Genre-Based Language Learning Model in Teaching Writing Skills for English Department Students

Haerazi,

doi:10.2991/aecon-17.2017.22

Cited by 6 publications

(7 citation statements)

References 4 publications

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“…It also is highlighted by the theory of systemic functional grammar. This view addresses the relationship between language and its function related to social life and sets out to see how language is as a system from which language users create choices to express meanings [22,23]. Moreover, the genre-based instructional model can be employed to teach speaking, listening, and reading skills because this model doesn't pay attention only to writing skills but all language skills [24].…”

Section: Issn: 2252-8822 mentioning

confidence: 99%

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

Haerazi¹,

Irawan²,

Suadiyatno³

et al. 2020

IJERE

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<span>This study was aimed at finding out the effectiveness of genre-based instructional model in the teaching of writing skills viewed from students’ creativity. This study employed a quasi-experimental research design. The samples consisted of two classes in which one class was treated by using genre-based instructional (GBI) model and the second class was subjected to the process-based instruction (PBI) model. The writing test and creativity test were functioned as research instruments to collect the data in both classes. The data were analyzed by using the multifactor analysis of variance (ANOVA). The research finding informed that the GBI model was more effective than the PBI model. It was proved with the value of sig. (0.008) was lower than sig. level 0.05. Thus, students having high creativity have better writing achievement than those who have low creativity and it was proved with the value of sign (0.000) was lower than sig. level 0.05. It means that the effect of instructional model and writing skills rests on the level of students’ creativity. The finding indicates that there is significant interaction between instructional model being applied and creativity in the teaching of writing skills.</span>

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Section: Issn: 2252-8822 mentioning

confidence: 99%

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

Haerazi¹,

Irawan²,

Suadiyatno³

et al. 2020

IJERE

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“…Proponents of a genre approach argue that control over specific types of writing are necessary for full participation in social processes (Thuy, 2017). Haerazi (2017) asserts that this approach tries to equip learners with the thorough understanding of the lexical and grammatical features of different rhetoric contexts for the purpose of communicative purposes, and social interactions. However, Badger (2002) argues that genre approaches down play the skills needed to produce a text and see learners as largely passive, so they are likely to become demotivated and unable to use the language creatively, which also reflects in other studies (e.g., Thuy, 2017;Haerazi 2017;Rashtchi et al, 2019).…”

Section: Approaches To Teach Writingmentioning

confidence: 99%

“…Haerazi (2017) asserts that this approach tries to equip learners with the thorough understanding of the lexical and grammatical features of different rhetoric contexts for the purpose of communicative purposes, and social interactions. However, Badger (2002) argues that genre approaches down play the skills needed to produce a text and see learners as largely passive, so they are likely to become demotivated and unable to use the language creatively, which also reflects in other studies (e.g., Thuy, 2017;Haerazi 2017;Rashtchi et al, 2019). Finally, the term of process-genre approach mentions the actual combination of three approaches; that is, process, product, and genre approach (Badger, 2002).…”

Section: Approaches To Teach Writingmentioning

confidence: 99%

Common written error analysis committed by EFL graders. A case study at a secondary school in Vietnam

2023

pegegog

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This study investigated common written errors and the causes that language learners frequently commit. A descriptive qualitative approach was conducted with the participation of 57 eleventh-graders at a high school in Hung Yen province during the second term of the academic year 2021-2022. The respondents were requested to participate in five writing tests in three successive months to generate their morphological, lexical, syntactical, and mechanical written errors basing on Ferris' (2014) model of Error Analysis. The results reveal that the respondents are not good at English writing due to both the negligence of the testing and assessment format, which concentrates on multiple-choice tests and the demotivation and discouragement of learner autonomy in improving writing skills. The finding of this research would help the educational policy-makers adjust English teaching curriculum to give a priority to promote writing skills. Simultaneously, teachers of English should change their pedagogical practices to raise their learners' awareness of the key role of error correction in writing skills. For English language learners, they could recognize the importance of corrective feedbacks from their teachers, peer correction on their written errors that they committed while learning to write effectively in English. Lastly, future studies might confer the findings of this research for the reference to serve as the resourceful enrichment of their research liability.

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“…Approaching language learning from the perspective of texts requires an accompanying methodology which can enable students to develop the knowledge and skill to deal with spoken and written texts in social contexts. Genre Based Approach is an approach which should be applied by English teachers in teaching four skills in English; listening, speaking, reading, and writing through the genres or Texts (Haerazi, 2017). Genre as an approach to teaching and learning writing is a matter of mixed approach between process and product approach.…”

mentioning

confidence: 99%

“…Genre Based Approach is based on the work of the Russian psychologist Vygotsky"s social-cultural theory of 1978. Besides, there are five stages of teaching English using Genre Based Approach, those are: building knowledge of the field, modeling and deconstructing the text, joint construction of the text, independent construction of the text, and linking related text, through which teaching and learning English language for its skills takes a better place (Haerazi, 2017).…”

mentioning

confidence: 99%

"Effectiveness Of Genre Based Approach On Enhancing Creative Writing Skills In English Among Secondary School Students "

Uday¹

2022

Int. J. Res. Publ. Rev.

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The aim of the present study is to investigate the effectiveness of genre-based approach on enhancing Creative Writing Skills in English among the Secondary School students. The sample of the study consist 70 students equal in half from both the experimental and control group, studying English at Class IX, State Syllabus, Warangal Urban District, Telangana State. English is taught using the Genre Based Approach based as an instructional strategy to the Experimental group and taught through the regular method of teaching to the control group. The Tool of assessment of ‘Creative Writing Skills’ is based the ‘Language Creativity Test’, English version, developed by S.P. Malhotra and Sucheta Kumari (1990). The study followed the two groups ie., the Control group and the Experimental group. Hence, the study adopted the pre-test and post-test design. After implementing the genre-based approach, the instrument was re-administered to both groups. The results were statistically analyzed using the non-parametric test i.e., Mann Whitney-U test. The results revealed that the experimental groups’ Creative Writing Skills are enhanced than the control group as the result of teaching through Genre Based Approach. It is recommended that the Genre Based Approach can be used in different levels of education like Primary, Secondary and Higher Secondary etc., for enhancing Creative Writing Skills. The approach can simultaneously enhance students’ knowledge on grammar, subject matter or content, to an extent the pedagogical awareness on learning English and few other stylistic conventions of writing in academic contexts. It enables the students to gradually build their skills by analyzing and emulating good models of texts introduced through the course of study.

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Genre-Based Language Learning Model in Teaching Writing Skills for English Department Students

Cited by 6 publications

References 4 publications

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

Common written error analysis committed by EFL graders. A case study at a secondary school in Vietnam

"Effectiveness Of Genre Based Approach On Enhancing Creative Writing Skills In English Among Secondary School Students "

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