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Abstract
Kegiatan menulis sering kali masih dianggap problematik dikalangan pembelajar bahasa Inggris sebagai bahasa asing di tingkat sekolah menengah pertama (Suriyanti & Yaacob, 2016). Hal ini dikarenakan kegiatan menulis yang menuntut pengorganisasian ide yang baik sehingga tulisan dapat terbaca telah menjadi tantangan tersendiri bagi siswa. Terlebih, kegiatan menulis seringkali menimbulkan kecemasan ketika dihadapkan dengan batas waktu namun siswa dituntut jeli dalam pemilihan kata, penggunaan grammar yang benar hingga koherensi konten. Oleh karena itu, terlepas dari kompleksitas yang ada pada kegiatan menulis tersebut, model pembelajaran sangat berperan penting dalam membantu siswa keluar dari kesulitan kesulitan tersebut. Salah satu model pembelajaran yang cocok untuk diterapkan yaitu model pembelajaran Genre Based Approach. Model Pembelajaran Genre Based Approach sangat memudahkan siswa dalam menulis, dimana model ini akan memandu siswa dengan empat tahapan menulis seperti building the field of knowledge atau kegiatan membangun konteks, modeling or deconstructing the genre atau menelaah model/ dekonstruksi teks, joint construction atau latihan terbimbing dan independent writing atau unjuk kerja mandiri.
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References
- Dirgeyasa, I. W. (2016). Genre-based approach: What and how to teach to learn writing. 9(9). 45-51, http://dx.doi.org/10.5539/elt.v9n9p45
- Firkins, A.S., Sima., Forey, G.(2007). A genre-based literacy pedagogy: Teaching writing to low proficiency EFL students, 61(4), 343-344. Oxford: Oxford University Press
- Heaton, J.B. (1988). Writing English language testing hand book. New York, NY : Longman
- Hayes, J. & Berninger, V. (2014). Cognitive processes in writing: a framework. 10.1093/acprof:oso/9780199827282.003. 0001.
- Hyland, K. (2002). Teaching and researching writing. Harlow, Essex: Longman
- Jacobs, G. M. (2003). Cooperative learning to promote human rights. Human Rights Education in Asian Schools, 6, 119-129. Retrieved from http://www.hurights.or.jp/hreas/6/12CooperativeLearning.htm.
- Kingston et al. (2002). Problems in writing disability among the school children. Tamil: Bharatiar University. http://sitemarker.umich.edu/vnarasidesember2005/conference schedule.
- Liang, E. L. (2015). Implementing genre-based curriculum cycle in teaching writing in secondary school settings. Studies in Literature and Language, 10(1),47-50. Diunduh dari: http://www.cscanada.net/index.php/sll/article/view/6318 DOI: http://dx.doi.org/10.3968/6318
- Pulungan, A.H.(2016). The cognitive process of writing in English: Developing the cognitive based learning model. Proceedings of the 1 st EEIC in conjunction with the 2nd RGRS-CAPEU between Sultan Idris Education University and Syiah Kuala University, November 12-13, 2016, Banda Aceh, Indonesia.
- Rahmawati, I. N., Syafryadin, S., & Widiastuti, R. (2019). Teaching narrative writing using freaky fables game: An experimentation. English Education: Jurnal Tadris Bahasa Inggris, 12(2), 147-155.
- Suriyanti, Sufatmi & Yaacob, A. (2016). Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia, 13(2), 71-95. Diunduh dari: https://files.eric.ed.gov/fulltext/EJ1134731.pdf
- Syafryadin, S. (2020). Students’ strategies in learning speaking: Experience of two indonesian schools. Vision: Journal for Language and Foreign Language Learning, 9(1), 33-46.
- Syafryadin, S., Martina, F., & Salniwati, S. (2020). Compensation strategies in speaking activities for non-English department students: poor and competent speakers. JEES (Journal of English Educators Society), 5(2), 109-116.
- Tuan Trong, Luu.(2011).Teaching writing through genre-based approach, 2(1), 121-136. DOI: http://dx.doi.org/10.4304/tpls.1.11.1471-1478
References
Dirgeyasa, I. W. (2016). Genre-based approach: What and how to teach to learn writing. 9(9). 45-51, http://dx.doi.org/10.5539/elt.v9n9p45
Firkins, A.S., Sima., Forey, G.(2007). A genre-based literacy pedagogy: Teaching writing to low proficiency EFL students, 61(4), 343-344. Oxford: Oxford University Press
Heaton, J.B. (1988). Writing English language testing hand book. New York, NY : Longman
Hayes, J. & Berninger, V. (2014). Cognitive processes in writing: a framework. 10.1093/acprof:oso/9780199827282.003. 0001.
Hyland, K. (2002). Teaching and researching writing. Harlow, Essex: Longman
Jacobs, G. M. (2003). Cooperative learning to promote human rights. Human Rights Education in Asian Schools, 6, 119-129. Retrieved from http://www.hurights.or.jp/hreas/6/12CooperativeLearning.htm.
Kingston et al. (2002). Problems in writing disability among the school children. Tamil: Bharatiar University. http://sitemarker.umich.edu/vnarasidesember2005/conference schedule.
Liang, E. L. (2015). Implementing genre-based curriculum cycle in teaching writing in secondary school settings. Studies in Literature and Language, 10(1),47-50. Diunduh dari: http://www.cscanada.net/index.php/sll/article/view/6318 DOI: http://dx.doi.org/10.3968/6318
Pulungan, A.H.(2016). The cognitive process of writing in English: Developing the cognitive based learning model. Proceedings of the 1 st EEIC in conjunction with the 2nd RGRS-CAPEU between Sultan Idris Education University and Syiah Kuala University, November 12-13, 2016, Banda Aceh, Indonesia.
Rahmawati, I. N., Syafryadin, S., & Widiastuti, R. (2019). Teaching narrative writing using freaky fables game: An experimentation. English Education: Jurnal Tadris Bahasa Inggris, 12(2), 147-155.
Suriyanti, Sufatmi & Yaacob, A. (2016). Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia, 13(2), 71-95. Diunduh dari: https://files.eric.ed.gov/fulltext/EJ1134731.pdf
Syafryadin, S. (2020). Students’ strategies in learning speaking: Experience of two indonesian schools. Vision: Journal for Language and Foreign Language Learning, 9(1), 33-46.
Syafryadin, S., Martina, F., & Salniwati, S. (2020). Compensation strategies in speaking activities for non-English department students: poor and competent speakers. JEES (Journal of English Educators Society), 5(2), 109-116.
Tuan Trong, Luu.(2011).Teaching writing through genre-based approach, 2(1), 121-136. DOI: http://dx.doi.org/10.4304/tpls.1.11.1471-1478