Teaching Argumentative Writing Using the Genre-Based Approach in the Malaysian ESL Classroom: An Experimental Study
This study sought to find out the effects of teaching using the Genre-Based Approach on the argumentative writing of Form 4 students of a tuition centre. The students received hours of instruction from the researcher which completed a teaching and learning cycle of the approach. The study expl...
Saved in:
| Main Author: | |
|---|---|
| Format: | Final Year Project Report |
| Language: | English |
| Published: |
Universiti Malaysia Sarawak, (UNIMAS)
2004
|
| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/47247/1/BRANDAH%20ft.pdf http://ir.unimas.my/id/eprint/47247/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This study sought to find out the effects of teaching using the Genre-Based Approach on
the argumentative writing of Form 4 students of a tuition centre. The students received
hours of instruction from the researcher which completed a teaching and learning cycle of
the approach. The study explored the effect of the approach on the overall performance of
students writing argument texts, features of writing that improved as a result of the
treatment and students' attitude towards writing and language learning using the
approach. The findings in this study were based on data collected from the pre- and post�tests which were marked by two independent assessors, one with the knowledge of genre�based approach and using the marking grid prepared by the researcher and one without
the knowledge of the approach but with years of experience teaching upper secondary
classes and who marked the papers holistically. The means scores of the two tests were
compared using the t-test of significance. In addition, the comments given by the
assessors on each student' essays were analyzed to find out the features of writing
improved. An additional instrument used in this study was a survey and students' journal
entries. Both the survey questions and journal entries scripts were analysed to find
students' attitudes towards writing and language learning in using the approach.
The findings shows that students were able to write more effectively after the treatment.
The t-tests of significance showed that there was a significant difference in the mean
scores of the two tests. The features of writing that improved greatly were: the generic
structure, modality, connectives, passives and nominalisation. However, areas of subject�verb agreement and spelling did not show much improvement. Another interesting
income of this study was that students found that teaching and learning in using the
approach is more interesting and useful in that they are more confident about writing
texts than before. |
|---|