The Implementation of Genre-Based Approach in Teaching Writing by a University Teacher in Jombang

Fanani, Achmad

doi:10.26638/js.700.203x

Cited by 7 publications

(9 citation statements)

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“…The Results showed that Genre Based (GBA) approach was effective in developing the students' reading comprehension in Junior high school, which is confirmed the findings by (Fanani, 2018); (Daniarti, Taufiq, and Sunaryo, 2020); and (Nagao, 2018) who was the same for this research.…”

Section: Discussionsupporting

confidence: 84%

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Teaching Reading Comprehension Through Genre-Based Approach (GBA) at Senior High School

Gunawan¹

2022

acit.j.teach.educ.

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This research is about teaching reading comprehension through a genre-based approach (GBA) at senior high school. The study aimed to increase students' reading comprehension in the eighth grade at SMP Negeri 1 Sibulue through the Genre-Based Approach (GBA). This research used Classroom Action Research (CAR) that consisted of two cycles. The research subject was the eighth grade of SMP Negeri 1 Sibulue academic year 2021/2022 that consisting of 25 students. The researcher obtained the data by using a reading test and observation sheet. The results of the students’ reading tests in cycle I and cycle II had significantly different scores. There was a better increase of gains by students at the end of the action of the second cycle. The results of the study showed that the score in the first cycle to the second cycle increased based on the value of the first cycle of 61.80 and the second cycle showed 75.80. It could be stated that the student's reading comprehension at the eighth grade of SMP Negeri 1 Sibulue was at a fairly good level after the test in the first cycle and increased to a good level after the test in the second cycle.

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Section: Discussionsupporting

confidence: 84%

“…Based on (Fanani, 2018), described the application of GBA in teaching writing to university students. Where the study was carried out by observing the teacher in the classroom using the Genre-based approach (GBA).…”

Section: Significance Of the Studymentioning

confidence: 99%

Teaching Reading Comprehension Through Genre-Based Approach (GBA) at Senior High School

Gunawan¹

2022

acit.j.teach.educ.

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“…In JCOT stage, the student teachers assigned the students to analyze the generic structure of the argumentative text and constructed an argumentative text in pairs. These activities are in line with the studies conducted by [24] and [25].…”

Section: Presenting the Learning Materialssupporting

confidence: 91%

Explaining Skills of Pre-service Teachers in Online Teaching: Evidence from a Classroom Practice

Marsakawati¹,

Semarayasa²

2022

Proceedings of the 2nd International Conference on Languages and Arts Across Cultures (ICLAAC 2022)

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This article addresses how pre-service teachers who had been introduced to basic teaching skills implemented their explaining skills in online teaching. To achieve this aim, a qualitative approach, in particular, a case study research design was applied. The research participants were four student teachers who were taking a micro-teaching course in the English Language Department, at one of the state universities in Bali, Indonesia. They were selected by using purposive random sampling. Data were collected by conducting observation and in-depth interviews. Data were analyzed by adapting the syntax of a presentation lesson proposed by [1]. The obtained data were analyzed qualitatively. The results show that pre-service teachers performed three out of four stages of presenting the lesson: clarifying the aims of the lesson and getting the students to learn, presenting the new information, and checking the students' understanding. Among the four stages of the presentation, all students did not present advance organizers, whereas this stage is important to scaffold their students about the learning materials.

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“…This finding is in contrast with the previous studies, which mainly made of use of the stages for teaching writing, for instance, Ahn 2012 They did not cover the other skills such as listening, speaking, reading, and grammar as they, from the outset, were designed to investigate the cycle in one of the language skills only, while the current study deals with a wider scope, namely the use of the cycle in teaching all language skills and components. Besides, the current study uncovers the practice of a cycle containing four stages, whereas the existing previous research employed the cycle with three steps (Firkins et al, 2007;Wu and Dong, 2009;Trong, 2011;Ahn, 2012;Pujianto et al, 2014;Fanani, 2018). Thus, the current study differs from the previous ones as the scopes, settings, participants, and the models of cycle involved were different.…”

Section: The Teaching Of Language Skills and Componentsmentioning

confidence: 84%

Patterns of the Teaching and Learning Cycle of GBA by EFL Teachers in Indonesia

Suharyadi¹,

Basthomi²

2020

Journal of Education and e-Learning Research

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This article purposes to tease out the EFL teachers' patterns in implementing the stages of teaching and learning using GBA in the Indonesian context. The participants involved in the study were 15 English teachers from seven state senior high schools in Kota Malang Indonesia. The data were collected through interviews and observations. Fieldnotes were also made to record the relevant data. The observations of each teacher were carried out five times to attain sufficient data for the analysis. The writers observed the classes recommended by the teachers, sitting down in the back row and observing the activities done by teachers and students. They also put a tick (v) to indicate the presence of activities as listed in the checklist. If the teachers and students did activities which were absent in the checklist, the writers made fieldnotes to record them for supplementary purposes. The data were analysed descriptively based on the descriptors in the checklists. The analysed data showed that none of the English teachers fully employed the four stages of GBA (BKoF, MoT, JCoT, and ICoT) in teaching. Instead, they also applied the stages of GBA with the following patterns: BKoF-MoT-JCoT; BKoF-JCoT; BKoF-MoT; BKoF-MoT-ICoT; and BKoF-ICoT.

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The Implementation of Genre-Based Approach in Teaching Writing by a University Teacher in Jombang

Cited by 7 publications

References 0 publications

Teaching Reading Comprehension Through Genre-Based Approach (GBA) at Senior High School

Teaching Reading Comprehension Through Genre-Based Approach (GBA) at Senior High School

Explaining Skills of Pre-service Teachers in Online Teaching: Evidence from a Classroom Practice

Patterns of the Teaching and Learning Cycle of GBA by EFL Teachers in Indonesia

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