The effectiveness of using genre-based approach to teach narrative writing towards writing skill and writing apprehension to lower-secondary school students in Kota Kinabalu

• Auteur principal: Yong, Francisca Fui Mui
• Format: Thèse
• Langue: anglais; anglais
• Publié: 2006
• Sujets: LB1025-1050.75 Teaching (Principles and practice)
• Accès en ligne: https://eprints.ums.edu.my/id/eprint/45354/1/24%20PAGES.pdf; https://eprints.ums.edu.my/id/eprint/45354/2/FULLTEXT.pdf

This study aims to find out the effectiveness of using genre-based approach in teaching narrative writing in Form Two classrooms of a government school in Kata Kinabalu. The mixed-method design employing the quasi-experimental method is used in this study. 60 students participated in the experiment. The Treatment group and the Control group consist of 30 students respectively. Each group was taught for two weeks (3 times of 1 ½ hours, equivalent to 9-week writing lesson). Genre-based approach was used with the Treatment group and Non Genre-based approach was used with the Control group. The pretest and posttest were conducted to measure the achievement of students in writing. The Daly-Miller Writing Apprehension Inventory was used to measure the degree of anxiety among students before and after writing. A questionnaire on the effectiveness of the approach was given to the Treatment group at the end of the treatment. The hypotheses were tested at .05 significance level, using Paired Samples t-test and Independent Samples t-test. The technique is found to be successful and is able to push up the level of students in writing. The performance of students improved. Although the writing apprehension among students is not significant, it was found out that most of the students have the tendency to experience the degree of anxiety when asked to write. In addition to that, there is significant difference in the score of the posttest between the Treatment group and the Control group in learning to write after Instruction. The t-value obtained is 3.602 and the associated probability-significant is .001. However, for the Treatment group, there is significant difference in the score of the test before and after Instruction. The t-value obtained -5.827 and the associated probability­significant is .000. The two-tail significance for both (.001 and .000) indicates that p-value is less than .05 and thus is significant. The result of this study and the triangulation of the interview also proved that the approach is effective. Teachers need to motivate and encourage students to view writing positively so that they would be able to write better.