THE ENGLISH TEACHERS’ UNDERSTANDING OF GENRE BASED APPROACH: APPLICATION AND DIFFICULTIES IN TEACHING-LEARNING ACTIVITIES.

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TABLE OF CONTENT

LIST OF TABLES AND FIGURES... ix

LIST OF APPENDICES... x

2.3 Basic Principles of Genre-Based Approach... 10

2.4 The Curriculum Cycle Model... 14

2.4.1 Building Knowledge of the Field (BKOF)... 17

2.4.2 Modelling of Text (MOT)... 19

2.4.3 Joint Construction of Text (JCOT)... 21

2.4.4 Independent Construction of Text (ICOT)... 23

2.5 Text Types... 24

2.6 Systemic Functional Grammar... 38

2.7 Concluding Remark... 40

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4.1 Data from Questionnaires... 55

4.1.1 The English Teachers’ Understanding of Genre-Based Approach... 55

4.1.1.1 Curriculum Cycle of Genre-Based Approach... 56

4.1.1.2 Basic Principle of Genre-Based Approach... 57

4.1.1.3 Text Types... 58

4.1.1.4 Systemic Functional Grammar... 63

4.1.2 The Implementation of Genre-Based Approach in Teaching-Learning Activities Based on the English Teachers’ Understanding... 63

4.1.3 The Difficulty that the English Teachers Encounter In Implementing Genre-Based Approach... 64

4.2 Data from Classroom Observations... 65

4.2.1 Teacher One... 65

4.2.1.1 The English Teachers’ Understanding of Genre-Based Approach... 66

4.2.1.2 The Implementation of Genre-Based Approach in Teaching-Learning Activities Based on the English Teachers’ Understanding... 68

4.2.1.3 The Difficulty that the English Teachers Encounter in Implementing Genre-Based Approach... 74

4.2.2 Teacher Two... 74

4.3 Data from Interviews... 84

4.3.1 Interview (Teacher One)... 85

4.3.2 Interview (Teacher Two)... 91

4.4 Synthesis of Findings... 96

4.5 Concluding Remark... 98

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS... 100

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5.2 Limitation of Study... 101

5.3 Recommendations... 102

BIBLIOGRAPHY... 104

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CHAPTER I INTRODUCTION

This chapter discusses five main issues including the background of the study,

the research questions, the purpose of the study, the significant of the study, and the

thesis organization.

1.1.Background of the Study

Curriculum is a set of programs and regulations about purpose, content, teaching

materials and teaching methods as the guidance in implementing teaching and

learning activities to achieve certain education purposes, (BSNP, 2003). Indonesia has

applied a school-based curriculum (KTSP) since 2006.

A school-based curriculum is a curriculum that operates based on the

implementation of education units to achieve educational purposes. It means that

every school has to arrange its own curriculum based on the potential, the

characteristics, the condition of its institution, the students and the location (BSNP,

2006).

Based on the curriculum, the English teaching for junior and senior high

school is to do with different genres that students should master (BSNP, 2006; see

also Derewianka, 1990). Thus, a genre-based approach is considered relevant to teach

the genres. The genre based approach is implemented not only in Indonesia but also

in some countries such as Singapore, South Africa, USA, Italy, Hong Kong,

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The genre-based approach consists of four stages, namely Building

Knowledge of Field, Modelling of text, Joint Construction of text, and Independent

Construction of Text. The stages are implemented in a cyclical pattern. Thus, the

combination of the stages is called “Curriculum Cycle” (Derewianka, 1990).

The genre-based approach is becoming increasingly influential in the field of

English language teaching (Derewianka, 2003). Therefore, many studies have been

carried out to explore the different aspects of the approach. Many studies of the

genre-based approach, for instance conducted by Derwianka (2003), Hyland (2007),

Lin (2006), Paltridge (1996), Badger and White (2000), and Cheng (2008), have been

conducted to investigate the effectiveness of the approach in teaching learning

activities such as in teaching speaking, reading and mostly in writing. In this case, the

studies mostly focus on the students as the subjects of the research.

However, to investigate the effectiveness of the genre-based approach in

teaching-learning processes, the studies should focus not only on the students but also

on the English teachers. As far as the research is concerned only the implementation

of genre based approach in teaching-learning processes, such as the studies conducted

by Efendy (2007), Suzanna (2008), Helmi (2008), Safiudin (2008), Yosefa (2009),

and Kartiwi (2008). The research on the genre-based approach on teachers’

understanding is still rare, for instance the study of Kay and Evans (1998). Thus, the

study focusing on the English teachers’ understanding of genre-based approach is

significant. The teachers are the key factor in implementing curriculum successfully,

so the role of teachers in education is crucial (Vygotsky, cited in Dolya, 2007;

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The results of this study are expected to contribute to the development of the

genre-based approach and provide information for teachers in implementing the

genre-based approach in the classrooms.

1.2.Research Questions

In line with the background above, this research attempts to address the following

questions:

1. What do the English teachers understand of Genre-Based Approach?

2. Is the English teachers’ understanding of Genre-Based Approach reflected in

their teaching-learning activities?

3. What difficulties do the English teachers encounter in implementing

Genre-Based Approach?

1.3. Purpose of Study

Based on the focus mentioned above, the purposes of this study are:

1. To explore the English teachers’ understanding of Genre-Based Approach

particularly with regard to the basic principles of Genre-Based Approach,

the curriculum cycle of the genre-based approach, the text types, and

systemic functional grammar.

2. To investigate the implementation of Genre-Based Approach in

teaching-learning activities based on the English teachers’ understanding.

3. To examine the problems that the English teachers encounter in applying

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1.4. Significance of the Study

This study is significant for several reasons. Theoretically, the significance of this

study is to collect and to document data that are considered will be useful for further

improvement and for further study dealing with the primary issue. Principally, the

significance of this study is to investigate the English teachers’ understanding

concerning the genre-based approach to enhance the quality of teaching-learning

processes. Moreover, this study is expected to contribute to the development of the

based approach and provide information for teachers in applying the

genre-based approach in the classrooms.

1.5. Thesis Organization

This thesis consists of five chapters. Chapter One is an introduction. This chapter

elaborates the background of the study, research questions, purpose of the study, the

significant of the study, and thesis organization.

Chapter Two is theoretical framework. This chapter presents relevant theories

that underpinned this study. The theories deal with theory of genre-based approach

(GBA) including the basic principles and the curriculum cycle of genre- based

approach; the text types; and systemic functional grammar (SFG).

Chapter Three is research methodology. This chapter describes the research

methodology of this study that covers research problems; research design; data

collection including research site, participants and research instrument; teaching

material and data analysis.

Chapter Four is data presentation and analysis. This chapter presents and

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Chapter Five is conclusions and recommendation. This chapter highlights the

conclusions of the finding of this study and presents some suggestions for further

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CHAPTER III

RESEARCH METHODOLOGY

This chapter focuses on the process of conducting the research. These

include research problems, research design, data collection, and data analysis.

3.1.Research Problems

This chapter discusses the research methodology to investigate the answers of all

research questions. The research questions consisted of 1) What do the English

teachers understand of genre-based approach?; 2) Is the English teachers’

understanding of genre-based approach reflected in their teaching-learning

activities?; 3) What difficulties do the English teachers encounter in implementing

genre-based approach?.

3.2.Research Design

This study employed a mixed method design. It was a triangulation design.

Creswell (2007: 62-63) and Dornyei (2007) state that the triangulation design is

used to directly compare and contrast quantitative statistical results with

qualitative findings. Relevant to the statement, this study applied the triangulation

design because it compared and contrasted the data gained from questionnaires,

classroom observations, and interviews to enhance the validity for this study.

Regarding the quantitative data, this study collected and analyzed the data

obtained from the questionnaires. Dornyei (2007: 102) and Creswell (2008: 54)

argue that the quantitative are gathered to measure and find out what participants

think about the variable. The statement is relevant to this study. In this research,

the questionnaires were employed to measure the English teachers’ understanding

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based on their understanding of the approach, and investigate the difficulty they

encountered in implementing the approach.

Concerning the qualitative data, this research collected and analyzed data

gained from classroom observations and semi structure interviews. The qualitative

data were collected to get detail opinion from participants. This study is relevant

to Dawson’ statement (2010: 15).

3.3. Data Collection

This section discusses the data collecting techniques in conducting this study

including research site, participants, and research instruments. Each division is

explained below.

3.3.1. Research Site

This study was conducted at Junior High Schools located in a regency in West

Java. In the regency there are one hundred and forty nine junior high schools

divided into five groups based on the location. The schools were chosen randomly

and purposively as the participants of this study.

The other reason was related to technical consideration, namely easy

access. It means the researcher felt easy to get data since the junior high schools

are located where the researcher lives.

3.3.2. Participants

The participants of this research were thirty English teachers coming from thirty

junior high schools. Regarding the sample size, Fraenkel and Wallen (2000) states

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limit is 1.000. The larger sample means less chance of error. Relevant to the

statement, this study involved thirty English teachers as the participants. A

limitation to number of the participants was regarding the efficiency of time in

analyzing the data obtained. Since there were so many items that had to be to

analyzed and it needed time and hard work.

Regarding the data collecting of questionnaires, the thirty English teachers

of junior high schools were picked out randomly. Concerning random sampling,

Fraenkel and Wallen (2000), Dawson (2010: 55), Ross (2005) and Dornyei (2007:

97; 2003: 73) state that random samplings are employed to gave all participants an

equal chance of being selected and minimized the effects of any extraneous or

subjective factors. The random samplings of this study are elaborated in the

following description.

There are one hundred and forty nine junior high schools in the regency.

The junior high schools are divided into five groups based on the location of the

schools. Thus, each group consists of twenty-nine or thirty junior high schools.

In conducting random sampling, all schools in the population were

numbered one by one based on the groups. Then from each group, six numbers of

schools were drawing randomly. Finally, thirty schools coming from five groups

were selected randomly as the sample of this study. Thus, each group was

represented by six English teachers coming from six junior high schools.

Referring to the description above, the random sampling procedure of this study

conforms to the theory proposed by the experts (Fraenkel and Wallen, 2000;

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With respect to non-participant classroom observations and

semi-structured interviews, the participants were two of thirty English teachers of junior

high schools chosen purposively. By considering the result from the questionnaire

data, the purposive sampling in this study meant that based on the questionnaire

results, two of them who got the best score were chosen to be observed and

interviewed. Moreover, they were the English teachers who were ready to be the

subjects of this study. Thus, the two English teachers played triple roles in this

research.

3.3.3. Research instruments

This study collected data from many sources, namely questionnaires,

non-participant classroom observations and semi structure interviews. Each technique

is elaborated below.

3.3.3.1. Questionnaires

Brown (2001: 6 cited from Dornyei, 2003: 6) states that questionnaires are any

written instruments that present respondents with a series of questions or

statements to which they are to react either by writing out their answers or by

selecting from among existing answers. Meanwhile Thomas (2003: 66) argues that

questionnaire is typically used in a very general sense to mean any printed set of

questions that participants in a survey are asked to answer, either by checking one

choice from among several possible answers listed beneath a question or by

writing out an answer.

Relevant to the statements, this study employed closed-ended and

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the answer of the first research question. It was the English teachers’

understanding of genre-based approach including the curriculum cycle and the

basic principles of the approach, the text types, and systemic functional grammar.

Meanwhile the open-ended questionnaires were employed to explore the answer

of the second research question concerning the implementation of genre-based

approach in teaching learning activities based on the English teachers’

understanding. It also attempted to investigate the difficulty they encountered in

implementing the approach, as the last research question.

As discussed in the previous section, in this study, the questionnaires were

posed to thirty English teachers of junior high school in a regency in West Java

selected randomly. In closed-ended questionnaire, the participants answered

sixty-five questions by choosing one of the answer categories that came closest to or

best represented their beliefs, opinions or knowledge of the situation. The

categories involved “strongly agree, agree, disagree, or strongly disagree” and

listed beside the questions. The statement is relevant to the theory proposed by

Dornyei (2003: 37) and Labaw (1980: 131). Besides, some questions in the

questionnaires were adopted from the research of Emilia et al (2010).

Meanwhile, in open-ended questionnaires, they answered ten questions. In

the section, they had no options to answer the questions. However, they had to fill

the blank space (see Dawson, 2010: 31; Dornyei, 2007: 107). It intended to give

them very free answer as proposed by Labaw (1980: 131). Besides, to make the

English teachers free in expressing their ideas and comprehend the questions more

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In addition, the data of questionnaires were collected by carrying out

one-to-one administration as suggested by Dornyei (2003: 81) and Oppenheim (1992).

It was distributed in six weeks, precisely on July up to August 2011.

The results of the questionnaires were elaborated in Chapter Four as the

research findings.

3.3.3.2. Classroom Observations

Thomas (2003: 60) argues that gathering information by means of observation

involves watching and or listening to events, then recording what occurred.

Regarding this, after obtaining data by distributing questionnaires, the next

data were collected by conducting non-participant classroom observations. In this

case, the researcher positioned herself not as a teacher. The researcher

immediately saw and heard what was happening as recommended by Thomas

(2003: 60). It means that the researcher only noted what was going on during the

teaching-learning process by applying the genre-based approach. The researcher

did not also interact to participate during the teaching-learning process.

As collecting data of the questionnaires, the classroom observations were

conducted to investigate all research questions. The first research question was to

explore the English teachers’ understanding of genre-based approach concerning

the curriculum cycle and the basic principles of genre-based approach, the text

types and systemic functional grammar. The second research question was to

investigate the implementation of genre-based approach in the classroom setting

based on their understanding of the approach. The last research question was to

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The classroom observations were conducted at two classes of different

schools in the regency. The two English teachers observed were the participants

who had got the highest scores in the questionnaires. The Teacher One was the

English teacher who teaches in a state junior high school (a pilot international

standard school) located in the centre of the regency (group one). The Teacher

Two was the English teacher who teaches in a state junior high school (minimum

service standard school) located in rural area (group five).

The classroom observations of Teacher One were carried out on August up

to September 2011. It was held on grade eight for six meetings. The observations

were conducted three times a week. Each session of the classroom observation

took 80 minutes. Meanwhile the classroom observations of Teacher Two were

conducted on September up to October 2011. As the classroom observations of

Teacher One, the classroom observations of Teacher Two was conducted for six

meetings and each meeting took 80 minutes as well. However, the classroom

observations of Teacher Two were carried out twice a week on grade nine.

During conducting the classroom observations, the researcher wrote the

activities done by the teacher and the students in the interaction setting in the

classroom as suggested by Morrison (1993, cited in Emilia at al, 2008). Besides,

the researcher made the observation notes as soon as after each session of the

observations finished when the memory of the observations was still fresh as

proposed by Van Lier (1988: 241). Moreover, to construct validity for the

observations, a colleague of the researcher was invited to record all activities

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researcher to watch the classroom observations repeatedly when it was necessary

(Van Lier, 1988).

All activities in the classroom observations were discussed in detail in

Chapter Four of this research.

3.3.3.3. Interviews

Interviews were the last data collecting technique in this research. According to

Thomas (2003: 63), interviews usually involve a researcher orally asking

questions for individuals to answer orally. Meanwhile, Kvale (1996: 14) states that

individual interview is an interchange of views between an interviewer and the

interviewee by talking about a theme of mutual interest. Moreover, Dawson

(2010: 28) argues that interview aims to know specific information that can be

compared and contrasted with the information gained from other data collecting

techniques. For the reasons, this study employed semi structures interviews that

could support the findings of the data gained from the questionnaires and the

classroom observations. In the interviews, the researcher interchanged views

concerning the genre-based approach as the main issue in detail with two selected

English teachers.

The interviews were conducted to answer all research questions

concerning the English teachers’ understanding of the genre-based approach, the

application of the approach in teaching-learning activities based on their

understanding, and the difficulty they encountered in implementing the approach.

The participants of the interviews were the English teachers who had been

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English teacher. It was done after all teaching-learning activities in the classroom

observations had finished. The interviews were held in the schools where they

teach.

In each interview, twenty-five questions by using Indonesia language were

posed to each English teacher. Choosing Indonesia language in the interview was

to make the English teachers free in expressing their ideas. Moreover, in the

interviews, the researcher used a tape recorder to avoid the loss of the data and

enable the researcher to transcribe it later. Thus, it enabled the researcher to

analyze the data in depth (Silverman, 2005, p: 183-184).

The results of the interviews were presented in the next chapter of this

research, Chapter Four.

3.3.4. Teaching Material

Teaching material of this study focused on text types. In this case, it concerned the

text types for junior high school only. The text types included Recount,

Descriptive, Procedure, Narrative and Report.

In collecting data by using questionnaires, all text types were posed to the

participants in depth including the social function, the schematic structure, and the

linguistic features, and the example of each text. The data can be seen completely

on Appendix One.

Meanwhile in conducting classroom observation, the researcher observed

the application of the texts in classroom activities. In the classroom observation of

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taught in grade eight. Whereas, in the classroom observation of Teacher Two it

discussed Procedure text because the teacher taught in grade nine. The complete

data can be seen on Appendix Four.

In obtaining data by using interviews, the English teachers were posed

questions related to all text types in detail as done in the questionnaires. It

involved the social function, the schematic structure, and the linguistic feature of

each text. The data can be seen completely on Appendix Five.

3.4. Data Analyses

The data analyses were conducted to answer all research questions. The data

obtained from closed-ended and open-ended questionnaires, non-participant

classroom observations, and semi-structured interviews were analyzed,

categorized, and then interpreted into three themes based on the research

questions.

Because this study employed a mixed method design, the analyses of data

were conducted in two phases. The first phase was the analysis of quantitative data

and the second one was qualitative data.

Regarding the quantitative data, the closed-ended questionnaires were

analyzed to answer the first research question concerning the English teachers’

understanding of the genre-based approach. The data were analyzed in some steps.

The step 1 was converting the respondents’ answers to numbers by means of

coding procedure. The coding step covered code 1 for strongly disagrees, code 2

for disagrees, code 3 for agrees, and code 4 for strongly agrees. The step 2 was

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frequency analysis and descriptive statistics of SPSS as suggested by Dornyei

(2003). The frequency analysis was employed to count how many respondents fit

into a particular category (Powell, 2003). The step 4 was calculating the average

of each question by using excel program. The step 5 was making ranges to

interpret whether the English teachers understand of the genre-based approach or

not. The ranges of the percentage proposed by Sudjana (2004, p: 24) involved: the

range o% - 25% means “strongly do not understand”; 26% - 50% means “do not

understand”; 51% - 75% means “understand”; and 76% - 100% means “strongly

understand” of the genre-based approach. The percentages were made to show

relationships and comparisons between categories of respondents (Powell, 2003).

Besides, the researcher conducted data cleaning to check if there were some

mistakes in analyzing the data of questionnaires (Dornyei, 2003: 96-104).

Next, for qualitative data, the data were obtained from the open-ended

questionnaires, the classroom observations and the interviews. The data were

analyzed by using the theory of qualitative data analyses but in different ways.

The data of the open-ended questionnaires were analyzed by categorizing

the answer based on the second and the last research question concerning the

implementation of genre based approach in teaching-learning activities based on

the English teachers’ understanding and the difficulty they encountered in

applying the approach. Then the data were interpreted as the findings. The

procedures coincided with the statement of Dornyei (2003).

As discussed in the previous section, the data gained from classroom

observations were analyzed to answer all research questions. The data analysis

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classroom observations into file folders or computer files. The step 2 was

transcribing data. It was conducted by listening and watching the videotapes and

then reading the notes of the classroom observations. The step 3 was converting

data from videotapes into text data. The step 4 was marking the text data by hand

and dividing them into three parts based on the themes of the research questions

(hand analysis). The themes were the English teachers’ understanding of

genre-based approach, the implementation of the approach in teaching-learning activities

based on their understanding, and the difficulty they encountered in implementing

the approach. The step 5 was describing data. In this step, the researcher described

and developed the data consisting of answering the research questions and

forming deep understanding of the phenomenon through the description and the

thematic development. The step 6 was reporting and interpreting the findings. The

steps explained above are relevant to the statement suggested by Creswell (2008:

245-257; see also Powell and Renner, 2003). The interpretation of the findings is

presented in detail in the next chapter, Chapter Four.

Meanwhile, the data obtained from the interviews were analyzed in the

following steps. The step 1 was converting the data from oral language to written

language. The interview transcripts were then read many times and notations were

made in the margins to look for the statements representing the perspective mainly

related to the research questions. The step 2 was coding the data. The codes were

later used as categories to organize the data based on the research questions. The

step 3 was interpreting and concluding the data into the findings as a descriptive

report representing point of views within interpretative orientation. The stages of

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Finally, all data gained from the questionnaires, the classroom

observations and the interviews were triangulated by making comparison and

contrast to enhance the validity of the conclusion of this study.

The results of the data analyses were then interpreted in detail in Chapter

Four of this research.

3.5. Concluding Remark

This chapter has drawn the methodology of this study that used a mixed method

design in particular the triangulation design.

The data were collected by means of the questionnaires, the classroom

observations, and the interviews. All data obtained from the sources were

analyzed quantitatively and qualitatively. At last, the data were triangulated by

making comparison and contrast to enhance the validity of this study. The findings

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CHAPTER V

CONCLUSION AND SUGGESTION

This chapter discusses three sections namely conclusion, the limitations of

study and recommendations for further research. The sections summarize up the

information, the research findings, and arguments from the discussion of the

previous chapters.

1.1. Conclusion

After discussing the findings from the data gained from the questionnaires, the

classroom observations, and the interviews, the researcher derives the following

conclusion.

Regarding the first research question concerning the English teachers’

understanding of the genre-based approach including the curriculum cycle, the

basic principles of the genre-based approach, text types, and systemic functional

grammar, this study found that the English teachers in the regency need more

improvement related to the genre-based approach. The findings can be seen

completely on Appendix Two and Three for the data gained from the

questionnaires, Appendix four for the data obtained from the classroom

observations, and Appendix Five for the data derived from the interviews.

In short, the findings indicate the English teachers’ responses for all

categories are classified into the range between 25% up to 50% (see Sudjana,

2004). The range means that the English teachers understand the genre-based

approach superficially. Besides, the English teachers claim that they have no

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Thus, they categorize themselves into the categories that have no understanding of

the approach.

Related to the second research question concerning the application of the

genre-based approach based on the English teachers’ understanding of the

approach, it was found that the English teachers seem to understand the

genre-based approach but it still needs more improvement and guidance. It can be seen

from some unfinished activities in certain stages of the genre-based approach. It

means that the English teachers seem confused in applying the approach in

particular the activities of each stage of the approach.

With respect to the last research question concerning the difficulty that the

English teachers encountered in applying the genre-based approach, it was found

that they came across some difficulties. The difficulties involved: the low

students’ ability in comprehending and composing texts because they had low

capability in vocabulary and grammar; the implementation of the genre-based

approach take a long time because the approach consists of stages applied in a

cyclical pattern; and limited facilities, in particular for the school located in rural

areas.

Referring to the finding above, it can be assumed that the English teachers

need more enhancement and guidance related to the main issue. The findings of

this study support the findings of Emilia’s research in 2005 and 2008.

5.2. Limitations of the study

In conducting this study, there were some limitations of the study. The first one

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the classroom observation could be conducted in a longer time and in a broaden

cycle, the data obtained would be more detail.

The second one, since this study involved two English teachers in the

classroom observations and in the interviews, the researcher noticed that the data

obtained were limited. If this study involved more participants particularly in the

classroom observation and in the interviews, the data gained would be more

exhaustive.

5.3 Recommendations for further research

Based on the findings and the limitations of the study, the researcher offers the

following recommendations for further research related to the main issue.

The first, as discussed in the previous section, a research particularly in

collecting data of classroom observations and interviews with sufficient time and

broaden cycle might contribute on more significant findings regarding the primary

issue. A further study related to the English teachers’ understanding of

genre-based approach in its application in teaching-learning activities in a longer time

and more participants might present findings that are more significant on the

primary issue.

The second, concerning the English teachers’ understanding of

genre-based approach in the regency, it will be better if they are willing to enlarge their

knowledge related to the Curriculum cycle of genre-based approach, the basic

principles of genre-based approach, the text types, and systemic functional

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the approach in detail. By doing so, their capability in teaching and the students’

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