CRITICAL READING 11

REVIEW OF JOURNAL entitled ‘A PROCESS-GENRE APPROACH TO TEACHING WRITING REPORT TEXT TO SENIOR HIGH SCHOOL STUDENTS’ by Dimas Pujianto, Emi Emilia, Sudarsono M.I. (2014) Universitas Pendidikan Indonesia

 

This study is aimed at exploring whether a process-genre approach (PGA) teaching steps can help develop senior high students’ writing skills of report text based on schematic structures and linguistic features analysis. A descriptive research design embracing case study characteristics was employed. The data were gained from teaching process and students’ texts analysis. The basic framework of process-genre approach is the synthesis of teaching steps in genre- and process-based approaches. Students’ texts were analyzed in terms of Report text’s schematic structures and linguistic features using SFL GBA frameworks. The results show that, to some extent, PGA helps students develop writing skills of Report text specifically on the genre knowledge, writing process, and feedback from peers and teacher which was observed from the teaching process and schematic structures and linguistic features analysis. Nevertheless, it is figured out that the low-achieving students need longer modelling and teacher-student conference stages. This study is expected to contribute towards teacher’s understanding in implementing and overcoming problems related to PGA in EFL classes in Indonesia, especially in emphasizing the modelling stage for the low-achieving students and in teaching other genres and language skills.

Every student is a unique individual with his/her own distinct abilities, it is needed to check individual’s accomplishments to help them prepare better for the writing activity. Although the study found dissatisfactory results, several aspects have to be considered by the teachers who want to implement process-genre based approach in the big classroom as found in the study. The big classes make teachers hard to correct all students’ writing products, although peer feedback occurs. In addition to big classes, other big issues that might impede the implementation of the approach are the varied topics, materials, and skills that teachers have to pursue in one academic year. The varied topics, materials, and skills to pursue are so complex that may not lead teachers to implement process-genre based approach comprehensively and detailed. Therefore, teachers’ comprehensive knowledge and understanding towards the concept of process-genre based approach as well as the topics and materials are truly required as the determiner of the successful learning in the classroom.