Developing Process Genre - Based Approach Handout for Teaching Writing of Exposition Hortatory Text  for Senior High School Students

Handayani, Handayani; Jufrizal, Jufrizal; Hamzah, Hamzah

doi:10.24036/ld.v7i2.10348

Cited by 2 publications

(3 citation statements)

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“…Another study by Sinaga and Fitriyani (2019) claimed that GBA is a relevant principle for developing writing materials since its learning stages promote the learners to learn the complexity of writing skills in continuity. As supported by Feez and Joyce (as cited in Richards, 2006), apart from being the approach for the teaching process, GBA can also serve as the framework for developing additional materials for teaching and learning (Handayani et al, 2014).…”

Section: Cornelia Et Al(2023)mentioning

confidence: 99%

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Designing Supplementary Materials for Teaching-Learning of Writing Explanatory Text Based on a Genre-Based Approach

Cornelia

Ikhsanudin

Surmiyati

et al. 2023

PJEE

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Writing an explanatory text following the advanced contents in the textbook may be arduous for rural students. Territory differences remarkably denote that students' needs for topics in the explanatory text are also distinct. Therefore, the exposure topics must be by the students' conditions. This study aimed to design supplementary materials as an e-book based on the genre-based approach for students' learning of writing explanatory text with closely-related topics. The students were the eleventh graders of SMAN 01 Seponti at Kayong Utara regency. This study employed research and development (R&D) with the procedure of the ADDIE concept (Analyze, Design, Develop, Implement, Evaluate). The data collection employed instruments, field notes, interview protocol, documenting notes, and questionnaires. We collected the data through observation, interview, document analysis, and questionnaire distribution. The data were analyzed using fieldnote reflection, interview transcription, textbook analysis results, and the rating scale interpretation. The need analysis results show that the textbook used by the teacher to teach writing the explanatory text was not in line with the student's condition. After the e-book was entirely developed, the internal evaluation was inquired. It resulted in the 'very good' category for its general appearance, layout and design, methodology, activities, language skills, language content, topic content, teachability and flexibility, and assessment, with percentages of 93,33%, 93,33%, 93,33%, 86,67%, 93,33%, 93,33%, 93,33%, 86,67%, 80%, respectively. The study implies that the product is feasible, and this study may add insights for future research.

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Section: Cornelia Et Al(2023)mentioning

confidence: 99%

“…This product then resulted in positive feedback since it covered the different levels and needs of the students. Another study was done by Handayani et al (2014). They have developed a handout based on a process genre-based approach for facilitating SMA students in writing hortatory exposition text.…”

Section: Introductionmentioning

confidence: 99%

Designing Supplementary Materials for Teaching-Learning of Writing Explanatory Text Based on a Genre-Based Approach

Cornelia

Ikhsanudin

Surmiyati

et al. 2023

PJEE

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“…Process-genre approach (PGA) for teaching writing is a combination of process approach and genre-based approach (Badger & White, 2000;Nordin & Mohammad, 2006). This approach has extensively used and effectively helped in teaching writing, such as report text (Pujianto, Emilia, & Sudarsono, 2014), hortatory exposition text (Handayani, Jufrizal, & Hamzah, 2014;Rizkiyah, 2017), academic writing and writing skill in general (Alabere & Shapii, 2019;Rusinovci, 2015;Tuyen, Osman, Dan, & Ahmad, 2016).…”

Section: The Proposed Moodle-based Efl Materials For Academic Writingmentioning

confidence: 99%

Exploring Needs of Academic Writing Course for LMS in the New Normal

Sundari¹,

Leonard²

2021

JTP

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Along with the university policy for remote learning during the Covid-19 pandemic and the new normal era, learning management system (LMS) become one of various alternative system to handle online learning. However, its application needs to be well-prepared and well-designed. This present study was a need analysis as an initial stage in developing Moodle LMS-based EFL Materials for academic writing course at university. The participants were 67 students from academic writing course. A questionnaire was major instrument to find out the learning needs and context, accompanied by documentation to seek the activities and materials on the existing course. The results show the needs of academic writing course and the proposed EFL materials through Moodle LMS. Student-participants revealed that the course should be able to improve students’ writing skill in developing academic texts through essay development and research article. Moreover, process writing approach and genre-based approach become the most preferable approach for teaching with plenty of sample texts in PDF format. The students-participants also thought that teacher-feedback, individual project-based assessment, and real-time online session or synchronous mode are the best for online learning through LMS. The proposed Moodle LMS-based EFL materials apparently adopts the steps of process genre-based approach and a framework of Bloom’s digital taxonomy.

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Developing Process Genre - Based Approach Handout for Teaching Writing of Exposition Hortatory Text for Senior High School Students

Cited by 2 publications

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Designing Supplementary Materials for Teaching-Learning of Writing Explanatory Text Based on a Genre-Based Approach

Designing Supplementary Materials for Teaching-Learning of Writing Explanatory Text Based on a Genre-Based Approach

Exploring Needs of Academic Writing Course for LMS in the New Normal

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