Annotation

1. Trong, L. T. (2011). Teaching writing through genre-based approach. Theory and

Practice in Language Studies, 1, 1471-1478.

The article is about a study in Vietnam University. It aims to examine the effect of
genre-based approach on students writing performance as well as students attitudes towards
the implementation of genre-based approach in writing learning.
The researcher, Luu Trong Tuan performed an experimental research as a research
design to answer the research questions: (1) To what extent can students academic recount
essay actually be improved with respect to social purposes, schematic structure and language
features after their exposure to genre-based approach?; (2) What are students attitudes
towards the use of the genre-based approach in learning to write?
Forty five first-year students of Class 010C from Ho Chi Min City University of
Finance-Marketing were involved to take part in this study in which the researcher used the
genre pedagogys teaching-learning cycle in order to teach the student participants to write on
biographical recount genre.
The researcher used students essays and questionnaires as the instruments for collecting
the data. Research findings demonstrate that a genre-based approach had created a great
impact on the student participants. Indeed, most of student participants expressed their
positive feelings towards the cycle of research as well as the recount genre applied in the
study.
2. Changpueng, P. (2013). The effects of the genre-based approach on engineering
students writing ability. Social Sciences & Humanities, 21, 735-736.

The article is a research done by Piyatida Changpueng. The present study aims at
investigating the use genre-based approach and its effects on the writing achievement and
attitudes of Thai engineering students.
The question researches of his research are:
1. What is the writing achievement of students with different levels of English
proficiency receiving writing instruction through the GBA?
2. What are the attitudes of students with different levels of English proficiency toward
writing instruction based on GBA?
The sample consisted of 40 fourth year engineering students that were enrolled in one
section of the English for engineering Course at King Mongkuts University of Technology
Nort Bangkok.
The pre- and post-test, questionnaires, interview, and data analysis were used to
collecting the data. And the result of the study found that GBA could be an effective
alternative to teaching writing to students with different levels of proficiency.
3. Rezvani, P., Aqdam, S. K., Saeidi, M. (2013). The effect of genre-based teaching upon
EFL writing achievement. FLTT Conference Proceeding by LITU, 2, 589-599.

This article explains about a semi-experimental research in Islamic Azad University of

Mahabad to investigate the instructional efficacy of genre-based approach to writing
achievement done by Payman Rezvani, Salam Khalil Aqdam, and Mahnaz Saedi.
The participants of the research were 54 female Iranian EFL students, aged 19-25, and
taking part in Islamic Azad University of Mahabad. The study was designed as a semi-
experimental research and pre-test and post-test were used to test the hypothesis: does genre-
based teaching have any effect upon EFL writing achievement in Iran?.
According to the findings, the answer to the hypothesis, Does genre-based teaching
have any effect upon EFL writing achievement in Iran? is Yes and the null hypothesis,
there is no relationship between genre-based teaching and EFL writing achievement is
therefore, rejected. It was also concluded that, after observing the results, using genres in
classroom setting in EFL situation like Iran will be beneficial.
4. Syamsi, K. (2012). Model perangkat pembelajaran menulis berdasarkan pendekatan
proses genre bagi siswa SMP. Jurnal penelitian bahasa, sastra, dan pembelajarannya,
11, 288-297.

This article is about a research done by Kastam Syamsi to produce models of teaching
kits for writing based on the genre process approach for junior hig school students. He used
Recursive Reflective Design and Development (R2D2) as the research design.
Based on the result of the research, he argues that the genre-based approach is very
effective to improve students writing ability. He also suggests genre-based approach can be
used as an alternative teaching strategy in teaching writing to the students.
5. Gupitasari, H. (2013). The implementation of process-genre approach to teaching
writing business letter. Journal of English and Education, 1, 89-95.

This article is an analyzing the implementation of process-genre approach to teaching

writing business letter. The study aimed to find out whether the implementation of the
process-genre approach can improve students ability in writing business letter and to
investigate students responses to the use of the process-genre approach.
The researcher, Hilda Gupitasari used Classroom Action Research (CAR) as research
design and the participants were twelfth grades at one vocational school in Cianjur.
The results of the study demonstrate that there was an improvement in students writing
scores after conducting process-genre approach. Moreover, students responses to the
implementation of process-genre approach to teaching writing business letter are mostly
positive.
6. Burns, A. (2010). Doing action research in english language teaching: a guide for
practitioner. New York: Routledge.

This book is a guide book for the researcher who aims to do the research using action
research method. This book contains the definition of action research, the steps involved in
developing action research project, method of data collections, up to approach to data
analysis.
7. Alidoost, Y., Toulabi, A. R., Shahivand, Z., Qalavand, M., (2014). A genre-based
teaching approach to academic writing: describing visually presented information in
graps and charts. International journal of language and applied linguistic world, 5, 97-
104.

This article is a research done by Yadollah Alidost, Ali Reza Toulabi, Zahra Shahivand,
and Mehdi Qalavand (2014). The researchers performed a semi experimental research to
examine the effectiveness of a genre-based approach to teaching academic writing. The study
adopted a pre-test/post-test assessment of the learners writing performance to examine the
effectiveness of a genre-based approach to teaching academic writing.
The participants of the study were 60 male Iranian EFL students. Assessment was
conducted by comparing students writing samples before and after the intervention.
The results indicated that the early stage of the cycle benefited students by making them
aware of the different ways texts are organized for different communicative purposes. In
addition, students confidence level increased and the approach encouraged a positive attitude
towards writing.
8. Kim, M. (2007). Genre-based approach to teaching writing. Journal of education
enquiry, 3, 33-39.

This article is a research which is done by Miyoun Kim to investigate the effectiveness
of the genre-based approach to teaching writing in Korean educational context
To assess te genre approach, the researcher examined, (a) the definition of the genre
approach to teaching; (b) the differences between the process approach and the genre
approach to identify which approach would be the most suitable for Korean educational
context; (c) practical applications of genre approach; (d) the benefits and problems of the
genre approach to teaching writing; and (e) how to best apply the genre approach.
The result shows that the genre approach seems to fit well in Korea because Korean
students lack input of English genres, and yet, once introduced to a model; they are usually
good at following the given sample because they are traditionally familiar with learning by
rote.
9. Sadeghi, B., Hassani, M. T., Hemmati, M. R. (2013). The effects of genre-based
instruction on ESP learners reading comprehension. Theory and practice in language
studies, 3, 1009-1020.

This article is about the study of the effects of genre-based instruction on ESP learners
reading comprehension. This study aimed to investigate the effect effects of genre-based
instruction on ESP learners reading comprehension.
The participants of the study included 116 junior and senior B.S Students at Islamic
Azad University of Kurdistan.
With respect to the research question, the effects of genre-based instruction on ESP
learners reading comprehension was checked and the analysis of the related data resulted in
significant findings and indicated there was a positive relationship between teaching based on
genre and enhancing learners reading comprehension. The study shows that teaching ESP
learners based on the principles of genre-based instruction has a significant effect on
enhancing learners reading comprehension.
10. Reonal, A. M. (2015). Process-genre approach in teaching expository writing in
secondary ESL classes. International journal of social science and humanities research,
3, 187-191.

This article is a research of investigate of process-genre approach in teaching expository

writing in secondary ESL classes. The research instruments used in the study are: 1) the rubric
for evaluating the process genre lessons used by the validators; 2) the assessment tool for the
process genre lessons given to the students and 3) the rubric used in the pre-test and post-test.
This study is a descriptive qualitative research, and the respondents are the freshmen
students of Bicol University College of Education Integrated Laboratory School- High School
Department, Legazpi City, Philippines.
Based from the findings in the study, the following conclusion can be drawn;
1) The students are weak in writing expository text by cause and effect, classification,
and process.
2) The process genre lessons provided opportunities for the students to acquire an
understanding of the purpose and structure of the expository writing genre.
3) The lessons improved the students performances in writing expository texts and
specifically their performance in the skills of organization, sentence fluency, and voice.
11. Ahn, H. (2012). Teaching writing skills based on a genre approach to L2 primary school
students: An action research. English language teaching, 5(2), 1-16.

This article tells about examines the effect of implementing a genre approach to develop
writing competency of Year 5 and 6 L2 primary school students. Using action research, the
genre approach was implemented over a 10-week term with two lessons per week in a
culturally and linguistically diverse ESL class in a South Australian public metropolitan
primary school.

As the result of the study, this study has shown pedagogical benefits from using genre
approach and concerning issues that need to be addressed.