The Implementation of Teaching Reading Through Genre Based Approach for University Students

Daniarti, Yeni; Taufiq, Rohmat; Sunaryo, Budi

doi:10.1088/1742-6596/1477/4/042064

Cited by 8 publications

(9 citation statements)

References 1 publication

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“…The Results showed that Genre Based (GBA) approach was effective in developing the students' reading comprehension in Junior high school, which is confirmed the findings by (Fanani, 2018); (Daniarti, Taufiq, and Sunaryo, 2020); and (Nagao, 2018) who was the same for this research.…”

Section: Discussionsupporting

confidence: 84%

“…Other research, (Daniarti, Taufiq, and Sunaryo, 2020) found that GBA can be used to build the students' motivation (by using the extrinsic factors of motivation), and it can be used to solve the students' difficulties. Moreover, we hope that other researchers will conduct further exploration of the teaching reading procedure text using GBA Thus, in another research by (Nagao, 2018), said that the preliminary analysis results indicated that that applying a teaching and learning cycle and a genre-based approach to writing instruction has the potential to enhance EFL students' awareness of generic structure and interpersonal meaning in writing argumentative essays.…”

Section: Significance Of the Studymentioning

confidence: 99%

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Teaching Reading Comprehension Through Genre-Based Approach (GBA) at Senior High School

Gunawan¹

2022

acit.j.teach.educ.

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This research is about teaching reading comprehension through a genre-based approach (GBA) at senior high school. The study aimed to increase students' reading comprehension in the eighth grade at SMP Negeri 1 Sibulue through the Genre-Based Approach (GBA). This research used Classroom Action Research (CAR) that consisted of two cycles. The research subject was the eighth grade of SMP Negeri 1 Sibulue academic year 2021/2022 that consisting of 25 students. The researcher obtained the data by using a reading test and observation sheet. The results of the students’ reading tests in cycle I and cycle II had significantly different scores. There was a better increase of gains by students at the end of the action of the second cycle. The results of the study showed that the score in the first cycle to the second cycle increased based on the value of the first cycle of 61.80 and the second cycle showed 75.80. It could be stated that the student's reading comprehension at the eighth grade of SMP Negeri 1 Sibulue was at a fairly good level after the test in the first cycle and increased to a good level after the test in the second cycle.

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Section: Discussionsupporting

confidence: 84%

Section: Significance Of the Studymentioning

confidence: 99%

Teaching Reading Comprehension Through Genre-Based Approach (GBA) at Senior High School

Gunawan¹

2022

acit.j.teach.educ.

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“…Listening, speaking, reading and writing are English language skills developed in EFL. But only a few possess all these skills (Daniarti et al, 2020). Usually someone only strives for 1-2 skills.…”

Section: Introductionmentioning

confidence: 99%

The Investigation of Students’ Writing Skill Improvement in GBA Implementation Using Procedure Text

Arifin,

Rini

2024

iicare

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Based on the implementation of the new curriculum with GBA, this study investigates the effectiveness of GBA implementation in students'' writing skills through procedure text. This study took 41 seventh grade students of SMPIT Al Falaah Simo. This research used descriptive analysis to serve data analysis. It applied quantitative method that collects data through pre-test and post-test. Students were given a task to make procedure text about food creation of instant noodle. From the findings of the T-Test and N-Gain results, it is known that the application of GBA through Procedure text provides a significant change at the intermediate level in students'' writing skills. This means that the increase in skills has increased by about 50% of the skills in writing procedure text before the treatment. The T-Test and N-Gain results showed that the application of GBA through Procedure text provided a significant change in students'' writing skills in moderate stage. Factors such as mental unpreparedness, lack of material books, lack of time, and limited media facilities caused the increase in skills.

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“…In the meantime, Genre Based Approach (GBA) (e.g., Montero-Arévalo, 2019;Pham & Bui, 2021;Angraini & Rozimela, 2020) and Reading to Learn (R2L) pedagogy (e.g., Rose & Martin, 2012;Vencesla, 2021;Damayanti, 2017;Becerra, Herazo, Garcia, Sagre, & Diaz, 2020;Mataka, Mukurunge, & Bhila, 2020;Millin & Millin, 2018;Millin, Millin, & Pearce, 2020;Bogale, 2018) are proven as effective approaches in teaching both writing and reading skills. All mentioned approaches improve EFL students' ability in understanding, interpreting, and reflecting the text as well as closing the literacy gap (Hamra & Syatriana, 2010;Raphael & Au, 2005;Rose & Martin, 2012;Daniarti , Taufiq, R., & Sunaryo, 2020;Phichiensathien, 2018;Millin et al, 2020;Millin & Millin, 2018). Among all reading comprehension approaches, Reading to Learn (henceforth R2L) pedagogy that was developed from Genre-based Approach (GBA) is considered as the appropriate approach in motivating and improving reading comprehension skills.…”

Section: Introductionmentioning

confidence: 99%

Reading to Learn (R2L) Pedagogy: Teaching Reading Comprehension to a Young English Language Learner

Lestari

Damayanti

Nurlaelawati

2022

JoLLA

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Reading to Learn (R2L) pedagogy is a child-friendly approach that aims to minimize the literacy gap among learners. R2L pedagogy is applicable at every level of education with the use of various text types. Considering many significant aspects of R2L, this approach could be used in Indonesia to help learners fulfilling the high demand of Kurikulum Merdeka at primary and junior high school levels. However, only little research using R2L pedagogy in Indonesian primary school contexts was found. Therefore, this research is intended to discover how R2L pedagogy supports a young English language learners’ reading comprehension. Using a case study methodology, the researcher implemented to activities, namely (1) preparing for reading and (2) detailed reading phase adapted from Rose and Martin (2012). Moreover, the researcher used videotapes observation and the learners’ sample works in collecting the data. In analyzing the data, the researcher used thematic analysis by Creswell and Creswell (2018) and categorized the data into selected codes and themes which is expected to show how R2L pedagogy supports a young English language learners’ reading comprehension. Keywords: EFL classroom; Kurikulum Merdeka; Reading to Learn (R2L) pedagogy; reading comprehension; young learners Abstrak: Reading to Learn (R2L) adalah pendekatan pedagogi ramah anak yang bertujuan untuk meminimalisir kesenjangan literasi antar peserta didik. Pendekatan pedagogi R2L dapat diterapkan di setiap jenjang pendidikan dengan penggunaan berbagai jenis teks. Mengingat banyak aspek penting dari R2L, pendekatan ini dapat digunakan di Indonesia untuk membantu siswa memenuhi tuntutan Kurikulum Merdeka yang tinggi di jenjang Sekolah Dasar dan Sekolah Menengah Pertama. Namun, penelitian yang menggunakan pendekatan pedagogi R2L di sekolah dasar, khususnya di Indonesia, masih sedikit ditemukan. Oleh karena itu, penelitian ini dimaksudkan untuk mengetahui bagaimana pendekatan pedagogi R2L mendukung pemahaman membaca pembelajar bahasa Inggris usia dini. Dengan menggunakan metodologi studi kasus, peneliti menerapkan dua kegiatan, yaitu (1) preparing for reading dan (2) detailed reading yang diadaptasi dari Rose dan Martin (2012). Selain itu, peneliti menggunakan observasi kelas dan contoh karya siswa dalam mengumpulkan data. Dalam menganalisis data, peneliti menggunakan analisis tematik oleh Creswell dan Creswell (2018) dan mengkategorikan data ke dalam kode dan tema terpilih yang diharapkan dapat menunjukkan bagaimana pendekatan pedagogi R2L mendukung pemahaman membaca pembelajar bahasa Inggris usia dini. Kata kunci: EFL classroom; Kurikulum Medeka; Reading to Learn (R2L) pedagogy; pemahaman membaca; pembelajar usia dini

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The Implementation of Teaching Reading Through Genre Based Approach for University Students

Cited by 8 publications

References 1 publication

Teaching Reading Comprehension Through Genre-Based Approach (GBA) at Senior High School

Teaching Reading Comprehension Through Genre-Based Approach (GBA) at Senior High School

The Investigation of Students’ Writing Skill Improvement in GBA Implementation Using Procedure Text

Reading to Learn (R2L) Pedagogy: Teaching Reading Comprehension to a Young English Language Learner

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