Teaching English using a genre pedagogy to Islamic junior high school students

Abstract

This descriptive qualitative study aims to find out how a genre pedagogy is used to teaching the English language. A class consisted of thirty-six students of a public Islamic junior high school was selected purposefully as participants. The data collection involved participant observation, field notes, and documents, in this case, the students' works. The participant observations were conducted in four meetings. During the observations, this study collected the students’ works purposefully. The data analysis used two techniques, namely the thematic analysis to analyze the field notes and functional grammar framework to analyze the students’ independent construction texts. The findings of the study reveal that the students could practice daily life texts in pairs and write a daily life text independently, critically, and creatively as they managed to work on their own and to use specific information, expressions, and contexts in their texts as demanded by the government and the 21st century. This could be achieved as the researcher applied genre pedagogy teaching procedures, explicit teaching, and scaffolding to ensure the students could do the work effectively. This study suggests teachers apply genre-pedagogy teaching procedures and principles to ensure the students could learn English better.

Application of Thematic Context-Based Deep Learning in Foreign Language Teaching

“…In the process of teaching foreign languages, due to the lack of a natural language environment, students mainly rely on the classroom language environment, in which they learn foreign languages by retelling, remembering, or imagining some scenes in their minds. e latest "2017 Curriculum" has established three major thematic contexts: "Man and Self, Man and Society, and Man and Nature," and each of these three thematic contexts is divided into more subthematic groups, which are interconnected and inseparable from each other [4,5]. e thematic context of "Man and Self" advocates a correct and healthy lifestyle, which is conducive to students' better understanding, enriching and perfecting themselves and cultivating a correct human attitude; the thematic context of "Man and Society" is conducive to students' forming good social interaction and establishing good interpersonal relationships [6].…”

A Genre Pedagogy for Teaching Young EFL Learners of English Village of Parit Baru

“…At the tertiary level of education, studies have used SFL GP to teach academic writing (Emilia & Hamied, 2015;Haerazi & Irawan, 2019;Nagao, 2019). A recent study showed that the SFL GP with an adaptation of rewriting strategy from Reading to Learn activities could be used to teach spoken daily texts of giving instruction, invitations, and asking to Islamic junior high school students (Aunurrahman, et al, 2020). However, a limited study of SFL GP had been found in the scope of the primary level of education (Chaisiri, 2010;Rose, 2015), specifically in Indonesia.…”

“…The explicit teaching, scaffolding, and joyful activities are implemented during the application of the four stages of SFL GP that have been used mainly in Indonesia (Aunurrahman et al, 2020). The first stage of SFL GP is building knowledge of the field stage where the YELs are introduced to a theme using relevant texts (van Dijk & Hajer, 2012).…”

“…The second stage is modeling, where a tutor helps the YELs to identify the social purpose, stages, and linguistic features of a text (Frankel, 2013). The third step is the joint construction stage where a tutor provides guidance and feedback to the YELs in constructing and practicing the texts, such as helping the YELs in identifying missing elements from their texts (Derewianka, 2012); and the independent construction stage where the YELs learn to construct their own texts and practice them independently (Aunurrahman et al, 2020). In the joint and independent construction stages, the researchers used the rewriting strategy, adapted from Reading to Learn teaching activities.…”

“…In the modeling stage, the student tutors provided explicit teaching of the elements of the text (Aunurrahman et al, 2020). Since this research focused on a spoken text, the student tutors acted as a model to show the participants the way to introduce themselves and others.…”