Development and Validation of Academic Writing Textbook Based on Process Genre Approach for University Students

Abstract

The textbook is a practical learning tool for improving student writing skills; however, not all students learn from a textbook. For this reason, a lecturer must be able to design a textbook according to the needs of students. This paper describes developing and validating academic writing textbooks with a process genre approach in tertiary institutions. This research is part of the research development process, which consists of three phases: need assessment, design, and validation. Five experts were appointed to validate this academic writing textbook. Content Validity Index (CVI) is used to calculate the validity of textbooks quantitatively, with a score above 0.79 considered to meet the criteria. The validity test results state that the CVI of an academic writing textbook is 0.9, with a few revisions based on expert input and suggestions. These findings indicate that this textbook has good validity and reliability and can be used to write in college.

The Effect of Genre Approach to Improve University Students’ Critical Thinking Skills

“…Experts recommend one approach to learning to write that is genre-based. This approach emerged because he considered that the two previous approaches had not yet had a favourable impact on student performance (Helaluddin et al, 2021). Both approaches are considered to tend to only focus on individual cognitive processes and writing skills.…”