Students’ Voices on Implementing Blended Synchronous Learning in Teaching Genre-Based Writing

Wijayatiningsih, Testiana Deni; Bharati, Dwi Anggani Linggar; Faridi, Abdurrachman; Fitriati, Sri Wuli

doi:10.2991/assehr.k.211125.132

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…For instance, some researchers found that a genre-based approach enhances the students' writing skills (Dong & Lu, 2020;Herman et al, 2020;Irawansyah, 2016;Pham & Bui, 2021). Wijayatiningsih et al (2021) pointed out that genre-based writing courses explained that writing was a complex skill and required stages of creating a coherent text. Simultaneously, the genrebased approach stands out as a precise method for understanding various types of texts.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Genre-Based Approach Through Project-Based Learning in Teaching Writing

Khasanah,

Faridi,

Wahyuni

2023

EEJ

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Writing is one of the six elements of English in the Emancipated Curriculum that must be mastered by Phase E (10th-grade) students. It is a productive skill that proves challenging for students. Considering this, a genre-based approach and project-based learning will be the best techniques for the teacher and students to achieve the learning target. This study aimed to explain the implementation of a genre-based approach through project-based learning in teaching writing. The research design was a qualitative case study conducted at SMKN 1 Temanggung. The participants of this study were thirty-six students and one English teacher. The instruments used in this study were observation class, interview, questionnaire, and document review. The data were analyzed using an interactive analysis model based on Miles and Huberman (1994). The results show that the planning stage of using a genre-based approach through project-based learning was found in the teaching documents (the syllabus, lesson plan, and learning materials), the practice of using a genre-based approach through project-based learning was manifested in the teaching and learning activities, and the assessment of using it was conducted through formative assessment by giving the written test and work performance. So, it was concluded that the use of a genre-based approach through project-based learning was implemented in teaching writing. This holistic study contributes significantly to the understanding of effective pedagogical practices, providing a unique perspective on combining these approaches to enhance students' writing skills. It underscores the potential of this combined approach, offering a valuable contribution to the field of language education, especially in teaching writing skills.

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Section: Introductionmentioning

confidence: 99%

The Implementation of Genre-Based Approach Through Project-Based Learning in Teaching Writing

Khasanah,

Faridi,

Wahyuni

2023

EEJ

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“…English Education lecturers in Indonesia have responded to technological advances in the digital 5.0 era, so they have changed classroom learning from face-to-face to integrated faceto-face online, especially in writing (Wilson, 2020;Wijayatiningsih et al, 2021;& Maulida, 2020). Because they may not repeat material in face-to-face classes, a weakness of the faceto-face learning paradigm (Sun & Chen, 2016;Wright, 2017;Santikarn & Wichadee, 2018).…”

Section: Introductionmentioning

confidence: 99%

Integrating Hybrid Learning and Team-Based Project in EFL Writing Class

Wijayatiningsih,

Muhammad Muhibbi,

Dodi Mulyadi

et al. 2023

jees

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This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at the Universitas Muhammadiyah Semarang. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects is effectively implemented in genre text writing classes. Therefore, the results of this study can make a good contribution because they can motivate students to write texts and improve independent student learning.

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Students’ Voices on Implementing Blended Synchronous Learning in Teaching Genre-Based Writing

Cited by 2 publications

References 3 publications

The Implementation of Genre-Based Approach Through Project-Based Learning in Teaching Writing

The Implementation of Genre-Based Approach Through Project-Based Learning in Teaching Writing

Integrating Hybrid Learning and Team-Based Project in EFL Writing Class

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