Genre-Based Approach: Can It Improve the Informatics Engineering Students’ Writing Skill?

Sukmawati, Nur Najibah; Nasution, Sukma Septian

doi:10.21070/jees.v5i1.395

Cited by 4 publications

(5 citation statements)

References 13 publications

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“…This is assumed as normal because the instructional practices occurred virtually where there is a distance and a medium to hamper the interaction among the participants (Onyemah & Deborah, 2019). Accordingly, the lecturer plays pivotal role in improving the students' WTC as one of criteria of success in instructional process (Sukmawati & Nasution, 2020).…”

Section: Pattern 5: the Students Helped Other Students Recalled Hard Wordsmentioning

confidence: 99%

The THE INDONESIAN STUDENTS’ WILLINGNESS TO COMMUNICATE IN VIRTUAL CLASS: A CASE STUDY

Sesriyani

2020

geej

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As one of the keys to quality instructional process, students’ willingness to communicate deserves a place to observe especially when it was done by non-English department students when conducting instructional practices virtually during the Covid-19 outbreak. The present study aimed at investigating the students’ willingness to communicate during TOEFL preparation classes. The object of this study was 30 students of Economics Education Study Program in their second semester learning in a South-Tangerang based university, Indonesia. The students’ patterns in their willingness to communicate were examined using close observation within 3 consecutive meetings. Due to the pandemic outbreak of Covid-19, the instructional process was conducted virtually via Zoom platform. One lecturer acted as the instructor and one passive observant was given an access to record and observe the instructional practices. This study revealed that the students’ willingness to communicate depends on the task type given by the lecturer. It indicated the significance of intelligible and feasible instruction in order that the students’ willingness to communicate improved.

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Section: Pattern 5: the Students Helped Other Students Recalled Hard Wordsmentioning

confidence: 99%

The THE INDONESIAN STUDENTS’ WILLINGNESS TO COMMUNICATE IN VIRTUAL CLASS: A CASE STUDY

Sesriyani

2020

geej

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“…Therefore, English is an international language, a language that can be used as a means of communication between humans in various countries. Learning English is needed by students and it requires students to learn not only the language but also the elements that exist in English (Sukmawati & Nasution, 2020). There are many important elements in learning English and one of them is vocabulary.…”

Section: Introductionmentioning

confidence: 99%

Improving the Students’ Motivation in Learning Vocabulary Using Song Lyrics

Sitepu,

Safitri,

Sukmawati

et al. 2023

IDEAS

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This study aims to increase the students' motivation in learning vocabulary using song lyrics in the seventh grade of SMP Citra Bangsa. This classroom action research uses tests, observations, questionnaires, and documentation to determine the improvement that occurs in each cycle. Tests given to Pre-Test, Post-Test cycle 1, and Post-Test cycle 2 showed that the average score of each vocabulary test in the class increased significantly. In the Pre-Test, the mean score was 41.25. Then in the Post-Test cycle 1 the average score raised to 56. In the Post-Test cycle 2, the average score reached 63.5. The improvements proved that song lyrics is worth implementing in teaching vocabulary. It is supported by the results of observations which showed an increase in terms of students' motivation in learning vocabulary. The results of the questionnaire also showed an increase in the number of positive questions. While the number of negative questions decreased. Thus, it can be concluded that there is a significant increase in motivation and vocabulary achievement of seventh grade students of SMP Citra Bangsa after they are taught to use song lyrics.

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“…Furthermore, there are points derived from the approach's principles that students can benefit from. Students benefit from the explicit course requirements and explicit language knowledge (Sukmawati and Nasution, 2020). According to Joyce and Feez (1998), the Genre-Based Approach views language learning as the result of a collaborative effort between the teacher and the students.…”

Section: Introductionmentioning

confidence: 99%

“…It implies that both sides play equal roles in the learning process and that neither the teacher nor the students are dominant in the classroom. Sukmawati and Nasution (2020) adapt its implementation in classroom in 4 steps from Emilia (2011) : (1) Building Knowledge of the Field (BKoF) aiming at stimulating students' knowledge about the genre being discussed generally and encouraging them to learn; (2) Modeling by deconstructing the model of genre for scrutinizing its communicative purpose, generic structures, and language features commonly known with top-down activities; (3) Joint Construction of the Text (JCOT) to reconstruct the communicative purpose, social norms, stages, and language features of each text and assign students to write the complete text in group; (4) Independent Construction of the Text (ICOT) to assign the students to work individually.…”

Section: Introductionmentioning

confidence: 99%

Genre-Based Instruction: Improving the Students’ Skill in Writing Descriptive Text

Jamalulael¹,

Kusumoriny²,

Sukmawati³

et al. 2022

IDEAS

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The objective of the study is to investigate the improvement of the students' skills in writing descriptive text by using Genre-Based Approach in seventh-grade students at MTs Daarul Muttaqien, South Tangerang. This is a Classroom Action Research with students in VII grade consisting of 22 students as subjects of the study. The main instrument employed to collect the data is writing test supported by observation and interview to meet triangulation validity. The result showed there is an improvement in the students’ skills in writing descriptive text. It was shown from the test results where the mean score: the pre-test was 59.95 and only 22.7% of the students who passed the test. Then, it improved to 73.23 for the mean score of post test 1 that 59.1% of them passed the test. The improvement also occurred in post-test II where the mean score reaches 84.36 with a percentage of 95.5% of students who successfully did the test. The improvement was supported by the observation result that the students were active and enthusiastic in every step genre-based instruction offers. Most of the students also found it joyful and effective to improve their writing skill. In conclusion, Genre-Based Approach can improve the students’ writing skills, especially in writing descriptive text.

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Genre-Based Approach: Can It Improve the Informatics Engineering Students’ Writing Skill?

Cited by 4 publications

References 13 publications

The THE INDONESIAN STUDENTS’ WILLINGNESS TO COMMUNICATE IN VIRTUAL CLASS: A CASE STUDY

The THE INDONESIAN STUDENTS’ WILLINGNESS TO COMMUNICATE IN VIRTUAL CLASS: A CASE STUDY

Improving the Students’ Motivation in Learning Vocabulary Using Song Lyrics

Genre-Based Instruction: Improving the Students’ Skill in Writing Descriptive Text

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