Penerapan Pembelajaran Berdiferensiasi Dalam Menulis  Teks Eksposisi Dengan Pendekatan Berbasis Teks

Erni Yulianti

doi:10.47239/jgdd.v5i2.580

Authors

Erni Yulianti SMA N 1 Pangkalpinang, Bangka Belitung

DOI:

https://doi.org/10.47239/jgdd.v5i2.580

Keywords:

Genre-based approach, teaching differentiated, writing exposition text

Abstract

This study aimed to determine the effectiveness of differentiated teaching for students’ writing exposition texts through Genre Based Approach (GBA). This study described the integrating of differentiated teaching in describing students' writing activities to find out how the process of students in writing exposition texts and to determine students' attitudes in writing texts through GBA. This research was conducted at SMA Negeri 1 Pangkalpinang for class XI. This study used pre-experimental design for one group of pre-test and post-test (Creswell, 2008). The data in this study were obtained from pre-test-post-test and questionnaires. Data from pretest and posttest to determine the improvement of students' writing exposition text using the Match T-test. Data from the questionnaire, to describe the second research question, was analyzed using a Likert Scale and categorized into three categories: Positive, Neutral, and Negative as suggested by (Azwar, 2012). The results showed that there was a significant improvement for students' writing skills after applying differentiated teaching in writing exposition texts through genre-based approach. Students understood the material that was explained well and wrote expository texts well because they were able to explore themselves in writing due to their interest in the topics chosen, the readiness of students in writing texts and the integrating of differentiated teaching that focuses on students through GBA. In addition, the data showed that students had a positive attitude in writing expository texts through GBA. Students assumed that by integrating of differentiated teaching facilitated them in the writing process through GBA.

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