A Genre Pedagogy for Teaching Young EFL Learners of English Village of Parit Baru

Aunurrahman Aunurrahman; Citra Kusumaningsih; Sahrawi Sahrawi; Maliqul Hafis; Emi Emilia

doi:10.21093/ijeltal.v6i2.1136

A Genre Pedagogy for Teaching Young EFL Learners of English Village of Parit Baru

Aunurrahman Aunurrahman, Citra Kusumaningsih, Sahrawi Sahrawi, Maliqul Hafis, Emi Emilia

Abstract

This case study aimed to find out the implementation of a genre pedagogy under systemic functional linguistics (SFL) framework or under Sydney School to teach the English language to young English as a Foreign Language (EFL) learners of English Village of Parit Baru, Kubu Raya, West Kalimantan. Fifty-two young EFL learners were involved in this study. The data collection used two instruments, namely participant observations and documentation. The data analysis reveals that genre pedagogy elements could help the young EFL learners in constructing and communicating their texts independently. Also, the learners’ texts are following the schematic structures and linguistic features of the spoken genres the learners learned. To help the learners to cope with the teaching activities, songs and games activities were used to build their interest in the English language, new vocabulary, and practices to communicate their texts. This means that a genre pedagogy under the SFL framework could be integrated with joyful activities that not only provide guidance but also promote enjoyable learning in building the English language capacities of the young EFL learners in a non-formal educational context.

Keywords

English language teaching, English village, genre pedagogy, systemic functional linguistics, young learners

Full Text:

Download PDF

References

Ahmad, I. (2018). The implementation of genre-based approach in improving students’ descriptive writing ability through Sidney Sheldon’s novel Rage of Angels as role models. 1st Annual International Conference on Language and Literature, 372–382. https://doi.org/10.18502/kss.v3i4.1948

Ara, S. (2009). Use of songs, rhymes and games in teaching English to young learners in bangladesh. Dhaka University Journal of Linguistics, 2(3), 161–172. https://doi.org/10.3329/dujl.v2i3.4150

Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241–247. https://doi.org/10.1093/elt/41.4.241

Aunurrahman, Hikmayanti, A., & Yuliana. (2020). Teaching English using a genre pedagogy to Islamic junior high school students. Journal on English as a Foreign Language (JEFL), 10(1), 1–24. https://doi.org/10.23971/jefl.v10i1.1625

Benoot, C., Hannes, K., & Bilsen, J. (2016). The use of purposeful sampling in a qualitative evidence synthesis: A worked example on sexual adjustment to a cancer trajectory. BMC Medical Research Methodology, 16(1), 21. https://doi.org/10.1186/s12874-016-0114-6

Bhakti, C. P., Ghiffari, M. A. N., & Salsabil, K. (2019). Joyful learning: Alternative learning models to improving student’s happiness. Jurnal VARIDIKA, 30(2), 30–35. https://doi.org/10.23917/varidika.v30i2.7572

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027

Carstens, A. (2009). The effectiveness of genre-based approaches in teaching academic writing: Subject-specific versus cross-disciplinary emphases [Unpubished Thesis, University of Pretoria]. http://upetd.up.ac.za/thesis/available/etd-05152010-235928/

Chaisiri, T. (2010). Implementing a genre pedagogy to the teaching of writing in a university context in Thailand. Language Education in Asia, 1(1), 181–199. https://doi.org/10.5746/LEiA/10/V1/A16/Chaisiri

Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402–423.

Cox, J. W., & Hassard, J. (2010). Triangulation. In A. J. Mills, G. Eurepos, & E. Wiebe (Eds.), Encyclopedia of case study research (Vol. 1, pp. 944–947). SAGE Publications, Inc.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.

Cronqvist, M. (2021). Joy in learning. Educare - Vetenskapliga Skrifter, 2021(3), 54–77. https://doi.org/10.24834/educare.2021.3.3

Derewianka, B. (2012). Knowledge about language in the Australian curriculum: English. Australian Journal of Language and Literacy, 35(2), 127–146.

Derewianka, B. (2015). The contribution of genre theory to literacy education in Australia. In J. Turbill, G. Barton, & C. H. Brock (Eds.), Teaching writing in today’s classrooms: Looking back to looking forward (pp. 69–86). Australian Literary Educators’ Association. http://ro.uow.edu.au/sspapers/1621

Diyanti, B. Y., Nurhayati, L., & Supriyanti, N. (2020). The profile of primary English teachers in Indonesia. LITERA, 19(1), 37–51. https://doi.org/10.21831/ltr.v19i1.27228

Eggins, S. (2004). An introduction to systemic functional linguistics (2nd ed.). Continuum.

El Soufi, N., & See, B. H. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Educational Evaluation, 60, 140–162. https://doi.org/10.1016/j.stueduc.2018.12.006

Emilia, E. (2014). Introducing functional grammar. Pustaka Jaya.

Emilia, E., & Hamied, F. A. (2015). Systemic functional linguistic genre pedagogy (SFL GP) in a tertiary EFL writing context in Indonesia. TEFLIN Journal, 26(2), 155–182. https://doi.org/10.15639/teflinjournal.v26i2/155-182

Fa, A. (2011). Explicit pragmatic instruction in teaching English as a foreign language. Journal of English and Education, 5(1), 37–44. https://doi.org/10.20885/jee.vol5.iss1.art3

Fajarina, M. (2017). Mastering teaching English for young learners. Wacana Didaktika, 5(01), 1–11. https://doi.org/10.31102/wacanadidaktika.5.01.1-11

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed.). McGraw-Hill Humanities/Social Sciences/Languages.

Frankel, K. K. (2013). Revisiting the role of explicit genre instruction in the classroom. Journal of Education, 193(1), 17–30. https://doi.org/10.1177/002205741319300103

Fusch, P., Fusch, G., & Ness, L. (2018). Denzin’s paradigm shift: Revisiting triangulation in qualitative research. Journal of Social Change, 10(1), 19–32.

Gentles, S., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in qualitative research: Insights from an overview of the methods literature. The Qualitative Report, 20(11), 1772–1789.

Haerazi, H., & Irawan, L. A. (2019). Practicing genre-based language teaching model to improve students’ achievement of writing skills. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 9–18. https://doi.org/10.21093/ijeltal.v4i1.246

Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday’s introduction to functional grammar (4th ed.). Routledge.

Harmer, J. (2015). The practice of English language teaching (5th edition). Pearson Education ESL.

Hasan, A., Othman, Z., & Majzub, R. M. (2015). Using active, creative, effective and joyful (ACEJ) learning strategies toward English achievement and their behavioural changes among primary school students. Mediterranean Journal of Social Sciences, 6(6), 455–459. https://doi.org/10.5901/mjss.2015.v6n6p455

Hashemi, M., & Azizinezhad, M. (2011). Teaching English to children: A unique, challenging experience for teachers, effective teaching ideas. Procedia - Social and Behavioral Sciences, 30, 2083–2087. https://doi.org/10.1016/j.sbspro.2011.10.405

Hidayat, R. W., Setyowati, L., & Mabaroh, B. (2018). Genre-based approach for writing recount text at MTs “Darul Ulum” Karang Pandan, Pasuruan. Jurnal Bahasa Lingua Scientia, 10(1), 61–80. https://doi.org/10.21274/ls.2018.10.1.61-80

Kemdikbud RI. (2014). Peraturan menteri pendidikan dan kebudayaan Republik Indonesia nomor 49 tahun 2014 tentang kompetensi inti dan kompetensi dasar pelajaran pada kurikulum 2013 pada pendidikan dasar dan pendidikan menengah.

Kuiper, C., Smit, J., De Wachter, L., & Elen, J. (2017). Scaffolding tertiary students’ writing in a genre-based writing intervention. Journal of Writing Research, 9(1), 27–59. https://doi.org/10.17239/jowr-2017.09.01.02

Kumar, T., Akhter, S., Yunus, M. M., & Shamsy, A. (2022). Use of music and songs as pedagogical tools in teaching english as foreign language contexts. Education Research International, 2022, e3384067. https://doi.org/10.1155/2022/3384067

Lindt, S. F., & Miller, S. C. (2018, August 24). Movement and learning in elementary school. Phi Delta Kappan. https://kappanonline.org/lindt-miller-movement-learning-elementary-school-physical-activity/

Martin, J. R. (2014). Evolving systemic functional linguistics: Beyond the clause. Functional Linguistics, 1(1), 3.

Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5044

Mutiah, S. D., Nakhriyah, M., Hr, N. H., Hidayat, D. N., & Hamid, F. (2020). The readiness of teaching English to young learners in Indonesia. Jurnal Basicedu, 4(4), 1370–1387. https://doi.org/10.31004/basicedu.v4i4.541

Nagao, A. (2019). The SFL genre-based approach to writing in EFL contexts. Asian-Pacific Journal of Second and Foreign Language Education, 4(1), 6. https://doi.org/10.1186/s40862-019-0069-3

Nahid, A., Suseno, M., Pujiati, H., & Juanda, J. (2018). Genre-based approach to teaching speaking of descriptive text (A case study at a rural junior high school In South West Nusa, Indonesia). Pedagogy: Journal of English Language Teaching, 6(1), 65–76. https://doi.org/10.32332/pedagogy.v6i1.1129

Ningsih, H., & Rose, D. (2021). Intermodality and multilingual re-instantiation: Joint construction in bilingual genre pedagogy. Íkala Revista de Lenguaje y Cultura, 28(1), 203–223. https://doi.org/10.17533/udea.ikala.v26n01a07

Nufus, T. Z. (2018). Teaching English to young learners in Indonesia (pros and cons). English Language in Focus (ELIF), 1(1), 65–70. https://doi.org/10.24853/elif.1.1.65-70

Piaget, J. (1970). Science of education and the psychology of the child. Orion Press. http://archive.org/details/scienceofeducati00piag

Pustika, R. (2021). A conversational analysis encountered by English young learners: A pedagogical experience. Indonesian EFL Journal, 7(1), 89–96. https://doi.org/10.25134/ieflj.v7i1.3997

Rose, D. (2014). Analysing pedagogic discourse: An approach from genre and register. Functional Linguistics, 1(1), 11. https://doi.org/10.1186/s40554-014-0011-4

Rose, D. (2015). New developments in genre-based literacy pedagogy. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research, Second Edition (Second edition, pp. 227–242). The Guilford Press.

Rose, D. (2018). Pedagogic register analysis: Mapping choices in teaching and learning. Functional Linguistics, 5(3), 1–33. https://doi.org/10.1186/s40554-018-0053-0

Rose, D., & Martin, J. R. (2014). Intervening in contexts of schooling. In J. Flowerdew (Ed.), Discourse in context: Contemporary applied linguistics (Vol. 3, pp. 273–300). Bloomsbury Academic. https://www.readingtolearn.com.au/wp-content/uploads/2016/01/Intervening-in-contexts-of-schooling-1.pdf

Snyder, K., Dinkel, D., Schaffer, C., & Colpitts, A. (2017). Purposeful movement: The integration of physical activity into a Mathematics unit. International Journal of Research in Education and Science, 3(1), 75–87.

Super Simple Songs. (2019, August 29). Hello! | featuring The Super Simple Puppets | Super Simple Songs—YouTube. Youtube. https://www.youtube.com/watch?v=32ysrBC6B6k

Swales, J. M. (2012). A text and its commentaries: Toward a reception history of “Genre in three traditions”(Hyon, 1996). Ibérica: Revista de La Asociación Europea de Lenguas Para Fines Específicos (AELFE), 24, 103–115.

Timor, T. (2012). Use of the mother tongue in teaching a foreign language. Language Education in Asia, 3(1), 7–17. https://doi.org/10.5746/LEiA/12/V3/I1/A02/Timor

van Dijk, G., & Hajer, M. (2012). Exploring the language of technology with student-teachers through genre pedagogy. Technology Education in the 21st Century, 452–459. http://www.ep.liu.se/ecp/article.asp?issue=073&article=053&volume=

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, Ed.). Harvard University Press.

Widianingsih, S. (2015). Scaffolding interaction cycle in Reading to Learn program. Semantik, 1(1). https://doi.org/10.22460/semantik.1.1.%p

Wikipedia. (2020). If you’re happy and you know it. https://en.wikipedia.org/w/index.php?title=If_You%27re_Happy_and_You_Know_It&oldid=944914306

Wilkins, S. (2019). A genre-based approach to speaking in EFL [Doctoral Thesis, Aston University]. https://research.aston.ac.uk/en/studentTheses/a-genre-based-approach-to-speaking-in-efl

Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

Yin, R. K. (2013). Case study research: Design and methods (5th ed.). SAGE Publications, Inc.

Zurdianto. (2016). Genre based approach to teaching narrative writing. Al-Tsaqafa: Jurnal Ilmiah Peradaban Islam, 13(01), 99–114. https://doi.org/10.15575/al-tsaqafa.v13i01.1834

DOI: http://dx.doi.org/10.21093/ijeltal.v6i2.1136

Refbacks

There are currently no refbacks.

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) by http://ijeltal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.