Abstract
Applying genre analysis as a rich analytical tool in a study in a state university in Indonesia, the writer has revealed the students' ability and problems in writing a research methodology chapter in their research proposal. It is found that most students faced difficulties in presenting arguments in terms of justification of the choice of the research methodology to answer the research problems. Furthermore, the students were not aware that there are standard models in research methodology writing, especially in terms of its elements and linguistic features, which are widely accepted in the field of English Language Teaching (ELT). Those results support the extensive research into academic writing that emphasizes the importance of explicit teaching of the structure of specific written genres to second-language students. As a result, this writing attempts to explore the genre analysis approach in teaching research methodology writing explicitly. Genre analysis approach provides the vocabulary and concepts to explicitly teach the text structures the students are expected to produce in their writing and help them improve their own writing skills to meet particular goals of methodology chapter. Consequently, the students can practice to write a research methodology chapter in English in ways that will allow their work to be accepted in English academic journals, in a world in which academic discourse is dominated.
Author Information
Sri Widiastuti, State University of Sultan Ageng Tirtayasa, Indonesia
Paper Information
Conference: ACLL2013
Stream: Language Learning
This paper is part of the ACLL2013 Conference Proceedings (View)
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To cite this article:
Widiastuti S. (2013) Genre Analysis Approach in Teaching ISSN: 2186-4691 – The Asian Conference on Language Learning 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-4691.20130090
To link to this article: https://doi.org/10.22492/2186-4691.20130090
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