The Integration of Storyboard into GBA : Observing Students' Engagement of Junior High School in Writing Recount Text

Abstract

ABSTRACT

Genre-based pedagogy has been a controversial subject since John Swales introduced it to the field of English for Specific Purposes in the 1980s. GBA was included in English lessons in Indonesia. Even though the curriculum changed from KTSP to K-13, this genre remains the basis for teaching English in schools. However, ESL/EFL teachers are often unfamiliar with this practical teaching approach even though GBA is becoming increasingly popular in writing classes. Due to the teacher’s unfamiliarity with GBA, students can not feel the benefits of GBA. Many students have difficulty writing, especially writing recount text. In order for the students to get the advantage of GBA in writing, teachers must use methods such as Combined Text Construction, a stage in the genre-based approach. The Joint Construction stage is the main focus of this research. Certainly, in order for the Joint construction of the text stage can be carried out well, it is necessary to have a media that can be integrated into the JCoT stage. In this study, the researcher suggests an alternative that can be used as a solution to this problem. An alternative is to integrate storyboards into the GBA (JCoT) method in learning writing recount text. The research aims to describe in what ways students can be engaged in writing recount texts using storyboards as a learning media. The research method used is a case study approach with observation and interviews as data collection techniques. Findings from video observation and interview transcripts display students' interest and confidence in emotional engagement, students' contributions in behavioral engagement, and students' understanding in cognitive engagement. Thus, storyboards positively contribute to students' ability to write recount texts in the context of the genre-based approach.