Developing an E-module of Paragraph Writing Subject in a Private University Using Genre Approach
Abstract
The purpose of this paper was to develop an E-module of writing paragraph subject using genre Approach, particularly Reading to Learn. This paper used a research and development approach. The result of three expert review showed that the prototype of the product was categorized as having high validityas indicated by the average score of questionnaires on content with 4.4, the instructional design 3.9, and media (3.9). Moreover, the module was also categorized as highly practical as indicated by the average score of one-to-one evaluation (4.22) and small group evaluation (4.29). Meanwhile, the result of field test evaluation showed that there was an improvement in students writing with the mean 75.18 was the final result (post-test) which was considered as high. There was an improvement made by students after the researcher gave them a treatment by using the E-module.
Keywords: E-module, Genre Approach, Narrative Paragraph, Reading to Learn, Writing Skill
References
Christie, F. (1990). The changing face of literacy. In christie, F. 1990. (Ed). Functional and Systemic Linguistics. Approaches and Uses. New York: Mouton de Gruyter.
Dudley-Evans, T., and St John, M.-J. (1998). Developments in English for Specific Purposes. Cambridge: Cambridge University Press.
Emilia, E. (2012). Pendekatan Genre-based dalam Pengajaran Bahasa Inggris: Petunjuk untuk Guru. Bandung: Rizqi press.
Feez, S., and Joyce, H. (1998a). Text-based syllabus design. Sydney: National centre for English Language teaching and research.
Graves, K. (1994). A Fresh look at writing. Portsmouth, NH: Heinemann.
Hyland, K. (2007). Genre and second language writing. Michigan: the university of Michigan Press.
Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press.
Johns, A. M. (ed). (2002). Genre in the classroom: multiple perspectives. Mahwah: Lawrence Erlbaum Associates, Inc.
Joyce, H., and Feez, S. (2012). Text-based language and literacy education: programming and methodology. Australia: Phoenix Education.
Martin, J. R., Christie, F., and Rothery, J. (1994). Social processes in education: A replay to Sawyer and Watson. In
Stierer, B., and Maybin, J. (1994). Language, Literacy and learning in educational practice. Adelaide: Multilingual matters LTD in association with the Open University.
Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: university of Michigan press.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Rodgers, A. (2002). Old roads and new paths: What happens when two teachers attempt an alternative teaching strategy within a peer collaborative relationship. In E. Rodgers & G. S. Pinnell (Eds.), Learning from teaching in literacy education: new perspectives on professional development (pp. 135-157). Portsmouth, NH: Heinemann.
Rose, D., M. Rose, S. Farrington and S. Page. (2008). Scaffolding literacy for indigeneous health sciences students. Journal of English for Academic Purposes. 7 (3), p. 166-180.
Copyright (c) 2023 Ani Fiani, Aren Frima
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.