Integrating Process-Genre Approach With Project Ibunka to Improve Students� English Writing

Abstract

This study goes into how an integration of process-genre approach and project ibunka improves students� English writing. Through Process-Genre approach, students put in writing essays by combining Process and Genre based writing. Meanwhile, Project Ibunka as an online collaborative writing project is deployed as a means of publishing the students� writing to be read and commented by other students from various cultures and countries. In the context of this study, Ibunka also provides sources used to explore the topic and as a writing model. This study is a classroom action research that involved 46 university students in two classes who learned to compose English essays in three learning cycles within twelve meetings. The integration of Process-Genre and Project Ibunka is implemented in four stages: introducing and exploring theme and topics of writing, modeling and determining genre, joint writing and independent writing. In joint and independent writing, the students go through several stages of writing process such as planning, drafting, writing, revising and editing. The result of essays scoring shows average score improvement in both classes from cycle 1 to cycle 2 and cycle 3. This students� writing improvement is also confirmed by students� positive responses revealed from observation, questionnaire and students interview.

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

“…Several researches suggest that this approach has a substantial influence on the learning success of students in order to improve the standard of the writing they produce (Huang & Zhang, 2019;Janenoppakarn & Thongrin, 2020). On the other hand, research findings also reinforce that this combination approach can improve writing skills, both writing essays, reports, and other academic writing (Assaggaf, 2016;Alabere & Shapii, 2019;Maolida & Salsabila, 2019;Sarala et al, 2015).…”

Implementing process-genre approach, feedback, and technology in L2 writing in higher education

“…As an interactive discourse between teachers and students, oral feedbackextensively explored in the domain of second-language writing pedagogy-has demonstrated a profound impact on the enhancement of students' writing proficiency (Lyster & Saito, 2010;Roothooft & Breeze, 2016;Sobhani & Tayebipour, 2015). However, the integration of oral feedback within the paradigm of the process-genre approach remains insufficiently researched, warranting further investigation to ascertain its operative mechanisms and efficacy (Maolida & Salsabila, 2019;Tesfie, 2017). Concurrently, written feedback serves as a pivotal element in fostering the development of learners' writing competencies, especially within the realm of ESL/EFL education.…”

The Implementation of Write-Around Plus Strategy to Improve Students� Writing Skill

“…Students need to master writing skill because they can communicate and express their idea well so that the teacher will understand easily what those students write (Bakeer, 2018;Kusna, 2019;Maolida & Salsabila, 2019;Namasivayam, Singh, Mostafa, Janoory, & Abdullah, 2017). This idea is also supported by Nunan (2003) that writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraph that will be clear to a reader.…”