Empowering Students from 'Racism' in Assessment Practices of English Test Proficiency through Genre-Based Pedagogies

DOI

10.2991/conaplin-16.2017.42How to use a DOI?

Keywords

linguicism; genre-based pedagogy; writing exposition; systemic functional linguistics

Abstract

This paper demonstrates that genre-based pedagogy can contribute to the improvement of students' English skill especially argumentative writing skills which are needed in assessment practices of English test proficiency such as IELTS. To reach the goal of the study, a qualitative research design was used. Specifically, a qualitative case study was employed since in this study thewriter presented detailed linguistic analyses of student's writings. The data were collections of students' writings in various stages, which were then analyzed using the framework 3x3 matrix developed by Humprey and her colleagues(Humprey, Martin, Dreyfus, & Mahboob, 2010) within Systemic Functional Theory (hereafter SFL). The findings showed that the students' argumentative writing skills improved in which the students could write argumentative texts with clear schematic (level of genre) and used linguistic resources well (level of discourse) after teaching program.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yulizar Komarawan
PY  - 2016/11
DA  - 2016/11
TI  - Empowering Students from 'Racism' in Assessment Practices of English Test Proficiency through Genre-Based Pedagogies
BT  - Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)
PB  - Atlantis Press
SP  - 193
EP  - 198
SN  - 2352-5398
UR  - https://doi.org/10.2991/conaplin-16.2017.42
DO  - 10.2991/conaplin-16.2017.42
ID  - Komarawan2016/11
ER  -