Setyabudi, Dwicky Fandi Setyabudi (2021) process-genre approach in the teaching of esp writing through flipped learning model: a case study / dwicky fandi setyabudi. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
SUMMARY With the growing interest in English as the primary language used in many professional areas today English for Specific Purposes (ESP) exists as an ideal platform to provide learners with adequately necessary skills per their specific field of study. The main target is not solely focused on how fluent learners can use English but more on how to equip learners with specific English skills which will be properly used to help them perform their professional jobs. On the other hand writing is considered crucial in support of their academic development as well as their future career. It needs serious attention so that ESP learners can be accustomed to writing properly. Thus PGA could be an ideal choice for the learners since it comprises a series of stages that allow learners to write in a more structured way. Moreover the development of online learning makes the practice of flipped learning model possible to be applied as it offers learners the flexibility to carry over their independent learning. Since the characteristics of flipped learning model are positive to PGA therefore combining both of which are also the other option to help ESP learners write properly. Moreover due to the novelty of its practice in the teaching of ESP writing therefore the current research was intended to explore how the implementation of process-genre approach combined with flipped learning model in the teaching of ESP writing was. In addition it was also aimed at revealing the ESP learners rsquo perceptions and the possible challenges faced by the lecturer in applying the model. For those reasons a qualitative research design was occupied especially in a form of a case study. The subjects involved the ESP writing lecturer and non-English Department students of University of Muhammadiyah Malang. To collect the data some instruments were used observation checklist and interview. Further data analysis was conducted qualitatively. The results had indicated that the procedure applied in the use of process genre approach through flipped learning model had met the recommended elements of writing and basic framework of process genre approach and flipped learning model. Only the absence of classroom setting made the current model different from the genuine model of flipped learning. Despite the fact the classroom absence could be tackled through a synchronously online meeting. Moreover it was also found that the ESP learners tended to perceive the model positively as they were found so eager in following the whole process of instruction. In addition they never complained to the lecturer about what they needed to do which relatively indicated that they put their trust in the lecturer. At last the model also came with some challenges that needed serious attention from the lecturer. The challenges comprised learners rsquo actual writing skills the learners rsquo current background and control over learners rsquo in doing the projects given. More interestingly the control over the learners seemed the hardest challenge for the lecturer due to the current condition that required a fully online setting. The role of a teacher as the facilitator seemed to be less pronounced.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 16 Aug 2021 04:29 |
| Last Modified: | 09 Sep 2021 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/159340 |
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