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Papers by Murti Ayu Wijayanti

Journal of English Language Studies

This paper reports a small part of the study which focuses on the use of genre pedagogy to the te... more This paper reports a small part of the study which focuses on the use of genre pedagogy to the teaching of writing research proposal as one of academic texts in tertiary level. This study aims at finding out how genre pedagogy can empower students cognitively through their abilities in writing research proposal. A case study involving fifteen students in one university in Banten taking Research on ELT subject was conducted using classroom observation and related documents, such as researcher"s field notes and students" journal. The classroom observation and related documents analysis result showed that the students were cognitively empowered through the teaching cycles of genre pedagogy through various activities which encouraged their cognitive processes. Thus, genre pedagogy can empower students cognitively through its various learning activities and texts examples. 2011), genre pedagogy can improve students literacy skills. As literacy is a tool for empowerment (Stromquist, 2009), genre pedagogy can empower both students and teachers. Research done by Emilia (2015) indicates that genre pedagogy can empower the students psychologically and cognitively.

The text of a short story, novel, or drama as literary works is a created one, yet it offers a fu... more The text of a short story, novel, or drama as literary works is a created one, yet it offers a
full and vivid context in which characters from many social backgrounds can be depicted.
The students as a reader can discover their thoughts, feelings, customs, and possessions:
what they buy, believe in, fear, enjoy; how they speak and behave behind closed door. As
one of literary works, reading drama is for most students a difficult and unfamiliar task.
One problem that can be experienced by the readers of dramatic text is in visualizing the
stage and what is going in there. Appropriate approaches, therefore, are needed to have
the students see dramatic text as a speech event rather than a mute text on the page.
Hence, this writing is aiming to highlight an approach in reading a speech event in drama
called SPEAKING (settings, participants, ends, act sequences, keys, instrumentalities,
norms, and genres) proposed by Hymes (1972). It is an analytic and descriptive tool to the
analysis of spoken discourse which offers insights into dramatic text for classroom
reading to help the students have a considerable exercise of the imagination to make the
dramatic text come alive.
Keywords: Dramatic Text, SPEAKING, Classroom Reading

Journal of English Language Studies

This paper reports a small part of the study which focuses on the use of genre pedagogy to the te... more This paper reports a small part of the study which focuses on the use of genre pedagogy to the teaching of writing research proposal as one of academic texts in tertiary level. This study aims at finding out how genre pedagogy can empower students cognitively through their abilities in writing research proposal. A case study involving fifteen students in one university in Banten taking Research on ELT subject was conducted using classroom observation and related documents, such as researcher"s field notes and students" journal. The classroom observation and related documents analysis result showed that the students were cognitively empowered through the teaching cycles of genre pedagogy through various activities which encouraged their cognitive processes. Thus, genre pedagogy can empower students cognitively through its various learning activities and texts examples. 2011), genre pedagogy can improve students literacy skills. As literacy is a tool for empowerment (Stromquist, 2009), genre pedagogy can empower both students and teachers. Research done by Emilia (2015) indicates that genre pedagogy can empower the students psychologically and cognitively.

The text of a short story, novel, or drama as literary works is a created one, yet it offers a fu... more The text of a short story, novel, or drama as literary works is a created one, yet it offers a
full and vivid context in which characters from many social backgrounds can be depicted.
The students as a reader can discover their thoughts, feelings, customs, and possessions:
what they buy, believe in, fear, enjoy; how they speak and behave behind closed door. As
one of literary works, reading drama is for most students a difficult and unfamiliar task.
One problem that can be experienced by the readers of dramatic text is in visualizing the
stage and what is going in there. Appropriate approaches, therefore, are needed to have
the students see dramatic text as a speech event rather than a mute text on the page.
Hence, this writing is aiming to highlight an approach in reading a speech event in drama
called SPEAKING (settings, participants, ends, act sequences, keys, instrumentalities,
norms, and genres) proposed by Hymes (1972). It is an analytic and descriptive tool to the
analysis of spoken discourse which offers insights into dramatic text for classroom
reading to help the students have a considerable exercise of the imagination to make the
dramatic text come alive.
Keywords: Dramatic Text, SPEAKING, Classroom Reading