Developing Writing Instruction through SFL and GBP in Deep Learning Contexts
DOI:
https://doi.org/10.31849/tbqgr476Keywords:
Systemic Functional Linguistics, Genre-Based Pedagogy, Writing ProficiencyAbstract
This study investigates the development and initial effectiveness of a blended instructional strategy integrating Systemic Functional Linguistics and Genre-Based Pedagogy to enhance writing proficiency in higher education, particularly within the context of 21st-century literacy and Indonesia's Merdeka Curriculum. Addressing challenges highlighted by low national literacy proficiency, the research proposes an approach that fosters deep learning through meaningful, mindful, and joyful engagement. Utilizing a Research and Development design based on the 4D model, a writing instruction module was created and piloted with 15 English Literature students. Findings reveal that the SFL-GBP integration provides a robust theoretical and pedagogical foundation, offering a comprehensive framework for linguistic analysis and systematic genre-based teaching. The developed module demonstrated expert-validated validity, high student practicality (85% positive feedback), and moderate effectiveness, evidenced by an average N-Gain score of 0.45, with observed improvements in content development, organization, and language use. This blended strategy presents a promising alternative for writing instruction, advocating for its adoption by lecturers and active student engagement, while suggesting broader implementation and integration with digital platforms for future research.
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