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All Journal PREMISE: Journal of English Education and Applied Linguistics EDULITE: Journal of English Education, Literature and Culture Journal of Foreign Language Teaching and Learning ETERNAL: English Teaching Journal
Hitimala, Hardianto
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Education Languange, Linguistic, Communication & Media Social Sciences

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Genre-Based Approach in Writing Explanation Text: A Systematic Literature Review Hitimala, Hardianto; Damayanti, Ika Lestari; Yusuf, Fazri Nur
EduLite: Journal of English Education, Literature and Culture Vol 9, No 1 (2024): February 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.9.1.32-49

Abstract

This paper presents an analysis of a systematic review based on published studies on the genre-based approach (GBA) in writing explanation texts. The studies reviewed were from 2019-2023 with a total of ten studies. The objective of this review is to show how GBA enhances students’ writing skills in explanation texts, as well as the research trends related to GBA in the context of explanation texts. This review used thematic analysis to categorize the main themes that emerge in the selected studies. The findings show that the genre-based approach to writing explanation texts is very effective and enables students to understand and produce coherent, cohesive, and well-organized written works, as well as to improve their awareness and creativity skills, as they learn to examine, evaluate, and produce explanation texts, especially with the support of media or other techniques such as images, and jigsaw. These findings confirm that the genre-based approach improves students’ skills in writing explanation texts. Regarding the publication trends by year, there has been a limited number of research on GBA in the genre of explanation texts in the last 5 years, with the peak of publication in 2023 and 2020 (3 articles each), and the lowest in 2019 and 2022 (1 article each). In addition, most of the publications on this topic in the last 5 years came from Asian countries, with Indonesia leading the list, followed by Thailand.
Evaluating Task Variety in an EFL Module: “Easy English for Package B (SMP)” from PKBM Bandung Hitimala, Hardianto; Wirza, Yanty
Journal of Foreign Language Teaching and Learning Vol. 9 No. 1 (2024): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i1.20910

Abstract

English Textbook is a widely used source for teaching English in Indonesia, but studies showed that many textbook tasks are unsuitable for students’ needs. Therefore, the objective of this study was to find out the task types presented in the EFL Textbook, Easy English for Package B (Junior High School level), used by an Institution, focused on Module 1, Getting Acquaintance. The research design was a content analysis under a descriptive qualitative study. The data were collected from the EFL Module 1, and 1 teacher was recruited as a participant. The study used the task types rubric by Nunan (1999; 2004). Besides the content analysis, an interview was conducted to identify tasks found in the textbook and the teacher's perspective regarding the module. The finding showed that the module does not meet the standards of a good textbook, predominantly because it centered around linguistic tasks, comprising 97.66% of all tasks; another type of task is creative tasks, constituting only 2.32%. In other words, the module lacks diversity in task types, as there are no cognitive, interpersonal, or affective tasks. In the interview, the teacher shows a negative attitude towards the tasks in module 1, which is that the tasks ignore many other important aspects of learning. To improve, textbook makers should include various tasks from Nunan’s framework that apply to real life. Teachers should use these materials creatively, and schools should offer textbooks that provide comprehensive language tasks.
Authentic Assessment in Examining EFL Students’ Writing Hitimala, Hardianto; Wirza, Yanty
ETERNAL (English Teaching Journal) Vol. 15 No. 1 (2024): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i1.349

Abstract

This writing intended to explore authentic assessment in teaching EFL writing, focusing on how the authentic assessment is presented in writing, the problem of the implementation, as well as the effectiveness.  This is a literature review writing that examines previous articles. According to previous studies, some teachers have used authentic assessment to evaluate their students’ writing skills, but they have faced some challenges such as lack of time and resources to implement all kinds of authentic assessment. Authentic assessment is a powerful way to measure student writing because it allows students to write about realistic situations that suit their needs, and it can also enhance their writing abilities, motivation, enthusiasm, and desire to write
LOGICO-SEMANTIC RELATIONS IN A UNIVERSITY STUDENT'S ARGUMENTATIVE ESSAY: CONTENT ANALYSIS OF CLAUSE COMPLEXES Hitimala, Hardianto; Gunawan, Wawan
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.10584

Abstract

An argumentative essay is one of the most difficult types of writing for university students, especially in constructing sentences that are logical, cohesive, and coherent, which is called a logico-semantic relation in systematics functional linguistics (SFL). Thus, the objective of this research was to find out the logico-semantic relations manifest in the argumentative essays crafted by university students and a teacher's perspectives on the use of logico-semantic relations in students’ writing. The analysis showed that the essay comprised 10 clause complexes and exhibited logico-semantic relations, as evidenced by the identification of expansion and projection relations. The data on expansion relation revealed that out of 10 clause complexes, 5 clauses 50% had elaboration relations, 3 clauses 30% had enhancement relations, and 2 clauses 20% had extension relations. Among 10 clauses, 3 belonged to the category of idea projection marked by words such as “debate, find out, thinking, based on”, while 2 belonged to the category of locution projection marked by words “tell, say”, and the remaining two clauses did not belong to any category of projection. Concerning the interview, the teacher possessed a solid comprehension of the concept of logico-semantic relations, which are the techniques of linking clauses or sentences to convey the logical and semantic meanings of the text. The teacher also emphasized the importance of logico-semantic relations for attaining cohesion and coherence in academic writing.
Co-Authors Fazri Nur Yusuf Ika Lestari Damayanti Wawan Gunawan Yanty Wirza