Learning writing text types with moodle experience.

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ABSTRACT

SADA, EDWARD LEWA USU (2014). Learning Writing Text Types With MOODLE Experience : Graduate Program English in Language Studies, Sanata Dharma University

Computer Assisted Language Learning is without a doubt one of the most powerful replies to the growing needs of education. The interactive and motivating appeal of electronic books, multimedia software and internet provisions has given a new perspective in language learning as well as discovering new strategies for both teacher and student alike. Having a good writing proficiency in English is the demand of today's society and to some extent considered as the benchmark of which a person's intellect is judged.

Learning academic writing as a second language is a great challenge for students especially those in the EFL context. The disparity of culture, the aspect of motivation, and the writing conventions, plays significant in the outcome of learning. Students have to depend on various learning resources such as internet websites for resources to ensure success in every levels. Given the rationale I conducted a qualitative research in an attempt to find answer for question what is the students lived experience in learning writing with MOODLE look like? The research took place in the faculty of letters, Sanata Dharma University, academic year of 2011-2012, with three students as the participants. The research instruments were semi-structured in-depth interview, re-interview, classroom observations, and document collection.

This research sought the meaning of students experience when learning writing using MOODLE as the learning model. The result of my research was in the form of narratives describing students experience and the interpretation of such experience. Six individual themes emerged from the data collected, they were Consciousness towards the stages of genre approach, appreciative towards MOODLE, accommodating learning styles, reducing academic procrastination, role modelling, and driven towards studying online, where these themes lead to two shared lived experience namely reassuring one self towards classroom instructions and constructive affinity towards internet.

There are two benefits to this study, the first is for the participants as this research provides a source dealing with writing ordeals and empower their knowledge and skills. The second benefit is for the teachers who seek an effective and innovative teaching strategies.

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ABSTRAK

SADA, EDWARD LEWA USU (2014). Belajar Menulis Tipe-Tipe Teks Dengan Pengalaman MOODLE: Kajian Bahasa Inggris, Program Pasca Sarjana, Universitas Sanata Dharma

Computer Assisted Language Learning dapat dipastikan sebagai salah satu jawaban untuk kebutuhan belajar. Penampilan yang menarik dari buku-buku elektronik, software multimedia dan kehadiran internet telah memberikan perspektif baru dalam pembelajaran Bahasa dan juga sebagai momentum untuk menemukan strategi baru untuk kebutuhan guru dan murid. Kebutuhan untuk mampu menulis dengan baik dalam Bahasa Inggris merupakan kebutuhan untuk masyarakat modern bahkan dalam kondisi tertentu dianggap sebagai standar dimana intelektualitas seseorang diuji kebenarannya.

Belajar menulis secara akademis dalam Bahasa Inggris sangat sukar untuk siswa, terlebih lagi siswa yang belajar Bahasa Inggris dalam konteks EFL. Perbedaan budaya yang besar, aspek motivasi, dan juga aturan yang berlaku memiliki peran yang besar dalam keberhasilan siswa dalam belajar. Kebanyakan siswa harus bergantung pada banyak sumber seperti internet untuk meraih keberhasilan. Melihat keadaan tersebut, saya melakukan penelitian qualitative dalam rangka mengetahui jawaban daripada pertanyaan "Seperti apa pengalaman hidup para siswa yang signifikan ketika belajar menulis tipe-tipe teks menggunakan MOODLE?" Penelitian ini dilakukan di Fakultas Sastra, Universitas Sanata Dharma, tahun akademik 2010-2011, dengan tiga peserta. Instrumen dalam melakukan penelitian ini adalah interview yang semi terstruktur, interview semi terstruktur yang diulang, observasi di kelas, dan dokumen para peserta penelitian.

Penelitian ini ditujukan untuk menemukan makna dan pemahaman siswa ketika mengalami pembelajaran menulis menggunakan MOODLE sebagai model pembelajaran. Hasil daripada penelitian ini dalam bentuk narasi menjelaskan pengalaman siswa beserta interpretasi saya sebagai peneliti. Enam tema muncul sebagai hasil penelitian yaitu kesadaran siswa akan urutan belajar dalam metode genre, apresiasi siswa terhadap MOODLE, pemenuhan model belajar siswa, mengurangi stagnasi belajar, figure belajar, dan kebutuhan untuk belajar di media elektronik dari masing-masing peserta, tema-tema tersebut menjadi kunci untuk terungkapnya tema besar yang dirasakan para peserta yaitu penegasan terhadap materi perkuliahan dan afinitas positive terhadap Internet.

Ada dua manfaat berjalannya penelitian ini, yang pertama adalah untuk para peserta oleh karena penelitian ini member sumber – sumber bermanfaat yang membantu siswa ketika belajar. Manfaat kedua untuk para guru yang mencari model pembelajaran yang baru dan cukup efektif dalam proses belajar mengajar.

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LEARNING WRITING TEXT TYPES WITH

MOODLE EXPERIENCE

A THESIS

Presented as Partial Fulfilment of the Requirements for the Degree of Magister Humaniora (M.Hum)

in Graduate Program of Sanata Dharma University

by:

EDWARD LEWA USU SADA 106332031

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2014

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A THESIS

LEARNING WRITING TEXT TYPES WITH

MOODLE EXPERIENCE

Edward Lewa Usu Sada

Student Number : 106332031

Approved by

F.X. Mukarto, Ph.D. __________________

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A THESIS

LEARNING WRITING TEXT TYPES WITH

MOODLE EXPERIENCE

Presented by

Edward Lewa Usu Sada

Student Number : 106332031

Defended before the Thesis Committee and Declared

Acceptable

THESIS COMMITTEE

Chairperson :

_____________________

Secretary

:

_____________________

Members

:

1. _____________________

2. _____________________

Yogyakarta, ... 2014

The Graduate Program Director

Sanata Dharma University

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STATEMENT OF ORIGINALITY

This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the

ideas, phrases, and sentences of the thesis writer. The writer understands the full

consequences including degree cancellation if he took somebody else's ideas,

phrases, or sentences without proper references.

Yogyakarta, February, 2014

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Edward Lewa Usu Sada

Nomor Mahasiswa : 106332031

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

LEARNING WRITING TEXT TYPES WITH MOODLE EXPERIENCE

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dan saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 7 Maret 2014

Yang menyatakan

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ACKNOWLEDGEMENTS

This thesis would not be completed without a number of exceptional

figures in my life. I would like to begin with by saying thank you to the almighty

God, Jesus Christ for His presence in my life particularly when writing this thesis.

His presence is felt throughout the entire process of thesis writing and especially

when I hit a stumbling block or divided path.

My deepest gratitude goes to my thesis advisor, F.X Mukarto, Ph.D, who

has given me an immense support and guidance throughout my college year and

in particular during thesis writing. I have learnt great many lesson under his wing

and developed significant life qualities as well. Overall he was an inspiration for

me as a student and I would wholeheartedly cherish the knowledge that he has

passed down to me. I would also like to thank Dr. B.B. Dwijatmoko, M.A., for

giving me endless support in my study in ELS. He has given me the ability and

confidence to lift my knowledge to another level. His guidance in ICT and his

feedback during thesis review was definitely revered. My next appreciation goes

to Dr. J. Bismoko who was very inspirational to me; he has assured me to be more

critical in teaching.

My next appreciation goes to English Letters Department, Faculty of

Letters, Sanata Dharma University in particular Drs. Hirnawan Wijanarka,

M.Hum., for his consent and meaningful insights which made the research

feasible. My deepest gratitude also goes to the three bright students of English

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mother Christina "Ko Tien" Titien and my older sister Maria Adeleheid Lelyana,

they have been outstanding since the very beginning.

I am also grateful to all my friends in the graduate program Wahyu

Pramudita, Wisni Yuliasti, Suryo Sudiro, Mujiono, Fransisca Kristianti,

Nicodemus Malindir, Irna Stania, Heny Prihastiwi, Paulina Paramitha, Wendy

Rahmad Biyandi, Simon Arsa Mangala, and Mulyadi for their encouragement and

feedback during the writing process. I am also grateful for the support from the

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TABLE OF CONTENTS

TITLE PAGE i

APPROVAL PAGE ii

DEFENCE APPROVAL PAGE iii

STATEMENT OF ORIGINALITY iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS v

ACKNOWLEDGMENTS vi

TABLE OF CONTENTS viii

LIST OF TABLES x

LIST OF FIGURES xi

LIST OF CODES AND ABBREVIATIONS xii

ABSTRACT xiii

ABSTRAK xiv

CHAPTER 1 INTRODUCTION 1.1 Background ... 1

1.2 Problem Identification ... 7

1.3 Problem Limitation ... 10

1.4. Research Questions ... 11

1.5. Research Goals ... 11

1.6. Research Benefit ... 12

CHAPTER 2 LITERATURE REVIEW 2.1 Theoretical Review ... 14

2.1.1 Language Learning ... 14

2.1.2 Writing ... 18

2.1.3 Writing in English Letters ... 21

2.1.4 Teaching Writing ... 22

2.1.5 Genre ... 26

2.1.6 The Genre Based Approach ... 33

2.1.7 MOODLE ... 39

2.1.8 Phenomenology ... 43

2.2 Theoretical Framework ... 52

CHAPTER 3 METHODOLOGY 3.1 Research Design ... 56

3.2 Research Participants and Setting ... 58

3.3 Research Instruments ... 60

3.4 Data Gathering Techniques ... 62

3.5 Data Processing ... 64

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CHAPTER 4 DESCRIPTION AND INTERPRETATION

4.1 Participant's Life Stories ... 67

4.1.1 Alina's Story ... 68

4.1.2 Lia's Story ... 72

4.1.3 Yeni's Story ... 76

4.2 Emergent Themes ... 81

4.2.1 Description of the Emergent Themes ... 84

4.2.2 Conscious Processing Towards the Stages of Genre Approach ... 84

4.2.3 Appreciating MOODLE ... 88

4.2.4 Accommodating Learning Styles ... 91

4.2.5 Reducing Academic Procrastination ... 94

4.2.6 Role Modelling ... 98

4.2.7 Recognizing drive towards online study ... 100

4.3 Shared Lived Experience ... 104

CHAPTER 5 CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 108

5.2 Suggestion ... 111

REFERENCES ... 112

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LIST OF TABLES

Table 2.1 Paltridge's Examples of Genres and "Text Types"

(based on Hammond, Burns, Joyce, Brosnan, & Gerot, 1992) .. 32 Table 2.2 Blue print of Pre-figured Themes ... 55 Table 4.3 Participants' Emergent Themes ... 81

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LIST OF FIGURES

Figure 2.1 The Cycles and Stages of learning (Feez & Helen

Joyce, 2002) ... 36 Figure 2.2 Research Construct ... 54

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LIST OF CODES AND ABBREVIATIONS

List of Codes

BEL : Belief

APP-MO : Appreciative towards MOODLE DRIV-ON : Driven towards studying online RM : Role Modelling

RED-AP : Reducing Academic Procrastination LS : Learner's Style

List of Abbreviations

CALL : Computer Assisted Language Learning

MOODLE : Modular Object-Oriented Dynamic Learning Environment ICT : Information Communication and Technology

ELS : English Language Studies SDU : Sanata Dharma University

SEAMOLEC : South East Asia Minister of Education Organization Regional Open Learning Center

BkoF : Building Knowledge of the Field MoT : Modelling of Text

JCoT : Joint Construction of the Text

ICT : Independent Construction of the Text

Instruction for Decoding

(AL-BEL-A20)

AL : Anecdotes, Leaner BEL : Belief

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ABSTRACT

SADA, EDWARD LEWA USU (2014). Learning Writing Text Types With MOODLE Experience : Graduate Program English in Language Studies, Sanata Dharma University

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ABSTRAK

SADA, EDWARD LEWA USU (2014). Belajar Menulis Tipe-Tipe Teks Dengan Pengalaman MOODLE: Kajian Bahasa Inggris, Program Pasca Sarjana, Universitas Sanata Dharma

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CHAPTER 1 INTRODUCTION

This thesis aimed to investigate the students' perception of learning

writing text types by integrating MOODLE as an learning model in the

Department of English Letters, Sanata Dharma University in particular third

semester students in the academic year of 2010-2011. Furthermore, this thesis

tried to explore the lived experience of the students implicated with such learning

model.

This chapter is organized into several sections, namely: research

background, problem identification, problem limitation, problem formulation,

research goals, and research benefits.

1.1 BACKGROUND

One of the most common interdisciplinary features in modern education

seems to be a growing interest in the exploration of blended teaching and learning.

Many electronic devices has been developed and implemented in many

institutions, but only in the last decades, due to the continuity of technological

advances, it enables educational institution to better support teaching and learning

activities. Emergent technology in the past decades alone has deliver faster

internet connections, ample storage capacities, increased in bandwidth capabilities

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synchronous and asynchronous learning task both in oral and written modes

pedagogically feasible (Brandle 2005, p.16). Employing technology however is

not for the sole purpose of using the technology itself, it should not be the goal of

any educational system that strives to provide substantial learning outcomes.

Employing technology should be used as a platform for achieving objectives

standards (Reigluth, 1999). Using technology should empower learning of other

field of interest and even raise the bar for the objectives or goals of any

educational institutions and should be conducted efficiently and with systematic

pattern.

Technological advancement in particular integrated in educational systems

creates a broad spectrum of approach in which technology can be integrated in

classroom. Integrating technology in teaching and learning can provide users or

students in-depth information, facilitate higher thinking skills and knowledge

constructions, as well as differentiate based of the one's needs and wants as well

provide authentic materials and interactions with other individuals from various

cultural and linguistics background. The basic notion of integrating ICT in

teaching pedagogy is not merely to replace the teacher or lecturer as to change the

role entirely rather approximating, and should it be sophisticated enough it may

undermine conventional teaching and learning flaws. As such, multimedia must

be extremely well designed and sophisticated enough to approximate the best

teacher for students best interest. Present multimedia courseware, once a

programme has been designed and built in with the appropriate responses, it

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internet or mobile phones.

Furthermore the changing perspective on language teaching and learning

from structural perspective that is learning about the language, more often the

rules that governs the a language to a socio-cognitive perspective where language

is treated as a means to negotiate meaning has also transformed the role of

computer in language education Kern and Warschauer (2000). ITC integrated in

pedagogy or CALL termed by Kessler (2005) is the use of technology for

pedagogical purpose within language instructions. ITC itself is very versatile,

rather than for common pre-conception that is merely for accessing a vast range of

information or resources, or perhaps reviewing literatures, it offers ways to

supports current teaching paradigms such as assisting in collaborative learning

which is the core of socio-cognitive teaching practices.

Web-based technologies have been advocated as particularly promising examples of computer-based learning with the potential to enable language students to interact across geographic, linguistic, and cultural lines (Ware & Kramsch, 2005, p. 190).

ICT can be harnessed to support a social view of language learning as

suggested from Kasper (2000) and Warshauer (1999) where ICT can assist to

build authentic and collaborative learning environment creating an online learning

community providing the context for students to create, apply and even criticize

their own newly acquired knowledge, rather than just absorb knowledge created

by others more likely their teacher's or lecturers. Virtual collaborative learning

communities facilitate literacy development because it allow students to juxtapose

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In the context of technology or multimedia software to facilitate learning

writing text types, ICT can assist in all level of phase in writing such as the

process of planning, transcribing, and revising. For learners who are struggling

with these aspects can use technology to liberate their thought from mechanis and

liberate the expression of ideas. This research employ MOODLE (Modular Object

Oriented Design and Learning Environment) since the feature of MOODLE

course consists of a set of tools that allow for the integration of a wide range of

assignments, activities, and multimedia resources, electric delivery of teaching

materials, synchronous and asynchronous teacher-student and student-student

communication, and testing and assessment of students' work. MOODLE enable

English writing teachers to organize their teaching materials, improve their means

of communication, and retrieve their records of interaction with students when

necessary Su (2008).

Writing is arguably the most difficult subject for every student in every

level of education lest tertiary education students. From the earliest stage of

paragraph writing up to the creative writings and journals has its own challenges

and many have failed to meet the challenges. Many teachers in their teaching

practices have always try to seek out methods and strategies in their teaching that

would allow their students to have better understanding of knowledge in writing

and to have greater control writing skills.

In context where English treated as foreign language, where majority of

students have their native language other than English, more problems emerged in

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coherent flow of ideas in nature, structured in such a way that would become

viable is a compelling task that would require meticulous effort for students.

Many students nonetheless the students in EFL context that does not have a good

competence and lacking in basic knowledge in L2 and also academic conventions

is condemn for failure. As suggested by Van Lier 1966 To acquire such a complex skills one begins with a conscious, deliberate actions, and ends up with automitazion, effortless action. Meaning to say that in writing students must be aware that such skill requires a combination of mental processes, physical

endurance, and socio-cultural context to achieve a good piece of writing. In

writing, students are not only realizing information message or idea in a sentence

in correct grammatical but also they must be packed in text formulation that

conventionally have been agreed by the academic society. Hence, audience will

more easily understand the content in the texts

General notion used to teach writing is that teachers are usually used to

teach writing in the class are guided writing and individual writing. Writing is

process of learning, learned through apprenticeships, as teachers assist their

students in writing using guided practices. Many students need this expert

guidance in a small-group context, particularly as they attempt to bridge the gap

between the teacher's demonstration and modeling and their own independent

writing. In individual writing, the students are expected to write individually and

the nature of the content is usually personal. In writing classes teacher must create interesting activities whether in the classroom or outside of classroom so that the

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Hence, there's a greater need for self autonomy in writing a piece of text in a later

stages especially in creative writing for a more advanced students.

In higher education writing is treated as a compulsory subject, the emphasis

has been on students' final products. Teaching writing whether in formal writing

classes or as an activity within discipline-based courses entailed presenting

students with models of good piece of writing, and asking them to imitate these

exemplars. However, little analysis occurred of the various rhetorical aspects of

the texts or the social contexts in which the texts functioned. The focus instead

rely heavily on specific features of the written texts, for instance, the mechanics,

the vocabulary, sentence structuring. In addition, little attention was typically paid

to the process of writing, including the conscious and unconscious decisions that

writers make in order to communicate for different purposes and to different

audiences. In an era in which students may have been more homogenous and

shared previous educational experiences and social backgrounds, the assumption

was again often made that students could pick up how to do academic writing

through this process of imitation.

More recent textual approaches to writing have focused on genres, or text

types, such as essays, and field reports. These are identified and explicitly

analyzed with students. Such a discussion often includes larger dimensions of

writing such as the rhetorical purposes of particular text types within disciplines

and the relationship between author and audience, or more local concerns such as

how to set out a discussion of results in a report on an experiment. The move

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highlighted how apparently universal text types such as the essay vary in purpose

or function and in different disciplines.

The aim of this thesis is to respond to the changing literary demands to

keep pace with increasing technological change as teachers continue to build their

understanding of language and the way it is learnt, they develop and refine the

way they teach language in particular writing. In addition, this paper is dedicated

to describe and interpret students lived experience involved in the teaching and

learning activities using MOODLE.

1.2 PROBLEM IDENTIFICATION

This research concerns the implementation of MOODLE and the

experience that the student had when learning writing text types. Writing is one of

the mandatory subjects offered in the Faculty of Letters, Sanata Dharma, students

in semester three is subject to learn basic academic English before they can

continue to writing four which is essay writing and then continue to creative

writing. The approach suggested by the faculty is writing text types or genre based

approach for writing in semester three with three major genre to discuss. There

were two major concerns in the practicality of learning writing text types and

implementation of MOODLE. The first concern would be the implementation of

genre based approach itself, and the second was the implication of MOODLE as a

learning model.

Genre based approach is a concept of teaching which values socio-cultural

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sentence structure of a text but it is more on having the knowledge or

consciousness in understanding the relationship of the elements of a language or

lexico-grammar, coined by Halliday of a text, It is aimed to provide students

independent control of a particular type of text and also important to prepare

students for a more complicated academic writing. Genre based approach is an

approach which consist of cycle and stages and students are encourage to undergo

the whole cycle and stages. The cycles are divided into two even part, that is the

oral cycle and the written cycle, where each cycles has four stages that students

and teachers must undergo. They are Building Knowledge Of The Field (BKOF),

Modelling of Text (MoT), Joint Construction Of Text (JCoT) and lastly

Independent Construction Of Text (ICoT). This rather recent approach would post

different perception in students mind. The experience of such approach is then

manifested in the form of attitude and behaviour.

Another concern that the researcher try to unfold is the implementation of

CALL classroom, or blended learning. Effective writing instruction involves

guiding students to an awareness of their readers, the interactional strategies,

background understandings and rhetorical conventions. In order to do so the

teacher need to incorporate a range of real and simulated learning sources.

Computer Assisted Language Learning or the acronym CALL suggest the every

way of intergrating technology for language teaching and learning purposes the

availability of software designed for language learning to web-based learning

managements and computer gaming. Students in semester three is experienced a

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and learning activities. The first ever in English Letters Department, Sanata

Dharma University. The use of ICT in classroom is even encourage from the

government from the earliest stage of formal school, and only in recent year it has

become fully functional. Hence, the students of writing three, odd semester year

2011-2012 experience phenomenon in twofolds, the nature of genre based

approach and implications of MOODLE and its exciting properties to students

behavior.

The first step that the researcher did was to design a learning management

system namely MOODLE as a learning model and the teaching and learning

process take advantage of the teaching and learning cycles and stages proposed by

Hammond (1992). The researcher sought the effect of implementing of the

students with MOODLE as a learning model in learning writing text types. Such

phenomenon is entirely new in the faculty of letters in Sanata Dharma therefore

the researcher is keen to see the changing perception and attitude of the students

when implicated with the changing of approach in learning how to write text

types. The experience of the students may be unique since they may have various

lived experience and meaningful experience could emerge and may lead students

to have different responses to this approach.

This study concerned with students lived experiences in teaching English,

particularly teaching writing using employed by faculty of letters which applies

genre approach. The experience, in turn, manifest in the form of attitude and

behavior. According to Murphy (Bradley, 2002) students lived experience

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anticipation, relations with others, cultural patterns, feelings, belief or sights,

smells, sounds etc.. Using a qualitative paradigm, the researcher sought to

describe the meaningful experience and delivered in the form of narration.

1.3 PROBLEM LIMITATION

There were some limitations in this research due to the restrictions of time

and the capacity of the researcher. This thesis integrate technology in classroom

teaching traditionally this will be motivation for CALL research. Traditionally a

key question that has driven CALL research is if computers improve language

learning (Kern, 2006). The ground of such question is to determine as to whether

computers improve language learning, or questions concerning the effectiveness

of technologies are in promoting learning (Felix, 2005; Liu, Moore, Graham &

Lee, 2003). This research utilizes technology in classroom teaching however this

research emphasizes to seek the meaningful experience from the students rather

than to seek the performance of the students.

The approach in which the lecture used in teaching writing text types is

genre based approach and in teaching and learning writing there are three major

components that must be taken into account they are the writer, the text and the

audience (Hyland, 2002). However, this research emphasized on the writer and

the text only because I will investigate the use of genre based approach in learning

writing text types in which the property of it reflects systemic functional

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use of MOODLE as the instruments and inherently would lead to different

understanding, beliefs, feeling, and actions.

The research will only focus on the lived experience of the participants

which is a student in writing 3 classes in the academic year of 2011-2012, and the

number of the participants is limited to three students. It is hoped that the limited

number of participants that has similar background and competences will provide

maximum feedback and consequently provide a thick description of their

experiences.

1.4 RESEARCH QUESTIONS

This research employs qualitative inquiry and as such, the researcher will

investigate and describe the participants lived experience, where individual and

shared experience of the participants becomes the focal point of the discussion. In

order to seek the participants' lived experience in learning writing text types using

MOODLE as instrument a research questions was formulated as follows What is the students' lived experience in learning writing text types with MOODLE look like?

1.5 RESEARCH GOALS

As previously mentioned this research was conducted in order to find and

describe the participants lived experience in learning writing text types with a

unique learning model that incorporate a form of learning management systems

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to provide descriptions such as (1) to reveal how the teaching and learning process

in writing text types (2) to discover the implementation of an open source learning

management system in college of an EFL context (3) to discover the changes of

paradigms that could lead to the changing feeling and behavior or attitudes in

classroom.

1.6 RESEARCH BENEFITS

This research intends to describe and interpret students' lived experience in

learning writing text types based on genre based approach and incorporate unique

learning management system with overall internet technology. This study

provides thorough scientific information using lived experience in relation to the

use MOODLE as a learning management system with various features in the

education field as a method to improve the understanding of learning writing.

Hopefully, this research will be able to serve as a foundation that will generate

other ideas of research in this field, and thus will enrich the development of

MOODLE as a software and teaching practices in general

This study also provides practical benefits for the researcher, the

participants, and the stakeholder of various organizations. First and foremost as a

researcher, this study has enriched my overall knowledge of the practical world in

particular in the context of learning writing text types in English Letters

department in the hope that one day if the researcher face the same or similar

environment he can truly function and contribute in the academic society,

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discussion that is the lived experience of the participants. This knowledge will be

the foundation or a stepping stone in further related research inquiries so that one

day the researcher can self actualize better based on the ideals of oneself and in

the academic society.

For the participants of this research, it is with my great belief that they will

get a better understanding on the materials that they learn during their study. By

having been interviewed numerous times and at long hours in English and they

get to practice their English more frequently in a more serious mode. Furthermore,

the questions given to them was a semi-structured and revolved around text types,

consequently it has given them the opportunity to elaborate their ideas more freely

and also to be exposed even more about text types gives them the edge in their

study.

For the stakeholders such as English teachers either in school or in college,

I belief that this thesis could serve as a model in the application of a learning

management system to keep pace with educational demand. The result of this

study could be the entry point to continue developing effective learning model for

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CHAPTER 2

LITERATURE REVIEW

This chapter discusses the theories which support this study. It consists of

two sections: theoretical review and theoretical framework. The first section

discusses language learning, writing, teaching of writing, definition of genre,

genre-based approach, CALL, MOODLE, phenomenology and relevant study.

Meanwhile, the second section elaborates the framework synthesized from the

discussed theories.

2.1 THEORETICAL REVIEW

In this section, the researcher discusses some theories related to develop

good instructional models using MOODLE for writing text types in Department

of English Letters, Sanata Dharma University. This part provides the information

relevant to the research, which will be used as a foundation for the researcher to

design the materials. The first is about writing, the second is the genre based

approach, and the third is MOODLE.

2.1.1 Language learning

In light of socio-cultural perspective in language learning, different

approaches have been adapted by educators all Indonesia. The notion that there

learning English should be dichotomized based on the language skills has been

greatly undermined. The change of perspective has been greatly influenced by

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socio-cultural context and register rather on grammatical norms. I would like to describe

some theoretical perspective that made such notion to came about. Vygotsky

suggest that higher mental function originates in social life, which an individual

development originates from social, cultural, and historical form of life.

Any function in the child's development process appears twice, or on two planes. First it appears on the social planes, and then on the psychological planes. First it appears between people as an inter-psychological category, and then within the child as intra-inter-psychological category. This is equally true with regard to voluntary attention, logical memory, the formation of concepts, and the development of volition. We may consider this position of law in the full sense of the word, but it goes without saying that internalization transforms the process itself and the changes its structures and functions. Social relations or relations among people genetically underlie all higher functions and their interrelationships (1978, 163).

In other words, it suggest that learning of information first takes place on an inter

psychological plane between a person and other persons, then on an intra

psychological plane. This mediation-internalization process suggest that learning

first takes place on the inter-psychological plane between a person and other

persons, then it is recognized, and borrowed by individuals on the

intra-psychological plane. These steps are what Vygotsky called Internalization, such

process is not merely an imitation of the information obtained from the external

world but undergone a transformation resulting in cognitive development.

The core of Vygotsky argument is that consciousness develops in this

internalization process and that humans' cognitive development encompasses

socio-cultural interaction. The knowledge of a language belonging to a certain

community is shared within the community through the interaction of one person

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knowledge trough interaction eventually recognize the language and through their

development know how to use the language appropriate to the context and even

able to make changes to accommodate the purpose of communication. For

instance when a teacher engage a student to write a particular text, the manner

which is used to engage the students is then appropriated by the students and

hence creating and understanding within the students mental process, and later the

students able to create a same text using similar instruction to that of the teacher

to her self. To further elaborate his ideas on how social mediation came about to

cognitive development or internalization, Vygotsky developed a concept called

the Zone of Proximal Development (ZPD) (Vygotsky, 1978, 1986).

It 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 zone of proximal development defines those functions that have not yet matured but are in the process of maturation, functions that will mature tomorrow but are currently in an embryonic state. These functions could be termed the "buds" or "flowers" of development rather than the "fruits" of development. The actual developmental level characterises mental development retrospectively, while the zone of proximal development characterises mental development prospectively (Vygotsky, 1978, p.86, originally Vygotsky, 1935, p. 42)

Zone of Proximal Development suggest that there is a disparity of competence

between one individual to another and through collaborative learning would lead

to distribution of knowledge and hence the disparity can be diminished, meaning

to say an individual can achieve more that is not possible to manage alone through

interaction or even assistance with other person who has more knowledge. For

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her peers. In relation to the ZPD, the capacity to learn is related to both the

context and capacity of the person

Rather, 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 person's interaction with others (Lee & Smagorinsky, 2000, p. 2).

In regards of appropriation, one must voluntarily to participate to appropriated the

knowledge, participatory appropriation, Rogoff (1995)

The basic idea of appropriation is that, through participation, people change and in the process become prepared to engage in subsequent similar activities. By engaging in an activity, participating in its meaning, people necessarily make ongoing contributions (whether in concrete actions or in stretching to understand the actions and ideas of others). Hence, participation is itself the process of appropriation (p. 150).

Participatory appropriation is one of three inseparable planes of development:

apprenticeship, guided participation and participatory appropriation (Rogoff,

1995). In participatory appropriation, an apprentice must be actively involve in

community activities. Vigotsky's broader concept of learning is being advocated

by other theorist who uphold the view of socio-cognitive approach in learning.

Learning is a process of human life and happens in a social and cultural context,

viewing at learners in connection with the social and real world where they

interact (Warschauer, 2005). Vigotsky (1989) also acknowledged the importance

of consciousness in learning language, he believes that "Consciousness is

awareness of the activity of the mind" Vigotsky (1989) cited in (Van Lier,

1996:49) In other words, being aware or showing realization of language is

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consciousness I perceive consciousness as a process of being unaware and begin

notice object of desire and then direct his or her attention towards the object of

desire. In other words it is a progressive process of acquiring knowledge of the

object of desire and showing appreciation (Schmidt 1990) Furthermore, Schmidt

proposed a concrete concept of consciousness, and they are intention, attention,

awareness, and control. Intention is defined as a purposeful act or conscious

apprehension from the learner or the teacher to pay attention at the stimulus.

Attention can be defined as focusing on object which includes identifying and

noticing attention. Awareness is defined as having vivid knowledge of the object or stimulus. Control is defined as the capacity of someone to automate his or her

activity as if it were a part of the habit. Van Lier advocates such notions of

consciousness, he suggest that in the context of perceiving object of desire a

person will notice and actively respond to the object of desire and then he will

select and direct his attention since conscious attending may assist in a more

efficient selecting or directing of attention (Van Lier, 1996: 49). In addition,

awareness means that it is a process of identifying personal sensation In terms of

language learning, students will be more ready if he or she consciously attending

the class, that is noticing and paying attention to his or her existence of attending

the class in the first place which consequently yield better classroom behavior.

2.1.2 Writing

Writing a good composition is a challenging yet intriguing process. In

general it requires experience, creativity, and logical thinking to produce a good

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the elite and the well educated. It is right to say that written is more strict interms

of the use of the conventions compared to that of speaking or spoken text.

Writing, as compared to speaking can be seen as a more standardized system

which must be acquired through special instructions (Weigle 2002, pg 4 citing

Grabowzki) Mastery of this standard system is an important prerequisite of

cultural and educational participation and the maintenance of one's rights and

duties.

The fact that writing is a more standardized that speaking allows for higher

degree of sanctions when people deviate from that standard. Meanwhile, (Shilva,

1990) and (Hyland, 2003) states that writing as seen as a product constructed from

the writer' command of grammatical and lexical knowledge and writing

development is considered to be the result of imitating and manipulating models

provided by the teacher. In addition, (Brown 2004, p221) described two categories

of writing skills. They are micro and macro skills. The followings are the list of

micro and macro skills for writing. A Macro Skills Produce grapheme and

orthographic patterns of English, it aims at producing writing at an efficient rate

of speed to suit the purpose, also produce an acceptable core of words and use

appropriate word order patterns. Special attentions are paid to the use of

acceptable grammatical systems, writers also must be able to express a particular

meaning in different grammatical forms and lastly use cohesive devices in written

discourse.

Micro Skills use the rhetorical forms and conventions of written discourse;

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to form and purpose; Convey links and connection between events, and

communicate such relation as main idea, supporting idea, new information, given

information, generalization, and exemplification; Distinguish between literal and

implied meanings when writing; Correctly convey culturally specific references in

the context of the written text; Develop and use of writing strategies, such

accurately assessing the audience's interpretation, using pre-writing devices,

writing the fluency in the first drafts, using paraphrases and synonyms, soliciting

peer and instructor feedback, and using feedback for revising and editing. Micro

skills of writing are appropriately applied to imitative and intensive types of

writing task, while macro skills writing are essential for the successful mastery of

responsive and extensive writing.

Meanwhile, according to (Collerson, 1988:2) writing is regarded as a

process, writing usually starts with some exercises and practices to write

something He calls them some rehearsals for writing. The students may have

some mistakes here and there during the rehearsals, because they have a chance to

revise, edit and proof read their works later. In other words, writing is done

through phases. The phases guide writers to write a text effectively. Whereas,

according to Painter and Martin (1986) say that the kinds of texts which are

recognizable and meaningful in social setting are the ones constructed by

individuals. Writing is also regarded as a social phenomenon where students

construct a certain text type by working together with other students. The teachers

guide and supervise what is being done by the students. The involvement of the

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social activity. As student move up level they need to be able to handle different

kinds of writing.

2.1.3 Writing in English Letters

The status quo of Indonesian curriculum for tertiary education reflected in

the Indonesian Regulation concerning Education Number 12 article 64, 2012: The

Autonomy of Higher Learning, states that Tertiary educations or Universities have

the autonomy to plan, organize and conduct teaching learning activities in the

classroom by each university thus the objectives set by the government for

Universities in Indonesia may be achieved through different means or unique.

Such policy is also imposed in Sanata Dharma University, and English Letters

department where I had conducted my research on, was also in the effect of such

policy. In English letters writing is divided into two distinct premises.

The first premises would be basic academic writing and the second one is

creative writing. Basic academic writing is distributed into three parts in three

different semester. The latter is also divided into three different parts in the later

stage of the study. In the first semester, students learn basic academic writing 1,

the objective is to enable students to have a good command in constructing their

sentences into a well organized paragraph, However the emphasize is still within

the limits of structuring a good sentences. In the second semester, students are

expected to have a good command of writing by looking at their ability to

construct a well organized paragraphs. The emphasize however is still on sentence

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readers. However, the ability of choosing correct vocabulary and understand the

use of transitional sentences is also taken into accounts.

In the third semester students are expected to have a good command of

writing by looking at their ability to construct a well organized paragraphs and

become more aware of the aspects that embedded within a good paragraphs such

as the paragraphs coherentness, and the use of cohesive devices through the use of

different text types. In writing 3 there are three major text types or genres that are

being explored they are descriptive, narrative, and expository as well as the

subsidiary text types that follows. The syllabus that is used for teaching and

learning writing text types was a task based syllabus (Brown: 1995:7). A task

based syllabus is a syllabus with the coverage of the core materials or learning

materials concerning different task that must be achieved by the students such as

writing description, reporting experiences, or instructions; and these task will very

beneficial later in a more complex of language use.

Creative writing began at semester 4, where students are expected to write

essays. This subjects will be require the basic knowledge of the previous three

semesters, this creative writing continues to writing 6 with which the preparation

of the thesis writing is the main focus.

2.1.4 Teaching Writing

Many development of teaching practices have evolved throughout time,

this is the direct consequences of research and practices, social conventions and

even political directives but in most cases generic teaching practices are the result

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practices is an evolving body of knowledge. The teaching of writing is without a

doubt influenced by new methods developed from ever changing research.

Current teaching practices as stated in is developed since the literacy demands of

society, schools and employers have been evolving, to keep pace with increasing

technological change. Literate people now need to be able to engage with a

diverse range of print, electronic and visual texts. The teaching of writing must

continue to respond to these changing literacy demands.

As teachers continue to build their understanding of language and the way

it is learnt, they develop and refine the way they teach language. At the same time,

they incorporate useful elements of earlier approaches into their current teaching

practice. The teaching of writing practices has been evolving through time.

Traditionally concept of teaching writing is as the process of scaffolding fixed

structure in the students mind, the elaboration of the concept is that the fixed

structure which is represented in students mind can be used to built blocks of

knowledge and skills.

Teaching to write would begin with the smallest components of language,

such as individual words, and continue with the writing of individual sentences

and finally writing composition. This approach can increase students' awareness

of language structure. The teacher who presumably has experience in structured

writing able to control the writing text produced by his or her students. In order to

construct a good piece of writing in such method, students knowledge of

individual components of writing must be represented in their piece of writing and

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whether the students final work achieve predetermined accuracy or well

connected to each other.

Furthermore, the student's part taking in the process of writing is also to be

valued as much as the accuracy of the final piece of writing. This method was

known as the process writing approach it aimed to build on the knowledge, skills

about writing that students brought with them to school. It encouraged teachers to

set up classrooms rich in the structure of the written language. The emphasis was

students chose what they want to write about regardless of formal letter formation

provided by their teachers, hence students get the to improve their existing

knowledge that they acquire outside of the classroom context.

This method proven effective for encouraging students to write since

students get to write based on familiar topic that they encounter on daily basis. In

other words process writing methodology was learner centered, since the focal

point of the approach was the students socio-cognitive development. The role of

the teacher, however, was not to take responsibility of the students final product

but merely a facilitator and motivator for the students. Teachers may facilitate

students by providing conferencing, in which students were assisted to draft their

work, edit, proofread, and may even publish their work. The process writing

approach emphasize on the process undergo by the students during the

construction of a text, the approach composed of many elements delivered in

series of steps or sequential manner.

The notion of such approach is that students able to build their existing

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progress to the top. Hence, students will be expected to construct and reconstruct

their text should they fail to meet the goal set by the teachers. This process was

considered to be much more effective in arousing students attention to each stage

of writing such as drafting, editing, and proofreading process from which a

written text emerges.

The process writing approach was right in line to the current view of

language learning where it is considered as natural learning, the notion is based on

the condition under which children learn oral language at home. Students are

encouraged to write for real purposes and demonstration by the teacher was

valued as an effective teaching strategy. However, teachers found that the writing

of many students was lack in creativity, as students fail to write text that would be

familiar to their existence knowledge in particular language that is used in

everyday spoken interactions. Also, the texts typically produced were not the

kinds of texts which would support learning in the subject areas as students

progressed through school. It became apparent that many students needed more to

expand the repertoire of language choices available to them as they drafted texts.

Educators, particularly those who belief in the view of communicative

competence in language learning sought a model of language that would make it

possible to talk to students explicitly about language and its use. This approach to

the teaching of writing became known as the genre approach. Genres are

descriptions of text structures and language features which are typically used to

achieve different social purposes. This concept helps students expand their

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The advantages of genre approaches are seen in the recognition of the value

of learning about typical text structures and related grammatical features. The

important feature of our current approach to writing, however, is that it is based

on a view of language which recognizes that texts are socially constructed.

Students need to be able to compose texts with critical understanding of social

contexts and how meaning is constructed. This emphasis on critical understanding

as well as social purpose is what distinguishes the current approach from others.

2.1.5 Genre

Writing is arguably the most difficult subject for language learners due to

the fact that learners' rarely communicate their ideas in written modes. Jumbled

ideas, incoherent writings, wrong choice of words and grammar is a reflection of

the problems that teachers encountered in evaluation writing. In recent years,

educators have been seeking a methodology to improve the teaching and learning

processes to communicate message better in teaching writing. In order to do this a

new approach was be introduced, an approach that caused a major shift in

educational system, an approach that embraces the notion of imposing genre in

pedagogy has gain interest among teachers in various educational system

particularly with the use of genre in academic writing.

This section of the thesis is to identify related studies concerning the nature

of genre and text types before discussing the implementation of genre based

approach. The history of genre as a research topic can be traced back to the 1960s

from the work of Ewer and Latorre (1969), Ewer (1971), Ewer and

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prominent researcher that are able to give basic description of 'genre' is Douglas

Biber. Biber (1988: 70) suggest genre as

the term 'genre' to refer to categorizations assigned on the basis of external criteria. I use the term 'text type', on the other hand, to refer to groupings of texts that are similar with respect to their linguistic form, irrespective of genre categories.

This may be sufficient for many academics however Biber's idea was not

universally accepted and still disputed. The terms 'genre' and 'text type' seem to be

fused together without being clear cut definition, with the term 'genre' being used

to include both the concept of genre and text types. It is obvious that not all texts

are of the same type. Another theory was proposed by Faigley and Meyer (1983),

the identification of text types is deeply rooted in our culture but the labels of

these categories vary according to the linguist's orientation and preferences.

Various of linguist such as Werlich (1976), Beaugrande and Dressler

(1981), Adam (1992), and Biber (1988) have different categories for text types.

Egon Werlich (1976:39) distinguishes five text types: description, narration,

exposition, argumentation and instruction and speaks of "styles" such as

persuasive, and narrative, which are marked whereas neutral style is an unmarked

norm, composed only of elements of the common core of a language In persuasive

style certain linguistic choices reflect the wish of the writer/speaker to gain the

addressee's consent to what he or she maintains in the text (Werlich 1976:276).

This style occurs frequently in texts of subjective argumentation. The comment is

a realization of the subjective argumentative text form and the styles chosen will

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1976: 108). Beaugrande and Dressler (1981) proposes seven text types

descriptive, narrative, argumentative, scientific, didactic, literary and poetic, while

Adam (1992) considers five major text types, they are récit, description,

argumentation, explication and dialogue. Biber (1988) on the other hands makes a

distinction between genre which later becomes register (Biber 1995: 9) and text

types. Biber (1988) draws a distinction between genre and text type which has

important implications for the language learning classroom.

Biber suggest genre is influenced by cultural and external criteria, whereas

text types can be derived from the texts themselves, irrespective of their genre.

Meaning to say, external criteria follow distinctions and classifications already

available in the culture, Biber establishes a typology of texts based on internal

linguistic criteria only, which are interpreted with reference to external functions.

This notion is supported by Wikberg (1992: 247) suggests that theoretically "one

could define a text type as a group of texts which share a cluster of linguistic

features which occur as with a significantly different frequency compared with

some other group of texts and Swales' (1990: 58) definition of genre as 'a class of

communicative events, the members of which share some set of communicative

purposes which are recognized by the expert members of the parent discourse

community shows that he, too, views the notion of genre from a similar

perspective to that expressed by Biber.

Biber (1988: 102-103) suggests the following textual dimensions: involved

production, informational production, narrative concern, explicit reference,

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information, and online informational elaboration. Biber identify genre as

grouping of texts on the basis of external criteria, the term genre describes types

of social activities such as prayers, sermons, songs, and poems, which regularly

occur in society' (Dudley-Evans 1989: 77), and 'are considered by the speech

community as being of the same type' (Richards et al. 1992: 156).

On the other hand text types represent groupings of texts which are similar

in linguistic form, regardless of genre or speech community. Text types represent

groupings of texts which are similar in terms of co-occurrence of linguistic

patterns. Biber found that the same genre can differ greatly in its linguistic

characteristics. He also observed that different genres can be quite similar

linguistically. The terms 'genre' and 'text type' thus represent different, yet

complementary, perspectives on texts. This article argues that the distinction

between genre and text type is an important and useful one for language learning

classrooms

However, Bibers concept for genres and text types is not universally

accepted or adopted by other scholars such as Gorlach, Karlgrenn and also

Kilgarriff and Grefenstette. Görlach (2004) suggest that the label text types is to

indicate instrumental or practical genres, as opposed to literary genres. Whereas

Stubbs 1996; Karlgren (2000) identify the use of text types and genres as

interwoven. Meanwhile Kilgarriff and Grefenstette (2003) suggest that use of the

term "text types" without any further indication on how this label should be

interpreted in the context in which they use it. Hence, there were some confusion

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provide genre/stylistic writing as the title but text types as the weekly topic for

throughout the course of the semester and to avoid further confusion it requires

some explanation from the lecturer to enlightened the students by using the

concept of genre developed by Paltridge (1996).

As forementioned the definition of genre and text types is not clear cut,

most scholars agreed that is similar but has some degree of differences Biber

(1988) and Wikberg (1992), while other agreed that it is somewhat interwoven but

different in practicality Karlgren (2000), and others make distinction based on the

contextuality of the use of the term Kilgarriff and Grefenstette (2003). To answer

the confusion of the student and to bring forward the definition of genre in this

study I took the concept of genre from Paltridge. Paltridge work was based on

Biber but different in term of external and internal criteria.

Biber makes a distinction between genre and text types class in accordance

with the function of the text rather than the linguistic features that makes up a

piece of writing that belongs to a certain genre which later becomes subordinates

of register (Biber 988). In other words, that items with the similar traits or

composition serves the same purpose. One way to identify the distinction between

genre and text type is to say that the former is based on external or larger

discourse of text, a non-linguistic criteria while the latter is based on the internal,

linguistic characteristics of texts themselves. A genre, in this view, is defined as a

category assigned on the basis of external criteria such as intended audience,

purpose, and activity type, that is, it refers to a conventional, culturally recognized

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occurrence features, which are, instead, the internal linguistic criteria forming the

basis of text type categories.

Genre categories are determined on the basis of external criteria relating to the speaker's purpose and topic; they are assigned on the basis of use rather than on the basis of form. Biber (1988 p.170)

In theory, two texts may belong to the same text type in Biber's sense even though

they may come from two different genres because they have some similarities in

linguistic form biographies and novels are similar in terms of some typically

past-tense, third-person narrative linguistic features. This highly restricted use of text

type is an attempt to account for variation within and across genres and hence, in a

way, to go "above and beyond" genre in linguistic investigations. Biber's (1989, p.

6) use of the term, for example, is prompted by his belief that "genre distinctions

do not adequately represent the underlying text types of English, linguistically

distinct texts within a genre represent different text types; linguistically similar

texts from different genres represent a single text type."

The more sensible sense of genre that I would try to explore in terms of

genre and text types distinction, would be Paltridge (1996). Paltridge derive his

ideas from Biber's concept of genre and text type, however it is quiet explicit that

Paltridge understanding of internal versus external criteria is farfetched to of

Biber's. Paltridge proposes the following distinction:

Genre Text Type

Recipe Procedure Personal letter Anecdote Advertisement Description Police report Description Student essay Exposition Formal letter Exposition

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News item Recount Health brochure Procedure Student assignment Recount Biology textbook Report Film review Review

Table 1. Paltridge's Examples of Genres and "Text Types" (based on Hammond, Burns, Joyce, Brosnan, & Gerot, 1992)

As can be seen, what Paltridge calls "text types" are probably better termed

"discourse/rhetorical structure types," since the determinants of his "text types"

are not surface-level lexicogrammatical or syntactic features (Biber's "internal

linguistic features"), but rhetorical patterns (which is what Hoey, 1986, p. 130, for

example, calls them).

Returning to Biber's distinction between genre and text type, then, what

we can say is that his "internal versus external" distinction is appealing. However,

as noted earlier, the main problem is that linguists have still not firmly decided on

or enumerated or described in concrete terms the kinds of text types (in Biber's

sense) we would profit from looking at. Biber's (1989) work on text typology

approach is the most suggestive work so far in this area, but his categories do not

seem to have been taken up by other linguists. His eight text types (e.g.,

"informational interaction," "learned exposition," "involved persuasion") are

claimed to be maximally distinct in terms of their linguistic characteristics. The

classification here is at the level of individual texts, not groups such as "genres,"

so texts which nominally "belong together" in a "genre" (in terms of external

criteria) may land up in different text types because of differing linguistic

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In summary, with text type still being an elusive concept which cannot yet

be established explicitly in terms of linguistic features, perhaps the looser use of

the term by people such as Faigley and Meyer (1983) may be just as useful: they

use text type in the sense of the traditional four-part rhetorical categories of

narrative, description, exposition and argumentation. Steen (1999, p. 113)

similarly calls these four classes "types of discourse." 4 Stubbs (1996, p. 11), on

the other hand, uses text type and genre interchangeably, in common, perhaps,

with most other linguists. At present, such usages of text type (which do not

observe the distinctions Biber and EAGLES try to make) are perhaps as consistent

and sensible as any, as long as people make it clear how they are using the terms.

2.1.6 The Genre-Based Approach

The main rationale of using the genre-based approach is it has great

potential in teaching writings particularly in English Foreign Language

classrooms in this case third semester students in the Faculty of Letters of Sanata

Dharma University. It matches modern classroom practice based on the holistic

view where the key focus is on negotiation of meaning and how language operates

at the text level in order to obtain the meaning. It is strongly against the traditional

paradigm of language in which meaning is said to be found in isolation at the

level of the individual words or sentences. Therefore, the idea of imposing

genre-based approach in teaching writing serves as a means in cultivating a new

perspective of improving students' writing skills and increase their knowledge of

the practical world. Christie (1999: 759) suggest that the functional nature of

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20: Are you familiar with the term language features? What is it according to your understanding?

21: Are you familiar with the term social functions? What is it according to your understanding?

22: Do you think that through understanding the generic structure, language features, and social functions of certain text makes you learn writing easier?

23: Was the teacher/lecturer resourceful in teaching text types to the students? 24: Does the teacher compare text within the same genre? If yes, how does he

do it?

25: Does the teacher ask the students to write/construct a certain text? 26: Does the teacher hive feedback to his students?

27: Does the teacher/lecturer have certain habits/styles (when teaching)? Do you share the same vision as your teacher in terms of his approach? Do you trust your teacher with his approach?

28: Do you think that by using Genre Based Approach in writing (that's what the methodology is called) requires more preparations?

29: Do you think that learning writing using genre is helpful for you development as a student in terms of understanding writing text types? 30: Are you computer literate? How literate are you?

31: When was the first time that you use computers? What do you use it for? 32: Are you familiar with most computer software such as Microsoft Office

Programs, Adobe Viewer, Photoshop, Corel, Windows Media Player? 33: Are you familiar with the layout of most computer programs such as

Microsoft Office programmes, Window Media Player, Adobe Viewer? 34: Are you familiar with the term internet? In your own words what is it?

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38: Are you familiar with the layout of certain websites such as yahoo, facebook, and youtube? Do you any difficulties registering or subscribing to the website?

39: Do you think that internet or websites in the internet makes you life easier? 40: If you are interested in something for example expository text, would you

research that over the internet?

41: Do you ever use internet for study purposes?

42: You are currently a student of writing 3, Department of English Letters, Faculty of Letter, Sanata Dharma University? Obviously you have passed writing 1 and 2, correct? Are you aware that there is a change of approach in the classroom teaching? What is it?

43: Usually in teaching, the teacher provides a learning model (materials), conventionally the models are printed and the teacher give instructions manually to their students. In writing 3 is it always like that? What changed?

44: The change of face-to-face instruction (This is the term for conventional method) classroom instruction with blended approach (This is the method that the teacher use) learning is noticeable? How?

45: How does the teacher present or display the materials?

46: How does the teacher give classroom instructions (the way he or she teaches)?

47: How does the teacher give feedback?

48: How does the teacher assess your homework, assignment, and test? 49: How does the teacher grade homework, assignment, and test?

50: How does the teacher give notify the students regarding announcement or changes?

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APPENDIX I LIST OF INVENTORY QUESTIONS FOR

RE-INTERVIEW

1: Does the teacher explains the topic that he or she going to talk about? Does the teacher introduce the types of text and explains it to the students? 2: During the explanation does the teacher engage the students?

3: Does the teacher provide examples of the text of certain text types? 4: Does the teacher make comparison within the same text types?

5: Do you prefer to be taught by an older, more experienced teacher, or younger but versatile teacher?

6: Do you think that knowing your teachers teaching experiences will have impact on your study?

7: In writing 3 your teacher used blended method, do you think age or teaching experience becomes more significant or insignificant? How much is the significance?

8: In college for writing classes you are taught using genre based approach, what about when you are in high school?

9: Does your teacher provide writing skills for example division, coherence, cohesion? Do you benefit from that?

10: Have you ever written some kind of scientific papers? If yes, do you refer to what you have learned during the process of creating such papers? 11: How does your teacher evaluate your work? Does he or she provide

criteria in which you have to fulfil?

12: Do the students have the access to assessment rubrix? Does your teacher explains the citeria?

13: Was your teacher clear in delivering the materials face to face? 14: What about during online session?

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17: What do you feel during online session, do you feel nervous, or confused or maybe feel distant from knowledge?

18: How many assignments do you have to do in 1 semester in writing 3 class? What are the assignments?

19: How many test do you have to do? How was the test held?

20: Is the test held by your writing 3 teacher have any difference to conventional method? Is it to your preference?

21: How do you submit your homework, assignment, and text? 22: How does the teacher return your work?

23: Do you find it difficult to submit your work or getting your work? does it require a lot of effort?

24: Previously you mentioned that you access internet on daily basis, and most mornings you would open your facebook account or email account, do you do that as well to Writing 3 website? If yes, why?

25: What do you usually do for your test? Can you tell me the procedure or the preparations?

26: What kind preparations you have to do when studying writing 3 using the blended method?

27: Does your teacher discuss certain text together with his or her students in class?

28: Does your teacher ask the students to discuss certain text together without the teacher being the center of the discussion?

29: Do you work collaboratively with your friends in creating a certain text? 30: MOODLE is a Virtual Learning Management Systems has features that

allow the students to work independently and collaboratively, do you use those features?

31: Do you find MOODLE easy to work with?

32: Do you think that having MOODLE helps with you to be more organized in your study?

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34: Does MOODLE helps change the rhythm of your study? If yes, how does it change?

35: Do you that the meta-language (the language available on the website be it in the pictures, registry page, main page, etc) in MOODLE has some role in your understanding of certain texts?

36: Does MOODLE/Website helps students to understand generic structure of certain texts?

37: Does MOODLE helps students to understand language features of certain texts?

38: Does MOODLE helps students to understand the social functions of certain texts?

39: Does MOODLE provide enough informations for learning text types? 40: What do you think of book collection in MOODLE, does it help with your

understanding in writing text types?

41: Do you still search for additional information even when you have sufficient resources for learning writing text types?

42: What is your frequency of accessing MOODLE in one day?

43: Do you access MOODLE only when you are being told by your teacher or do you access it in your own demand?

44: Do you feel nervous when participating classroom discussion?

45: Do you feel nervous when participating in classroom discussion using one of the features in the website?

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Learning writing text types with moodle experience.

LEARNING WRITING TEXT TYPES WITH

MOODLE EXPERIENCE

A THESIS

LEARNING WRITING TEXT TYPES WITH

MOODLE EXPERIENCE

A THESIS

LEARNING WRITING TEXT TYPES WITH

MOODLE EXPERIENCE

Presented by

Edward Lewa Usu Sada

Student Number : 106332031

Defended before the Thesis Committee and Declared

Acceptable

THESIS COMMITTEE

Chairperson :

_____________________

Secretary

:

_____________________

Members

:

1.

_____________________

2.

_____________________

Yogyakarta, ... 2014

The Graduate Program Director

Sanata Dharma University

CHAPTER 1

INTRODUCTION

APPENDIX I LIST OF INVENTORY QUESTIONS FOR

RE-INTERVIEW

Parts

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