CONTEXTUAL TEACHING AND LEARNING AND GENRE BASED APPROACHES TO TEACHING PROCEDURE TEXTS IN THE JUNIOR HIGH SCHOOL : A Case Study

• Main Author: Dwiyani, Adisti (Author)
• Format: Book
• Published: 2014-04-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/15885/2/S_ING_0902589_Title.pdf; http://repository.upi.edu/15885/2/S_ING_0902589_Abstract.pdf; http://repository.upi.edu/15885/2/S_ING_0902589_Table_of_content.pdf; http://repository.upi.edu/15885/3/S_ING_0902589_Chapter1.pdf; http://repository.upi.edu/15885/3/S_ING_0902589_Chapter2.pdf; http://repository.upi.edu/15885/4/S_ING_0902589_Chapter3.pdf; http://repository.upi.edu/15885/4/S_ING_0902589_Chapter4.pdf; http://repository.upi.edu/15885/5/S_ING_0902589_Chapter5.pdf; http://repository.upi.edu/15885/1/S_ING_0902589_Bibliography.pdf; http://repository.upi.edu/15885/2/S_ING_0902589_Appendix.pdf
• Keywords: L Education (General); PE English

This study was aimed at finding out in what way the use of a synthesis of Contextual Teaching and Learning and Genre Based Approaches to teaching writing procedure texts can improve students' writing ability. This research employed a qualitative case study method (Cresswell, 2012). Thirty students of first grade junior high school in Bandung participated in this study. The data were collected from the classroom observation and students' text analysis. The data from classroom observation were analyzed in terms of schematic structures and linguistic features based on systemic functional linguistic or SFL GBA frameworks. The results indicated that the implementation of contextual-genre based approach in teaching writing procedure texts was successful. It was helpful for students to improve their ability in writing procedure texts. In many ways, there were several principles and strategies of CTL which were incorporated in stages of GBA. However, it was identified that there were some mistakes in low achieving students' texts in terms of linguistic features. In this case, the students still needed more inputs and longer specific modelling stage to improve their ability in writing a text. Furthermore, this study is expected to enrich research about the implementation of contextual genre based approach to teaching writing in Indonesian EFL classroom. In addition, it is also expected that it can give information to the teachers in implementing contextual genre based approach to teaching writing for different text types and topics. Penelitian ini bertujuan untuk mengkaji bagaimana penggunaan sintese pendekatan contextual teaching and learning dan genre based approach untuk mengajar procedure teks dapat meningkatkan kemampuan menulis siswa. Penelitian ini menggunakan metode kualitatif studi kasus (Cresswell, 2012). Tiga puluh siswa sekolah menengah pertama di Bandung berpartisipasi dalam penelitian ini. Data dikumpulkan melalui observasi kelas dan analisis teks siswa. Data dari observasi kelas dianalisis dalam aspek struktur teks dan liguistik berdasarkan systemis functional linguistic atau kerangka SFL GBA. Hasil penelitian menunjukan bahwa pendekatan contextual genre based sukses diimplementasikan dalam pengajaran menulis prosedur teks. Ini membantu siswa untuk meningkatkan kemampuan mereka dalam menulis procedur teks. Dalam hal ini, ada beberapa prinsip dan strategi CTL yang dipadukan dalam langkah-langkah pendekatan genre based. Namun, ini teridentifikasi bahwa Low- achiever masih membutuhkan tambahan penjelasan materi dan penerapan tahap modeling untuk meningkatkan kemampuan menulis mereka. Kemudian, penelitian ini diharapkan dapat memperkaya penelitian mengenai pelaksanaan pendekatan contextual genre based untuk guru di kelas EFL Indonesia. Selain itu, ini juga diharapkan dapat memberikan informasi kepada guru untuk mengimplementasikan pendekatan contextual genre based untuk pengajaran menulis untuk macam-macam teks dan topic.