Detail Implementing the Process Genre Approach to Teach IELTS Academic Writing Task 2: Its Effectiveness, Dialogic Features, and Students’ Perception Bibliografi Author: Rahmi, Maulidia ; Yanti (Advisor) Topik: Linguistics; Academic Writing; Process Genre Approach; IELTS Academic Writing Task 2; students’ perception; interpersonal pronouns; imperative and interrogrative forms of verb mood Bahasa: (EN )     Penerbit: Applied English Linguistics Program Graduate School Atma Jaya Catholic University of Indonesia     Tempat Terbit: Jakarta    Tahun Terbit: 2014     Jenis: Theses - Master Thesis Fulltext: Theses Maulidia Rahmi.pdf (6.99MB; 44 download) Ketersediaan Perpustakaan PKBB Nomor Panggil: T 229 Non-tandon: tidak ada Tandon: 1  Lihat Detail Induk Abstract This study focuses on the implementation of process genre approach in writing IELTS Academic Writing Task 2 (IELTS AWT 2). This study aims to (i) find out to what extent process genre approach is effective in improving the students’ IELTS AWT 2 writing, (ii) investigate whether process genre approach could affect the use of dialogic features in the form of interpersonal pronouns (I/We/You), (iii) find out whether process genre approach could also elimimate the use of dialogic features in imperative and interrogative forms of verb mood, and (iv) reveal the students’ perception on the implementation of process genre approach in writing IELTS AWT 2, This is an experimental study. The subjects are the students of IELTS course in SMA Labschool Jakarta. There are five students in the experimental group and five students in the control group. The experimental group was taught by using process genre approach, meanwhile the control group was taught by using product approach. Data were collected through their writing scripts on the pre-test, delayed posttest, and posttest. The data used to answer research question one were analyzed using Wilcoxon test. This is used to find out whether there are certain improvement from thepre-test to delayed posttest and from pre-test to posttest score. Questionnaire was used to collect data in students’ perception. The data were then analyzed manually. The interpersonal pronouns and verb moods were also counted manually. Then, they were analyzed by using certain taxonomies and categories. The results show that process genre approach is effective in improving the students’ writing particularly in Task Response and Coherence and Cohesion criteria. However, it was not quite effective in enhancing the quality of arguments of the students’ writing. In the students’perception, it was revealed that most of them felt that process genre approach helped them a lot in writing IELTS AWT 2 particularly in modelling of text, collaborative writing, and feedback phases. The results in interpersonal pronouns and verb moods also presented that process genre approach could not really eliminate the use of interpersonal pronoun and verb moods in the students’ writing. Most interpersonal pronouns found in the experimental group were used to show the writers’ belief, to show the writers’ experience, and to elaborate argument. In the verb moods, all imperative and interrogative forms are all congruent with their functions. However, there are some of the interrogative form were used in the form of modulated declarative. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved