THE IMPLEMENTATION OF GENRE-BASED APPROACH IN THE TEACHING OF ENGLISH (A Naturalistic Inquiry at SMA Negeri 1 Wonogiri).

(1)

commit to user

THE IMPLEMENTATION OF GENRE-BASED APPROACH

IN THE TEACHING OF ENGLISH

(A Naturalistic Inquiry at SMA Negeri 1 Wonogiri)

By:

THESIS

By:

SITI FATHONAH WIJAYANTI

K2208047

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

(2)

commit to user

ii

PRONOUNCEMENT

I would like to certify that the thesis entitled “THE

IMPLEMENTATION OF GENRE-BASED APPROACH IN THE

TEACHING OF ENGLISH (A Naturalistic Inquiry at SMA Negeri 1

Wonogiri)” is really my own work. It is neither plagiarism nor is made by others.

Anything related to other‟s work is written in quotation, the sources of which are

listed on the bibliography.

If then this pronouncement proves incorrect, I am ready to receive any

academic punishment, including the withdrawal or cancellation of my academic

degree.

Surakarta, February 2015

(3)

commit to user

iii

THE IMPLEMENTATION OF GENRE-BASED APPROACH

IN THE TEACHING OF ENGLISH

(A Naturalistic Inquiry at SMA Negeri 1 Wonogiri)

By:

SITI FATHONAH WIJAYANTI

K2208047

Thesis

Written and Submitted to Teacher Training and Education Faculty of

Sebelas Maret University as a Partial Fulfilment of Requirements for

Achieving an Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

(4)

commit to user

iv

APPROVAL OF THE CONSULTANTS

This thesis has been approved by the consultants to be examined by the

Board of Thesis Examiners of Teacher Training and Education Faculty of Sebelas

Maret University Surakarta.

Approved by:

Consultant I, Consultant II,

Prof. Dr. Joko Nurkamto, M.Pd. NIP 196101241987021001

(5)

commit to user

v

APPROVAL OF THE EXAMINERS

This thesis has been examined by the Board of Thesis Examiners of

English Education Department and approved as a partial fulfilment of the

requirements for obtaining an Undergraduate Degree of English Education.

Day :

Date :

Board of Thesis Examiners Signature

1. Chairman: Teguh Sarosa, S.S., M.Hum.

NIP 197302052006041001

2. Secretary: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D.

NIP 196009181987022001 (…...…...….)

3. Examiner 1: Prof. Dr. Joko Nurkamto, M.Pd.

NIP 196101241987021001 (……..…...….)

4. Examiner 2: Hefy Sulistyawati, S.S., M.Pd.

(6)

commit to user

vi

MOTTO

“Iqra‟ bismi rabbikalladzii khalaq.”

(Read! In the name of thy Lord Who has created –all that exists.)

(7)

commit to user

vii

DEDICATION

This thesis is whole-heartedly dedicated to:

Ibuk, Almarhum Bapak,and Dek Est

For such magnificent love and companionship

All remarkable „teachers‟ in my life

For giving me chances to learn, to live my life to the absolute fullest

Myself

“Always remember that you are precious.”

Mas

(8)

commit to user

viii

ABSTRACT

Siti Fathonah Wijayanti. THE IMPLEMENTATION OF GENRE-BASED

APPROACH IN THE TEACHING OF ENGLISH (A NATURALISTIC INQUIRY AT SMA NEGERI 1 WONOGIRI). Thesis, Teacher Training and Education Faculty of Sebelas Maret University, April 2015.

This study investigates the implementation of Genre-Based Approach (GBA) in the teaching of English at SMA Negeri 1 Wonogiri in the 2011/2012 academic year. It is aimed at (1) describing how GBA is implemented in the teaching of English at SMA Negeri 1 Wonogiri, (2) pointing out challenges in implementing GBA and (3) identifying to what extent GBA contributes to the quality of teaching and learning process.

The study employed qualitative method in the form of naturalistic inquiry. Classroom observations, in-depth interviews, and documents analysis were deployed to collect the information related to the genre-based teaching and learning activities in the eleventh grade of SMA N 1 Wonogiri. The data were

then analyzed using Miles and Huberman‟s Interactive Model, which includes

data reduction, data display, and conclusion drawing or verifying.

The findings of this study suggest that the implementation of GBA in the teaching of English in the eleventh grade of SMA N 1 Wonogiri is relevant with the curriculum recommendation, albeit still partial in some respects. A number of

challenges remained during the implementation, i.e., learners‟ vocabulary gap,

learners‟ lack of grammatical competence, the „irrelevancy‟ between the final

examination and the learning process, and the higher demand on teacher; all of

which in some ways affected teacher‟s adoption of GBA. The study further

indicates that GBA could help developing learners‟ productive skills;

nevertheless, insufficient scaffolding during the learning process resulted in

learners‟ skills which are superficial rather than communicative in nature. Insufficient scaffolding was arguably related to the inappropriate activities employed in the joint construction stage, the partial application of the Curriculum Cycle, and the absence of integrated grammar teaching during the English lesson. Contextual factors such as the lack of planning in implementing GBA and inadequate trainings teacher received to implement this approach were of major contribution to such a phenomenon.

Finally, there is a call for supports from any related stakeholders, including the school, the MGMP, teacher training programs, and the curriculum designers and/or policy makers, so that the implementation of GBA would be at its best in the long run. Further research is recommended, particularly on how grammar could be taught integrated through GBA in Indonesian EFL context.

Keywords: genre-based approach, scaffolding, quality of teaching and learning,

(9)

commit to user

ix

ACKNOWLEDGMENT

Alhamdulillahirabbil‟alamiin. Praise be to Allah SWT for the countless

blessing and love poured upon me; for every „new‟ chance to live, to breathe the

fragrance of life, to taste the bittersweet of learning, to live life to the fullest. It is

because of Allah‟s help that this thesis could finally be accomplished.

These last three years have witnessed the intricate struggle of my thesis

completion. The stumbling and falling, the moment of desperation, the search for

the unknown, and the moment when those scattered pieces named „spirit‟ finally

found me back. If it were not for the support, assistance, and encouragement from

many individuals, this thesis would have never been finished. Therefore, I would

especially like to express my deepest gratitude to:

1. My beloved family: Ibuk and Almarhum Bapak, for the endless love, trust,

support, pray, and incomparable patience; and Dek Est, for being a fussy yet a

caring sister, and a best friend indeed. Thank you for always keeping me

company.

2. My thesis supervisors: Prof. Dr. Joko Nurkamto, M.Pd. and Hefy Sulistyawati,

S.S., M.Pd. for the patience, guidance, critical suggestions, encouragement,

and enlightenment during the writing of this thesis.

3. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., for being a considerate and

motivating academic supervisor.

4. Kristiandi, S.S., M.A., for inspiring me in many ways.

5. All lecturers of English Education Department, for countless knowledge,

inspiration, and values of life during the course of my study.

6. Teacher DR, for the guidance and immense help during the research; for all

insightful conversations and ideas-sharing. I learn a lot from you, Ma‟am.

7. The students of class XI Social Science 1, XI Natural Science 7, and XI

Natural Science 5, for the cooperation during the research.

8. “Nu-House” family, for the abundant kindness, and for accepting me the way I

(10)

commit to user

x

9. Family of English Students Association (ESA), especially the “ex-PHT

Kabinet Perubahan”: Lucky, Iful, Mbak Nindy, Mita, Mbak TM, Andra, Indah, and Ambon. Thank you for the overwhelming support and attention.

The bullying might become the thing I would miss the most from you, Guys!

10.My fellow students in English Education Department, especially Mbak Sulis,

Dinda, Zara, Mbak Eka, Irene, Mbak Ditra, Nia, and Kalis. Thank you for the

gentle reminder, support, help, and encouragement during the „agonizing‟

writing of this thesis. May we all be such inspiring teachers for our students.

11.Awal, Sekar, Mbak Vis, Evi, and Alfiza, for all the stories shared, and for the

patience to always listen to my random thoughts of life.

12.“Langit”, for the rain and the rainbow; the sun and the cloud; the dawn and the

twilight, the moon and the stars; the endless beauty and inspiration. Thank you

for always pushing me to see beyond what eyes can see. You just never fail to

awe me.

Finally, I hope that this thesis could shed some light on the issues of

Genre-Based Approach in Indonesian EFL context and further give meaningful

contribution for education in Indonesia.

(11)

commit to user

xi

LIST OF TABLES

Table Page

2.1 Text Types ... 25

(15)

commit to user

xv

LIST OF FIGURES

Figure Page

2.1 Communicative Competence Model ... 20

2.2 Revised Schematic Representation of Communicative Competence ... 21

2.3 The Relationship between Text and Context ... 23

2.4 Scaffolding ... 30

2.5 Cycles and Stages of Learning in GBA ... 30

3.1 Research Procedure ... 44

(16)

commit to user

xvi

LIST OF ABBREVIATIONS

BIMTEK : Bimbingan Teknis

BKOF : Building Knowledge of the Field

BSE : Buku Sekolah Elektronik

BSNP : Badan Standar Nasional Pendidikan

CLT : Communicative Language Teaching

EFL : English as a Foreign Language

ELT : English Language Teaching

ESL : English as a Second Language

GBA : Genre-Based Approach

ICT : Individual Construction of Text

IGCSE : International General Certificate of Secondary Education

JCOT : Joint Construction of Text

KBK : Kurikulum Berbasis Kompetensi

KTSP : Kurikulum Tingkat Satuan Pendidikan

L1 : First Language

L2 : Second Language

LKS : Lembar Kerja Siswa

MGMP : Musyawarah Guru Mata Pelajaran

MOT : Modelling of Text

RSBI : Rintisan Sekolah Bertaraf Internasional

SMA : Sekolah Menengah Atas

TOEFL : Test of English as a Foreign Language

UN : Ujian Nasional

(17)

commit to user

xvii

LIST OF APPENDICES

Appendix Page

1 Interview Protocol ... ... 97

2 Observation Field Note 1 ... 100

4 Interview Field Note (Teacher-Part 1) ... 121

5 Interview Field Note (Teacher-Part 2) ... 125

7 Interview Field Note (Students) 1 ... 143

9 Interview Field Note (Students) 2 ... 157

10 Field Note on Document Analysis 1 ... 164

11 Field Note on Document Analysis 2 ... 166

12 Field Note on Member Checking ... 170

13 Samples of Learning Materials ... 172

14 Samples of Students‟ Work ... 174

THE IMPLEMENTATION OF GENRE-BASED APPROACH IN THE TEACHING OF ENGLISH (A Naturalistic Inquiry at SMA Negeri 1 Wonogiri).

THE IMPLEMENTATION OF GENRE-BASED APPROACH

TEACHING OF ENGLISH (A Naturalistic Inquiry at SMA Negeri 1

THE IMPLEMENTATION OF GENRE-BASED APPROACH

Thesis

ENGLISH EDUCATION DEPARTMENT

APPROVAL OF THE EXAMINERS

MOTTO

ABSTRACT

ACKNOWLEDGMENT

TABLE OF CONTENTS

BIBLIOGRAPHY ... 91

LIST OF TABLES

LIST OF ABBREVIATIONS

LIST OF APPENDICES