Joint Construction Stage of Genre-Based Approach to Enhance Students’ Writing Skills

Abstract

The studies on the effectiveness of using genre-based approach to improve students’ L2 writing skill in University setting have been positive, however, there are only few studies that apply this approach in senior high school setting. The purpose of this study is to examine the effectiveness of joint construction stage of genre-based approach to improve students’ English as a Foreign Language (EFL) writing skills for senior high school students in Indonesia. The study was conducted using quasi experimental design with one research group and one control group. The participants of this study were two classes. The experimental class was given the joint construction stage of genre-based approach while the control group was given the genre-based approach without joint construction. The number of subjects was 30 in a class. The data was collected by using a pretest and a posttest. Statistical Package for Social sciences (SPSS) was used for analyzing the tabulated data. The result shows that there was a significance improvement between pretest and posttest in both control and experimental group. This means the methods are effective to enhance the students’ writing skills both in experimental and control group. The result of this study is expected to contribute a solution for improving L2 students’ writing skill.