EMPOWERING STUDENTS’ WRITING SKILL AND CREATIVITY THROUGH IMPLEMENTING GENRE-BASED APPROACH
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This study focused on investigating the ways the English teacher implemented a Genre-Based Approach to improving students’ writing skills and creativities. The case study was conducted in MAN 1 Cianjur. The respondents were 36 students and an English teacher. There were six students chosen to be interviewed in this study. The instruments of data collection were carried out by observing the teaching-learning process of the Genre-Based Approach and interviewing the students relating with their creativity. The result of the observation showed that the EFL teacher implemented the Genre-Based Approach properly. It was proved that the teacher implemented the steps well, and the students’ average scores improved from 70 to 90. Based on the interview, the Genre-Based Approach could help students to be creative by fulfilling fluency including producing great idea, providing solution or feedback, and having option to respond. Besides that, it could help them to fulfill the flexibility including producing various ideas and answers, looking for different alternatives, and changing perspectives. Moreover. It could help them to make an original text including producing new and unique expressions, thinking novel and unusual ideas, and combining unusual ideas. Furthermore, I could motivate them to elaborate on the text well including developing ideas and providing details and clarity by stating the end of the story, impression, and conclusion in the last paragraph of recount text.
Keywords: Genre Based Approach; Creativity; Writing skill.
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Referensi
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Brisk, M. E., Tian, Z., & Ballard, E. (2021). Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development. System, 97, 102429. https://doi.org/https://doi.org/10.1016/j.system.2020.102429
Cresswell, J. W. (2015). Educational Research. Pearson Prentice Hall.
Emilia, E., & Hamied, F. A. (2015). Systemic Functional Linguistic Genre Pedagogy (Sfl Gp) in a Tertiary Efl Writing Context in Indonesia. TEFLIN Journal - A Publication on the Teaching and Learning of English, 26(2), 155. https://doi.org/10.15639/teflinjournal.v26i2/155-182
Ganapathy, M., Lah, S. C., & Phan, J. (2022). Creativity via a Genre Pedagogy to Promote EFL Indigenous Students’ Writing. 3L: Language, Linguistics, Literature, 28(1), 28–43. https://doi.org/10.17576/3L-2022-2801-03
Gill, A. A., & Janjua, F. (2020). Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis. English Language Teaching, 13(8), 141. https://doi.org/10.5539/elt.v13n8p141
Haerazi, H., Irawan, L. A., Suadiyatno, T., & Hidayatullah, H. (2020). Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity. International Journal of Evaluation and Research in Education, 9(1), 234–244. https://doi.org/10.11591/ijere.v9i1.203945
Herman, Purba, R., Thao, N. Van, & Purba, A. (2020). Using genre-based approach to overcome students’ difficulties in writing. Journal of Education and E-Learning Research, 7(4), 464–470. https://doi.org/10.20448/JOURNAL.509.2020.74.464.470
Horverak, M. O. (2016). An experimental study on the effect of systemic functional linguistics applied through a genre-pedagogy approach to teaching writing. Yearbook of the Poznan Linguistic Meeting, 2(1), 67–89. https://doi.org/doi:10.1515/yplm-2016-0004
Kohar, D. A., Saehu, A., & Ardiasih, L. S. (2022). Strengthening reading comprehension and interest through SQ3R strategy using Whatsapp during pandemic. Indonesian EFL Journal, 8(2), 165-176.
Lail, I. (2022). The Implementation Of Genre Based Approach In Teaching Recount Text To Promote Students’ Writing Skill . Research on English Language Teaching in Indonesia, 09(03), 93–101.
Li, Y., Ma, X., Zhao, J., & Hu, J. (2020). Graduate-level research writing instruction: Two Chinese EAP teachers’ localized ESP genre-based pedagogy. Journal of English for Academic Purposes, 43, 100813. https://doi.org/https://doi.org/10.1016/j.jeap.2019.100813
Mantra, I. B. N., & Widiastuti, I. A. M. S. (2019). An Analysis Of Efl Students’writing Ability To Enhance Their Micro And Macro Writing Skill. International Journal of Linguistics and Discourse Analytics, 1(1), 29–34
Mastura, D. M., Arsyad, S., & Koto, I. (2020). the Effect of Genre Based Approach on Students’ Writing Ability of Recount Text. JOALL (Journal of Applied Linguistics & Literature), 5(1), 88–93. https://doi.org/10.33369/joall.v5i1.9403
Mauludin, L. A. (2020). Joint construction in genre-based writing for students with higher and lower motivation. Southern African Linguistics and Applied Language Studies, 38(1), 46–59. https://doi.org/10.2989/16073614.2020.1750965
Megawati, F., & Anugerahwati, M. (2012). Comic Strips:A Study On The Teaching Of Writing Narrative Texts To Indonesian Efl Students. TEFLIN Journal, 23, 183–205.
Mile.Mattew B; Huberman, A Michael;Saldana, Johnnyoshinsky, M. (2014). Qualitative Data Analysis. In Sage (Third edit). Sage.
Mitsikopoulou, B. (2020). Genre Instruction and Critical Literacy in Teacher Education: Features of a Critical Foreign Language Pedagogy in a University Curriculum. L2 Journal, 12(2). https://doi.org/10.5070/l212245951
Morell, T., & Cesteros, S. P. (2019). Genre pedagogy and bilingual graduate students’ academic writing. Publications, 7(1). https://doi.org/10.3390/publications7010008
Mota Pereira, F. (2016). Creativity in the English Language Classroom. In ELT Journal (Vol. 70, Issue 3). https://doi.org/10.1093/elt/ccw040
Mukminatien, Nur; Suryati, Nunung; Febrianti, yusnita; furaidah. (2016). Language Teaching Methods (Vol. 4, Issue 4). Universitas Terbuka.
Nordin, S. M., & Mohammad, N. (2017). The best of two approaches: Process/Genre based approach to teaching writing. The English Teacher, XXXV, 75–85.
Nordlof, J. (2014). Vygotsky, Scaffolding, and the Role of Theory in Writing Center Work. Writing Center Journal, 34(1). https://doi.org/10.7771/2832-9414.1785
Nurlaelawati, I., & Novianti, N. (2017). The practice of genre-based pedagogy in Indonesian schools: A case of preservice teachers in Bandung, West Java Province. Indonesian Journal of Applied Linguistics, 7(1), 160–166. https://doi.org/10.17509/ijal.v7i1.6869
Parkes, M., & Adlington, R. (2017). Arab World English Journal (AWEJ) Volume.8 Number4 December 2017 Pp 68-84. 8(December), 68–84.
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
Phan, J., & Ganapathy, M. (2020). The Effect of Genre Approach on Malaysian Orang Asli EFL Students’ Descriptive Writing. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 39–54.
Rahmadhani, A. P. (2018). Genre Based Approach to Teaching Multimodal Text. Curricula, 3(2), 130–139. https://doi.org/10.22216/jcc.2018.v3i2.3571
Rothery, J. (1994). Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Metropolitan East Disadvantaged Schools Program.
Selwyn, R., & Renaud-Assemat, I. (2020). Developing technical report writing skills in first and second year engineering students: a case study using self-reflection. Higher Education Pedagogies, 5(1), 19–29. https://doi.org/10.1080/23752696.2019.1710550
Sessions, S. T. (2020). Teaching and Learning 2020 (Vol. 1968).
Shi, L., Baker, A., & Chen, H. (2019). Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study. RELC Journal, 50(2), 314–332. https://doi.org/10.1177/0033688217716506
Teng, L. S. (2022). Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment. Assessing Writing, 53, 100645. https://doi.org/https://doi.org/10.1016/j.asw.2022.100645
Teng, M. F., Wang, C., & Zhang, L. J. (2022). Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance. Assessing Writing, 51, 100573. https://doi.org/https://doi.org/10.1016/j.asw.2021.100573
Thongchalerm, S., & Jarunthawatchai, W. (2020). The impact of genre based instruction on EFL learners’ writing development. International Journal of Instruction, 13(1), 1–16. https://doi.org/10.29333/iji.2020.1311a
Tresnadewi, F. & S. (2017). Assessment in Language Teaching (D. Suratinah (ed.); 1st ed.). Universitas Terbuka.
Wibawa, Basuki. Mahdiyah & Afgani, J. (2016). Metode Penelitian Pendidikan. Universitas Terbuka.
Wu, Y. (2017). Reading for Writing—The Application of Genre Analysis in College English Writing in China. Theory and Practice in Language Studies, 7(10), 883. https://doi.org/10.17507/tpls.0710.09
Brisk, M. E., Tian, Z., & Ballard, E. (2021). Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development. System, 97, 102429. https://doi.org/https://doi.org/10.1016/j.system.2020.102429
Cresswell, J. W. (2015). Educational Research. Pearson Prentice Hall.
Emilia, E., & Hamied, F. A. (2015). Systemic Functional Linguistic Genre Pedagogy (Sfl Gp) in a Tertiary Efl Writing Context in Indonesia. TEFLIN Journal - A Publication on the Teaching and Learning of English, 26(2), 155. https://doi.org/10.15639/teflinjournal.v26i2/155-182
Ganapathy, M., Lah, S. C., & Phan, J. (2022). Creativity via a Genre Pedagogy to Promote EFL Indigenous Students’ Writing. 3L: Language, Linguistics, Literature, 28(1), 28–43. https://doi.org/10.17576/3L-2022-2801-03
Gill, A. A., & Janjua, F. (2020). Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis. English Language Teaching, 13(8), 141. https://doi.org/10.5539/elt.v13n8p141
Haerazi, H., Irawan, L. A., Suadiyatno, T., & Hidayatullah, H. (2020). Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity. International Journal of Evaluation and Research in Education, 9(1), 234–244. https://doi.org/10.11591/ijere.v9i1.203945
Herman, Purba, R., Thao, N. Van, & Purba, A. (2020). Using genre-based approach to overcome students’ difficulties in writing. Journal of Education and E-Learning Research, 7(4), 464–470. https://doi.org/10.20448/JOURNAL.509.2020.74.464.470
Horverak, M. O. (2016). An experimental study on the effect of systemic functional linguistics applied through a genre-pedagogy approach to teaching writing. Yearbook of the Poznan Linguistic Meeting, 2(1), 67–89. https://doi.org/doi:10.1515/yplm-2016-0004
Kohar, D. A., Saehu, A., & Ardiasih, L. S. (2022). Strengthening reading comprehension and interest through SQ3R strategy using Whatsapp during pandemic. Indonesian EFL Journal, 8(2), 165-176.
Lail, I. (2022). The Implementation Of Genre Based Approach In Teaching Recount Text To Promote Students’ Writing Skill . Research on English Language Teaching in Indonesia, 09(03), 93–101.
Li, Y., Ma, X., Zhao, J., & Hu, J. (2020). Graduate-level research writing instruction: Two Chinese EAP teachers’ localized ESP genre-based pedagogy. Journal of English for Academic Purposes, 43, 100813. https://doi.org/https://doi.org/10.1016/j.jeap.2019.100813
Mantra, I. B. N., & Widiastuti, I. A. M. S. (2019). An Analysis Of Efl Students’writing Ability To Enhance Their Micro And Macro Writing Skill. International Journal of Linguistics and Discourse Analytics, 1(1), 29–34
Mastura, D. M., Arsyad, S., & Koto, I. (2020). the Effect of Genre Based Approach on Students’ Writing Ability of Recount Text. JOALL (Journal of Applied Linguistics & Literature), 5(1), 88–93. https://doi.org/10.33369/joall.v5i1.9403
Mauludin, L. A. (2020). Joint construction in genre-based writing for students with higher and lower motivation. Southern African Linguistics and Applied Language Studies, 38(1), 46–59. https://doi.org/10.2989/16073614.2020.1750965
Megawati, F., & Anugerahwati, M. (2012). Comic Strips:A Study On The Teaching Of Writing Narrative Texts To Indonesian Efl Students. TEFLIN Journal, 23, 183–205.
Mile.Mattew B; Huberman, A Michael;Saldana, Johnnyoshinsky, M. (2014). Qualitative Data Analysis. In Sage (Third edit). Sage.
Mitsikopoulou, B. (2020). Genre Instruction and Critical Literacy in Teacher Education: Features of a Critical Foreign Language Pedagogy in a University Curriculum. L2 Journal, 12(2). https://doi.org/10.5070/l212245951
Morell, T., & Cesteros, S. P. (2019). Genre pedagogy and bilingual graduate students’ academic writing. Publications, 7(1). https://doi.org/10.3390/publications7010008
Mota Pereira, F. (2016). Creativity in the English Language Classroom. In ELT Journal (Vol. 70, Issue 3). https://doi.org/10.1093/elt/ccw040
Mukminatien, Nur; Suryati, Nunung; Febrianti, yusnita; furaidah. (2016). Language Teaching Methods (Vol. 4, Issue 4). Universitas Terbuka.
Nordin, S. M., & Mohammad, N. (2017). The best of two approaches: Process/Genre based approach to teaching writing. The English Teacher, XXXV, 75–85.
Nordlof, J. (2014). Vygotsky, Scaffolding, and the Role of Theory in Writing Center Work. Writing Center Journal, 34(1). https://doi.org/10.7771/2832-9414.1785
Nurlaelawati, I., & Novianti, N. (2017). The practice of genre-based pedagogy in Indonesian schools: A case of preservice teachers in Bandung, West Java Province. Indonesian Journal of Applied Linguistics, 7(1), 160–166. https://doi.org/10.17509/ijal.v7i1.6869
Parkes, M., & Adlington, R. (2017). Arab World English Journal (AWEJ) Volume.8 Number4 December 2017 Pp 68-84. 8(December), 68–84.
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
Phan, J., & Ganapathy, M. (2020). The Effect of Genre Approach on Malaysian Orang Asli EFL Students’ Descriptive Writing. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 39–54.
Rahmadhani, A. P. (2018). Genre Based Approach to Teaching Multimodal Text. Curricula, 3(2), 130–139. https://doi.org/10.22216/jcc.2018.v3i2.3571
Rothery, J. (1994). Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Metropolitan East Disadvantaged Schools Program.
Selwyn, R., & Renaud-Assemat, I. (2020). Developing technical report writing skills in first and second year engineering students: a case study using self-reflection. Higher Education Pedagogies, 5(1), 19–29. https://doi.org/10.1080/23752696.2019.1710550
Sessions, S. T. (2020). Teaching and Learning 2020 (Vol. 1968).
Shi, L., Baker, A., & Chen, H. (2019). Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study. RELC Journal, 50(2), 314–332. https://doi.org/10.1177/0033688217716506
Teng, L. S. (2022). Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment. Assessing Writing, 53, 100645. https://doi.org/https://doi.org/10.1016/j.asw.2022.100645
Teng, M. F., Wang, C., & Zhang, L. J. (2022). Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance. Assessing Writing, 51, 100573. https://doi.org/https://doi.org/10.1016/j.asw.2021.100573
Thongchalerm, S., & Jarunthawatchai, W. (2020). The impact of genre based instruction on EFL learners’ writing development. International Journal of Instruction, 13(1), 1–16. https://doi.org/10.29333/iji.2020.1311a
Tresnadewi, F. & S. (2017). Assessment in Language Teaching (D. Suratinah (ed.); 1st ed.). Universitas Terbuka.
Wibawa, Basuki. Mahdiyah & Afgani, J. (2016). Metode Penelitian Pendidikan. Universitas Terbuka.
Wu, Y. (2017). Reading for Writing—The Application of Genre Analysis in College English Writing in China. Theory and Practice in Language Studies, 7(10), 883. https://doi.org/10.17507/tpls.0710.09