Factual Text Genre: Analysis of the Ability of High School

Factual Text Genre: Analysis of the Ability of High School Teachers inDeveloping Learning Tools

Imam Safi’i, Wini Tarmini, Hamzah Puadi Ilyas

Graduate School of Indonesian Languange Education, Universitas Muhammadiyah Prof. DR. HAMKA Jakarta,Indonesia

*Corresponding e-mail: [email protected]

Received: 22 June 2020 Accepted: 04 August 2020 Published: 19 August 2020

Keywords: factual text genre, high school teacher, content analysis

Kata Kunci: genre teks faktual, guru sekolah menegah atas, analisis konten.

To cite this article:

Jurnal Pendidikan Progresif e-ISSN: 2550-1313 | p-ISSN: 2087-9849

http://jurnal.fkip.unila.ac.id/index.php/jpp/

Vol. 10, No. 2, pp. 222-232, 2020 DOI: 10.23960/jpp.v10.i2.202008

Safi’i, I., Tarmini, W., & Ilyas, H., P. (2020). Factual Text’ Genre: Analysis of the Ability of High SchoolTeachers in Developing Learning Tools. Jurnal Pendidikan Progresif, 10(2), 222-232. doi: 10.23960/jpp.v10.i2.202008.

Abstract: Factual Text Genre: Analysis of the Ability of High School Teachers in Developing

Learning Tools. Objective: This study aims to describe the ability of Indonesian language teachersin Banten Provision in designing factual text genre. Method: The method was content analysis. Theresearch sample was taken purposively through the XII grade. Indonesian Language Lesson PlanModule compiled. Data collection and analysis were done by measuring the relevance of datacategorization in terms of genre pedagogical, genre scientific, and the completeness of the evaluationinstrument. Findings: The average ability of teachers in describing learning with genre pedagogical approach was 67%; the ability of teachers in describing genre scientific methods was 83%; the ability of teachers in making assessment instruments based on the genre of text was 50%. Conclusion: Teachers’ competence in designing textual genre-based learning was not optimal. The results of this study can be utilized as an assessment of the effectiveness of the implementation of Indonesian language learningbased on the text genre.

Abstrak: Genre Teks Faktual: Analisis atas Kemampuan Guru SMA di Provinsi Banten dalam

Penyusunan Rencana Pelaksanaan Pembelajaran. Tujuan: Penelitian ini bertujuan untuk

mendeskripsikan kemampuan para guru bahasa Indonesia di Provinsi Banten dalam mendesain

pembelajaran genre teks factual. Metode: Metode penelitian yang digunakan adalah analisis

isi. Sampel penelitian diambil secara purposive melalui Modul Rencana Pelaksanaan

Pembelajaran Bahasa Indonesia Kelas XII. Analisis data dilakukan dengan cara mengukur

relevansi kategorisasi data dari segi pedagogi genre, saintifik genre, dan kelengkapan instrumen

evaluasi. Temuan: Rata-rata kemampuan guru dalam mendeskripsikan pembelajaran

denganpendekatan pedagogi genre sebesar 67%, kemampuan guru dalam memaparkan metode

saintifik genre sebesar 83%, dan kemampuan guru dalam membuat instrumen penilaian

berbasis genreteks factual sebesar 50%. Kesimpulan: Kompetensi guru dalam merancang

pembelajaran berbasis genre teks belum optimal. Hasil penelitian ini dapat dimanfaatkan

sebagai penilaian efektivitas implementasi pembelajaran Bahasa Indonesia berbasis genre

teks.

223 Safi’i et al., Factual Text Genre: Analysis of the Ability of High School ...

INTRODUCTION

The learning of the factual text genre islearning that utilizes text as one of the mainfoundations in carrying out language learning.Genre is a meaning and social purpose, while thetype of text is a physical form. Therefore, thegenre-based approach is also called text-based(Kemendikbud Team, 2016). From the point ofview of social semiotic theory, text is a socialprocess oriented to a social goal. Text is anembodiment of social activities and social aims,both oral and written (Mahsun, 2014). Text-based Indonesian Language Learning isinterpreted as learning that leads students to beable to think systematically, empirically, andcritically (Agustina, 2017).

Understanding Indonesian languageteachers’ ability with regard to textual genre andits implementation in learning is very much needed.Teachers’ understanding and ability to implementtextual genre-based learning will be able to leadstudents to think systematically, critically, andcreatively. In teaching learning-processes, ateacher must develop a lesson plan. Lesson planis one of the procedural foundations used byteachers in carrying out learning-teachingactivities. Through Lesson plan, a teacher candesign classroom activities that can encouragestudents to learn how to generate questions fromthe texts they read, the characteristics of thephenomena they observe, and the conclusionsthey draw from scientific models or investigations(Ernst-Slavit & Pratt, 2017). Therefore, theteacher’s understanding and competence indesigning and developing learning based on thegenre of text is a must before he carries out thelearning activities in the classroom. Therefore,learning is expected to be effective. Based onlesson plan, the implementation plan of textualgenre learning will be elaborated, which includesthe flow of thought and procedures developedby the teachers in carrying out and realizingintellectual-based learning genres, namely,

pedagogy, scientific genres, and assessmentsbased on intellectual genres.

Pedagogy genre is an approach to learningIndonesian that applies to four learning pathways:building context, examining models, guidingconstruction, and constructing independently. Insome literature, the method is believed to be ableto increase the effectiveness of learning. This issimilar to the result of research conducted by (Lo&Jeong, 2018). They compare the learningoutcomes in writing essays before and after theintervention using genre pedagogical methods.According to them, students can produce betterargumentative essays in terms of developing logicalideas and the use of academic language.

Scientific genre is a genre-based learning oftext that implements the scientific thought processin the form of observing, questioning, reasoning,and communicating. Scientific knowledge issomething special (Sufairoh, 2016a). This isbecause the scientific approach is a learningprocess that supports student creativity. Throughscientific approach, students’ scientific attitudes willbe awakened (Kusumaningsih, 2013). Besidesthis, scientific genres can improve students’ criticalthinking skills, which play a central role in learning,(McPeck, 1981; Beyer, 1987; Stupple et al., 2017;Safi’i & Muljono, 2018). Critical Thinking allowsstudents to make logical and unbiased decisions,(Heijltjes, van Gog, Leppink, & Paas, 2014). Acomprehensive assessment of critical thinking is alsoa multidimensional construct that includes reasoning,decision making, and problem solving skills(Bensley et al., 2016). This is also in line withNurdyansyah and Musfiqon (2015) who state thatthe scientific approach to learning does not onlyfocus on how to develop students’ competenciesin conducting observations or experiments but alsofocus on how to develop students’ knowledge andthinking skills so that they can support creative andinnovative activities.

In addition to describing teachers’understanding competencies and ability about

224 Jurnal Pendidikan Progresif, Vol. 10, No. 2, pp. 222-232, August 2020

learning based on textual genres, theimplementation of lesson plan will also give theinformation about teachers’ competencies indeveloping evaluation instruments based on textualgenres. The development of evaluation instrumentsis one of the professional competencies that mustbe possessed by a teacher. This is in line withTeacher and Lecturer Regulations (2007), whichstates that a professional teacher should be ableto arrange and conduct evaluation or assessmentproperly. Based on the development andimplementation of evaluation, data that illustrate thesuccess rate of learning can be obtained.

The role of evaluation which is vital inlearning must be supported by qualified evaluationinstruments that can measure students’ high-levelthinking skills or high order thinking skills (HOTS).Standard evaluation instruments in learning andassessment can have a positive effect on languagelearning in the form of critical thinking skills,creativity, and student motivation (Thnull, 2017).These various capabilities need to be improvedand fostered through the procurement orevaluation of quality learning instruments. In thetheory of Augmented Intelligence cited by Lo andJeong (2018), intelligence involves creative skillsin generating new ideas, analytical skills inevaluating whether ideas are good, practical skillsin practicing ideas and convincing others aboutthe value of ideas, and wisdom-based skills inconfirming that someone uses a person’sknowledge and skills to serve the common good.

With regard to the Indonesian context, thequestion emerging refers to Indonesian Languageteachers’ ability in preparing lesson plan and textgenre based evaluation using genre as well asscientific genre approaches as emphasized in the2013 curriculum. Some research related to theimplementation of the 2013 curriculum principles,especially about the factual text genre, has beenconducted. However, there is very littleinformation on teachers’ understanding and abilityin preparing the lesson plan.

Some previous studies which haveinvestigated textual genres are conducted byAgustina (2017), Setiwati (2018), and Saputroet al. (2019). Agustina (2017), for example,explores more about the concept of the textualgenre and its variety contained in the 2013curriculum. Setiawati (2018) emphasizes theimplementation of text-based reading learning,while Saputro et al. (2019) highlights theimplementation of text-based Indonesian learningcontained in the textbooks.

The conceptual understanding for teachersabout the textual genre has indeed become thebasis for teachers in making plan and implementingtextual genre-based learning processes. However,the conceptual understanding is certainly notinternalized when it is not implemented in thelesson plan. Conversely, the implementation oftextual genre-based learning is also not wellrealized when teachers are less able to developintellectual genre based learning plan. This refersto the statement from (Ernst-Slavit &Pratt, 2017).Therefore, discussion in this research focuses onthe competency of Indonesian language highschool teachers in designing learning plan basedon factual text genre. The sub focuses in this studyare related to the ability of teachers to describethe steps of learning activities as outlined in thelearning implementation plan in terms ofpedagogical aspects of the genre, the ability ofteachers to describe the steps of learning activitiesas outlined in the learning implementation plan thatis reviewed from the aspects of scientificpedagogy, and the ability of teachers to designassessment instruments contained in textualgenre-based learning tools.

This research is expected to getcomprehensive data regarding teachers’professional competence in developing learningdesign or lesson plan based on the text genre,especially the factual text genre. Thereby theresults of this research can be used as a basis fortaking a number of policies with regard to the


effectiveness of the 2013 curriculumimplementation in high school education units inBanten.

METHOD

This research was concerned with lessonplan compiled and recorded in a module by aGroup of Subject Teachers of the IndonesianLanguage Teachers in Banten Province. Thegroup of subject teachers is divided into eightregions, namely South Tangerang City, TangerangCity, Tangerang Regency, Cilegon City, SerangCity, Serang Regency, Pandeglang Regency, andLebak Regency.

The procedure in this research consistedof three stages: (1) orientation to reading:researchers explored data about the ability ofIndonesian language teachers in Banten Provincein the design of learning plan about the factualtext genre, (2) exploration: researchers classifiedor encoded data based on research sub focusesin the form of teachers’ ability to voice learningactivities with a pedagogical approach to genre,scientific, and the ability of teachers to prepareevaluation instruments based on the genre of text,and (3) member check: researchers examined theinterim report by conducting discussion or groupdiscussion forum to discuss and validate variousdata research.

Data collection instruments used were acriterion sheet containing a number of indicatorson genre pedagogical approaches, scientificpedagogy, and diversity of textual genre evaluationinstruments. Teachers’ ability data in genrepedagogy was measured by looking at the stagesof the learning processed compiled by theteacher, which included building context orconditioning, modeling, producing together, andproducing independently. Data on the ability ofteachers to describe scientific genres was seenfrom a series of learning activities that includedobserving, asking questions, gatheringinformation, processing information, and

communicating. The evaluation instrument wasbased on textual genre in terms of diversity,namely cognitive, psychomotor, and affectiveaspects.

The data findings related to the threecategories are then identified by two terms,namely: (Appropriate) if the lesson plan andevaluation instruments prepared by the teachersare in accordance with the criteria and(Unsuitable) if the lesson plan and evaluationinstrument are arranged by the teachers not inaccordance with predetermined criteria. Thenumber of findings, in the form of conformity anddiscrepancy, is then presented with the totalamount of data.

RESULT AND DISCUSSION

Teacher’s Ability in Describing Activities in

terms of Genre Pedagogical Aspects.

Based on the analysis of the steps of learningcontained in the lesson plan based on the textgenre that has been compiled by a group ofIndonesian language teachers, it showed thatteachers’ competence in describing learning stepsusing the genre pedagogical approach did notshow maximum results, as can be seen in thediagram below:

Figure 1. The Teacher’s Ability in DescribingLearning in terms of Genre Pedagogical Aspects


It can be seen that in the stage of building thecontext and examining the model, the teacherscould describe it precisely. At the stage of buildingthe context, the teachers described the variousefforts in conditioning students to be ready toparticipate in learning activities, for example, bybriefly reviewing the material previously studiedand linking the material that was learned in theprevious meeting with the material to be learned.The development of context or conditioning playsa very important role in supporting the effectivenessof learning as stated by Gebre & Polman (2020),who state that the context of learning has becomean important focus of research and discussionrelated to pedagogy in education.

After conditioning, the teacher describedvarious learning activities related to the materialbeing studied as the planned subject matter. Theteacher directed students to jointly study themodel or taught material being studied, forexample, the text of a job application letter,editorial text, and article. Studying activitiesconducted together with students can include thecharacteristics of the language of the text, thestructure of the text, as well as various otherefforts that can be used to explore studentknowledge relating to the material being studiedand the competencies expected.

The next stage of learning after conditioningand modeling in learning activities that areapproached by genre pedagogy is to constructguided and independently construct. However,the ability of teachers in describing the two stageswas not maximal. It was only 50%. Surprisingly,new teachers could describe the stages of guidedconstruction and independently control threeteaching materials from six teaching materials ofthe factual text genre that students would learn.In learning about facts and opinions, articles, andcriticism the teacher could not describe the stageof guiding construction correctly.

In the guided construction phase, teachersshould explain about the activities of students in

producing factual text genre. This can be doneby students - with the guidance of the teacher -both independently and collaboratively with theirpeers. The guided learning phase is importantbecause it can provide a more intensive studentlearning experience. The guidance can be usedas mediation to achieve learning objectives (Butler& Shibaz, 2014). Guided learning can provideopportunities for students to gain more meaningfulknowledge (Hartini & Qohar, 2018).

In line with the opinion of Hartini and Qohar(2018) above, Hooi et al., (2017) also state thatstudent participation, along with professionalguidance, has a significant and positive effect.According to Topu and Goktas (2018), there isa correlation between cognitive involvement andachievement in the guided group. The guidedlearning approach not only benefits students interms of improving their project performance butalso increases their learning motivation, criticalthinking tendencies, and group self-efficacy(Chang & Hwang, 2018). However, in order toimprove optimal results in the guided learningactivities, it needs to be supported by a moreadequate level of teacher knowledge of learningcontent (Erkens & Bodemer, 2018)

After the teacher describes the learningactivities in a guided manner, the teacher alsoneeds to describe the learning activitiesindependently in producing the factual text genre.This needs to be done by the teacher because itcan be used to improve students’ learningexperiences. Thus, students’ mastery or abilityto produce factual text genres will be moreoptimal. This is in line with Fischer and Sliwka(2018) who state hat providing opportunities forstudents to learn independently can furtherimprove learning outcomes. Child-centeredlearning requires teachers to see children as activepartners who can learn and develop deepunderstanding of their students, including thevarious ways in which they learn (Phelps et al.,2012).


Teachers’ understanding andimplementation of learning designs using genrepedagogical approaches needs to be continued.This is because the learning design or lesson planis one of the formal foundations for teachers inimplementing the learning process. Lo and Jeong(2018) mention that genre pedagogy is believedto be able to increase the effectiveness of learning.They comparethe learning outcomes in writingessays before and after the intervention usinggenre pedagogical methods. According to them,students produce better argumentative essays interms of developing logical ideas and the use ofacademic language.

The Teacher’s Ability in Describing

Learning Activities Based on Scientific

Pedagogical Aspects

The teacher’s ability to describe learningactivities in terms of scientific pedagogical aspectsincludes learning that encourages students to beactive in observing, questioning, gatheringinformation, reasoning, and communicating. Thefollowing are the results of an analysis of the abilityof teachers to describe the learning activities ofthe factual text genre contained in the learningdesign or lesson plans.

It can be seen that in general Indonesianlanguage teachers in Banten Province could describethe learning activities of the factual text genre withscientific methods, especially for observing,questioning, gathering information, and reasoning.However, communication activities were not fullydescribed. It was found in the learning of the factualtext genre about editorial texts. There were nolearning activities related to communicating activities.

Observing activities contained in Indonesianlanguage learning activities are certainly differentfrom other subjects, especially science subjects.Observing activities in learning the factual text genrerelates to observing activities directly to socialphenomena in society or the environment, but it maybe related to artificial phenomena that have beenpresented in the form of texts.

The learning of the factual text genre used asthe studying material in this study was related to jobapplication letters, editorial texts, opinion articles,criticisms, and reports. Of the six factual text genres,scientific activities that are not yet relevant are inlearning editorial texts. In the description of thelearning activities, there are no learning activitiesrelated to communicating. In scientific activities,communicating is a part that is no less importantthan other activities. Communicating activities can

Figure 2. The ability of teachers to describe learning activities in terms of scientific pedagogical aspects


be categorized as the peak of scientific activitiesbecause after going through a series of academic orscientific activities a person or student in this casemust be able to share knowledge in public so thatthey will get a variety of appreciation. Communicationcan improve collaboration. (Greiner et al., 2014;Samahita, 2017; Xiao and Houser, 2005; Zultan,2012;Brunner & Ostermaier, 2018)

Through communicating activities, in additionto being used as a venue for exchanging informationor understanding of teaching material that has beenlearned by students, it can also be used as a veryeffective vehicle for developing other students’charters, such as respecting others who are speaking.In fact, good communication can also be used tobuild civilization (Percio, 2016).

The Teacher’s Ability to Design Textual

Genre Based Instrument Assessments

Assessment is one component contained inthe design of learning or lesson plan. Evaluationinstruments developed are not only to measurecognitive aspects but also to deal with psychomotorand affective aspects. The table below shows theresults of research relating to the ability of Indonesianlanguage teachers in developing evaluationinstruments.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Cognitif assessment Psychomotorassessment

affective assessment

Figure 3. The ability of teachers to design assessment instruments in learning tools

It can be seen that the average ability ofteachers in preparing evaluation instruments inaccordance with the assessment criteria was 50%.The most prominent teacher’s ability was relatedto the evaluation of cognitive aspects (83%).Some cognitive aspects that often appeared wererelated to low-level thinking skills, namelymemory, knowledge, and application. This doesnot really support students’ competence in solvingvarious problems that require complex thinkingskills. Evaluation instruments developed shouldbe based on HOTS (Higher Order ThinkingSkills). HOTS standardized evaluationinstruments in learning and assessment canpositively influence students’ linguistic learning interms of the learning process, performance inassessment, creativity, and motivation for learning(Thnull, 2017).

Findings also showed that psychomotorassessment instruments contained in the lessonplan were still underdeveloped. It seems thatteachers’ understanding still overlaps between theassessment of aspects of skills and aspects ofapplication in the cognitive realm. Psychomotorassessment is an observation assessment aimedat psychomotor aspects which include tangibleability to demonstrate work. That does not mean


that cognitive elements are not involved. Theoperationalization of one language skill willgenerally intersect with other abilities. Themeasurement of the ability to understand an oraldiscourse, for example “re-expressing thecontents of a radio drama story”, can be doneverbally through speaking or writing throughwriting ability (Nurgiyantoro, 2014).

In addition to the teachers’ ability whichwas less optimal in developing evaluationinstruments in the psychomotor domain, teacherswere also less capable of developing evaluationinstruments related to the affective domain. Theaverage teacher’s ability was only 16.70%. Thiscan be seen from the lack of evaluationinstruments used to measure the affectivedomain. The affective evaluation instrumentsdeveloped from each factual genre were stillgeneral in nature and were less directly relatedto the type of text genre being studied. As aresult, affective competencies related to thefactual text genre were not maximally measured.The measurement of affective aspects relatedto each aspect of the textual genre was veryimportant because affective competenciesgreatly support students’ academic success. Thisis in line with Asher and Batool, (2017) whostate that there is a significant relationshipbetween affective conditions and students’academic achievement.

The development of evaluation instrumentsis one of the professional competencies that mustbe possessed by a teacher. This is in line withTeacher and Lecturer Regulations (2007) thatstates a professional teacher should be able toarrange and conduct evaluations or assessmentsproperly. Through the development andimplementation of evaluation properly, a numberof data can be obtained that can accuratelyillustrate the success rate of learning. Thus, theresults of the evaluation can be used as a basisfor taking the right decision from the follow-upof the learning that has been carried out.

A variety of students’ competencies needto be improved and fostered through theprocurement or provision of evaluations withquality learning instruments. This is important,considering that the competency is able to makea positive contribution to creating a smart andquality generation. In the theory of AugmentedIntelligence cited by Lo and Jeong (2018), it issaid that the combination of cognitive,psychomotor, and affective intelligence thatinvolves creative skills can produce new ideas,analytical skills in evaluating, practical skills inpracticing ideas and convincing others about thevalue of ideas. The integration of cognitive,psycho-motoric, and affective intelligence canalso improve wisdom-based skills in confirmingthat a person uses his knowledge and skills toserve the common good.

Furthermore, in the practice of evaluationor assessment teachers must also apply variousevaluation models that can explore students’competencies more comprehensively. The typeof evaluation or assessment includes theperformance appraisal. Performance appraisalrequires individuals to apply relevant knowledgeand skills in context, not just completingassignments on cues. Students are observed asthey do; the products they make are examined,and the level of proficiency shown is judged.Performance appraisal can be based on severalproducts or processes, for example essays,reflection papers, oral assessments, simulations,process analyzes, and work sample products(Sluijsmans & Prins, 2006). Performanceappraisals have a better chance of success whenthey are designed to accommodate limitedattention capacity and working memory (Eva,2018).

CONCLUSION

Based on the above research findings, it canbe concluded that the ability of the teachers tocreate learning design based on genre pedagogy


has not shown maximum results, with thepercentage simply reaching 67%. Throughlearning design or LESSON PLAN (lesson plan)prepared by the teachers, the learning stepsdeveloped have not been consistent inaccommodating learning methods in accordancewith the stages of genre pedagogical methods:building context, providing modeling, producingtexts together, and producing texts independently.When the stages are developed consistently, itcan support the effectiveness of learning inproducing factual texts.

In connection with the development ofscientific method genre, the ability of teachers hasshown very good results, reaching 83%. In thiscase, teachers generally have been able to carryout learning with reference to the scientificprocesses. Regarding the development ofevaluation instruments for the learning of thefactual text genre, the ability of teachers is stillvery minimal. The composition in developingevaluation instruments used to measure cognitive,affective, and psycho-motoric domains has notbeen arranged proportionally, with the ability ofthe teachers only reaching 50. The mostdeveloped evaluation instruments are related tocognitive aspects with the target of memory andunderstanding. This shows that the competenceof Indonesian Language teachers who aremembers of the Language Teacher DeliberationGroup Banten Province is still not optimal.

This research is surely still partial, onlymeasuring the ability of teachers reflected in thelesson plan. More comprehensive research tomeasure the ability of teachers to carry out thelearning of the factual text genre still needs to bedeveloped, especially related to learningpractices. Thus, a more comprehensive guide orcomparison of research results could be obtainedas it includes data obtained through texts andpractices or the implementation of learningactivities.

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Factual Text Genre: Analysis of the Ability of High School