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4.2.1 Description of Emergent Themes
After the completion of bracketing rough data collected from the participant, I found 6 prominent experience that will illuminate the participants
lived experience. This part of the chapter covers the elaboration the emergent from individual participant.
4.2.2 Conscious processing towards the stages of genre approach
Alina is well of aware of the needs of framing and detailed learning in order to have greater control in writing, as she rigorously mentions several times
in the interview. She is a type of student with unique personality and unique learning styles owed to her beliefs of what individual learning should be and the
many experiences she had beforehand. She is very conscious towards her approach in learning itself both ways and she pays a lot of attention to detail when
it comes to learning writing. Yes I think most of the time are quiet clear to me, I particularly enjoy the
discussion atmosphere ... its like gaining knowledge ourselves but theres still someone for confirmation about the knowledge that we get. AL-BEL-
B13 we learn it writing text types by focusing some part of it one at a time,
like first you gave us the generic structures, and you tell us what it does and how we should apply it when making our own text. Then we learn
about the language features and focus on that, and finally the social functions and we focus on that... Well for the last question, I think that I
enjoy study more when things are done in clear cut steps so that I dont confused AL-BEL-A20
She considers having a thorough approach by understanding the holistic
concept of the materials that is, to understand the premise of the discussion and to instill that into her logic will suit her well in acquiring knowledge and
furthermore develop motivations to perform well in writing class and
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consequently achieve the desired result. The genre based approach conducted in writing 3 class reflects the importance of sequencing knowledge by giving
prescriptions on what the students should do when writing certain text types. They would start with have you ever encounter with....Are you familiar with...or
did you know that....you know, something to draw students attention to the topic. Next they would give language features and or vocabulary relevant to the topic.
After that, handouts are given to the students, usually it is the material for the day and he will give explanation about it. After the explanations he would ask us to
practice with the exercise. Most of the time is fill in the blanks, then classroom discussions and homework maybe. AL-RM-A10
The prescription is a must to be followed by the students and it corresponds well to the way Alina cognitive style in learning writing text types.
Typically for students in writing class, Alina added, to learn something in a sequenced and detailed matter triggers their curiosity to learn the subject more
and it has become one of the onsets in reducing anxiety or confusion which enables them to progress developing their writing competencies. Alina believed
that the stages of genre approach constitute aspects that are interwoven with each other in order to be in full effect.
These aspects are Aware of BKoF in classroom instructions, Aware of MoT in classroom instructions, Aware of JCoT in classroom instructions, Aware
of ICT in classroom instructions, Considers audience needs, considers language use as the focal point of discussion, Aware of word choice and colloquial,
Academic conventions of referencing, Aware of concise writing, Aware of product assessment. These themes reflect her ideologies or beliefs of suitable learning
approach when learning writing text types. Alina realized the appropriateness of relating prior knowledge to facilitate scaffolding process in learning. Building
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Knowledge of The Field as one of the stages in Hammond cycles and stages to implement genre based approach. Furthermore her ideals is in line with the notion
of learning capacity and consciousness, the potential for learning is an ever- shifting range of possibilities that are dependent on what the cultural novice
already knows, the nature of the problem to be solved or the task to be learned, the activity structures in which learning takes place, and the quality of this persons
interaction with others Lee Smagorinsky, 2000, p. 2. Sometimes the lecturer begins class by asking questions, open discussion
some sort just to get things going. AL-RM-A10 They would start with have you ever encounter with....Are you familiar
with...or did you know that....you know, something to draw students attention to the topic. Next they would give language features and or
vocabulary relevant to the topic. After that, handouts are given to the students, usually it is the material for the day and he will give explanation
about it. After the explanations he would ask us to practice with the exercise. Most of the time is fill in the blanks, then classroom discussions
and homework maybe. AL-RM-A10 Most of the students notice this when the lecturer would begin the
discussion by referencing the context of the materials with what the students had previously learned in some stage of their academic life. This referencing is vital
to students development as it becomes the onset on providing background or context of the materials and more importantly making the students ready for the
class. Modeling of text or samples of text as she referred, along with the
instructions on creating such text is exactly the kind of prescriptions that Alina has mentioned before. The directness of the procedure enables students to focus
on one aspect and then move on to the next, not only that it reduces learning load
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but it also encourages student to sequence their logic as well as awareness in language use.
that language features is the words or the grammar that is used in certain text for certain reasons. Like when we have to write a discussion text, and
the appropriate tense to use is simple present tense and usually we generalize the participants and group things, for example most people
wake up early in the morning... for example the lecturer give a text about recount genre and the he will give examples of the position of the generic
structure, language features and also the social functions Most of the time the confusing part is the language features since the terminology is
different but we can manage if we put effort into it. AL-BEL-A18 The presence of joint construction of text and independent construction of
text in Hammond et al. cycle and stages is to provide a template for the students so that they may have different experience in constructing texts and is to allow
transfer of knowledge between students or student and teacher alike. The learning concept shared by Alina about learning writing through genre based approach was
a reflection of scaffolding process that is the distance between the actual developmental level as determined by independent problem solving and the level
of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers Vygotsky, 1978, p.86.
The lecturer would explain the sample text and then start a discussion with the students by using another text, what we usually do is that we have to
find the differences or the similarities between the two texts. Yes, I always work with friends when doing homework or assignments; in
class we usually have a small discussion within the larger discussion. AL-BEL-A22
Most students in the class, including Alina expected some process of
learning involves sequencing and building knowledge. Genre based approach
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through the cycles and stages approach exemplifies such notion, and therefore easily followed by the students.
Yes, I access almost every day because I access internet all the time and I also access MOODLE at the same time. AL-DRIV-ON A33
I think its more comforting because I like to learn or research materials online. Besides, I think Im quiet addicted to internet so learning using
internet is something that I do every day but nowadays I dont have to look far either for searching materials or doing some practice because
everything is on the website. AL-BEL-A37 I mean not like four hours straight. But I come online whenever I need to
open email, or facebook account, and whenever i need to do some research, and also to do homework or assignments in writing 3 class. So
maybe two to three hours but not consecutively. Oh and most of the time when Im online I always check on the website just in case, since it doesnt
take a lot of effort and time to do that. AL-DRIV-ON A34
The presence of MOODLE in this teaching approach provides better opportunity for students to learn more and there is a drive within them to learn using
MOODLE since it conforms their styles creating assurance towards learners belief about learning itself.
4.2.3 Appreciating MOODLE
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