Unpacking Genre-Based Instruction: Cognitive, Emotional, and Behavioral Engagement in High School Writing
DOI:
https://doi.org/10.46918/seltics.v8i1.2599Keywords:
Genre-Based Instruction, Student Responses, Writing Skills, EducationAbstract
Genre-Based Instruction (GBI) is a structured approach that scaffolds students’ writing development by explicitly teaching genre conventions and guiding them through sequenced instructional stages. This qualitative study explores cognitive, emotional, and behavioral engagement among high school students who have experienced GBI in their writing instruction. This study, conducted at SMAN 1 Enrekang and SMAN 2 Enrekang, employs semi-structured interviews to capture students' lived experiences and perceptions. Using thematic analysis, findings reveal that GBI enhances cognitive engagement by improving genre awareness and structural clarity in writing, while emotional engagement is fostered through increased writing confidence and motivation, particularly in collaborative Joint Construction activities. Behavioral engagement is reflected in students’ active participation, peer interaction, and deeper involvement in the writing process. However, challenges include limited vocabulary acquisition, which hindered comprehension of genre-specific conventions, and time constraints, which restricted students’ ability to internalize writing structures before transitioning to independent tasks. These findings highlight the need for curricular flexibility to accommodate a more reflective writing process, as well as technology-supported vocabulary development to enhance students’ engagement with genre-specific text. While GBI effectively cultivates writing engagement across cognitive, emotional, and behavioral domains, its success depends on instructional refinements and professional development for teachers. Additionally, supportive policy frameworks are crucial to ensuring sustainable and adaptable implementation. This study contributes to ongoing discussions on effective writing pedagogy, offering insights into optimizing GBI for diverse educational contexts.
References
Bergmann, J. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77–101.
Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of cross-cultural psychology, 1(3), 185–216.
Cresswell, J. (2013). Qualitative inquiry & research design: Choosing among five approaches.
Derewianka, B., & Jones, P. (2016). Teaching language in context. ERIC.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random house.
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of educational psychology, 99(3), 445.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of second language writing, 16(3), 148–164.
Hyland, K. (2019). Second language writing. Cambridge university press.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Interaction Book Company.
Lincoln, Y. S., & Guba, E. G. (1988). Criteria for Assessing Naturalistic Inquiries as Reports.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge Handbook of Visuospatial Thinking/Cambridge University Press.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18, 315–341.
Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Equinox London.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54–67.
Sweller, J., Ayres, P., Kalyuga, S., Sweller, J., Ayres, P., & Kalyuga, S. (2011). Measuring cognitive load. Cognitive load theory, 71–85.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol 86). Harvard university press.
Yin, R. K. (2003). Designing case studies. Qualitative research methods, 5(14), 359–386.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
