A PROCESS-GENRE APPROACH TO TEACHING WRITING REPORT TEXT TO SENIOR HIGH SCHOOL STUDENTS

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Dimas Pujianto

Universitas Pendidikan Indonesia email: dimas.pujianto@student.upi.edu

Emi Emilia Universitas Pendidikan Indonesia email: emi.emilia.upi@gmail.com

Sudarsono M.I. Universitas Pendidikan Indonesia email: sudarsonobdg@gmail.com

Abstract: This study is aimed at exploring whether a process-genre approach (PGA) teaching steps can help develop senior high students’ writing skills of report text based on schematic structures and linguistic features analysis. A descriptive research design embracing case study characteristics was employed (Nunan, 1992; Cresswell, 2012). The data were gained from teaching process and students’ texts analysis. The basic framework of process-genre approach is the synthesis of teaching steps in genre- and process-based approaches (Badger & White, 2000; Emilia, 2010). Students’ texts were analyzed in terms of Report text’s schematic structures and linguistic features using SFL GBA frameworks (Linguistic and Education Research Network, 1990; Gerot & Wignell, 1994; Halliday, 1994; Anderson & Anderson, 1997; Christie, 2005; Feez & Joyce, 2006; Hyland 2007; Emilia, 2012). The results show that, to some extent, PGA helps students develop writing skills of Report text specifically on the genre knowledge, writing process, and feedback from peers and teacher which was observed from the teaching process and schematic structures and linguistic features analysis. Nevertheless, it is figured out that the low-achieving students need longer modelling and teacher-student conference stages. This study is expected to contribute towards teacher’s understanding in implementing and overcoming problems related to PGA in EFL classes in Indonesia, especially in emphasizing the modelling stage for the lowachieving students and in teaching other genres and language skills.

Keywords: Process-based approach, genre-based approach, process-genre approach

Abstrak: Penelitian ini bertujuan untuk mengeksplorasi apakah tahapan pengajaran pada pendekatan process-genre (PGA) meningkatkan kemampuan menulis teks Report siswa SMA yang dianalisis dari struktur skematik dan ciri kebahasaannya. Disain penelitian deskriptif menggunakan karakteristik studi kasus diterapkan (Nunan, 1992; Cresswell, 2012). Data diperoleh dari proses pengajaran dan analisis tulisan siswa. Kerangka dasar PGA adalah sintesis dari tahapan pengajaran pendekatan genre-based dan process-based (Badger & White, 2000; Emilia, 2010). Tulisan siswa dianalisis berdasarkan struktur skematik dan ciri kebahasaan teks Report berdasarkan kerangka SFL GBA (Linguistic and Education Research Network, 1990; Gerot & Wignell, 1994; Halliday, 1994; Anderson & Anderson, 1997; Christie, 2005; Feez & Joyce, 2006; Hyland 2007; Emilia, 2012). Penelitian ini menunjukkan, pada aspek tertentu, PGA membantu mengembangkan kemampuan siswa menulis teks Report khususnya dalam hal pengetahuan genre, proses menulis, dan feedback dari teman dan guru yang dilihat dari proses pengajaran dan analisis struktur skematik dan ciri kebahasaannya. Namun, ditemukan pula bahwa siswa dengan pencapaian rendah membutuhkan tahapan modelling dan teacher-conference yang lebih panjang. Hasil penelitian ini diharapkan berkontribusi terhadap pemahaman para guru terhadap cara penerapan dan mengatasi masalah dalam implementasi PGA di kelas EFL di Indonesia, khususnya penekanan tahapan modelling bagi siswa dengan pencapaian rendah dan untuk pengajaran jenis teks dan keterampilan berbahasa lainnya.

Katakunci: Pendekatan process-based, pendekatan genre-based, pendekatan process-genre.

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