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respect the knowledge of the target language. Teachers must recognize
that teaching writing skills in a second/foreign language includes
teaching students how to use written text as a language for
communication and how to capture the meaning of the message
communicated in writing. According to Uzun and Topkaya (2020),
writing ought to occur in a manner that is suitable for the context, and
this requires an explanation of the criteria that constitute expertise in a
particular genre.
Many academics are concerned about GBA. In experimental
research, Cheng and Su (2012), for example, compared the efficacy
goals of the summary writing learning technique with the 'genre'
approach. They discovered that this method considerably improved
students' writing abilities in terms of content, organization, vocabulary,
and language.
This method, however, focused on content and organization
rather than vocabulary and language. A study conducted by Huang and
Zhang (2020) on genre-based writing argumentative paragraphs in
quasi-experimental research found that the intervention class's writing
skills were superior than the comparison class, particularly in terms of
substance and organization. The findings of Huang and Zhang's study
confirm the findings of Cheng and Su's study, indicating that this
strategy is more advantageous to the learning process of students'
writing competency in content and organizational aspects. Unlike the
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