AN ANALYSIS OF TEACHING WRITING THROUGH GENRE...
Transcript of AN ANALYSIS OF TEACHING WRITING THROUGH GENRE...
AN ANALYSIS OF TEACHING WRITING THROUGH GENRE-BASED APPROACH
AT SMAN 10 PEKANBARU
THESIS
BY ASWIR ASTAMAN
NIM. 82225
This thesis is submitted to fulfill one of the requirements for obtaining Magister Pendidikan Degree
ENGLISH EDUCATION SECTION LANGUAGE EDUCATION PROGRAM
GRADUATE PROGRAM STATE UNIVERSITY OF PADANG
2009
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ABSTRAK
Aswir Astaman. 2009. An Analysisi of Teaching Writing through Genre-Based Approach at SMA 10 Pekanbaru. Tesis. Program Pasca Sarjana Universitas Negeri Padang State.
Penelitian ini bertujuan untuk mengkaji bagaimana guru bahasa Inggris di SMA Negeri 10 Pekanbaru menerapkan pembelajaran berdasarkan pendekatan genre untuk keterampilan menulis dalam bahasa Inggris.
Penelitian ini adalah penelitian kualitatif deskriptif. Informan dalam penelitian ini adalah 4 orang guru bahasa Inggris di SMA Negeri 10 Pekanbaru.. Data dikumpulkan melalui interview, study dokumentasi, dan observasi pembelajaran.
Hasil dari penelitian ini menunjukkan bahwa banyak guru yang belum memahami sepenuhnya penerapan dan tujuan pendekatan berdasarkan genre meskipun sudah berlaku selama sekitar 4 tahun. Masih adanya ketidaksesuaian antara konsep Genre-based Approach dengan penerapan didalam kelas. Di samping itu, kesulitan guru dalam mengajar menulis adalah kurangnya penguasaan kosakata siswa dan lemahnya kemampuan siswa dalam menyusun kalimat.
Dari hasil penelitian ini, disarankan pada Depertemen Pendidikan Nasional untuk mengadakan pelatihan yang lebih memadai untuk penerapan Genre-Based Aapproach bagi guru-guru, dan pelatihan tersebut haruslah merata bagi guru-guru bahasa Inggris dan tidak terfokus hanya pada teori saja tapi lebih ditekankan pada penerapanya di dalam kelas.
Meskipun penelitian ini berhubungan dengan pengenalan Genre-Based Approach bagi guru-guru bahasa Inggris, namun implikasinya juga penting untuk penerapan Genre-Based Approach untuk keterampilan lain selain writing, seperti pengajaran bahasa Inggris secara terpadu.
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ABSTRACT
Aswir Astaman. 2009. An Analysisi of Teaching Writing through Genre-Based Approach at SMA 10 Pekanbaru. Thesis. Graduate Program. Padang State University
This study explores senior high school teachers’ adoption and teaching
practice of the Genre-Based Approach for teaching writing skills as a part of Indonesia’s new curriculum initiative.
The research is qualitative descriptive research. The participants are a small group of senior high school English teachers. The data were collected through interviews, documentation and observation.
The result of this research demonstrates that despite the Genre-Based Approach has been introduced for three years, many teachers still did not fully understand the application and aims of this approach. There is still a mismatch between the conceptual theory of the Genre-Based Approach for teaching writing skills and these teachers’ teaching practice in the classroom, particularly in selecting appropriate classroom activities for each phase of the curriculum cycle. In addition, the difficulties of teachers in teaching writing are the lack of vocabulary and the ability of students in constructing sentences.
Taking into account the findings of this research, it is suggested that the Indonesian government invest in training more appropriate to the task of training teachers in the Genre-Based Approach. This training should be available equally to all teachers of English, and should focus not only on the theory of the approach, but also on the practical applications in the classroom. On the other hand, teachers also should be more active to develop their professional achievement through any possible way.
Although this research deals exclusively with the application of the Genre-Based Approach for teaching English writing skills, the implications of this research could also be important to the application of the approach for teaching others skills such as teaching integrated language skills and critical thinking.
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SURAT PERNYATAAN
Dengan ini saya menyatakan bahwa :
1. Karya tulis saya, tesis dengan judul “An Analysis of Teaching Writing through
Genre-Based Approach” adalah asli dan belum pernah diajukan untuk mendapatkan gelar akademik di Universitas Negeri Padang maupun di Perguruan Tinggi lainnya.
2. Karya tulis ini murni gagasan, penilaian dan rumusan saya sendiri, tanpa bantuan
tidak sah dari pihak lain, kecuali arahan dari tim pembimbing dan penguji saya. 3. Di dalam karya tulis ini tidak terdapat hasil karya atau pendapat yang telah ditulis
atau dipublikasikan orang lain, kecuali dikutip secara tertulis dengan jelas dan dicantumkan sebagai acuan di dalam naskah saya dengan menyebutkan nama pengarangnya dan dicantumkan pada daftar pustaka.
4. Pernyataan ini saya buat dengan sesungguhnya, dan apabila di kemudian hari
terdapat penyimpangan dan ketidak benaran dari pernyataan ini, maka saya bersedia menerima sanksi akademik dalam bentuk pencabutan gelar yang telah saya peroleh, serta sanksi lain sesuai dengan norma dan ketentuan hukum yang berlaku.
Pekanbaru, Juni 2009 Saya Yang Menyatakan
ASWIR ASTAMAN NIM. 82225
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ACKNOWLEDGEMENTS
In the name of God, Most Gracious, Most Merciful Alhamdulillahi Rrobbil’Alamin………
All praises, belong to Allah Almighty, the most compassionate, the most
merciful who has given His blessing and mercy. Sholawat and Salam hopefully are
sent to the the prophet Muhammad SAW, who had been as the best model of human
characters.
Alhamdulillah I could finish this thesis under the tittle “An Analysis of Teaching
Writing through Genre-Based Approach at SMAN. 10 Pekanbaru”. It is written
to fulfill one of the requirements to obtain the degree of magistrate education or
Magister Pendidikan (M.Pd) at State University of Padang.
Here I want to express my thanks to the following honourable persons:
1. Prof. Drs. H. Zainil, M.A., Ph.D. and Dra. Yenni Rozimella, M.Ed., Ph.D. as
the thesis advisor and co-advisor, who have paid much attention, suggestion
and advice to finish this thesis.
2. Prof. Dr. Mukhaiyar, M.Pd., Prof. Jalius Jama, M.Ed., Ph.D and Drs. Rusdi,
M.A., Ph.D. as thesis examiners and who have given him suggestions,
corrections and idea contributions for this thesis improvement.
3. My thanks also extend to all lecturers and staffs of graduate program of UNP-
FKIP Unri, staffs, and colleagues for their continuous administrative support
and cooperative in obtaining the data and information in finishing the thesis.
4. Drs. Sudirman, M.Pd, MM, the former head office LPMP Riau, who
motivated me to study at the Graduate Program of UNP- FKIP Unri.
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5. Drs.Zainal Arifin, MM, the head office of LPMP Riau, who supported me
mentally and ease access for facilities to finish study.
6. Principal, staffs, colleagues, and students of SMA Negeri 10 Pekanbaru for
their continuous administrative support and cooperative in obtaining the data
and information in finishing the thesis.
7. My deepest appreciation and love also go to my mother HJ. Maryam, and
father Astaman( late ) whose prayers were accompanying me during the long
traveling hours to the university
8. As my beloved wife and my beloved kids Rona Puspita, Maulana Al-Kautsar
and Fajrina Insyirah who have given me spirit and motivation while finishing
this thesis.
Finally I addressed my deepest thanks to everyone who has supported and given me
suggestion during the study. I wish Allah SWT blesses them all. Amin.
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TABLE OF CONTENT
ABSTRAK ..................................................................................................... i
ABSTRACT ................................................................................................... ii
SURAT PERNYATAAN ............................................................................ iii
ACKNOWLEDGEMENT .......................................................................... iv
TABLE OF CONTENTS .............................................................................. vi
LIST OF TABLES ..................................................................................... ix
LIST OF APPENDICES ............................................................................ x
CHAPTER I INTRODUCTION
A. Background of the Problem.................................. 1
B. Identification of the Problem …………………... 4
C. Limitation of the Problem …………………….... 4
D. Statements of the Problem ………………….….. 5
E. Purposes of the Research …………………. ……5
F. Importance of the Research …………………..... 6
G. Definition of the Key Terms ……………….……7
CHAPTER II REVIEW OF THE RELATED LITERATURE
A. Review of the Related Theories
1. Teaching Writing ………………..………….. 8
2. Nature of Genre………………………….. … 10
3. Genre-Based Approach………………………12
4. Curriculum Cycle …..……………………… 14
5. Genre in Developing Writing skill ………... 23
B. Review of the Related Findings ………………. 26
C. Conceptual Framework ….………..………… 28
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CHAPTER III METHOD OF RESEARCH
A. Kind of the Research ………………………….….. 30
B. The Location .…………………………….……….. 30
C. Informants of the Research ……………………… 31
D. Technique of Collecting the Data ……….………. 32
E. Technique of Analyzing the Data ……….………. 33
CHAPTER IV FINDINGS AND DISCUSSION
A. Finding
1. Interview
a. Teachers’ understanding of
Genre-Based Approach……………………… 37
1) Conceptualization of Genre Theory…… 38
2) Opinion about Genre- Based
Approach……………………………….. 39
b. Application of Curriculum Cycle………... 41
1) Building Knowledge of
the Field………………………………. 42
2) Modeling of the Text…………………. 43
3) Joint Construction of the text...….….. 45
4) Independent Construction of
the Text……………………………….... 46
c. Teachers’ difficulties in Teaching
Writing through Genre Based
Approach…………………………………… 47
d. Teachers’ strategies to Overcome
the Difficulties ………………………….…… 49
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2. Documentation……………………………………………..… 50
a. Syllabus……………………………........................…….. 51
b. Lesson Plan………………………………………………. 53
3. Teaching Observation………………………………….…… 57
B. Discussion
1. Teachers’ understanding of
Genre-Based Approach ....................................................…... 62
a. Conceptualization of Genre Theory……………...…….. .63
b. Opinion about Genre- Based
Approach………………………………………………..… 64
2. Application of Curriculum Cycle……………………….…. 64
a. Building Knowledge of the field……………………..... 65
b. Modeling of the Text …………………………………... 67
c. Joint Construction of the Text…………………………. 68
d. Independent Construction of
the Text……………………………………………….…........70
3. Teacherws’ difficulties in Teaching
Writing through GBA………………….. ...................................73
4. Teachers’ strategies to
overcome the difficulties……………………………………..... 74
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTIONS
A. Conclusion ………..………………..……...…... 75
B. Implication……. ………………………..…….. 77
C. Suggestions ………………………………..….. 79
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LIST OF TABLE
Table 1: Activities of written cycle in syllabus …………………………….. 52
Table 2: Activities written cycle in Lesson plan …………………………… 55
Table 3: Activities of written cycle in syllabus and Lesson plan ………… 56
Table 4: Activities of teachers in teaching writing ………………………. 61
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LIST OF APPENDICES
Appendix 1: Questions for Interview ……………………………………….. 84
Appendix 2: Indicators of Genre-Based Approach ………………………… 86
Appendix 3: Instrument for Observation of Teaching Writing ……………. 87
Appendix 4: Transcript of Interview …………………………………………. 88
Appendix 5: The Genre at Senior High School ……………………………… 93
Appendix 6: Example of Teaching Material …………………………………. 97
Appendix 7: Teachers Background Information ……………………………….. 100
Appendix 8: Teachers Adoption of the Genre-Based Approach ……………… 101
Appendix 9: The Application of the Curriculum Cycle …………………. 103
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CHAPTER I
INTRODUCTION
A. Background of the Problem
Education policy for English language teaching in Indonesia has undergone
several changes. The changes aim at improving the outcomes of English language
teaching itself. In 2004, the Ministry of National Education has decided to bring
in a new curriculum in all subject areas, including English. The curriculum is
known as Competence Based Curriculum or 2004 Curriculum which recommends
a new approach, that is the Genre-Based Approach.
Genre-Based Approach can be defined as an approach in teaching English
which views language as an open dynamic system, where knowledge about
language is taught in an explicit manner; and genres (Types of the text) are used
as the starting for modeling and developing four language skills; listening,
speaking, reading and writing are developed in balance ( Martin in Firkin, 2007:
1).
In Indonesian model, the Genre-Based Approach is conducted in two
cycles; they are spoken cycle and written cycle. Parallel to Competence Based
Curriculum, the result of the process of teaching and learning should be
measurable and observable. For these reasons, at the end of both cycles every
student must be able to produce their own texts either spoken or written texts. In
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other words, at the end of spoken cycle students are expected to be able to
produce monologue in the same of genre that they are learning. Similarly, at the
end of written cycle every student must be able to produce written texts of genre
they are learning. For instance, if the genre is narrative, at the end of written cycle
every student must be able to write a narrative text or to tell a narrative story.
Thus, if there are 40 students in a class, it means that the English teacher would
have collected 40 narrative texts. If in one year a class is taught 5 genres by the
teacher, she or he will have 200 texts which are kept in the students’ portfolio as
the indicators of the successful in teaching writing. In addition, each student at
least has produced 5 texts of various genres. It means, a Senior High School
student will produce at least 15 texts of 12 type of the texts in three year periods
of learning. The 12 type of the texts are: recount, report, discussion, explanation,
exposition analytical, exposition hortatory, news item, anecdote, narrative,
procedure and descriptive as well as review. If a student has produced about 15
text in 12 types of the text, logically he or she has adequate exercise in writing. It
means that, the students will have adequate competence in writing English.
However, it was hard to find students’ collection of texts. From several
Senior High Schools which researcher visited, the teachers did not have the texts
which were written by their students. The Senior High Schools which researcher
visited were : SMA Negeri Minas, SMA Negeri 1 and 3 Tualang, SMA Negeri 1
Siak Sri Indrapura, SMA Negeri Sungai Apit, SMANegeri Lubuk Dalam, SMA
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Negeri 1 Selat Panjang and SMA Negeri 1 Pekanbaru. From those 8 Senior high
schools, only the English teachers of SMA Negeri 1 Pekanbaru showed the
collection of their students’ text.
The absence of students’ collection of texts led to the problem of how those
teachers assessed, measured and observed their students’ learning progress. As
mentioned before, the texts that students produced play important role in
measuring and observing students’ learning progress. Those texts can be used as
the tools of the measurement and observation.
In addition, there was a tendency among English teachers in Indonesia’s
schools to ignore teaching writing. Teachers provided students with less
opportunity to practice writing English. In other words, The English teachers in
general were more concentrate on teaching the skills such as reading and
listening, and language components such as vocabulary and grammar. The main
reason for this preference is predicted because writing skill is not evaluated in
National examination .
The facts mentioned above had aroused the researcher’s interest to do the
research on the implementation of teaching writing using the Genre-Based
Approach. In particular, it focused on teachers’ adoption of the new approaches
and the problems they encounter during the process.
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B. Identification of the Problem
Genre-Based Approach is an approach which is recommended to be used by
English teachers at Senior and High School in Indonesia nowadays. Through this
approach the teachers develop four language skills listening, speaking reading and
writing based on the genre or type of the text. The process of this approach is
carried out in two cycles, spoken and written cycle. The result of each cycle
should be measurable and observable but in many schools the result is not as the
expectation.
The researcher identified the central problem for the research that was the
teachers used the approach inadequately so that the result of written cycle in form
of collection of texts which were written by student were found. He noticed
teachers did not follow the stages recommended consistently because of the
limitation of their understanding and knowledge about the approach.
C. Limitation of the Problem
There are 12 genres to be taught at Senior High School starting from class
1 to class 3. Considering the limits of time for conducting this research the
researcher limited only 4 genres. They were descriptive, narrative, recount and
procedure. These genres were chosen with the consideration that they were taught
at the first and the second year.
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D. Statement of the Problem
Based on the background, identification and limitation of the problem stated
in the previous sections, the statements of the problem in this study were as
follow:
1. How well do English teachers at SMA 10 Pekanbaru understand
about the Genre-Based Approach for teaching writing English.?
2. How do English teachers at SMA 10 Pekanbaru teach writing through
Genre-Based Approach?
3. What difficulties do English teachers at SMA 10 Pekanbaru face in
using Genre-Based Approach for teaching writing?
4. How do English teachers at SMA 10 Pekanbaru overcome the
difficulties in teaching writing?
E. Purpose of the Research
Referring to the statements of the problem mentioned before, this research
generally aims to explore English teachers’ adoption of using the Genre-Based
Approach for teaching writing English at SMA 10 Pekanbaru. Specifically, it
aims at:
1. Identifying how well English teachers at SMA 10 Pekanbaru
understand Genre-Based Approach for teaching writing.
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2. Identifying how English teachers at SMA 10 Pekanbaru teach writing
using Genre-Based Approach in their classrooms.
3. Identifying difficulties of English teachers at SMA 10 Pekanbaru in
teaching writing through Genre-Based Approach.
4. Identifying how English Teachers at SMAN. 10 Pekanbaru overcome
the difficulties in teaching writing through Genre-Based Approach.
F. Importance of the Research
In accordance with the objectives mentioned above, this research is
expected to contribute positively to the development of teaching writing English
and the implementation of a Genre-Based Approach in particular for :
1. Teachers, as an input for enhancing their theoretical knowledge of
Genre-Based Approach and improving their quality of teaching
practice especially writing skill.
2. Policy maker and curriculum designer, as an input for improving
quality and practicality of the English language curriculum.
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3. The researcher, to get a lot of information about the implementation
Genre-Based Approach at Senior High School and the information
will be useful as an input for researcher to design training for English
teachers at the Institution where the researcher works.
G. Definition of Key Terms
1. Genre : a staged, goal oriented, purposeful activity in which speakers engage
as members of our culture (Martin, 1984, cited in Paltridge, 2001: 11)
2. Genre-Based Approach : An approach in teaching English which views
language as an open dynamic system, where knowledge about language is
taught in an explicit manner; and genres ( Types of the text) are used as the
starting for modeling. (Martin in Firkin, 2007: 1)
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CHAPTER II
REVIEW OF THE RELATED LITERATURE
This chapter presents the relevant literature which is presented in two broad
categories. First, it begins with related literature on the theories of teaching writing
and the Genre-Based Approach for teaching writing. Second, it reviews the relevant
literature that informs the research work undertaken in a tertiary institution in
Indonesia, where students were studying English as a foreign language.
A. Review of the Related Theories
The elaboration of the related theories begins with the theories of teaching
writing to the theories of the Genre-Based Approach for teaching writing. Then, it
continues with the comparison of some opinions in the Genre-Based Approach.
1. Teaching Writing
This research is related to teaching writing. Richard (2003: 303) states that
from those four language skills to be taught at schools, writing is the most
difficult for the teachers and students. The difficulties are in generating and
organizing idea as well as in translating these ideas into readable text. This
opinion is supported by Raimes (2003: 306) who says that learning and teaching
language promote anxiety and there is more anxiety when writing is involved.
Furthermore she says that many teachers themselves do not feel comfortable with
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writing in English even if it is in native language. Because of this Raimes(2003:
303-314) proposes some steps to help teachers to plan teaching writing. The steps
are as follow:
a. Planning.
b. Drawing up a Syllabus
c. Selecting Material
d. Preparing activities.
e. Evaluating the teaching.
Furthermore Beare (2007: 2) states that to minimize the difficulties in
teaching writing, the exercise of writing is not directly writing paragraph or
composing the text. It can be started by writing sentences. Students should be able
to construct the sentences, overcome problem with sentence and write connected
sentences. After the students have the ability to construct the sentences, the
writing exercise is increased by giving experience to the students to write
paragraph, the text or the whole text. This activity will have students to become
independent writers. The stages of this activity is as follows :
1. Guided writing.
2. Writing different types type.
3. Learning text type.
Beside the exercises and activities mentioned above, Stanley (2007: 1) says
that the successful of teaching writing also influenced by the interest of teachers.
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Teachers should be interested in teaching writing, because their suggestion
instead that paying attention to what students say will show an improvement in
writing. As an addition he offers three stages in teaching writing, they are :
1. Pre- writing
2. Focusing idea
3. Evaluating, structuring and editing
In conclusion, writing skill- as one of productive skill by which the students
produce idea and valuable information in written form is the most difficult
language skill to apply among other three skills, such as reading, speaking and
listening. Therefore some effort to eliminate difficulties in writing activities
should be taken into account by applying some steps such as planning, drawing
up syllabus, selecting material, preparing activities and evaluating the teaching
process. Especially for Senior High School, writing activities should involve
sentence construction and guided writing from different types of written text.
2. Nature of Genre
The word genre itself comes from The French (originally Latin) word for
kind or class. The term genre was first introduced in the area of English as
specific purpose (ESP) in 1981, in an ESP journal article by Elaine Tarone and
her colleagues on the language of scientific reports (Paltridge, 2001: 2). In
addition, Mahwah (2002: 2) explains that genre as means for analyzing text has
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become a means for better pragmatic and linguistic understanding of texts It also
supplies possible pedagogical applications. It devoted to genre pedagogy adds to
pedagogical thinking because it stretches notions of what can be done in the
reading and writing classroom. Further explanation from Chaldler ( 2005: 2) that
term genre is widely used in rhetoric, literary theory, media theory, and more
recently linguistics, to refer a distinctive type of the texts.
From the description above a conclusion that can be drawn is that genre has
the strong relation with the text. What is text? Texts are made of words. Words
are around us. When words are used to make meaning the text is created (Rajan,
2003: v). So the text that we use in this research refers to Encyclopedia Britanica
(2008) which says that text is a unit of connected speech or writing , especially
composed of more than one sentence, that form a cohesive form.
There are thousands of texts around us. The text can be classified into genre
through three characteristics, they are purpose of communication, organization
structure and language features. The purpose of communication or social function
is the reasons why we speak or write or create the text. Organization structure of
the text or generic structure is the text organization or text arrangement.
Language features or lexical grammar that is such things as the grammar,
vocabulary and connectors that we use.
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Further information from Lin (2006: 6) says that genre refers to more
specific classes of texts, such as newspaper reports or recipes. Furthermore
Partridge (2001: 11) genre describe types of activities such as personal letter,
advertisement students essay and the term of text type represent group of text
which are similar in linguistic form such as Procedure, anecdote, description.
However, the term of genre in this proposal means type of the text. This term
has been widely used in the recent English curriculum in Indonesia. The
definition of Genre or type of the text in this proposal refers to definition given
by Martin , cited in Partridge (2001: 11) that is a staged, goal oriented,
purposeful activity in which speakers engage as members of a culture.
There are twelve genre or types of the texts that should be taught at Senior
High School, they are recount, report, discussion, explanation, Exposition
analytical, exposition hortatory, news item, anecdote, narrative procedure
description and review (Depdiknas, 2004: 37)
3. Genre-Based Approach
To conduct the classroom activity in the process of teaching and learning
based on genre, Genre-Based Approach is used. Yan (2005: 2) says that this
approach has become popular since the 1980s along with the notion that student
writers could benefit from studying different types of written texts. According to
Lin (2006: 2) in Genre-Based Approach, teaching and learning focuses on
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the understanding and production of selected genres of texts. Teaching and
learning around text genres has become increasingly influential in main stream
ELT in a number of situations, including ”primary, secondary, tertiary,
professional and community teaching contexts “ involving native speakers of
English as well as ESL and EFL learners”. Furthermore explanation from Gao
(2007: 5) says that genre approach shows a powerful response to the deficit of
process models.
To begin with, Genre-Based Approaches start with the whole text as the
unit in focus rather than the sentence. The focus on the whole texts implies that
there is higher level of order and patterning in language than just in sentence-
grammar at the level of discourse organization and meta-patterning of
grammatical features. Genre-Based Approaches emphasize that this higher order
must be attended for effective language use. The specification of genres to be
taught is based on the classification used by many systemic functional linguists,
especially in application to classroom teaching of English (Lin, 2006 :4).
The rational why Genre-Based Approach developed in Australia was
Australian theorist, Halliday. Martin, concern about the exclusivity perpetuated
by traditional approaches (Gee, 2005: 1). Furthermore Gee adds that for the
Australian theorists above, genre represented a stage or goal-oriented social
process: “genres are referred to as social process because members of culture
interact with each other to achieve them; as goal oriented, because they have
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evolved to get things done; as staged because it is usually takes more than one
step for participants to achieved their goals”. The other rational for adopting
Genre-Based Approach is that, Genre-Based Approach facilitates clear links to
the student’ purposes for writing beyond the writing classroom (Lin, 2006: 4).
To teach genres, the proponents of Genre-Based Approach propose the
framework of teaching, what they call as Curriculum cycle.
4. Curriculum cycle
In the classroom, the activities of genre approach look like a cycle or wheel,
so that it is known as the curriculum cycle, (Gee, 2005; 2). The cycle consists of a
number of stages. Each stages has special objectives and activities, such as the
cycle described by Martin et. Al. in Chappell (2004: 4-9) is as follows:
1. The field- building activities: that is the aimed at immersing the learners in the
context of culture and social purpose of spoken text, their temporal and spatial
context, the roles and relationships of the related components, and the role of
the language within the activity, as well as medium chosen.
2. The text modeling and a deconstruction of the text. This involves analysis of
the rhetorical staging on the spoken text, the lexical and grammatical
resources used.
3. The joint production of similar spoken text is carried out by the teachers and
learners
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4. The independent construction of the text by the learners themselves.
One widely accepted classroom application of teaching English using the
Genre-Based Approach is the “teaching and learning cycle” or also referred to as
“the curriculum cycle”. This cycle consists of four main stages; they are building
knowledge of field, modelling of text, join construction of text and independent
construction of text. It aims to provide support for learners as they go through
each stage of the cycle. The following elaboration of the teaching and learning
cycle is adapted from Paltridge (2001: 31).
1. Building knowledge of field
This stage focuses on building up a shared experience and cultural context
about the topic of text. The interactions mostly happen between teacher and
class, and students and students. The focus is on the content information and
the language of the genre of the text that is going to be used. It particularly
focuses on controlling relevant vocabularies and grammatical patterns of the
particular genre.
2. Modelling of text
This stage focuses on introducing particular genre though a model of text that
deals with the field that the students have already explored in the stage of
building knowledge of field. Through the model text, teacher and class work
together exploring the cultural context, social function, schematic structure,
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and linguistics features of the text using spoken language to focus on written
text.
3. Joint construction of text
In this stage, when students are already familiar with all of the features of a
particular genre, teacher and students work together to construct texts that are
similar to the text that have already being learnt in the previous stage. In
constructing the text, attention should be paid to the schematic structure,
linguistic features and knowledge of the field of the text.
4. Independent construction of text
In this final stage, students are ready to work independently to produce their
own text within the choosen genre. Teacher can let students to work on their
own. In other words, teacher should minimize their support, scaffolding and
interference on students learning process. It will provides students with the
opportunity to show their ability to create a text that has schematic structure,
linguistic features and knowledge of the field in accordance with the genre
that is being studied.
Derewianka, cited in Lin (2006: 7) describes that each lesson unit or
cycle has its central focus a chosen text type or genre, and consists of a fixed
sequence of stages. The descriptions of the cycle vary in minor ways, but four
phases essential for developing control of a genre may be identified, namely:
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1. Context Exploration
Cycle begins with context exploration, referring to the possible contexts of
situation in which the chosen text- type or genre may be used. The
function is likely pre-listening/reading/speaking/writing phase that has
come to be typical in communicative language teaching. From the
teacher’s point of view, the function of this stage is to establish the
learners’ actual developmen or starting point.
2. Text Exploration based on Model Texts
The aims of this stages are to familiarize the learners with the target text-
type or genre, and to draw attention to organizational and linguistic
features commonly found in texts belong to it. The activities can be
‘communicative’ activities, such as the re-assembling of ‘jigsaw’ texts or
information gap
Figure 1: The Curriculum Cycle
18
3. Joint Construction of a Text
In this stage the model text is exposed, and making use of the knowledge
and awareness gained from the exploration of the text. The student work
with the teacher to construct their own texts (spoken or written) in the
text-type or genre. In the case of writing, the texts may go through a few
rounds of drafting, editing, and re-drafting. The model texts continue to
provide object-regulation, while others-regulation come not only from the
teacher but also from other students, as more expert peers guide others, or
as students refer each other to features in the models, and to ideas raised in
the text exploration stage.
If the objective of teaching is to develop speaking, there should be much
oral interaction, its nature and intention is different from that of most
forms of communicative language teaching. Where the interactive
activities in the latter are often designed to simulate real life interaction,
directed at providing opportunities for talking in the language, the talk
here is about using language, and is focused on a collaborative effort to
learn to accomplish a purpose in the language.
19
4. Individual Application
The last stage in the Cycle, individual application, as the name suggests,
requires learners to work individually and independently, for example, in
the case of writing, to produce individual essays. Ideally, this is carried
out only after the students have successfully produced a jointly
constructed text or understanding of the text.
Both Martin (cited in Chappel, 2004: 4-9) and Partridge (2001: 31) agree
that the teaching and learning activities at the first stage of the curriculum cycle,
Building Knowledge of the Field, aimed at immersing students in the context of
culture, social purpose of the target text, controlling relevant vocabularies and
grammatical pattern. However each of them put different emphasis on their view
of the Building Knowledge of the Text stage. According to Derewianka (cited in
Lin, 2006: 7), the activities involved at this first stage are functioned as the pre
activities such as pre-listening, reading, speaking and writing. He urges that the
first step which he calls Context exploration, functioned as actual development, or
as the starting point. For Partridge the core idea of all activities at this is the
interaction between teacher and class or students and students.
For the second stage, modeling of the text, both Partridge and Derewianka
share similar opinion that this stage focuses on introducing the target text through
a model of text by exploring the text’s social function, text organization and
linguistic features. Martin points out that the activities involve analysis of
20
rhetorical staging on the text, the lexical and grammatical resources used.
Derewianka proposes the use communicative activities such as re-assembling of
jigsaw text or information gap.
At the third stage, Martin, Partridge and Derewianka agree that teacher
and students work together to construct the text of the focused genre. Partridge
stresses that in constructing the text, attention should be paid to the schematic
structure, linguistic features and knowledge of the field of the text. Derewianka
adds that In the case of writing, the texts may go through a few rounds of drafting,
editing, and re-drafting. If the objective of teaching to develop speaking, there
should be much oral interaction, its nature and intention is different from that of
most forms of communicative language teaching. Where the interactive activities
in the latter are often designed to simulate real life interaction, directed at
providing opportunities for talking in the language, the talk here is about using
language, and is focused on a collaborative effort to learn to accomplish a purpose
in the language.
At the last stage, referred as Independent Construction (Martin and
Partridge) or Individual Application (Derewianka), students work independently
and individually to produce the chosen genre. In the other word, at this stage, each
student produces the text, as addition, Derewianka stresses, it can be done ideally
if the students have successfully produced a jointly constructed text or
understanding of the text.
21
The stages of curriculum cycles explained by Martin, Partridge and
Derewinka above present the material of teaching integratedly, therefore there is
no explanation in which stages skills reading and listening developed. Because of
this reason it is necessary to explain the stages which are suitable to be applied at
Senior High School in Indonesia. The stages are implemented in two cycle,
spoken cycle and written cycle. Spoken cycle especially to develop listening and
speaking, and written cycle to develop reading and writing. The stages of each
cycle is as follow:
1. Building Knowledge of the field
This stage is the preparation stage. So, the first activity is to prepare student to
get into the new topic of the text. Suppose that the focus genre is narrative,
students should identify the topic of the text, whether the text is about
Lancang Kuning or Malin Kundang. The next step is to give students the
experience about the content of the text. The activities can be in form of
questions and answers about the narrative texts which have been read by
students. Because this is the preparation stage, teachers should enlarge the
students vocabulary as well as to make students interested in reading the
text.
2. Modeling of text
In this stage teachers give example of the text. For spoken cycle this stage is
used to develop listening, so the activities are listening comprehension. In
22
written cycle the activity is reading comprehension. Procedural knowledge or
text organization is introduced in this stage.
3. Joint construction of the text
Self confidence is very important in developing language skills, so in this
stage the teachers build students self confidence in productive skills either
speaking or writing. For this purpose, the teachers give opportunity to
students to cooperate in pair or in group. So that they can learn from others.
The example activities for spoken cycle are role play, games, interview,
discussion and debate. For written cycle can be collaborative writing (Brain
storming, organizing idea, drafting, revising, editing)
4. Independent Construction
At the end of the process of teaching and learning the individual achievement
should be measured. So one of the purpose of this stage is to know haw far
the students master the lesson individually and students must have the
responsibility for their own learning. The teachers also have to try to
encourage students’ creativity in this stage, because in this stage for spoken
cycle each student should have monologue in focused genre and in the written
cycle students should produce the text of focused genre.
23
5. Genre in Developing Writing Skill
The role of Genre in content writing instruction, according to Reppen (2001:
326), should emerge naturally from the material features. Instructions need to
provide a scaffolding so that the students can progress toward more academically
valued ways of writing , learn content material, and have better chance to
experience success in school.
In applying the process of using genre approach in writing, according to
Yan (2005: 3), the teacher should be aware of the following three general
guidelines. First, because writing is so difficult, the teacher should adopt the role
of assistant, guide and work closely with students to encourage them. Teacher
should offer helpful feedback and suggestions. Second, teachers should directly
train students about the writing strategies. Third, teachers should include the
listening, speaking, and reading skills in the writing class. Typically, the teaching
procedure for the process genre is divided into the following six steps : (1)
preparation, (2) modeling and reinforcing, (3) planning, (4) joint constructing, (5)
independent constructing, and (6) revising.
Gao (2007: 7) describes that the practice of writing based on genre includes
three stages:
24
1. Pre- writing
In the pre writing stages, teachers are supposed to help student generate ideas
through brainstorming, reading materials and group discussion.
2. Drafting
Based o the ideas in the pre-writing stage, students are encouraged to make
the first draft and express their idea freely.
3. Revising
When the draft is completed, students are advised to revise their draft alone or
in peer group. At this stage students have the opportunity to judge their
writing from the prospective of the audience. With the feedback from the
teacher and the peers, students are ready for the final draft.
Hammond (1992, as cited in Kim, 2007: 10) proposed the cycle in
teaching writing in three phases they are:
1. Modeling
In this phase the target genre that the students should construct is
introduced to them. The discussion focuses on the educational and social
function of the genre, and the analysis focuses on the structure and
language.
25
2. Joint negotiation of text
This phase refers to the stage when students carry out exercise to write the
text with the assist of the teachers. There is the interaction between
teachers and students. It also involves reading, researching and
disseminating information.
3. Independent construction
It is the final phase, in which students produce actual texts trough
activities such as choosing topic, researching and writing.
The process of developing writing skill in this research followed the
guidance of Indonesian National Education Department (2004: 3-23) which
adapted the theories mentioned above. It is stated that the process of teaching and
learning writing is conducted in written cycle as the follow up of reading.
The steps started with Building Knowledge of the Field as the preparation
stage. The next is Modeling of the text where the skill of reading developed. In
this stage, text organizations or generic structures of the focused genre are
explained to the students. The follow up is Joint construction with the activities
focus on writing. Students have the opportunity to practice writing in this stage.
They practice to work in group. The activities can be collaborative writing such
as brain storming about the idea, organizing the idea, drafting the text, revising
and editing. After practicing in group, students are expected to be able to write the
26
text individually. The following stage is the last stage that is Independent
Construction where students practice writing individually and every student
produces a text of the focused genre.
A. Review of the Related Finding
There are some researches which are related to teaching writing and genre
based teaching, first Kim and Kim (2005) conducted a study concerning about
teaching English writing to Korean University students. This study points out
four problems in University writing classes: first, a heavy emphasis on
grammatical form; second, overemphasis on final product; third lack of genre –
specific writing across the curriculum; and fourth, the need for more diverse type
of feedback. To solve this problems, it is suggested to utilize the balanced
instructional and curricular approach of the process and Genre-Based Approach
to teaching writing.
This research is different from the research which will be conducted. It does
not describe about the implementation of genre at senior high school in Korea,
nor the readiness of teachers and students in teaching and learning writing
through genre.
Next research conducted by Shokrpour and Fallahzadeh (2007). The
research is about EFL Writing Problems in Shiraz University of Medical Science,
trying to point out the major difficulties with which Iranian students face when
27
writing their report. The specific objective of this study is to determine whether
language skills or writing skill of medical students are the major problem areas to
medical students. The data analysis indicates that Iranian EFL medical students
have problem both in language and writing skills, but with higher percentages of
problem in writing skill.
Another research was done by Yenni Rozimela (2005). The research was
about the application of a Genre- Based Approach to teaching argumentative
writing in English to tertiary students in Indonesia. The study was conducted to
explore the value of the Genre-Based Approach to improve students’ writing. The
results of study show that the approach is applicable in an Indonesian context in
developing students ability in writing and it also offers a model of analyzing
English written text in Indonesian tertiary setting.
This research has many differences with the research which has been
conducted, even though still concerning with writing. The first difference is, the
research only focuses on teaching argumentative writing, but the research was
conducted on analying the process of teaching writing through every genre taught
at senior high school and the object of the research was the Senior High School
students not tertiary students or the students of university.
28
B. Conceptual of the Framework
The research concerned with the implementation of teaching writing
through Genre-Based Approach. The conceptual of the framework can be
explained as follow:
Teaching through Genre-Based Approach is implemented in two cycles,
oral and written cycle. Oral cycle focuses on developing listening and speaking
skill and written cycle focuses on developing reading and writing skill.
Therefore, teaching writing is on written cycle.
Each cycle consists of a series of stages namely Building Knowledge of
the Field, Modeling, Joint Construction and Independent Construction. Practice
of writing is on Joint and Independent Construction of the text. The last result
of teaching writing through Genre-Based Approach is the product of students’
writing. Each student should produce a text of focused genre.
29
GENRE-BASED APPROACH
THE PROCESS OF TEACHING AND LEARNING
ORAL CYCLE WRITTEN CYCLE
BKOF MODELING JOINT CONSTRUCTION
INDEPENDENT CONSTRUCTION
STUDENTS
PRODUCT TEXTS
30
CHAPTER III
METHOD OF RESEARCH
A. Kind of the Research
This research was related to the analysis of teaching writing through Genre-
Based Approach. It observed how the teachers performed the process of teaching
and learning and what activities the students did in the classroom. It also
described the subject naturally as what it was. So that the research was designed
as qualitative research, as Gay (2000: 16) describes that qualitative research
seeks to probe deeply into the research setting in order to obtain understanding
about the way things are, why they are that way and how the participants in the
context perceive them.
The finding of the research was presented descriptively. Because of this
reason this research was descriptive research. It was parallel to Miles and
Hiberman (1985:15) who explain that qualitative data are rich of description and
explanation of processes. This statement is supported by Gay explanation that
qualitative research rely heavily on verbal description(Gay, 2000:201)
B. The Location
The research was carried out at SMAN. 10 Pekanbaru. The researcher took
this school with the consideration, first, the location of this school is near the
31
city and easy to be reached. Second, the school is an average school with the input
is also the average students from Pekanbaru.
C. Informants of the Research
The informants of the research were the English teachers of SMAN 10
Pekanbaru. There were 8 English teachers at the school
No Name Gender Teaching at Class
1 Teacher A Male III
2 Teacher B Female II
3 Teacher C Male I/III
4 Teacher D Female I/III
5 Teacher E Male I/III
6 Teacher F Male I
7 Teacher G Female I/II
8 Teacher H Male II
From those eight English teachers, the researcher chosed only four
teachers, they were Teacher A, Teacher B, Teacher C and Teacher E. Teacher
A. was chosen because he was one of the English Instructor for Riau
Province. It was predicted he have much knowledge and experience in
32
implementing Genre-Based Approach. Three others were the experience and
permanent teachers at SMA 10 Pekanbaru. The rest of the teachers were not
used as informants with the consideration they were not permanent teachers
and the status were not civil servants.
D. Technique of Collecting the Data
The techniques of collecting data in this research considered to the focus
and the purposes of the research. In the qualitative research, sample and the
source of data should be Emic prospective (Sugiono, 2005: 206-207). It
means the point of view of informants are very important. In this case, the
points of view of the teachers as the doers or main actors in teaching English
through genre.
To gain the data needed for this research the researcher used (1)
observation, (2) Interview and (3) Documentation.
1. Observation
Observation was conducted in order the information about how the process of
teaching and learning went on in the class gained. The activities of teachers
and students were observed directly. For this observation the researcher
designed the instrument which contained the components involved in the
process of teaching and learning based on Genre-Based Approach.
33
2. Interview
The function of interview was as the instrument to gain the data to complete
the one gained from observation. Some questions were prepared for this
purpose. The objects of the interview were teachers. The questions to the
teachers were about the design of teaching and the activities of teachers in
implementing the learning process as well as their understanding about Genre-
Based Approach.
3. Documentation
The objects of the study documentation were the written preparation of the
teachers such as Syllabus, lesson plan, students exercise and the product of the
students after finishing the process of teaching and learning.
E. Technique of Analyzing Data
Data analysis according to Patton in Moleong (1999: 103) is the process to
organize and classify the data into special pattern and basic description. Meanwhile
Gay (2000: 237) states that analysing qualitative data is a formidable or difficult task
for all qualitative researcher so he suggests that the researcher must systematically
search, categorize, integrate and interpret the data which have been collected and
provide the researcher’s own understanding. Furthermore Gay (2000: 240-253) offers
the techniques of collecting data as follow:
34
1. Data Managing
In data managing the writer organized the data and checked it for
completeness, after that started the process of analyzing and interpreting the
data
2. Reading/Memoing
The writer read the field notes, transcripts, memos, and observer comments
to get the sense of the data.
3. Describing
The writer provide a true picture of the setting, events that took place in it
so the writer, and the reader would have an understanding of the context in
which the study took place.
4. Classifying
The writer classified the field notes or transcription into categories that
represent the different aspects of the data.
5. Interpreting
The writer identified the important themes or meaning in the data. The
search was for clarity and the essential features of the data.
6. Representing the finding
The write represented the findings of the research in a written report.
35
The other experts Miles and Hiberman (1985: 21-22) suggest that data
analysis in Qualitative research are the activities that are conducted intensively
and continuously for every phase of the research. The process is data collection,
data reduction, data display and data conclusion through drawing and verifying
the data.
Based on the explanation of the experts above, the researcher used the
techniques suggested by Miles and Hiberman, because they offer the techniques
that are rather simple and applicable for the purpose of this research. The steps
were as follows :
1. Data collection.
In this steps, the researcher interviewed the informants about their
understanding about the concept and their knowledge of Genre-Based
Approach and how they applied in the process of teaching and learning. After
that the researcher checked the documents of the teacher such as syllabus and
lesson plans. In these documents the preparation of teaching and learning, the
steps of teaching, were observed especially the process of teaching writing.
The last steps of collecting data was teaching observation. From this activity,
the data about the real steps of teaching of the teachers, the materials taught
and the process as well as the product of teaching were gained.
36
2. Data reduction.
Data reduction related to the process of selecting, focusing, simplifying
and abstracting as well as transforming the raw data which are gained in the
research.
Researcher grouped the data based on the way they were gained. They
were classified into three group, they were data from interview,
documentation and teaching observation.
3. Display the data.
The second activity of analysis is data display. The data gained are performed
and organized that permit conclusion drawing and action taking.
4. Conclusion drawing/Verification
This is the last step of data analysis activities. Sugiono (2005: 99) says that
the conclusion in the qualitative research can be in form of description about
the object of the research.
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CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter presents the findings and the discussion of the findings. The
findings and the discussion are presented based on the techniques of collecting data
namely, interview, documentation and teaching observation.
A. Findings
1. Interview
The data gained from interview are presented in four broad categories;
firstly, the teacher’s understanding of the Genre-Based Approach; secondly,
the teacher’s professional practice teaching writing skills through the Genre-
Based Approach which centered around the themes of the application of the
curriculum cycle; thirdly, Teachers’ difficulties in teaching writing skills
through the Genre-Based Approach and finally, teachers’ strategies to
overcome the difficulties.
a. Teacher’s understanding of the Genre-Based Approach
Four Senior High school teachers of English in SMAN 10
Pekanbaru, one female and three males, participated in this study. All of
the teachers who participated in this study are in-service teachers who
38
have more than five years teaching experience. According to the
participants, all of them have already had training on the Genre-Based
Approach for teaching English provided by the government. The
frequency of the genre based training they had varied between one to two
times. The findings show that in many cases, the participants gave similar
answers to the questions being asked.
The data relevant to the teachers’ understanding of the Genre-Based
Approach fell into two categories; they are teachers’ conceptualization of
the Genre-Based Approach and opinion about the Genre-Based Approach.
1) Conceptualization of Genre Theory
Most participants conceptualized the Genre-Based Approach in
similar way. They stated that the Genre-Based Approach for teaching is
generally about teaching and learning language using different type of
texts by focusing on the social purpose, the generic structure and language
features of the text.
Genre-Based Approach is an approach how to teach English based on the genre, because each genre has different function, generic structure and language features (Teacher B).
Interestingly, one participant defined the Genre-Based
Approach as teaching a certain number of texts.
39
I think Genre-Based Approach is how to teach reading by using 12 genres in order to find out the purpose of the text, generic structure and the language features (Teacher E).
Furthermore, the participants also reported that the main objective
of teaching the various type of text is to make students understand
different type of text well.
In teaching and learning process, the student are expected to understand text types (Teacher A)
Genre-Based Approach means the approach how teacher can make student understand different type of text well (Teacher C)
In addition, one participant viewed the concept of the Genre-Based
Approach as follow:
Genre-Based Approach is a teaching method that consists of “two cycles in four phases; oral and written cycle and the Building knowledge of the field, modeling, joint construction and independent construction phases (Teacher A).
This view is in accordance with the adoption with the theory of
Genre-Based Approach in Indonesian context. Exploration of a type of the
text is done in two cycles, the spoken and written cycle.
2) Opinion about the Genre-Based Approach
The question used for gaining the data in this part were about what
the participants knew and what their opinions about teaching writing
40
through Genre-Based Approach. Answers given to the questions were
expanded to not only about the personal feeling, but also to their students’
achievement in writing.
The data relevant to the teachers’ opinion of the Genre-Based
Approach shows that all teachers who participated in this research think
that the Genre-Based Approach is a good method for teaching English
writing skill. They believed that this approach is an effective method for
developing students’ ability in understanding and differentiating kinds of
text.
I think it is good for developing student writing. Students will understand different types of genre/texts (teacher A).
In addition, compare to other methods of teaching, the
participants reported that the students showed significant
development in writing taught through the Genre-Based Approach.
The Genre-Based Approach is more effective than other approach since students show significant development writing when taught to write using this approach (Teacher B).
The development of students writing, as the teachers stated,
were seen from the organization of the text that they wrote.
41
Genre-Based Approach is more effective than other approach since it can provide students with the understanding of text organization, and can produce their own text in accordance to the text organization (Teacher C).
It is an effective way of teaching writing since it allows student to create and organize their idea when they write text (Teacher E).
What was reported by the participants indicates a positive
learning out outcome of teaching writing skills through the Genre-
Based Approach in English language classroom.
Referring to the fact that Genre-Based Approach concerns
with the exploration of social purpose, organization structure and
linguistic features of the text, it can be said that exploring the text
organization provides students with a model for organizing their
own text.
b. Application of the Curriculum Cycle
The data about the teachers’ professional practice teaching writing skills
through the Genre Based Approach which centered around the theme of the
application of the application of the curriculum cycle as the instructional
approach of the Genre-Based Approach, in this part, were gained through
interview, not by observation of teachers’ activities in the process of teaching and
learning. The data relevant fell into four categories, namely the building
42
knowledge of the field, modeling, joint construction and independent
construction.
1) Building Knowledge of the Field
In their teaching application using the curriculum cycle as the instructional
approach of the Genre-Based Approach, two participants reported that the first
phase of the curriculum cycle, the building knowledge of the field, is a phase
for introducing materials related to the topic of the text to the students.
On the phase Building Knowledge of the field I try to introduce the materials that will be studied by the students (Teacher B).
Building knowledge of the field function as an Introduction for students to communicate (Teacher E)
Building Knowledge of the Field focuses on exploring and promoting
students’ experience and prior knowledge (Teacher A and C). It also aims at
providing students with the content information of the text that is going to be
used by developing their vocabularies
To promote and raise the students prior knowledge to focus the materials (Teacher A) I explore students’ experience and developing their vocabulary on the stage of Building Knowledge of the Field (Teacher C)
43
In this phase, all participants (teacher A, B, C, and E) reported that
they prefer to use questioning related to the topic of the text as the teaching
activity. The participants mentioned that they ask the questions orally.
Thus, in this phase, the activity focuses mainly on listening and
answering to teacher’s talks and questions. The participants also reported that
the question they asked mostly about vocabularies related to the topic. In
addition, as reported by teacher B, using teaching aid such as picture could
help in developing students’ vocabulary mastery.
2) Modeling of the Text
All participants have similar opinion about the aim of the modeling
phase. They stated that the aim of modeling phase is to introduce the model of
the text of the genre being studied (Teacher A, B, C and E). They further
clarified that in introducing the model of the text, they focus on analyzing the
genre’s social function, text organization and grammatical features.
The function of modeling is to give model of discussion, teacher’s model (Teacher A)
To give the introduction of the model of the text genre which focus on the analysis of the genre ( Teacher B)
44
In addition, the other two participants reported that modeling phase is
a stage of reading and comprehending text (Teacher C) which focused on
developing students’ ability in listening and reading text (Teacher E).
A stage of reading and comprehending text where students read the focused text (Teacher C)
Modeling focused on the student ability about listening or reading the text (Teacher E)
Data relevant to the learning activities in this phase, all participants
preferred to ask students to read the model text or to listen to the teacher read
the model text carefully. Then, they asked students to answer some questions
about the text. The questions were mostly given in the form of cloze question
such filling in the blank or completing incomplete sentence. The questions
were mainly about students’ comprehension of content information and
related vocabularies in the text. Teacher A and B had mentioned about
analyzing the genre’s social function, text organization and grammatical
features as the aim of modeling phase, however, none of them reported any
other activities despite the activities of listening or reading to the text and
answering to the questions related to the text.
The activities such as listening or reading to the text and then
answering some question related to the text were hardly pictured the activity
45
of analyzing the text’s social function, generic structure and grammatical
features.
3) Joint Construction of the Text
Regarding the aim of Joint construction of the text, each participant
had different opinion. According to Teacher A, the aim of joint construction
of the text is to make students work in group. Two participants, Teacher B and
Teacher C, reported that this phase aims to make students able to reconstruct
and rearrange similar text. One participant stated that this phase is a phase for
discussing all aspect of the text.
On this phase students work in group practice writing the same genre shown in modeling(teacher A)
On this phase students can construct a similar text to genre
(teacher B)
The activities students on this phase are reconstruct and re arrange the text (Teacher C)
Therefore, when being asked about the activities used in the Joint
construction of the text stage, the participant also reported different activities.
According to Teacher A, the activities in this stage centered on discussion and
sharing information about the text students in groups. Data from this teacher’s
teaching observation shows that the discussion and sharing information
46
focused on the way how to make a draft of a text. The other three participants,
Teacher B, C and D, stated that activities in this phase focus on asking
students to rearrange the text through jumbled sentences and paragraphs. One
participant, Teacher B, emphasized the important of students and teacher
working together in discussing the right arrangement of the rearranged text.
4) Independent Construction of the Text
Two out of four participants agreed that the Independent construction
of the text aims at making students work individually (Teacher A and E). One
participant, Teacher B, stated that this stage aims at aims at making students
work independently. One participant reported that this stage is a stage for
discussing the idea for the text and retelling the story of the text (Teacher C).
To make students work individually. They are able to write a good composition and present it in front of the class (teacher A)
Students work individually on this phase(teacher E) Stage for discussing the idea for the text and retelling the story of the text (teacher C)
Data related to the teaching and learning activities they used for
teaching writing in Independent construction of the text, three out of four
participants stated that they assigned students a text on a topic that the
students choose by themselves (Teacher A, B and E). The participants also
47
reported that they assigned students to write the text at home as a homework
because the students need more time and concentrations in writing a text or
composition. In further conversation with the participants, they stated that
limited time available for writing at school also contributed to the decision of
assigning students to write the assigned text at home.
In addition, the participants also reported that they also assigned
students to present the assigned written text orally in front of the class in the
next meeting. The participants clarified that the purpose of this assignment is
to make sure that the students do compose the text by themselves and to check
their understanding on the whole aspects of the texts that they wrote.
Assigning students to write a text and choose the topic by themselves as a homework and present in the next lesson. (Teacher B)
In addition, the data also shows that most teachers prefer to assign
students to work individually.
c) Teachers’ difficulties in Teaching Writing through the Genre-Based
Approach
Regarding the difficulties that the teachers encountered when teaching
writing through the Genre-Based Approach, there were several problems
emerged. The problem were varied from students’ limited vocabulary mastery,
48
students’ weaknesses in developing and organizing ideas, and difficulties in
differentiating social function and grammatical features each type of the text.
For the problem of students’ limited vocabulary mastery, most participants
reported that this problem was the major obstacle in teaching writing skills
through the Genre-Based Approach.
Students limited vocabulary that affect their ability in constructing sentences (teacher C).
Students’ lack of vocabulary, grammar mastery and low motivation in learning writing skills. Difficulties in teaching students to organize their idea (Teacher E)
They believed that vocabulary mastery plays crucial role in success
writing. They further clarified that rich vocabulary mastery will provide the ease
of writing process and the flow of thought. In addition, rich vocabulary mastery
will also provide the ease of reading comprehension of a text. Therefore, what
was reported by the participant suggests that vocabulary mastery plays an
important role in both of comprehending and producing texts.
In addition, two participants (Teacher A and Teacher E) reported that
students’ weaknesses in developing and organizing ideas was another problem in
their practice of teaching writing through the Genre-Based Approach. The
problems of organizing ideas in writing mainly centre on the use of cohesive and
coherence.
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Furthermore, one participant (Teacher A) reported that students’
difficulties in differentiating social function of each type of text and its’
grammatical features as other difficulties in teaching writing through the Genre-
Based Approach.
d. Teachers’ strategies to Overcome the Difficulties.
To overcome the problems related to students’ lack of vocabulary, the
participants reported that they “give students some vocabulary task such as
memorizing and finding the meaning of some difficult words” (Teacher B) and
“ask students to bring and to consult the dictionary and use the vocabulary that
the students familiar with to write paragraph” (Teacher E). One participant
(Teacher C) reported that he spent more time to develop students’ vocabulary in
the building knowledge of the field. These data suggests that spending more time
and giving more exercise on vocabulary mastery could help teachers to develop
students’ vocabulary mastery.
Dealing with the problem of students’ difficulties in developing and
organizing ideas, majority participants reported that they had no solution for that
problem. They argued that the difficulties would automatically resolve along
with the process of teaching writing using the Genre-Based Approach. As
mentioned before, the participant found that students’ ability in organizing idea in
writing develop significantly when being taught through this approach.
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Only teacher A reported that asking students to make draft and plan
before writing could be the solution for the problem of students difficulties in
developing and organizing idea
By asking students to determine the type of text that are going to write, make draft and planning before writing , showing students the writing model.
Here, can be concluded that even though most teacher said that that there
were no solution for students difficulties in developing and organizing ideas in
writing through Genre-Based Approach shows the solution of the obstacle; that is
students were able to organize their ideas and to write their own text in
accordance the focused text’s organization.
2. Documentation
There are two kinds of documentation as the source of data of this research,
they are syllabus and Lesson plan.
Syllabus is a general planning which should be designed by teachers based
on subject matter contain standards released by Indonesian ministry of education.
In the syllabus can be observed how teachers organized their teaching and
learning activities on spoken and written cycle of Genre-Based Approach. For the
need of the research, the data gained focused only on the data of written cycle.
The more specific planning of the process of teaching and learning is a
lesson plan. It shows how procedure of teaching and learning organized.
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a. Syllabus.
In the syllabus teachers A and C outlined the activities of teaching and
learning of the written cycle parallel to Genre-Based Approach, they are
Building Knowledge of The field, modeling of the text, joint construction of
the text and independent constructions.
The activities of teacher A in Building Knowledge of the Field are
identifying new vocabulary of the text given, reviewing language component
simple past and identifying text organization or generic structure of text
narrative. Teacher C only has two activities reviewing simple present and
identifying the difficult words of the given text.
On the modeling phase, teacher A had his students find the meaning of
words or phrase from the text discussing generic structure of the text then
reading for getting information. On the other hand, teacher C only had one
activity that was reading for information.
On the stage of Joint construction and independent construction, teacher
A and C had the same activities, namely writing text in group for the stage
joint construction and writing text individually for the stage independent
construction.
Teacher B and E did not outlined their teaching activities as teacher A
and C do, they outline the activities in form of pointers. Both of them had the
same activities, they were reading aloud, text organization or generic structure
52
of the text, linguistic features, drafting the text and peer correction as well as
revision of the text.
Table 1
(Activities of written cycle in syllabus)
STAGES ACTIVITIES Teacher A
Teacher B
Teacher C
Teacher E
I Building Knowledge of the Field (BKOF)
To prepare students to get into the topic
To relate students experience To enlarge vocabulary To explain the grammar
V V
V
V V
V
II Modeling of the text(MOT)
To give example of the text Reading comprehension To explain text organization To explain social function of the text
V V V V
V V V
V V
V V V V
III Joint Construction of the Text (JCOT)
To give opportunity to students to work in group.
To assist students in writing Collaborative writing(Brain storming, Organizing idea, revising and editing)
To assist students in writing
V V
V
V
V
V
IV Independent Construction of the Text (ICOT)
Students construct their own text individually
Product the focused genre
V V
Table 1 shows that there should be four activities on the stage of
Building Knowledge of the Field. Teacher A and C only have two activities
they are to enlarge vocabulary and to explain grammar. On the other hand
teacher B and E do not have any activity on this phase..
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On the stage modeling of the text, majority of teachers have fulfilled
four activities that should be existed. On the stage of joint construction all
teachers have only one activity from four activities shown in the table. All of
them agree that on joint construction activity is to give opportunities to
students to write in group.
On the last stage both teacher A and C wrote down one activity there
was students to construct their own text individually. Teacher B and E did not
write down any activity.
b. Lesson Plan.
All of the informants of this research divided the process of teaching and
learning of the written cycle into two Lesson plans. One Lesson plan for
reading and the other for writing.
The stages of teaching and learning of reading in lesson plan of all
informants consisted of three phases they were pre-reading, while-reading and
post reading.
The activities in pre reading were greeting, questions and answers
related to the text, and asking students experience concerning with the content
of the text. The activities in the while-reading were reading the text,
answering the questions based on the text and explaining the social functions
of the focused genre as well as generic structure of the text.
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On the last phase, post reading, the activities were getting the
conclusion of the text and asked students to write the text of the focused
genre.
In the Lesson plan for writing, the steps of teaching writing were also
organized into three phases; pre writing, whiles writing and post writing. The
activities of teacher on pre writing of narrative text namely questions and
answers about the last narrative text they have learned. On whiles writing the
activities were distributed the uncompleted text narrative, asked students to
complete it then discussed the students works. On post writing the activity
was to collect the students works. These steps were quite different with the
steps written in the syllabus.
The activities of teacher B in pre – writing were as follows, questioning
and answering about the last recount text they had learned. In while-writing
students were asked to write text recount about their interesting trips
individually, collected the students writing and the last phase asked some
students read their texts in front of the class.
The activities of teacher E in pre, while and post- writing were
questioning and answering about the last procedure text they had learned
before, then showing the students the procedure how to make paper sailing
boat. Based on this demonstration, teacher asked students to write text
procedure about how to make paper sailing boat.
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Teacher C in his Lesson plan for writing ,the steps in pre, while and
post-writing were as follow: writing text descriptive through chain writing
in group, Reading the result, discussing it and then asking students
individually to write text descriptive.
Table 2
(Activities written cycle in Lesson plan)
STAGES ACTIVITIES Teacher
A
Teacher
B
Teacher C Teacher
E
I Building Knowledge of the Field (BKOF)
To prepare students to get into the topic
To relate students experience
To enlarge vocabulary To explain the grammar
V
V
V
V
V
V
V
V
V
V
II Modeling of the text(MOT)
o To give example of the text
o Reading comprehension o To explain text
organization o Social function of the
text
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
III Joint Construction of the Text (JCOT)
To give opportunity to students to work in group.
To assist students in writing
Collaborative writing(Brain storming, Organizing idea, revising and editing)
To assist students in writing
V V V V
IV Independent Students construct their V V V V
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Construction of the Text (ICOT)
own text individually Product the focused genre
The data above shows us that from 14 indicators of teaching and learning through
Genre-Based Approach, teacher A and C fulfill 9 indicators, teacher B and D, 8
indicators.
Table 3
(Activities of written cycle in syllabus and Lesson plan) STAGES ACTIVITIES Teacher A Teacher
BTeacher C Teacher E
Syl Lp Syl Lp Syl Lp Syl LP I Building
Knowledge of the Field (BKOF)
To prepare students to get into the topic
To relate students experience
To enlarge vocabulary To explain the grammar
V V
V
V
V
V
V
V
V V
V
V
V
V
V
V
II Modeling of the text(MOT)
To give example of the text Reading comprehension To explain text organization
Social function of the ext
V V V
V
V V V
V
V V V
V V V
V
V V
V V V
V
V V V
V
V V
V
V
III Joint Construction of the Text (JCOT)
To give opportunity to students to work in group.
To assist students in writing
Collaborative writing(Brain storming, Organizing idea, revising and editing)
To assist students in writing
V V V
V
V V
V
V V
IV Independent Construction of the Text (ICOT)
Students construct their own text individually
Product the focused genre
V V V V V V
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Note: Syl – Syllabus
Lp – Lesson plan
Table 3 shows us that there are some different activities between
syllabus and lesson plan. Such as the activities of teacher A on the stage
Building knowledge of the field. In the syllabus there are two activities, to
enlarge vocabulary and to explain the grammar. In lesson plan there are three
activities, Prepare students to the topic, relate students experience and to enlarge
vocabulary. The different also happen on the stage of modeling, joint
construction and independent construction. The reasons of the teachers why
they are different, because in the syllabus they wrote only the outline of the
activities and in the lesson plan the activities should be more detail. The
differences also happen among teachers.
3. Teaching Observation
The research is about teaching writing through Genre-Based Approach,
because of this reason the focus of the observation in the class was on the
process of teaching and learning writing.
a. Teacher A
The material of teacher A was narrative text. The focus of teaching
was writing and it was the follow up teaching reading a week before. The
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teacher started the class by greeting all of students and checking the
attendance list.
Pre activity was interpersonal questions to the students, after that
the teacher asked some questions about the text that the students had read
before that was narrative text with the title Malin Kundang.
After pre activity, teacher explained the generic structure of
narrative text by giving an example of narrative text with the title Malin
Kundang. Based on story given, students were asked to work in group to fill
in the form. The form consists of two columns. The left column consists of
several rows which contain the generic structure of narrative text; title,
orientation, initiating event, complication and resolution. The right column
was the place of the text. The objective of this exercise was to make
students able to divides narrative text based on its text organization. After
they finished working in group, some of the group read the result of their
discussion in front of the class.
The next task given by teacher was the same as previous exercise
that was to enable students to identify generic structure of the text. The text
given was the new text, Snow White.
Some students were asked to read the result of their work. While
students reading this task 2, time was over and teacher gave students home
work to find one of the story and fill in the form of task 1 and 2.
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b. Teacher B
Teacher B taught recount. After greeting to his students, this
teacher asked some personal questions, then continued to the question about
the students’ unforgettable experience.
The next activities were showing the students a diary; asking the
students whether they had diary or not and what the diaries were for. She
wrote some sentences from the diary on the board and discussed the
sentences with students, she explained that most sentences in a diary were
past. Then she asked students to sit in pair. She asked students to arrange
the jumbled sentences into paragraph.
After discussing the students work, she explained about text
recount, then distributed uncompleted text and asked students to complete it
individually. They discussed the students work. Most of students made
many mistakes, especially grammatical mistake about simple past tense.
Because of this, teacher explained about simple past tense. After explaining
simple past tense, she gave students exercise about simple past tense. Time
was over while students doing the exercise.
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c. Teacher C
The material of teacher C was text description. He started with the
explanation about text description, about the purpose and the organization
of text. After that, he asked students to write 5 sentences describing about
physical performance of their fathers or mothers. One student was asked to
write his sentences on the board. The teacher and students discussed the
sentences. Two more students were asked to read the sentences which they
wrote.
The next activities, the teacher divided the students into groups of
5 and 6 students. All of the group led outside the class. Each group was
brought to the object such as basket ball, canteen, in the front part of the
school. The students should observed their object. Each students in the
group must write at least one sentence about the object they observed. When
they finished observing and writing sentence about the object, the students
were asked to be back to the class. In the class the teacher asked each group
to rearrange the sentences they wrote in their group into a description text.
One of the member of each group read the text they had composed.
The last activity, the teacher showed a picture of public figure,
then he asked students to write the description text about the picture.
d. Teacher E
The material of teaching taught by teacher E was text procedure.
He started the class by greeting the students and explained the material to be
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taught that day. He wrote on the board, “ Text Procedure” . After that he
explained what procedure text was, the purpose and the example of text
procedure.
From the example of the text which he distributed to students, he
explained the language features the words which were used for explaining
the sequence by giving the example of how to use the words. Two more
short example of text procedure he distributed to the students, then he
explain the text organization.
The last activities of Teacher B was giving the students
assignment to make the short text how to make the tea. When time was
over, only three students had finished the assignments.
Table 4 (Activities of teachers in teaching writing)
Indicator Teacher A Teacher B Teacher C Teacher E
1 Follow up Reading V V V 2 Relating students experience V V V 3 Model of the text V V V V 4 Social function V V V 5 Linguistic features V V 6 Knowledge of the field V 7 Text organization V V V V 8 Drafting the text in group V V V 9 Collaborative writing V 10 Writing assistance from
teacher V V
11 Individual writing V V 12 Product of writing V V
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Table 4 shows three of four teachers agreed that teaching writing was the
follow up of reading. It means that they taught writing on the stages of joint and
independent construction of the text. The table also shows only teacher E who
completely followed the steps of Genre-Based Approach. He taught all the
components which should have been existed on the stage of joint and independent
construction. Teacher C did not explain some of the components, but he ended up
with the product of writing of the focused genre on the independent construction
phase.
As the conclusion, only teacher C and E completed the steps to the product
of writing. Teacher A and B did not complete the procedure, they taught writing
only on the stage of joint construction of the text.
The other finding, all of the teachers in the process of teaching did not use
lesson plan as the guidance in the class. It contradicts with Standard Process of
teaching and learning in Indonesia which states that the process of teaching and
learning should be based on syllabus and lesson plane (BNSP. 2007: 8)
B. Discussion
1. Teachers’ Understanding of the Genre-Based Approach
The data about Teachers’ understanding of Genre-Based Approach was
gained only through interview because it explored the understanding of
informants about Genre-Based Approach. It discussed three aspect of Genre-
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Based Approach such as how they conceptualize the theory and their opinion
about the Genre-Based Approach for teaching writing.
a. Conceptualization of Genre Based Theory
The data gained indicates that the participant conceptualize the theory
of the genre based in relation to the secondary school English language
curriculum requirement. The curriculum requires teachers to teach 12 type of
text to senior high school students, identifies text type, their generic
structures, the purpose of text, and the social function. This conceptualization
can be seen as a concept of the Genre-Based Approach in Indonesian context,
particularly the secondary school English language teaching context.
The data also indicate the important of students’ ability in
understanding different types of texts as the outcomes of teaching and
learning language through the Genre-Based Approach. It also suggests that
the major aim of teaching English in senior high school using the 12 type of
texts is to understand the texts by understanding the purpose of the text,
generic structure and the language features. This concept was parallel to Lin
(2006: 2) who said that in Genre-Based Approach, teaching and learning
focuses on the understanding and production of selected genres of texts.
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b. Opinion about Genre-Based Approach
The findings indicate that these teachers have positive attitudes
towards the Genre-Based Approach for teaching English. In their teachings
practice, the Genre-Based Approach has provided positive outputs for students
in understanding and producing a particular text type. This opinion seems to
support the result of the research by Yenny Rozimella (2005) that the Genre-
Based Approach for teaching writing is applicable in Indonesian context,
particularly in developing students’ ability in writing.
In addition, these positive attitudes are beneficial for the teachers
themselves in terms of motivating them to keep using the approach in their
teaching practice.
2. Application of the Curriculum Cycle
The data about the Application of curriculum cycle were gained through
three resources namely interview, documentation and teaching observation. The
application discussed four stages of curriculum cycles, they are building
knowledge of the field, modeling of the text, joint construction, and independent
construction.
Regarding the focus of this research is teaching writing through Genre-
Based Approach and the process of teaching writing itself happens on the stage of
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modeling and joint construction, because of this reason teaching observation was
not used for gaining the data for the stage of building knowledge of the field.
a. Building knowledge of the Field
What was reported by the participants trough interview suggests that
majority teachers agreed that the first phase of the curriculum cycle, the
building knowledge of the field, is a preparation phase. A stage for preparing
student to the next phase by introducing the topic and related material of the
targeted text by using students experience and prior knowledge. In this matter,
the participants share similar views with those who work in genre pedagogy
such as Martin cited in Chappel (2004: 4-9), Derewianka cited in Lin (2006:
7) and Paltridge (2001: 31).
Concerning the activities for this phase, data from the interview,
syllabus and lesson plan show that most activities used concern on enlarging
students’ vocabulary. The participants preferred to use questioning related to
the topic in the target text-type as the teaching activities with the aim of
enlarging students’ vocabularies. This data supports the idea that the phase of
building knowledge of the field particularly focuses on controlling relevant
vocabularies and grammatical pattern of the particular genre (Paltridge, 2001:
31). In addition, the questioning activities also indicate that the directive role
of teachers is very strong in this phase. It, to some extent, relates to the notion
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that the interactions in this phase mostly happen between teacher and class
(Paltridge, 2001: 31) since the questions by the teacher evoke response from
the students.
Although the participants had mentioned that building knowledge of
the field is a phase for preparing students with the topic of the focused text-
type, the syllabus shows that the function of building knowledge of the field
only for explaining the new vocabulary related to the text. There are no
activities to prepare students to the topic, and to relate students’ experience or
prior knowledge. On the other hand, in the lesson plan the participants do
mention the activities for introducing the topic of the focused text-type by
relating to the student experience. As a matter of fact, syllabus should be
parallel to lesson plan, because lesson plan is the reduction of syllabus. The
informants informed that they designed lesson planed were not based on
syllabus. It is contradicted with the ruled.
From the data of interview and documentation which consist of
syllabus and lesson plan, the conclusion can be drawn that the data from
interview and lesson plans the participants have followed the theory of
Genre-Based Approach as Martin in Chappel (2004: 4), Derewianka in Lin (
2006: 7) and Paltridge (2001: 31).
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b. Modeling of the Text
Data related to the aim of modeling phase support the notion that this
phase is aiming at familiarizing the learners with the target text-type or genre,
and to draw attention to organizational and linguistic features commonly
found in text belong to it (Derewianka, Cited in Lin, 2006: 8).
Concerning the activities used for achieving this aim, data from
interview shown that text comprehension in term of comprehending the
content information of the target text-type was the primary activities used by
the participant in modeling phase. On the other hand, data from syllabus and
lesson plan showed that explaining text organization, social function and
grammar are the activities in modeling phase. Looking at to the data from
classroom observation, explaining text’s organization, social function and
grammar are the activities for joint construction phase. They argued that
explaining these elements in the joint construction phase can help giving
students necessary information about a target text type as the students’ prepare
to begin to construct similar text-type. This opinion contradicts with what has
been mentioned in previous chapter that modeling stages is not only about
reading comprehension but also about the exploration of social function, the
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organization and language features of model text (Hammond cited in Kim,
2007: 5).
Therefore, this data suggests that the teachers do understand the
concept of the modeling phase in mind and paperwork; however in their
teaching practice, the participants prefer to modeled or introduced focused
text organization, social function and linguistics features such as grammar in
the phase of joint construction for the ease of students’ writing practice.
In conclusion, the participants had not reached all aims of modeling
stage in their practice teaching in the class based on the data gained from
interview on the other hand the data from documentation showed the
difference one.
c. Joint Construction of the Text
The data show that there are different opinions about the aim of the
Joint construction phase. The different opinions among these teachers suggest
a lack of understanding about the theoretical concept of joint construction of
text which influences the application of this phase in the classroom. Two
participants view joint construction of text purely only as a phase of
reconstructing a model text. This opinion differs from the theory proposed by
Hammond (cited in Kim, 2007: 7), theoretically this phase refers to the stage
when students carry out exercise to write the text with the assist of the
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teachers. There is the interaction between teachers and students. It also
involves reading, research and disseminating information.
This limited point of view on the joint construction phase influence the
activities used in this phase. As reported by the participant in the interview,
most activities used in this phase centered on the exploration content
information, sentence and paragraph of a model text. The activities of
reconstructing a model text were limited to ask the students, in groups, to
rearrange the text through jumbled sentences and paragraphs. Thus, from what
was reported by the participants, it can be said that the activities used in this
phase are still about reading comprehension. Although the teachers had asked
students to work in group to rearrange jumbled sentences or paragraphs, these
activities can not be said as a joint production of similar text carried out by the
teacher and learners (Martin, cited in Chappell, 2004: 8). In addition, these
activities do not provide opportunity for students to make use of their
knowledge and awareness gained from the exploration of the target text-type
(Derewianka, cited in Lin, 2006: 9). Furthermore, this activities does not
involve reading, research and disseminating information. In short, arranging a
good paragraph or text from jumbled sentence or jumbled paragraphs requires
reading comprehension; this activity is more suitable for activities in the
modeling phase.
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Data from syllabus and lesson plan almost the same with the data from
interview above. Participant focused the activities of joint construction only to
construct the model text of focused genre.
Teaching observation has shown the different data about the activities
on joint construction of the text. Three of the four informants showed that
joint construction of text was the follow up of reading comprehension. The
indicators were their question to the students” Do you remember the last text
that we discussed? What was the text about? What was the genre of the text?
Three informants related the students’ experience with the focused genre,
gave the model of the text, and explained social function of focused genre. All
of them explained text organization, three of them gave the opportunity to
students to draft the text in group, two of them assisted the students in writing,
but only one participant give opportunity to students to have collaborative
writing. Form the teaching observation data, it can be concluded that most of
informants have understood the function of joint construction and use
appropriate teaching activities for supporting the function.
d. Independent Construction of the Text
What was reported by the participants through interview indicates that
in independent construction of text, students are regarded capable to work on
their own. It is assumed that the students have understood and had all the
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necessary knowledge about the texts that they are going to write. In addition,
this also suggests that each student is assumed capable of working on a
particular genre completely on his/her own, free from teacher and peer
students’ help and intervention (Paltridge, 2001: 31). By doing this, it
provides teachers with students’ products for the sake of assessment. In other
word, teachers can assess individual student’s learning progress and
achievement from the text that they wrote.
This practice of individually writing text by students in the
independent construction of the text is in accordance to concept of
independent construction of the text proposed by Martin Cited in Chappel
(2004: 9), Paltridge (2001:31) and Derewianka cited in Lin (2006: 9) that at
this phase, students work independently and individually to produce the
chosen genre. However, Derewianka (Cited in Lin, 2006: 9) argues that it can
be done ideally only if the students have successfully produced a jointly
construction text or understanding of the whole aspect and component of the
text. Therefore, attention should be paid more on developing students’
knowledge of the text in the previous phases.
Then, the data related to the activities done in this phase shows that
majority of the teachers asked the students to present their individual writing
in the class in the next meeting. This practice is quite difficult to be done in
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most Indonesia’s classrooms regarding the big number of the class and the
time available for asking each student to present his or her work. Thus, it can
be said that individual presentation of students work in the class is a time
consuming activity since it will take lot more of time for doing this activity.
Finally, the teachers’ preference to have their students to write at home
and present the result of the writing orally in front of the class can be said as a
product oriented. The teachers put more concern on how good is the products
that students can produce rather than on the process how the students can
produce a good product. According to Badger and White (2000: 154), this is
called a product-based approach to writing. It is an approach that sees writing
as mainly concerned with knowledge about the structure of language, and
writing development as mainly the result of the imitation of input, in the form
of texts provided by the teacher.
Data from all the participants’ teaching observation support this
indication. There were less attention paid to the development of the writing
itself, for example the process of collecting related information, drafting, editing
and revising the writing. Assessment on students’ products or writing mainly
concerned on the linguistic features and generic structure of the text. Even
more, only two out of four participants end with the product of students’ at the
end of the lessons.
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Another interesting issue arises from the comparison of data from
interview, syllabus, lesson plan and teaching observation. It shows that data
from syllabus and lesson plan are often conflicted with the data from interview
and teaching observation. From the teaching observation, it is found that all of
the teachers taught without following their lesson planning. They argued that
they are not familiar with the steps ad activities in the lesson planning. Further
clarification with the participants reveals the fact that most of these teachers had
their lesson plan by copying from the model of lesson plan provided by the
Minister of Education as a part of the 2006 curriculum change’s documentation.
This phenomenon pictures teachers’ limitation in composing their own syllabus
and lesson plan. Referring the facts that in the previous curriculum, the
centralized one, these documentations were provided by the central government,
therefore, most of these teachers are not used to create their own yet. Thus,
attention should be made to this problem also.
3. Teachers’ difficulties in Teaching Writing through Genre Based-Approach
What was reported by the participants suggests that most difficulties that
they encounter when teaching writing through the Genre-Based Approach lay
heavily on students’ English language mastery such as vocabulary and grammar.
In other words, the only factor that contributes to the obstacle of the application of
the Genre-Based Approach in the classroom come from students. What was
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reported by the participants seems to support the opinion that the common
problem in teaching writing is students’ problem with the target language
limitation and writing skills ( Shokrpour & Fallahzadeh, 2007). This also means
that attention should be paid to the appropriateness of the Genre-Based Approach
for teaching EFL students with all of their English language limitation
4. Teachers’ strategies to Overcome the Difficulties
What was reported by the participants concerning their strategies to
overcome the difficulties related to students’ limited vocabulary mastery suggest
that vocabularies development is still become the priority for the classroom
activities. It also suggests that more time allocation have been spent for
vocabularies activities in the classroom.
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CHAPTER V
CONCLUSIONS IMPLICATIONS AND SUGGESTIONS
This chapter presents the conclusion and recommendation based on the finding
and discussion presented in the previous chapter. It sets out some significant findings
in relation to the research objectives, and describes suggestions and implications for
future research.
A. Conclusions
Based on the findings, the following conclusions are made:
1. There is a limited understanding about the concept of the genre based
approach among these teachers. They only see this approach as teaching
English using twelve different types of texts. However, the participants
considered this approach quite effective for developing students’
vocabulary, grammar and ability to write a particular text. There are
positive attitudes towards this approach among the teachers’ who
participated in this study.
2. In the practice the genre based approach for teaching writing, particularly in
the application of the curriculum cycle, these teachers tend to use several
modeling activities in joint construction phase for ease of students’ initial
76
writing process. The research has also found that there is a significant shift
in the focus of teaching writing using the Genre-Based Approach and the
other writing methods or approach previously used. The findings show that
these teachers have began to move from focusing on teaching grammar and
vocabulary to understanding text as a whole beyond the sentence level.
However, it is also found that the practice teaching of writing is still a
product based approach which is concerned on the final output of the
learning process.
4. Regarding difficulties in the application of this approach, it found that the
problems lay heavily on students’ English language mastery. Students’
limited vocabulary mastery is the major obstacle in the application of this
approach to EFL learners. It also found teachers’ difficulties in translating
the theoretical concept of each phase of the cycle into effective classroom
activities. Concerning the way to overcome students’ limited vocabulary
mastery, the findings show that paying more time and attention for
vocabulary building as the common solution that these teacher used.
However, since the teachers do not realize their own limited understanding
and practice using the genre based approach for teaching writing, therefore,
there were no suggested solutions for them regarding this problem.
77
B. Implications
Regarding the teachers’ difficulties in translating the theoretical concept of
each phase of the curriculum cycle into effective classroom activities, these
teachers should be more active themselves in seeking for more information and
learning opportunities to develop their expertise in this approach. One way of
doing this is by continuously conducting professional development either
independently or collaboratively. Conducting independent learning, actively
involving themselves in teachers’ networks or teachers’ centers and reflective
learning from teaching practice using this approach are some examples of
professional development available for teachers. Thus, teachers should not merely
depend on the formal training provided by the government in developing their
expertise in this approach. Teachers should view their professional learning not
only as a learning for acquiring necessary skills for teaching but also learning that
involves cognitive process, personal construction and reflective practice (Richards
& Farrell, 2005). Furthermore, teachers working group can be considered as a
good way for teacher to develop their expertise and professionalism in teaching.
Training provider, such as LPMP, need to focus more in designing training
program for the practical application of the genre based approach for teaching
English particularly teaching writing skills despite the theoretical concept of the
approach. It is also necessary to conduct action research on the effective teaching
78
models of the genre based approach. In addition, the training designers should
consider other forms of training which are financially affordable and have a wider
range of accessibility, such as online training and electronic training. As we
know, for teachers’ professional learning and development, the government has
provided in-house trainings program for all teachers conducted by LPMP as one
of the government training providers. However, this program has some limitations
such as financial shortages and the large number of in-service teachers in
Indonesia.
The curriculum designers also need to consider aspects such as suitability
and practicality of this particular approach to be implemented in Indonesian
secondary school curriculum. The genre-based approach is an approach that is
initially designed to develop ESL students’ literacy skills such as reading and
writing, in this context, ESL students are supported with the benefit of more
exposure with the English language itself. Thus, the curriculum designer should
consider any difficulties that EFL teachers and students might encounter in the
process of teaching and learning using this approach. Problem such as students’
low mastery of vocabulary most of these teachers find it hard to teach due to
particular learning situations and circumstances in their classrooms.
79
C. Suggestions
This research has revealed some perspectives and experiences of a small
group of Senior high school English teachers concerning their teaching practice
using the genre- based approach for teaching English writing skill. Due to the
scope of the issue and the limitations of the study, the results are not able to
represent the generalized condition for all teachers in Riau province. This study
only looks at the experience of four teachers. In my experience as a teacher
trainer, these experiences are quite common. However, further studies would need
to be conducted with different groups of participants so that generalizations can
be made.
Finally, this study has indicated that the curriculum changes in the
Indonesian educational system for the teaching of English place a lot of stress and
need for learning on teachers. Therefore, planning for this learning is critical for
the success of the new program and the intended improvement in students’
learning. The planning should involve sequence of stages from training need
assessments to designing appropriate training program based on the result of the
training need assessment.
80
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84
Appendix 1
QUESTIONS FOR INTERVIEW
1. How long have you been teaching English ?
2. Now talking about teaching English in Indonesia, the curriculum requires
English teacher to teach English using different kind of text such as narrative,
descriptive, procedure, and recount. What does this means to you?
3. Genre-Based Approach, what do you know about this approach?
4. What do you think about this approach ?
5. When you teach English using different kind of texts, Is there any particular
language skills that you give more attention to and emphasize on? Can you
explain why?
6. Can you tell me any learning strategies and classroom activities that you use
for teaching writing using a particular type of text?
7. What aspect of writing that you emphasize on when teaching writing using a
type of text.
8. How do you assess your students’ learning achievement or progress in
writing?
9. Can you give me some example of writing tasks or exercise that you use in
your teaching practice?
85
10. Among the 12 types of text to be taught in Senior high school, which type of
the texts that you most frequently teach to your students?
11. What are the difficulties when you teach writing using a type of text and how
do you overcome the problems?
12. Do you use any other particular strategies, methods, or approach to teach
writing?
13. Compare to teaching writing using a type of text, which one do you think the
most effective for developing students’ writing skill?
14. Do you use the curriculum cycle strategy in teaching using text in your
classroom?
15. Suppose that you start with BKOF. In your opinion, what is the purpose of
doing this stage?
16. How about modeling of the text?
17. The next, Joint construction?
18. What product do you expect your students produce in the stage independent
construction?
86
Appendix 2
Indicators of Genre-Based Approach
(Written cycle) STAGES ACTIVITIES YES NO
I Building
Knowledge of
the Field
(BKOF)
To prepare students to get into
the topic
To relate students experience
To enlarge vocabulary
II Modeling of
the text(MOT)
To give example of the text
Reading comprehension
To explain text organization
To explain the grammar
III Joint
Construction
of the Text
(JCOT)
To give opportunity to students
to work in group.
To assist students in writing
Collaborative writing(Brain
storming, Organizing idea,
revising and editing)
To assist students in writing
IV Independent
Construction
of the Text
(ICOT)
Students construct their own
text individually
Product the focused genre
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Appendix 3 Instrument for Observation of Teaching Writing
Indicators Teacher A Teacher B Teacher C Teacher E
1 Follow up Reading
2 Relating students
experience
3 Model of the text
4 Social function
5 Linguistic features
6 Knowledge of the
field
7 Text organization
8 Drafting the text in
group
9 Collaborative writing
10 Writing assistance
from teacher
11 Individual writing
12 Product of writing
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Appendix 4
THE TRANSCRIPT OF INTERVIEW A. (Teacher A)
Q : Good morning Sir, how are you?
A : Good morning, I am fine thank you
Q : May I ask You some Questions about Genre-Based Approach, and its
implementation in the class
A : Yes, please
Q : before, I would like to know how long you have been teaching English?
A : It is about eighteen years
Q : Now talking about teaching English in Indonesia, the curriculum requires
English teacher to teach by using Genre-Based Approach. How often have
you been trained about this approach?
A : I think Two times.
Q : Can you explain what Genre-Based Approach is?
A : In teaching learning process materials that I teach by using determining text
types based approach, and text have different in purpose and function,
different generic structure and grammatical features. In teaching learning
process the students are expected to understand text type and teacher teach
them by using two cycles in four phrase; oral cycles and writing cycles. The
phases that are building knowledge of the field, modeling, joint construction
and independence construction.
Q : In using Genre-Based Approach, English teachers use different kind of text
such
as narrative, descriptive, procedure, recount. What does this means to you?
A : Curriculum emphasize that the students must be able to differentiate kind of
text
89
and master in both oral and written as input.
Q : When you teach English using different kind of texts, Is there any particular
language skills that you give more attention to and emphasize on? Can you
explain why?
A : No particular language skill, but the student are taught four language skills,
listening, reading, writing, and speaking. Because in teaching Genre-Based
Approach, the teacher emphasizes two activities oral and writing in four
phases.
Q : Can you tell me any learning strategies and classroom activities that you use
for
teaching writing using a particular type of text?
A : Use collaborative strategic reading (CSR) jigsaw and cooperative learning, etc.
Q : What aspect of writing that you emphasize on when teaching writing using a
type
of text.
A : The student are expected to be able to write in different text types.
Q : How do you assess your students’ learning achievement or progress in
writing?
A : The student are able to determine topic, topic sentence, controlling ideas and
conclusion, they are also expected to be able to make a composites by using
coherence and cohesive. They are able to make short paragraphs in one man
idea. Check how good idea of writing or compositing
Q : Can you give me some example of writing tasks or exercise that you use in
your
teaching practice?
A : I ask my students to write the text based on the focused genre. For example I
am
90
teaching narrative. I start the exercise from the generic structure. The first
structure is orientation. The students are trained to write the orientation of a
story. After that they practice to make Initiating event, and so on, and so on
until the whole story is performed.
Q : Among the 12 types of text to be taught in Senior high school, which type of
the
texts that you most frequently teach to your students?
A : I teach all text type, depend on the grade.
- at the tenth grade : The are recount, narrative, procedure,
description.
- At the eleventh grade :They are description,
narrative, spoof, exposition usually lead
hortatory exposition .
- At the twelfth grade :They are narrative,
explanation, discussion review and news item.
- The most frequently :narrative, it is broad
materials.
Q : What are the difficulties when you teach writing using a type of text and
how do
you overcome the problems?
A : the difficulties teaching writing using a type of text are
a. they are weak in mastering vocabulary.
b. They often get difficulties in differential social functions of types of
genre, and grammatical feature.
c. they are also weak in developing ideas, cohesive and coherence.
To overcome those a problems by using :
- determine the type of text that they are going to write.
91
- Make a draft.
- Make types planning.
- Teacher shows the writing model.
Q : Do you use any other particular strategies, methods, or approach to teach
writing?
A : yes, use top down strategies for experience students they down need
teacher’s
guidance very seriously.
- I also use bottom up strategies its for inexperience they need teacher’s
guidance seriously.
- The experience students can help the inexperience students.
- Cooperative learning.
Q : Compare to teaching writing using a type of text, which one do you think
the
most effective for developing students’ writing skill?
A : using a type of text is more effective for developing student’s writing shell.
Because they know and nester type of text.
Q : Do you use the curriculum cycle strategy in teaching using text in your
classroom?
A : yes.
Q : Suppose that you start with BKOF. In your opinion, what is the purpose of
doing this stage?
A : I use this phase to promote and raise the students prior knowledge to focus
the
materials.
Q : How about modeling of the text?
A : giving the model of discussion, teacher’s model.
Q : The next, Joint construction?
92
A : The activities on this phase are. students do the tasks in group after that
They do the tasks individually.
Q : What product do you expect your students produce in the stage independent
construction?
A : The students are able to write a good composition and present it in front of
class.
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Appendix 5
The Genre at Senior High School NO GENRE Social
Function Generic Structure Significant lexico
Grammatical Features 1 Recount To retell events
for the purpose of informing or entertaining
• Orientation: provides the setting and introduces participants.
• Events: tell what happened , in what sequence.
• Re-orientation: optional-closure of events
• Focus on specific participant • Use of material processes • Circumstances of time and
place • Use of past tense • Focus on temporal sequence
2 Report To describe the way things are, with reference to a range of natural, man made and social phenomena in our environment
• General classification :tell what the phenomenon under discussion is
• Description tells what the phenomenon under discussion is like in terms of (1)part,(2)qualities,(3)habits or behaviors , if living; uses , if non- natural
• Focus on Generic participants
• Use of relational Processes to state what is and that which it is
• Use of simple present tense (unless extinct)
• No temporal sequence
3 Discussion To present (at least) two points of view about an issue
• Issue: • Statement • Preview • Arguments for and
against or statement of differing points of view.
• Point • Ellaboration • Conclusion or
Recommendation
• Focus on generic human and generic non- human participants.
• Use of: Material processes, e.g.
has produced, have develop, to feed.
Relational processes, e.g. is, could have, cause , are
Mental processes, e.g., feel
• Use of comparative: contrastive and consequential conjunctions (abstraction).
4 Explanation To explain the
processes involved in the formation or working of natural or socio cultural phenomena
• A general statement to position the reader.
• A sequenced explanation of why or how something occurs
• Focus on generic, non- human partcipants.
• Use mainly of material and relational processes.
• Use mainly of temporal and causal circumstances and conjunctions.
• Some use of passive voice to
94
get theme right 5 Exposition
(Analytical) To persuade the reader or listener that something is the case
• Thesis position: introduces topic and indicates writer’s position. Preview: outlines the main arguments to be presented
• Arguments point: restates main arguments outlined in preview. Elaboration: develops and supports each point/ argument
• Reiteration: restates writer’s position
• Focus on generic human and non- human participants.
• Use of simple present tense.
• Use of relational processes • Use of internal conjunction
to state argument • Reasoning through causal
conjunction or nominalization
6 Exposition Exposition (Hortatory) to persuade the reader or listener that something should or should not be the case
• Thesis: announcement of issue concern
• Arguments: reasons for concern, leading to recommendation
• Recommendation: statement of what ought or ought not to happen
• Focus on generic human and non- human participants, except for speaker or writer referring to self
• Use of: Mental processes :
to state what write thinks or feels about issue, e.g. realize, feel, appreciate
Material processes: to state what happens, e.g. is polluting. Driver , travel, spend should be aerated
Relational processes: to state what is or should be , e.g. doesn’t seem to have bean , is
7 New Item To inform readers, listener or viewers about events of the day which are considered newsworthy or important.
• Newsworthy event(s): recounts the event in summary form
• Background events: elaborate what happened, to whom, in what circumstances.
• Sources: comments by participants in,
• Short, telegraphic information about story captured in headline.
• Use of material processes to retell the event ( in the text below, many of the material processes are nominalised )
• Use of projecting verbal processes in sources
95
witnesses to and authorities expert on the event
stage. • Focus on circumstances
(e.g. mostly within qualifiers)
8 Anecdote To share with others an account of an unusual or amusing incident
• Abstract: signals the retelling of an unusual incident.
• Orientation: sets the scene
• Crisis: provides details of the unusual incident
• Reaction: reaction to crises
• Coda: optional reflection on or evaluation of the incident.
• Use of axclamations, rhetorical questions and intensifiers ( really, very, quite, etc. ) to point up the significance of the events
• Use of material processes to tell what happened.
• Use of temporal conjunctions.
9 Narrative To amuse, entertain and to deal with actual or vicarious experience in different ways; Narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.
• Orientation: sets the scene and introduces the participants.
• Evaluations: a stepping back to evaluate the plight.
• Complication: a crisis arises.
• Resolution: the crisis is resolved, for better for worse.
• Re-orientation: optional.
• Focus on specific and usually individualized participants.
• Use of material processes ( and in this text, behavioual and verbal processes
• Use of relational processes and mental processes
• Use of temporal conjunctions and temporal circum stances.
• Use of past tense.
10 Procedure To describe how something is accomplished through a sequence of actions or steps
• Goal • Materials (not required
for all procedural texts).
• Steps I –n ( i.e. goal followed by a series of steps oriented to achieving the goal)
• Focus on generalized human agents.
• Use of simple present tenses, often imperative,
• Use mainly of temporal conjunctions ( or numbering to indicate sequence)
• Use mainly of material processes
11 Description To describe a particular person, place, or thing
• Identification: • Identifies phenomenon
to be described. • Description: describes
part, qualities
• Focus on specific part cipants
• Use of attributive and identifying processes
• Frequent use of ephitets
96
characteristics. and classifiers in nominal groups
• Use of simple present tenses
12 Review To critique an
art work, event for a public audience. Such works of art include movies, TV Shows, books, plays, operas, recordings, exhibitions, concerts, and ballets.
• Orientation : places the work in its general and particular context often by comparing it with others of its kind or through analogue with a non-art object or event
• Interpretive recount: summaries the plot and/ or provides an account of how the reviewed rendition of the work came into being; is optional, but if present, often recursive.
• Evaluation : provides an evaluation of the work and/or its performance or production; is usually recursive.
• Evaluative summation: provides a kind of punchline which sums up the reviewer’s opinion of the art event as s whole; is optinal.
• Focus on particular participants
• Direct expression of options through use of attitudinal Ephitets in nominal groups; qualitative attributes and affective mental processes
• Use of elaborating and clause and group complexes to package the information
• Use of metaphorical language (e.g. the wit was there, dexterously ping ponged to and fro… )
97
Appendix 6
Example of teaching material FRAMEWORK HEADINGS
MAKE NOTES OR DRAWINGS TO HELP PLAN YOUR STORY
Title
MALIN KUNDANG
Orientation Scane/setting about who,when.where
Once upon time/years ago/long time ago/on that time there were an old mother and a son /they were Malin kundang and his old mother lived in a small village in West Sumatra
Initiating Event
Malin Kundang wanted to change his life into better life
Complication
-His mother stayed alone in the small village, his mother felt sad because she was alone. - Malin Kundang didn,t send the information where he was living, his mother always waited him all the times. - when Malin Kundang came to his village , he didn’t ignore with his mother anymore, because he felt a shame with his beautiful an rich wife
Resolution
His mother prayed to God and said “, You were my son but you didn’t want to acquire me as a mother, then his mother swore them ,” you are not safe in your life , you will be a stone .
After explaining about this generic structure teacher gave another story: Once upon a time a there lived a little girl named Snow White. She lived
with her Aunt and Uncle because her parents ware dead. One day she heard her Uncle and Aunt talking about leaving Snow White in
the castle because they both wanted to go to America and they didn’t have enough money to take Snow White.
Snow White did not want her Uncle and Aunt to do this so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods.
She was very tired and hungry.
98
Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, ‘What is your name?’ Snow White said, ‘My name is Snow White.’
Doc said, ‘if you wish, you may live here with us’. Snow White said, ‘Oh could? ’Thank you. Then Snow White told the dwarfs the whole story and Snow White and the seven dwarfs lived happily ever after
Task 1
FRAMEWORK HEADINGS
MAKE NOTES OR DRAWINGS TO HELP PLAN YOUR STORY
Title
Orientation Scane/setting about who,when.where
Initiating Event
Complication
Resolution
99
Task 2 NAME : DATE : TITLE : ORIENTATION : Setting : Who ? When ? Where ? What ? Why ? INITIATING EVENT What began the event ? How did the characters get involved ? COMPLICATION/S How the conflict/s or problem/s began RESOLUTION : How the character/s solve the conflict/s or problem/s
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Appendix 7: 1. Teachers background information Categories and sub categories
Teacher A Teacher B Teacher C Teacher E
Sex Teaching Experience Number of training on the new curriculum had
Male 18 years two
Female 20 years two
Male 12 years one
Male 5 years one
101
Appendix 8: Teachers adoption of the Genre-Based Approach Categories and sub categories
Teacher A Teacher B Teacher C Teacher E
Conceptualization of the Genre-Based Approach
In teaching and learning process, the students are expected to understand text type and teacher teach them by using two cycles in four phases. Oral and written cycles and the BKoF, Modelling, joint construction and independent construction phase.
Genre-Based Approach is an approach how to teach English based on genre, because each genre has different function, generic structure and language feature
Genre-Based Approach means the approach how you can make students understand well the text, the student get the point of the text itself.
I think Genre-Based Approach is how to teach reading by using 12 genres in order to find out the purpose of the text, generic structure and the language features.
Opinion about the Genre-Based Approach for teaching English writing skill
Students are able to differentiate kind of text and master in both oral and written as input.
The GBA is more effective than other approach since students show significant development writing when taught to write using this approach.
GBA is more effective than other approach since it can provide students with the understanding of text organization, and can produce their own text in accordance to the text organization.
It is an effective way of teaching writing since it allows student to create and organize their idea when they write text.
Particular skills which teachers focus on when teaching using the Genre-Based Approach
The students are taught four language skills, listening, reading, writing and speaking
If I teach narrative text, I should teach them about past tense and action verb (grammar).
Speaking
Learning strategies and classroom activities
Collaborative strategic reading (CSR), jigsaw, and cooperative
102
learning Knowledge of genre being taught in teaching writing
Ability to write different type of texts
Structure / grammar.
Text organization / generic structure
Problems in teaching writing using the GBA
Students get difficulties in mastering vocabularies, differentiate social function and grammatical feature each type of text. Students are weak in developing ideas, cohesive, and coherence.
Students’ limited vocabulary
Students’ limited vocabularies that affect their ability in constructing sentences
Students’ lack of vocabulary, grammar mastery and low motivation in learning writing skills. Difficulties in teaching students to organize their idea. Students’ culture of copying others work.
Ways to overcome the problems
By asking students to determine the type of text that they are going to write Make draft and planning before writing Showing students the writing models
Motivate students to study English more at home and give them some vocabulary task such as memorizing and finding the meaning of some difficult words.
I try to develop students’ vocabulary in the stage of BKoF or Pre-writing
Giving motivation Asking students bring dictionary to class. Encourage student to use familiar words to write paragraph. Helping students to the structure when writing paragraph
103
Appendix 9: The application of the curriculum cycle Categories and sub categories
Teacher A Teacher B Teacher C Teacher E
BKoF Aims
To promote and raise the students prior knowledge to focus the materials
To introduce the materials that will be studied by the students
Explore students’ experience and developing their vocabulary
Introduction for students to communicate
Activities / Steps
• Ask students some question related to the topic
• Arise students motivation
• Build up students prior knowledge related to the topic
• Ask students to answer the question orally
• Showing pictures
• Provide some examples English expression
• Explore the experience
• Find the meaning of the words
• Ask the students general question orally
• Greet the students
• Ask the students about the topic
Modelling aims
Giving the model of discussion, teacher’s model
To give the introduction of the model of the text genre which focus on the analysis of the genre
A stage of reading and comprehending text
It focused on student ability about listening or reading the text
Activities / Steps
• Teachers model
• Writing plan • How to make
draft • Sequence
events or ideas
• concluding
• Teacher read the text and students listen carefully
• Students fill in the blank based on the text the teacher read
• The teacher give some questions based on the
• Read the text • Students read a text, find the topic, main idea and the difficult words
• Give some question based on the text
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text
Joint construction of the text Aims
To make students work in group
Students can construct a similar text to genre
Reconstruct and re arrange the text
Students discussion
Activities / steps
• Asks the students to discuss how to make a draft
• Sharing information
• Do the task in group
• Teacher give the jumbled passage to compose a narrative text by listening
• Teacher discusses the answers with the students together
• Rearrange the story
• Answer the questions
• Choose the answer
• Discuss the text Answering the question about the content of the text
Independent construction Aims
To make students work individually. They are able to write a good composition and present it in front of the class.
Students can construct text independently.
Stage for discussing the idea for the text and retelling the story of the text
Students work individually
Activities / steps
• Teacher giving assignment to write a composition completely
• Students’ presentation
• Assigning students to write a text and choose the topic by themselves as a homework and present it in the next lesson
• Collaborating the ideas
• Retelling the story
• Assign students to write a text based on the topic as a homework and then present the text in front of the class in the next meeting.
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