Mapping the Schematic Structure of Argumentative Essays: A Contextualized Genre-Based Approach in EFL Classrooms

Abstrak

This research aims to map the schematic structure of discussion-type argumentative essay produced by Indonesian EFL learners within a contextualized genre-based framework. Drawing on systemic functional linguistics and the principes of genre-based pedagogy (GBP), this research investigates how students organize information across genre stages- Issue, Arguments (argument for and argument against) and Conclusion to fulfill the social purpose of argumentative writing. Data were collected from 12 learners’ discussion genre essay and analyzed qualitatively using Gerot and Wignel's (1995) schematic structure model. This research result revealed that while most students demonstrated awareness of basic genre stages, there was significant variation in their realization of argumentative development and coherence. Contextual factors such as linguistics proficiency, topic familiarity and classroom instruction influenced students' ability to construct well-formed arguments. this research highlights the pedagogical importance of integrating schematic structure awareness into EFL writing instruction to promote contextualized and meaningful academic literacy. These results contribute to the ongoing discussion on contextual ELT by strengthening the role of learners’ awareness on genre-based approaches in bridging linguistics forms, cognitive processes, and communicative purposes in EFL academic writing.