Reflection on Background Knowledge Implementation Using Top-down Activities
Keywords:
Background knowledge, top-down approach, reading
Abstract
This paper attempts to examine students’ reaction and potential challenges encountered in the implementation of activities which stimulate their background knowledge. The authors implemented lesson plan which used top-down activities to raise students’ awareness of the use of background knowledge. The analysis in this reflection paper used two evaluation questions. The result showed that there are several reactions from the students as well as problems arose during the implementation of the activities. The reactions and problems are varied determined by the type of the exercise. Additionally, more explanations and examples are needed to be supplied before and also during the activity of completing the exercises. Those are necessary because during the activities, some students seemed to hesitate and needed more encouragement. Finally, continue practice using these type of exercises might give positive result in improving students’ awareness of background knowledge in discourse.
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Subekti, A. S. (2018). L2 writing proficiency and mastery of complex sentence: A study of Indonesian english education major University students. IJEFL (Indonesian Journal of EFL and Linguistics), 3(1), 19-32.
Thadani, K. (2014). Approximation Strategies for Multi-Structure Sentence Compression. Association for Computational Linguistics, (pp. 1241-1251). Maryland.
Tuan, L. T. (2011). Teaching Writing through Genre-based Approach. Theory and Practice in Language Studies, 1(11), 1471-1478. doi:10.4304/tpls.1.11.1471-1478
Widodo, H. P. (2006). Designing a genre-based lesson plan for an academic writing course. English Teaching: Practice and Critique, 5(3), 173-199.
Ariyanti, A. (2016). Shaping students’ writing skills: The study of fundamental aspects in mastering academic writing. Indonesian Journal of EFL and Linguistics, 1(1), 63-77. doi:http://dx.doi.org/10.21462/ijefll.v1i1.5
Bahri, S., & Sugeng, B. (2009). Difficulties in writing in vocabulary and grammar of the second-year students of SMPN 1 Selong East Lombok. Journal of Education Research in the Theory and Practice of Education, 2(1), 1-16.
Bauman, R. (2001). The ethnography of genre in a Mexican market: form, function, variation. In P. Eckert, & John R. Rickford, Style and Sociolinguistic Variation (pp. 57-77). Stanford University, California: Cambridge University Press. doi:https://doi.org/10.1017/CBO9780511613258.004
Berkum, J. J., Zwitserlood, P., Hagoort, P., & Brown, C. M. (2003). When and how do listeners relate a sentence to the wider discourse? Cognitive Brain Research, 17, 701-718. doi:10.1016 /S0926-6410(03)00196-4
Cook, G. (1989). Discourse. Oxford: Oxford University Press.
Derewianka, B. (2003). Trends and issues in genre-based approaches. RELC Journal, 34(2), 133-154. doi:10.1177/003368820303400202
Derewianka, B. (2012). Knowledge about language in the Australian curriculum: English. Australian Journal of Language and Literacy, 35(1), 127-146.
Dijk, T. A. (2008). Discourse and Context: A Sociocognitive Approach. Cambridge: Cambridge University Press.
Dirgeyasa, I. W. (2016). Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching, 9(9), 45-51. doi:10.5539/elt.v9n9p45
Elashri, I. I.-E. (2013). The effect of the genre-based approach to teaching writing on the EFL Al-Azhar secondary students' writing skills and their attitudes towards writing. United State: Eric.
Gee, J. P. (2011). An introduction to discourse analysis: theory and method. New York: Routledge.
Gibbon, P. (2015). Scaffolding language scaffolding learning. Portsmouth, NH: Heinemann.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environment. Educational Technology Research and Development, 48(3), 23-48.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148-164. doi:10.1016/j.jslw.2007.07.005
Johns, A. M. (2011). The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Journal of Second Language Writing, 20, 56-68. doi:10.1016/j.jslw.2010.12.003
Lestari, A., Sofendi, & Petrus, I. (2018). The Correlations among Undergraduate EFL Students’ Reading Habit, Multiple Intelligences, and Writing Mastery. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(2), 165-183.
Liu, Y. (2013). Learning to write, read to learn: genre, knowledge and pedagogy in the Sydney school. Pedagogies: An International Journal, 8(4), 387-390. doi:10.1080/1554480X.2013.827849
Macaulay, M. (2001). Tough talk: Indirectness and gender in requests for information. Journal of Pragmatics, 33, 293-316.
Margana, M. (2016). Voice of teachers and students on blended culture as a model of English language teaching and learning at vocational high school in Yogyakarta. Mediterranean Journal of Social Sciencce, 7(3), 459-466. doi:10.5901/mjss.2016.y7n3p459
Martin, J. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20, 10-21. doi:10.1016/j.linged.2009.01.003
McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University Press.
Omar, A., & Ghazali, E. M. (2016). Enhancing Students' Reaction Writing via Short Stories: A Pedagogical Perspective. Indonesian Journal of EFL and Linguistics, 1(2), 145-156. doi:http://dx.doi.org/10.21462/ijefll.v1i2.13
Paltridge, B. (1996). Genre, text type, and the language learning classroom. ELT Journal, 50(3), 237-243.
Pratiwi, K. D. (2012). Students’ Difficulties inWriting English. Journal of Institute for Islam Studies of Bengkulu, 1-13.
Sternberg, R. J., & Williams, W. M. (2010). Educational Psychology (2nd ed.). Upper Saddle River: NJ: Pearson Education, Inc.
Subekti, A. S. (2018). L2 writing proficiency and mastery of complex sentence: A study of Indonesian english education major University students. IJEFL (Indonesian Journal of EFL and Linguistics), 3(1), 19-32.
Thadani, K. (2014). Approximation Strategies for Multi-Structure Sentence Compression. Association for Computational Linguistics, (pp. 1241-1251). Maryland.
Tuan, L. T. (2011). Teaching Writing through Genre-based Approach. Theory and Practice in Language Studies, 1(11), 1471-1478. doi:10.4304/tpls.1.11.1471-1478
Widodo, H. P. (2006). Designing a genre-based lesson plan for an academic writing course. English Teaching: Practice and Critique, 5(3), 173-199.
Published
2018-08-28
How to Cite
Hidayati, F., & Basikin, B. (2018). Reflection on Background Knowledge Implementation Using Top-down Activities. Indonesian Journal of EFL and Linguistics, 3(2), 89-98. https://doi.org/10.21462/ijefl.v3i2.68
Section
Articles
