Micro-evaluation of Writing Materials Designed by Student Teachers of Language Education: The Perspective of Genre Pedagogy

Abstract

An ability to select, design and develop language learning materials constitutes teachers’ pedagogical content knowledge (PCK). It is an important dimension of competence required to possess by undergraduate students of language teacher education. Due to this, an evaluative study on student teachers’ competence in designing learning materials is important to do in order to know its appropriateness with the curriculum expectation. Previous studies of materials evaluation were mostly focused on macro-evaluation of English textbooks. This study focused on micro-evaluation of the writing tasks designed by student teachers of English education program. The present study aimed to know whether or not the writing tasks learners need to complete follow the stages of GBA and to provide suggestions on some aspects of writing tasks in the design that need improvement. The research data, i.e. the design of writing tasks, were taken from the lesson plans developed by student teachers as the coursework of Instructional Design Course. The collected data then were analysed inductively by employing thematic analysis in order to find the patterns of writing tasks designed by student teachers. From the perspective of genre pedagogy, it was revealed that the writing tasks designed by student teachers are in congruent with the concept of genre pedagogy even though some points still need improvement for better design of writing tasks.