APPLYING AN INTEGRATED TECHNOLOGY WITH A GENRE-BASED APPROACH TO WRITING LEARNING
Abstrak
This research explores integrating technology with the Genre-Based Approach (GBA) in teaching writing to Vocational High School (VHS) students in Karawang, Indonesia. The research is motivated by recognizing that writing is an essential yet challenging skill for students, especially in academic and professional contexts. The Genre-Based Approach (GBA) is highlighted as a promising method to address this challenge. In addition, integrating technology, such as Microsoft PowerPoint and Google Classroom, is proposed to increase students' motivation in the learning process. This qualitative research utilizes a multiple case study design involving observation and semi-structured interviews with teachers and students. The findings showed that implementing technology-integrated GBA significantly improved students' engagement and writing skills. However, challenges such as internet access and the need for professional development for the teachers were also identified. In conclusion, this study underscores the potential of the Technology-Integrated Genre-Based Approach to improve writing instruction in vocational high schools. It calls for further research to develop strategies to address the identified challenges. Continuous professional development for teachers is essential to sustain the effective implementation of this approach. The findings can potentially inform educators, students, and schools about effective implementation strategies to improve learning outcomes.
Referensi
Arisandi, B., Irawan, B., Ginting, M. F. M., & Aziz, A. (2022). Teaching training with a genre approach for teachers at Jampang English Village. Jurnal Abdimas Prakasa Dakara, 2(1), 24-33. https://doi.org/10.37640/japd.v2i1.1354
Astuti, S., Afrianni, L., & Cahyani, I. F. (2022). A library research: The implementation of genre-based approach in Indonesian vocational high schools. JOLADU: Journal of Language Education, 1(2), 39-43. https://doi.org/10.58738/joladu.v1i2.51
Barkhuizen, G. (2014). Narrative research in language teaching and learning. Language Teaching, 47(4), 450-466. https://doi.org/10.1016/j.sbspro.2013.09.231
Basonggo, H. (2016). Developing VIII-grade students' writing skills through personal letters. e-Journal ELTS (English Language Teaching Society), 4(1).
Cholifah, A. N., Pustika, R., & Winanta, A. (2022). Teacher's perceives on the implementation of genre-based approach in teaching writing. ELSJISH: Journal on Interdisciplinary Studies in Humanities, 5(3), 23198. https://doi.org/10.34050/elsjish.v5i3.23198
Haryono, P. H., Setyandari, A. S., & Auliya, V. A. (2023). Implementation of genre-based approach in teaching writing for vocational high school students. Widya Didaktika: A Scientific Journal of Education, 2(2), 37-45. https://doi.org/10.34050/elsjish.v5i3.23198
Kim, M. S. (2006). Genre-based approach to teaching writing. TESOL Working Paper Series, 4(2), 33-40.
Klimova, B. F., & Semradova, I. (2013). Developing language competencies for management tourism students. Procedia-Social and Behavioral Sciences, 93, 517-521. https://doi.org/10.1016/j.sbspro.2013.09.231
Novariana, H., Sumardi, S., & Tarjana, S. S. (2018, July). Senior high school students' problems in writing: A preliminary study of implementing writing e-journal as self assessment to promote students' writing skill. In English Language and Literature International Conference (ELLiC) Proceedings 2(1). https://jurnal.unimus.ac.id/index.php/ELLIC/article/view/3540
Rahman, M. M. (2011). Genre-based writing instruction: Implications in ESP classroom. English for Specific Purposes World, 33(11), 1-9. https://www.researchgate.net/profile/Md-Rahman-278/publication/282842602
Salim, N. A., Walker, Z. M., & Rosenblatt, K. (2016). Teachers' perceptions of the effectiveness of the process genre approach on the writing skills of students with dyslexia. Asia Pacific Journal of Developmental Differences, 3(1), 35-61.
Syafi'i, A. (2020). Google Classroom as a learning platform in teaching writing. English Journal of English Language and Literature. 9(1).
Tesfie, A. (2017). Teachers' Cognition of The Process Genre Approach and The Practice of Teaching Writing Skills in EFL Contexts. English for Specific Purpose World, 54(19), 1-17. https://www.researchgate.net/publication/343788899
Tuan, L. T. (2010). Enhancing EFL Learners' Writing Skill via Journal Writing. English Language Teaching, 3(3), 81-88. https://files.eric.ed.gov/fulltext/EJ1081806.pdf
Wardani, W. O. S., Gunawan, W., Emilia, E., & Kurniawan, E. (2021, November). The Implementation of Genre-Based Pedagogy with Technology in EFL Classroom. In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021 (pp. 708-714). Atlantis Press. https://doi.org/10.2991/assehr.k.211119.109
