lSITING THE USE OF GENRE-BASED INSTRUCTION FOR TEACHING
The implementation of genre-based instruction in that curriculum is through exploring :genres (Descriptive, Narrative, Recount, Procedures, Report, News Item, Exposition,
rion, Review, and Commentary) in transactional conversations (to get something done), onal conversations (to establish and maintain social relations), short functional texts ..;:icements, greeting cards etc.), monologues and essays of certain genres. Those types of -e used to develop communicative competence. For that purpose, the National Department _,:ation issued Standar kompetensi Kurikulum 20041the competence standard of 2004 that :: be achieved. Such use of genre-based instruction, similarly, becomes the emphasis in 6 curriculum, as stated in the Permendiknas no. 22, 2006, and in the 2013 curricu lum, as
;;:i P ermendikbud no. 64, year 20 13.
-PECTIVES OF GENRE
The discussion of genre can be perceived from the New Retho1ic Stud ies, English for - purposes, and Systemic Functional Linguistics (SFL). The latest, developed by Michael
is considered "the most clearly articulated and pedagogically successful" of all ,_,,,T.. Jd. 2004, p 25). It has also led into the fact that classroom perspectives on genre mostly :e rheory of SFL (Hayland: 2003). For this reason, this study discusses the genre-based ::ion from the SFL point of view.
Hyland (2004) urged that SFL perspect ives of genre have characterized genres in tenns -:td rethorical patterns such as Narratives, Recounts, arguments, and Expositions. The table
each genre together with its social purposes, social location and rethorical structure
le 1. Same exan1ple of genres and their social purposes, social location and rethorical structure
Social purpose Stages Social location
To reconstruct past
Source: Butt, Fahey, Feez, Spinks & Yallop (2000); Martin, (1989) as cited in Hyland (20().!
As illustrated in the above table, stages of text or schematic structure characterizes genre-b instruction. 'For instance, Descriptive text sets stages of identification, aspect, and conclus
(Hyland: 2004 and Yan and Dong : 2009).
GENRE PEDAGOGYff HE TEACHING AND LEARNING CYCLE
Genre-based instruction for teaching writing can use the following Cycle:
Source: Feez & Joyce (1998)
Figure 1. SFL Genre pedagogy/the teaching and learning cycle
Dev eloping th e context. At th is stage, the students are introduced to the social contex
which the genre is used, the social purpose it achieves, and the immediate context of situa This allows students to bring their own experiences to the learning process and attempt.;
create an understanding of the following questions: what the text is about; what purpose..
serves, etc.
Modelling and deconstructing the text-analyzing the genre to reveal its stages and .
features. The activities are like analyzing, comparing, and manipulatin g the representa·
samples of genre so that the students understand the stages of the text and the function served -
each stage, how each stage contribute to te overall social purpose of the text, and the langu2:=
features that help to express these functions.
Joint construction. At this stage of the cycle, teachers and learners work togethe:-
construct the whole examples of the genre. The teacher starts to reduce his/her control over
students and give them more opportunities (o control over their writing but, still he/she gr _ assistance and support during the process of constructing a text.
Independent construction. This allows students to write independently but still under :..: • teacher 's monitor and assistance. At this stage, there are series of process that students neec.
go through, For example, braistonning, outlining, drafting, proofreading, editing, and revis:- (Hayland: 2007).
Linking r elated text. This stage provides opportunities for student s to investigate how
genre they have been studying is related to other texts that occur in the same or similar conte to the other genres they have studied, and to issues of interpersonal and institution al power :;:: ideology.
This study is aimed at evaluating the implementation of genre-based instruction
teaching L2 writing and at developing a lesson plan using the approach . For that purpose, th
are two questions that need to be answered. First, how is the genre-based instruction used
correspond to the genre-based cycle? Second, what kind of lesson can be used enrich the use
genre-based approach in the EFL classroom? The result of this study is useful for teachers improve their practice using genre-based approach in their classroom and to emich ch
knowledge on what kind of teaching instructions can be employed in the classroom.
::rti:cipants
This study involved 20 senior high school teachers from seven different schools in ...:...ga who are affiliated in "Musyawarah Guru Mata Pelajaran Bahasa Inggris " (MGMP-
lnggris) or English teacher Development Group (ETDG). When the study was :cced, they were joining an Engl ish-teacher training and education program held by 1P. One of the sessions in that program , that I facilitated , was the use of genre-based :?Ch for teaching Writing. These teachers have been teaching using using genre-based -::tion at least since the implementation of the 2004 curriculum so that they have been
_g with genre in their teaching. For this reason, they are considered suitable to be involved ;; study.
rch design
This study is designed in the form of case-study. Nunan ( 1992) argued that case study is s:..dy of an 'instance i n action'. It selects an instance from the class of objects or phenomena " investigating, then investigates the way this instance functions in context. This study is a:i istance of Indonesian EFL teachers and of the use of genre-based approach for teaching
g. The instance is then used to contextualize the use of genre based instruction in the !'Xt of study.
rch Instrument
The research instrument used was teachers' document, in this case, teachers' lesson As known, a lesson plan contains several stages such as "warm -up, main activi ty, follow ---d wind down" (Davis: 2000). The stages i n a lesson plan can show teacher's step i n using
cext type from the beginning until the end of the lesson. For this reason, this instrument ...sed .
'Cdures of data collection and analysis
Firstly, the teacher-participant s were asked to discuss how to teach particu lar narrative for teaching writing to senior high school students and secondly, to write a lesson plan. ..::..y, the lesson plan was analyzed and classified into the five stages of genre-based teaching ng cycle. Fourthly, the frequency of how many lesson plan applies every stage in the - '!"·vas counted. From this frequency, the picture of how the teachers used the genre-based
h can be drawn. Lastly, genre-based lesson plan for teaching writing was offered.
:U
G AND
DISCUSSION
This section examines the use of genre-based approach in correspond to genre-based =:::ng and learning cycle. More to that, it presents a lesson plan that can be used to enrich the
=-genre-based approach for teaching writing.
use of genre-based approach for teaching writing
From the data obtained, the use of genre-based approach for teaching writing based on e-based teaching and learning cycle can be seen as follows:
The 63rd TEFLIN International Conference 20 16
Figure 2: genre-based teaching in correspond to the genre-based teaching/learning cycle
The data suggest that almost all groups (80%) did stage one-developing context. techniques used in thi s stage were varied. For instance, asking questions "what the tex: about?" and "what kind of family is i n Telaga warna story?" (refering to the setting of ro_ family). Another exam ple is giving list of vocabularies related to the text. For instance. teaching "Snow White" story, words snowflake, magic mi rror, fair, hatred, envy, and pride ..._ be provided before they read the story. More to that, using picture or video was also stated in the lesson plan that is to el icit the idea of "who are in the story?" and "what kind of situation condition is in the story."
It is good to know that most groups provide space for students to develop context sin it can activate student's schemata about the text. As asserted by Ajideh (2006), such pre-read1:-= strategies can be used to help students relate new information in written discourse to the exisiting knowledge. In this case, I agree with Ajideh. Once the student's existing knowled ge activated, the way to understand the text will become easier.
The finding of stage two-modeling-is interesting because all teachers are evidencl. to discuss and explore the features and stages of the genre. As characaterized, it is '·an importar scaffolding activity" (Hyland, 2004: 12). Unfortunatel y, however, the most emphasis given only on the stages and the function of the text. Deeper exploration on the grammatical an lexical items are not explored. As for stage three, the finding is surprising since none of ther went through the stage of joint construction of the text. In the discussion session, after writin.:- the lesson plan, they confirmed that the main reason is habit and the other reason is time constrain. Such joint construction requires more time than the teaching time allocation, which 1s
only eighty minutes. It is not sufficient to discuss the material.
The finding of independent construction stage is as what I expected. All groups do thi.:: stage. It means that all groups are aware that this genre-based approach is for teaching writin; so the students need to write independently. Unfortunately, none of them facilitated wri tin; processes like brainstorming, drafting, proofreading, and revising. In another word, it is vei; much product-based activity.
As for the last stage-linking related text- only 60% of the teaching instruction tha: relate what they have learnt to other texts that occurs in the same or similar context, to othe; genres they have studied, and to issues of interpersonal ideas. An example obtained from the lesson plan is to ask the students compare the story of snow white and the one from Indonesia. to compare the similarity and difference of the structure.
Proposed genre-based instructions based on genre-based teaching and learning cycle
There are various activites using the genre-based approach for teaching writing that can be applied in the classroom. More activities are provided for the stages of joint construction and linking to related text considering that the less frequency of use.
The 63rd TEFLIN International Conference 2016
',
100%
80% 60%
40%
20%
0%
•stages in
ent's level of English proficiency: intennediate
-ectives:
at the end of the course, the students will be able to:
o identify the generic structures of tourism advertisement text-type,
o identify the lexical and grammatical features of tourism advertisement text-type,
:mguistic features). This can be done both in pairs or groups (see appendix 1).
.\sk them also to identify the verb and adjectives used in the advertisement. -.Jrt given. To help them generate ideas, pictures, key words and opening sentences are
;: ·en. This task can be done in groups. :ganizer as used previously so see whether the ideas really describe phenomenon
..:.entified and wheteher the verbs and adjectives used appropriately support. the penomenon _escribed.
:l
Within the group, ask each student to take turn describing their own advertisement During this.describing process, encourage them to ask each other about the tourist res. being described.
Finally, ask them to choose what tourist resort they prefer for their vacation and why
CONCLUSION
The finding revealed that although genre-based approach has been used for long ::;.
teachers need to refer again to the genre-based teaching cycle to make the teaching and leam=
more useful. Students need to be initially guided in more activities to construct texts (joc- construction stage) before independent writing. Similarly, in the writing process, they need
go through series of process like drafting, proofreading, editing, and revising. By so doing,
the--writing skill will de_ve lop well.
Appendix 1
Tourism advertisement : Bedugul Botanical
Garden
What comes in your mind when you arc thinking about Bali? Beach? So you definitely have to
visit Bedugul Botanical Garden. Bedugul Botanical Garden or Kebun Raya Eka Ka.rya was
opened in 1959 and owns 154,5 ha land located Tabanan regency, northwest part of Bali. It is
close to the beautiful lakes, Beratan Lake and Ulun Danu Temple. The vast location has made i:
a huge tropical garden in Bali with plentiful flora and fauna in Bali
Bedugul Botanical Garden has an orchid garden with the collection of 320 orchid types from Bali, Java, Nusa Tenggara Timur, Sulawesi and also Papua. We can also see the rose gardet with the collection of various rose from rust colored until green chromatic. Bedugul Botanical Garden is completed by 524 birches which are still in its 01iginal forest. The collections are
from America, South America , China, Japan. Australia , Africa and Netherlands. The cactus collections consist of 104 types. The cactuses are imported from Africa, America, Gennany. Switzerland, and also from some places in Indonesia.
Beside of the plant collections, Bedugul Botanical Garden offers the spacious landscape for outbound activities. The cool and peaceful atmosphere also gives you the chance to relax and
enjoy the beautiful scenery.
Bedugul Botanica l Garden is the perfect place for you and your family. Expetience the other side of Bali Island by joining our Bedugul Tour. Contact us at www.balistarisland.com for more infonnation.
Adapted fi-or n:htlp /11Mw. balistarisla11d .com/Bali-111teresti11g-Plac:e!Bedugul-Ga rden- Yard.htm
--:>u rism advertisement : Bedugul Botanical Garden
Description 1
v
Bedugul Botan ical Garden has an orchid garden with the collection of 320 orchid types from Bali. Java, Nusa Tenggara Timur. Sulawesi and also Papua.
We can also see the rose garden with the col lection of
Description 2 )
v
-Description 3 )
v
Description 4
Description 5
Conclusion
various rose from rust colored until green chromat.ic.
Bedugul Botanical Garden is completed by 524 birches which
are still in its original forest. The collections ar,·from America, South America. China. Japan. Australia, Africa and Netherlands.
The 63rd TEFLIN International Conference 20 16
What comes in your mind when you arc thinking about Bali? Beach? So you definitely have to vis it Bedugul Botanica l
Gardea. Bedugul Botanical Garden or Kebun Raya Eka Karya was opened in 1959 and owns 154,5 ha land locnteJ Tabanan regency, northwest part of Bali. It is close to the beau t iful lakes. Beratan Lake and Ulun Danu Temple.
The vast location has made it a huge tropica l garden in Bali with plentiful flora and fauna in Bal i
The cactus collections consist of l 04 types. The cactuses a re imported from Africa, America, Germany. Switzerland. and also from some places in Indonesia.
Beside of the plant collections. Bcdugul Botanical Garden
offers the spacious landscape for outbound activities. The cool
and peaceful atmosphere also gives you the chance to relax and enjoy the beautiful scenery.
Bcdugul Botanical Garden is the perfect place for you and ymtr family. Experience the other side of Bali Island by
JOll111lg our Bed11g11! Tour. Contact us at
130 types
Description 1
The transparent waters of the Bunaken seas enable visitor:
clearly view ...
Not only reefs, visitors can also see...
20 spots
Description 2
For those who enjoy scuba diving, this is...
Conclusion ( if any)
The 63rd TEFLIN International Conference 20 16
',
Bunaken is an 8.08 km2 island in the Bay of Manado, situa
the north of the island of Sulawesi, Indonesia. The MarirE around Bunaken is part of the National Park that also ·r::.
the ocean around the island of Manado Tua - or Old Ma-
Siladen and Mantehage.
Within the Bunaken Marine Park, visitors con see various srr;;
and colourful marine life along its sea bed and can enjoy ;;
and snorkeling since it is one of Indonesia's most famo us = and snorkeling areas.
backgro!J nd
'
:: Jfa ncy yourself being a mermaid? Being able to swim along with other creatwes of the sea
""Ving to the rhythm of the waves? In the Bunaken A1arine Park. you ivill eucounter a real
e transculent waters of the Bunaken seas enable visitors to dearly view numerous sea biotas.
=re are l 3 species of coral reefs in this park, dominated by edge 1idges and block iidges of
-'·The most attractive view is the steep vertical sloppy coral reef that plunges down as deep
::5-50 meters.
•only reefs, visitors can also see 91 types of fish and meet mollusk when diving in the
;)nal Park. Some of the fish are lhe locally known gusimi horse fish ( Hippocampus ), the
e oci (Serio/a rivoliana ), yellow-tailed lolosi (Luljanus kasrnira), goropa (Ephi11ephelus
weeps and Pseudanthias hypselosoma ), ila gasi (Scolopsis bilineatus) and others. Mollusk
- :ike the giant kima (Tridacna gigas), goat head (Cassis cornuta ), nauti lus ( Nautilus
.., from:http:! /www. indonesia.trave/! en/destination/33
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_ _,<, ien, H.l.R. (2007). Genre-Based Approach and the 2004 English Curriculum.A plenary
paper presented at UPI national seminar, 27 February 2006.
::.:.eh. P. (2006). Schema-theory Based Considerations on Pre-reading Activities in ESP
Textbooks. The Asian EF L journal (16),pp. 1-19. ·
. D. & Conrad, S. (2009). Register, Genre, a nd Style. Cambridge: Cambride university
press.
- P. (2000). Success in English teaching. Oxford: Oxford university press.
...::. s. & Joyce, H. ( 1998). Text-based syllabus design. Sidney: Ames.
..1.!ld, K. (2003). Second Language Writing. Cambridge: Cambridge University Press.
:md, K. (2004). Genre a nd second language writing. Michigan: The University of Michigan
Press.
I. (20 12). Genre-based teaching and assessment in secondary English classrooms. English
Teaching: P ractice a nd Critique, 11(4). Pp. 120-133. Last retrieved . 15 January 2016.
From htlp://education.waikato.ac.nz/research/files/etpc/files/2012v 11n4art8.pdf.
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