Teacher’s Perceives on the Implementation of Genre-Based Approach in Teaching Writing

Abstract

The present study was focused on the teacher’s perceives on the implementation of genre-based approach (GBA) in teaching writing in one of senior high schools in Surakarta, Central Java, Indonesia. The objectives of this study are to explain; 1) The teacher’s perceptions on the practice of the genre-based approach in teaching writing, 2) the matters faced by English teacher, 3) the solutions regarding the problems faced by the teacher. This research was qualitative. The data were collected by implementing questionnaire and interview. The sample of this study was one teacher in Surakarta by using purposive sampling technique. Writers used a model of triangulation process consisting of data reduction, data display, and conclusion to collect and analyze the data. The results showed that; 1) the teacher had positive perception using GBA in teaching writing, 2) there were problems faced by the teacher such as the ease of internet access so that the students could not show their own ideas, and 3) the teachers’ suggestion was that the teacher should be up to date with the newest topic and give motivation to the students to express their own ideas.

The Effectiveness of Android Teaching Materials Based on Local Wisdom in Improving Students’ Writing Skill

“…The limitations of pertinent teaching resources and the relatively new, independently developed curriculum that Junior High Schools are using are other factors that contributed to the development of this curriculum. Language learning in the Independent Curriculum (IKM) context is typified by text-based Indonesian language learning or the genre pedagogy approach (Cholifah et al, 2022;Haerazi & Irawan, 2019). The four critical steps of the genre pedagogy model are explaining, setting context, modeling, mentoring, and independence (Vidya et al, 2019).…”