Implementing a genre-based approach to teaching writing in secondary schools: an empirical study of vocational school students
Keywords:
genre-based approach; narrative text; descriptive text; classroom action research; secondary school studentsAbstract
This study utilized a classroom action research design to examine the efficacy of a
genre-based approach in improving the writing skills of vocational school students.
Thirty-four secondary school students in a Kutai Kartanegara East Kalimantan vocational
school were instructed to use a genre-based approach for twelve weeks in this
investigation. The strategy included teaching students exploratory and exploratory writing
and providing feedback and opportunities for revision. Data collected through classroom
observations, student work samples, and interviews supported the findings. The research
discovered that genre-based instruction improved students' writing abilities. The student's
abilities to write exploratory and procedural texts, employ appropriate language features
and structures, and organize their thoughts were enhanced. In addition, the student's
writing motivation and engagement increased. This study suggests a genre-based
instructional strategy can improve students' writing abilities. Students can develop their
writing skills systemically and systematically, preparing them for various writing duties and
assessments. The study has significant implications for secondary school instructors and
curriculum designers who wish to improve students' writing abilities. Additionally, it
highlights the significance of classroom action research.
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