sesuai untuk di terapkan dalam pengajaran menulis
terutama untuk sekolah sekolah yang sudah ada dalam tingkat SMP, SMA, dan para
siswa di perguruan tinggi. Dalam pendekatan ini, siswa diberi petunjuk lebih
menegenai macam macam texts, struktur penulisan texts yang sesuai dengan
konteks nya, termasuk dari segi aturan aturan grammar nya itu sendiri. (teaching
English based on genre approach is one of an approach which are suitable to
apply in teaching writing, especially for students in junior high school,
senior high school and college students. In this approach, the teachers give an
instruction regarding the kinds of texts, structures, and grammatical pattern
in how to write which are related to the context of texts itself). The response
from TR2 is in line with Harmer (2007,
p.259) who states that in teaching writing based on genre, we have to know
about the typical models of texts, kinds of texts, and specific language use
which is common in that genre.
With respect to the first and
second respondents’ perception about the implementation of genre based approach
in teaching writing, it can conclude that the implementation of genre based
approach makes the students more sensitive in grammatical, text structures and
other aspects in writing. Bhatia (1993) as cited in Kim and Kim (2005, p.6)
states that rhetorical structure of text can be analyzed by students in the
genre based approach, some common patterns can be identified in each genre.
Naturally, these patterns will form a kind of background knowledge students can
activate in the next learning situation. Eventually, the prior knowledge will
make it easier for students to produce acceptable structures in their writing
tasks. Therefore, an assigned genre seems to serve as an influential tool for
both the learning and teaching of writing.
Problems faced by the
teacher in implementing genre based approach in teaching writing
From the
obtained data, it was found that the teacher had problems in several areas in
implementing genre based approach in teaching writing. The following is the
detain description. (TR1) of this study mentioned that the problems in
implementing genre based approach in teaching writing is in the term of students
weakness of vocabulary, grammatical pattern, spelling, punctuation and etc. The
obtained data about the statement are as follow.
TR1: ada beberapa kesulitan yang menjadi problem
yang siswa hadapi dalam menerapkan genre based approach dalam mengajar,
terutama dalam pengajaran menulis dalam bahasa inggris. Diantaranya: (1) Siswa
sulit menuangkan ide-ide mereka untuk menulis dalam bahasa inggris walupun
context dan genre nya jelas. (2) minimnya kosakata dalam bahasa inggris. (3)
mereka kesulitan merangkai atau menyusun kata-kata menjadi kalimat yang baik. (there
has several problems faced by the students in applying genre based approach in
teaching process, especially in teaching writing: (1). The students are hard to
generate their ideas to write in English, even the contexts and genre has been
clear. (2). Poor of vocabulary. (3) They feel hard to organize the sentence
structures, and hard to relate the sentence to the other sentences. First
respondent opinion is in contrast with Harmer (2007, p.257) who states that
writer should focus on language use (grammar, vocabulary, linkers), punctuation, spelling,
writing repetition of words and/or information and etc. by this means, that in
teaching writing the teachers should pay attention to the various stages in any
pieces of writing itself.
Moreover, it same with the second
respondent (TR2), who assumes that the problems in implementing of genre based
approach depend by students proficiency itself. For example: the students can’t
feel enjoyed in using several genres in writing activities, it because by
different genre it can be different in grammatical choices.
TR2: kesulitan yang dihadapi dalam
mengajar menggunakan pendekatan berbasis genre, siswa biasanya tidak begitu
memahami grammatical struktur dan bagaimana mereka menyusun kalimat yang baik
dengan berdasarkan grammatical. (the problems in teaching English based on
genre approach, the students are not really known about grammatical structures,
and how they organize the sentence based on grammatical pattern itself. It is
in line to Hyland, (2007, p. 3) who argues that in learning
to write in English, the writer mainly involves linguistic knowledge and the
vocabulary choices, syntactic patterns, and cohesive devices that comprise the
essential building blocks of texts. It means writing in English language
regarded an extension of grammar and vocabulary, reinforcing means language
patterns through habit formation and measure students’ ability to produce good
formed sentences.
After reviewing the data obtained
from the respondents, it can conclude that teacher faced several problems in
teaching writing based on genre approach, since genre based approach has shown
pedagogical benefits for the student, a genre based approach also required the
students to more familiar with grammatical movements, kinds of texts and
reorganize the sentence, the
term of students weakness in vocabulary mastery, grammatical pattern, spelling,
punctuation and etc. makes the implementation of genre based approach become
uneasy for the teachers. Despite genres‟
beneficial roles in helping learners to produce written work with confidence,
there are two limitations of the genre approach. One is that it underestimates
the skills required to produce content, and the other concern is that it
neglects learners‟ self-sufficiency (Byram, 2004, p.236).
Solutions to cope with
the problems
The solutions of the
problem in this case are based on the teachers’ perspective. So, they are like
the hopes form them to cope with the problems. They also become a suggestion
for the related party for helping them to cope with the problem. Most of them
thought the same solution.
The first respondent (TR1)
in this study opined that extra class is can be more appropriate for this
situation. The obtained data about the statement are as follow:
TR1: harusnya
diadakan tambahan pengajaran diluar jam pelajaran seperti ikut les atau kursus
dalam bahasa inggris. (in order to improve students proficiency, extra
class is more appropriate)
Besides, the second
respondent (TR2) states that motivation or teachers role in teaching writing
based on genre approach are more important.
The obtained data as follow:
TR2: tentunya
siswa harus selalu di motivasi untuk mau belajar bahasa inggris lebih giat
dengan berbagai pengajaran berbasis genre agar mereka lebih bisa meningkatkan
kemampuan bahasa inggris nya. Dan dengan tuntutan banyak dari pemerintah
terharap kemampuan bahasa inggris, diharapkan adanya berbagai seminar dan
pelatihan guru mengenai tekhnik-tekhnik pengajaran bahasa inggris dengan
mengikuti trend dan issu issue baru dalam dunia pendidikan bahasa inggris. (the
teachers should motivate the students in order to increase their proficiency.
And, based on striving by the government, the teachers wished to get the
comprehensive and sustainable training and workshop in implementing teaching
writing based-genre, so that, they can follow the trend and issues in English
teaching and can fully understand to implement the techniques in teaching
English). All respondents of the study required the training to overcome the
problem. It is in line with one of the solutions proposed by Harmer (2007).
They all needed a comprehensive training done not only in one session.
With respect to the first and second respondents’,
extra class, a motivation and teachers’ role in classroom is more important in
implementing a genre based approach in teaching writing. Harmer (2007, p.57) measured out teachers act as
controllers, prompter, participant, resource, and tutor. As controller, the
teachers can give rhetorical instruction
in writing improvement as prior knowledge for the students. In this context, motivation, teachers’ role
and extra class is very beneficial in implementing genre based approach in
teaching writing because that there are strong associations between them.
5.
Conclusion and Recommendation
As the completion
of this research report
of the topic “Teachers’ Perspectives of The Process of Genre-based Approach in
Teaching Writing”, all of research questions of the study are clearly answered.
Two teachers who become the respondents of this study had the same and
different perspective about the implementation of Genre Based Approach in
teaching English writing. The same opinion is in the case of the coverage, and
the different opinion is in the case of detail description. Besides, the
teachers also faced several problems in implementing genre based approach in
teaching writing. They had difficulties to assess a big number of students with
several domains in limited creativity in their thinking. To cope with the
problems, the teachers wished to get the comprehensive and sustainable training
and workshop in implementing teaching writing based on genre approach, so that,
they can follow the trend and issues in English teaching and can fully
understand to implement the techniques in teaching English.
With
respect to the findings, the main suggestion goes to the English teachers and
the government. The teachers are
suggested to apply an approach based genre in teaching English writing. It is relevant
with (Emilia, 2005) who suggests that Genre based approach is relevant to
Indonesian learners. In addition, the
use of GBA in the teaching of English provides the development of the teachers’
teaching competency, and students’ language proficiency. As the students learn
the content of the text, their language skills are developed and the mastery of
vocabulary and grammar also increased.
Another
suggestion goes to the future researching of topic of genre based approach in
teaching writing. Since this study is not discussed as much as others, it would
be a respected if future researcher can enlarge the study in investigating the
implementation of genre based approach not only in teaching writing but also
other aspects in English language teaching, such as in teaching listening,
speaking and reading.
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