Murti Ayu Wijayanti, Wawan Gunawan, Emi Emilia
This paper draws on a study focusing on the use of genre pedagogy to prepare students for writing research proposals. This study aims to examine whether genre pedagogy can promote students’ metalanguage awareness which will finally lead them to be able to write research proposal. The study was conducted in one university in Banten, involving fifteen students taking Research on ELT course unit in their third year. The data were collected through classroom observation and documents analysis. The classroom observation result shows that genre pedagogy can promote students’ metalanguage awareness through the use of linguistic features and the teaching of various texts. Further, the result of the analysis of students’ research proposal shows that the students have a good control of the schematic structure and linguistic feature. Based on those two findings, it can be concluded that the process of teaching by the exposure of various related text examples can promote students metalanguage which can lead them to write good research proposals. © The Turkish Online Journal of Educational Technology.
Indonesia University of Education, Bandung, Indonesia; University of Sultan Ageng Tirtayasa, Serang, Indonesia
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