The Effects of a Genre-Based Approach and Learning Encouragement on the Writing Achievement of Eighth-Grade Students at SMP Negeri 3 Air Kumbang

Abstract

There will be no more debates around the dinner table about the importance of effective communication in all aspects of life. As a result of this, English, as one of the languages used globally as a means of communication, has become critical to master. The purpose of this study was to discover the impact of a genre-based approach and learning motivation on the eighth-grade students' recount text writing achievement at State Junior High School 3 Air Kumbang. The research data were gathered through the distribution of questionnaires and the administration of writing tests, which were then quantitatively analyzed using SPSS. The study's findings demonstrated that (1 There was a substantial difference in creative accomplishment among students who were taught using a genre-based approach and those who were taught using a traditional approach; (2) There was a substantial difference in writing achievement between students with high learning enthusiasm and those who were taught using traditional approaches;(3) There was a substantial gap in writing achievement between students with high and low learning motivation who were taught using genre-based techniques and traditional methods.

The Genre Approaches for Teachers’ Strategy to Deliver Productive Teaching-Learning in English Subject at Sman 1 Kota Langsa

“…The study concerns a great deal of attention (GA) and its application in English language teaching in Indonesian schools. An effective genre pedagogy should stress students' habitual aptitude for selecting, adjusting genres, aiding teachers to stimulate scaffolding of visualization to contents that would like to be described for exalting communication (Fatjriya et al, 2021;Xu & Li, 2018). When students know the topic closely, they only need to adapt it to an appropriate genre.…”

“…The GA is also believed to be an appropriate teaching methodology to enable students to communicate in academic settings (Fatjriya et al, 2021;Samad & Adnan, 2017). The GA is goal-oriented and provides frameworks for students to be able to communicate.…”

“…Then, GA fails to increase students' ability to communicate in English orally. This happens due to a poor understanding of the GA concepts by teachers (Aleksandrzak, 2018;Fatjriya et al, 2021;Samad & Adnan, 2017). Thus, selecting a certain teaching approach is not due to teachers' preference of using it; however, the understanding of its concepts is considered more important than making students competent to communicate in the target language (Fatjriya et al, 2021;Xu & Li, 2018).…”

“…This happens due to a poor understanding of the GA concepts by teachers (Aleksandrzak, 2018;Fatjriya et al, 2021;Samad & Adnan, 2017). Thus, selecting a certain teaching approach is not due to teachers' preference of using it; however, the understanding of its concepts is considered more important than making students competent to communicate in the target language (Fatjriya et al, 2021;Xu & Li, 2018). From now, much more time is spent on explaining the concepts and the associated texts than developing the skills to communicate, e.g., developing text, discussing the content in the target language, and achieving their objectives using the language (Fatjriya et al, 2021;Samad & Adnan, 2017).…”

“…Thus, selecting a certain teaching approach is not due to teachers' preference of using it; however, the understanding of its concepts is considered more important than making students competent to communicate in the target language (Fatjriya et al, 2021;Xu & Li, 2018). From now, much more time is spent on explaining the concepts and the associated texts than developing the skills to communicate, e.g., developing text, discussing the content in the target language, and achieving their objectives using the language (Fatjriya et al, 2021;Samad & Adnan, 2017). To implement the genre-based syllabus, it is proposed a model which is presented in the communication relationship between teacher and students.…”