ENHANCING HIGH SCHOOL STUDENTS’ COMPREHENSION OF DISCUSSION TEXT WITH GENDRE BASED APPROACH & FEEDBACK
Main Article Content
Abstract
The Genre-Based Approach (GBA) has been a common teaching method in Indonesia for many years, particularly for learning how to write. GBA consists of four stages: 1) Building Knowledge of the Field, 2) Modeling of the Text, 3) Joint Construction of the Text, and 4) Independent Construction of the Text. This research examines how effectively GBA and teacher feedback can improve high school students' understanding of discussion texts. This research combined Classroom Action Research (CAR) with a Genre-Based Approach (GBA) to investigate learning outcomes in a class of 12th - grade at SMA Negeri 1 Garut. The CAR cycle, involving planning, action, observation, and reflection, was interwoven with the GBA stages: building field knowledge, modeling, joint construction, and independent construction of texts. The Genre-Based Approach (GBA) provides a structured framework for analyzing texts, making it easier for both teachers and students. By breaking down the structure of texts like discussions, GBA helps students understand how to present their own arguments effectively, including counterarguments and reasoned conclusions. Furthermore, providing constructive feedback to students is essential for their learning. This feedback not only improves their understanding of the material but also enhances their interest, motivation, and performance in future assignments.The study found that GBA is beneficial for improving students' understanding of discussion texts. However, the research also highlighted that the successful implementation of GBA often depends on the teacher providing effective feedback to students. The study concluded that when implemented effectively, GBA, combined with constructive teacher feedback, significantly enhances high school students' writing skills for discussion texts.
Keywords: Genre-based Approach (GBA); feedback; high school; writing skill; discussion text
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References
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Putra, H., Mujiyanto, J., Astuti, P., & Syafri, F. (2023). The Effectiveness of Genre Based Approach To Enhance The Speaking Performance of Junior High School Students At Sekolah Alam CEFA Kabupaten Kampar Riau Registered 2022 / 2023 Academic Years. International Conference on Science, Education and Technology (2023) Universitas Negeri Semarang, 320–327.
Romawi, D., Saehu, A., Sundari, H., & ... (2024). Empowering Students’Writing Skill and Creativity Through Implementing Genre-Based Approach. Indonesian EFL …, 10(2), 279–290. http://journal.uniku.ac.id/index.php/IEFLJ/article/view/9565
Sastro Slamet, S. (2020). Hubungan Strategi Umpan Balik (Feedback), Motivasi Berprestasi dan Hasil Belajar Dalam Pembelajaran PPKn di SMK. PINUS: Jurnal Penelitian Inovasi Pembelajaran, 5(2), 39–56. https://doi.org/10.29407/pn.v5i2.14539
Selvaraj, A. M., Azman, H., & Wahi, W. (2021). Teachers’ feedback practice and students’ academic achievement: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 20(1), 308–322. https://doi.org/10.26803/IJLTER.20.1.17
Siangsanoh, K., & Chatpunnarangsee, K. (2024). Applying and Assessing a Genre-Based Approach for Personal Statement Writing in the Context of Thai EFL Upper Secondary Education. LEARN Journal: Language Education and Acquisition Research Network, 17(2), 838–862.
Surfaifel, F., Emilia, E., & Gunawan, W. (2023). Students’ Engagement in Virtual Creative Writing: Developing a Creative Writing
Buckingham Shum, S., Lim, L. A., Boud, D., Bearman, M., & Dawson, P. (2023). A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00410-9
Chong, S. W. (2022). The role of feedback literacy in written corrective feedback research: from feedback information to feedback ecology. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2082120
Daniarti, Y., Taufiq, R., & Sunaryo, B. (2020). The Implementation of Teaching Reading Through Genre Based Approach for University Students. Journal of Physics: Conference Series, 1477(4). https://doi.org/10.1088/1742-6596/1477/4/042064
Davies, P. M., Passonneau, R. J., Muresan, S., & Gao, Y. (2022). Analytical Techniques for Developing Argumentative Writing in STEM: A Pilot Study. IEEE Transactions on Education, 65(3), 373–383. https://doi.org/10.1109/TE.2021.3116202
Emilia, E., & Martin, J. R. (2023). “Learning functional grammar is fun”: A snapshot of functional grammar unit at an English Education Department in Indonesia. Indonesian Journal of Applied Linguistics, 13(1), 48–62. https://doi.org/10.17509/ijal.v13i1.58256
Han, Y., & Xu, Y. (2020). The development of student feedback literacy: the influences of teacher feedback on peer feedback. Assessment and Evaluation in Higher Education, 45(5), 680–696. https://doi.org/10.1080/02602938.2019.1689545
Hendrawaty, N., Sakhiyya, Z., Wahyuni, S., & Yuliati, Y. (2024). The multimodal approach in English language teaching: a systematic review. Proceedings of Fine Arts, Literature, Language, and Education, 457–472. https://proceeding.unnes.ac.id/icoella/article/view/3712
Heriyati. (2021). Efektivitas Pemberian Umpan Balik Positif dalam Meningkatkan Hasil Belajar Matematika Mahasiswa. Prosiding Seminar Nasional Sains, 2(1), 291–296.
Hidayat, R. R. A., Fajriah, Y. N., & Nugraha, I. (2024). Integrating Multimodal Texts in Genre-Based Approach : Teacher ’ s and Students ’ Challenges and Benefits. English Education and Applied Linguistics Journal, 7(1), 13–22. https://journal.institutpendidikan.ac.id/index.php/eeal/article/view/224
Hyland, K. (2024). Genre-Based Instruction and Corpora. TESOL Quarterly, 58(3), 1227–1234. https://doi.org/10.1002/tesq.3273
Latif, S., & Daud, A. (2023). An investigation of EFL Students ’ Ability in Writing Discussion Text Using Feedback in Blended Learning Model. International Journal of Education, Information and Other s (IJEIT), 6(23), 62–76. https://jurnal.peneliti.net/index.php/IJEIT
Lim, F. V., Toh, W., & Nguyen, T. T. H. (2022). Multimodality in the English language classroom: A systematic review of literature. Linguistics and Education, 69, 101048. https://doi.org/10.1016/J.LINGED.2022.101048
Liu, F., Du, J., Zhou, D. Q., & Huang, B. (2021). Exploiting the potential of peer feedback: The combined use of face-to-face feedback and e-feedback in doctoral writing groups. Assessing Writing, 47(August), 100482. https://doi.org/10.1016/j.asw.2020.100482
Liu, H., Ismail, L., & Ahmad, N. K. (2024). Genre-based Approaches and ESL/EFL Writing: A Review of the Literature. World Journal of English Language, 14(2), 25–35. https://doi.org/10.5430/wjel.v14n2p25
Misbah, S. (2022). Penerapan Metode Umpan Balik (Feed Back Partner) untuk Meningkatkan Prestasi Belajar Siswa pada Mata Pelajaran Bahasa Indonesia Materi Struktur dan Kebahasaan Teks Anekdot Kelas X IPS-2 SMAN 4 Kota Bima Semester 1 Tahun Pelajaran 2020/2021. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 2(2), 63–74. https://doi.org/10.53299/jppi.v2i2.219
Nugraha, I., Emilia, E., & Gunawan, W. (2024). A GENRE-BASED APPROACH IN TEACHING MULTIMODAL. ENGLISH REVIEW: Journal of English Education, 12(3), 1093–1106.
Nurhayati, H., & , Langlang Handayani, N. W. (2020). A Genre-Based Approach to Improve The Students’ Writing Skills. Jurnal Basicedu, 5(5), 3(2), 524–532. https://journal.uii.ac.id/ajie/article/view/971
O’Sullivan, K. (2020). Establishing a Center for Language Education in a Chinese University: Challenges and Opportunities. Language Teaching Research Quarterly, 16, 40–55. https://doi.org/10.32038/ltrq.2020.16.03
Panggabean, H., Tampubolon, S., & Sembiring, M. (2020). Indonesia’s Ambivalent Language Policy on English: Cause and Effect. International Journal of Innovation, Creativity and Change. Www.Ijicc.Net, 14(5). www.ijicc.net
Pham, V. P. H., & Bui, T. K. L. (2021). Genre-based approach to writing in EFL contexts. World Journal of English Language, 11(2), 95–106. https://doi.org/10.5430/WJEL.V11N2P95
Putra, H., Mujiyanto, J., Astuti, P., & Syafri, F. (2023). The Effectiveness of Genre Based Approach To Enhance The Speaking Performance of Junior High School Students At Sekolah Alam CEFA Kabupaten Kampar Riau Registered 2022 / 2023 Academic Years. International Conference on Science, Education and Technology (2023) Universitas Negeri Semarang, 320–327.
Romawi, D., Saehu, A., Sundari, H., & ... (2024). Empowering Students’Writing Skill and Creativity Through Implementing Genre-Based Approach. Indonesian EFL …, 10(2), 279–290. http://journal.uniku.ac.id/index.php/IEFLJ/article/view/9565
Sastro Slamet, S. (2020). Hubungan Strategi Umpan Balik (Feedback), Motivasi Berprestasi dan Hasil Belajar Dalam Pembelajaran PPKn di SMK. PINUS: Jurnal Penelitian Inovasi Pembelajaran, 5(2), 39–56. https://doi.org/10.29407/pn.v5i2.14539
Selvaraj, A. M., Azman, H., & Wahi, W. (2021). Teachers’ feedback practice and students’ academic achievement: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 20(1), 308–322. https://doi.org/10.26803/IJLTER.20.1.17
Siangsanoh, K., & Chatpunnarangsee, K. (2024). Applying and Assessing a Genre-Based Approach for Personal Statement Writing in the Context of Thai EFL Upper Secondary Education. LEARN Journal: Language Education and Acquisition Research Network, 17(2), 838–862.
Surfaifel, F., Emilia, E., & Gunawan, W. (2023). Students’ Engagement in Virtual Creative Writing: Developing a Creative Writing