AN INVESTIGATION ON THE IMPLEMENTATION
OF A GENRE-BASED APPROACH
(A Case Study at Two Senior High Schools in Natuna Islands, Kepulauan Riau Province)
A THESIS
Submitted in Partial Fulfillment of the Requirements for the
Master’s Degree in English Education
By:
Rita Yosefa
0705874
ENGLISH EDUCATION PROGRAM
SCHOOL OF POSTGRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
DECLARATION
I hereby certify that this thesis entitled “An Investigation on the implementation of A Genre Based Approach”. A Case Study at Two Senior High Schools in Natuna Islands, Kepulauan Riau Province is completely my work. I am fully aware that I have quoted some statements and ideas from various resources. All quotations are properly acknowledged.
Bandung, Augustus2009
ACKNOWLEDGEMENT
Alhamdullilaahi Rabbbil’Alamin. Praise be to Allah SWT, The Cherisher and Sustainer of the World. By the blessing of Allah SWT, I finally finished my thesis. However, I realize that this thesis wouldn’t have been completed without the help of some people who have willingly directed, guided, and given suggestions as well as motivation during the process of writing the thesis. Therefore, I would like to address my gratitude and appreciation to the following people.
First of all, high appreciation and deepest gratitude are conveyed to Emi Emilia, M.Ed, Ph.D and Dr. Yoyo Surjakusumah, M.Pd who had given their knowledge, encouragement and critical support for guiding me throughout the thesis writing. I am deeply indebted to both of them. On this occasion, I would involved in this research, thank you for letting me interrupt your hectic days. Your contributions are essential for this study
Finally, my deepest gratitude and respect go to my family who never gave up praying for my success. The most profound gratitude is addressed to my beloved husband, Adi Putra Saufie, and my wonderful children, Diva Nabillah and Sakha Diva. Then, to my late father, whose spirit has been my inspiration and motivation; my beloved mother, and all my big family in Tanjung Pinang. Thank you very much for your sincerity to understand that my study is part of life and I do not think I could have managed without all of you.
An Investigation on the Implementation of a Genre-Based Approach A Case Study at Two Senior High Schools in Natuna Islands, Kepulauan
Riau Province
Abstract
This study reports on the implementation of a Genre-based approach at two senior high schools in Natuna Islands, Kepulauan Riau Province. The study was designed to find out (1) how the teachers implement a Genre-based approach to the teaching of writing and (2) how the implementation of the approach affects the students’ writings.
This study employed a qualitative research design and the data were collected from several sources, including classroom observations which were videotaped and field noted and collection of samples of students’ texts which were analyzed using functional grammar. At last, the interviews were conducted to the teachers and their students to validate data from observations and students’ texts.
The results of the study reveal that teachers involved in this study do not fully implement a Genre-based approach as suggested by the theory. As a result, the students tend to write less effective texts, meaning that the texts are less successful to achieve the purpose of the text.
Table of Content
Approval sheet ... Error! Bookmark not defined.
Declaration ... ii
Acknowledgement ... iii
Abstract ... v
Table of Content ... vi CHAPTER I INTRODUCTION ... Error! Bookmark not defined. 1.1 Background of the study ... Error! Bookmark not defined. 1.2 Research Questions ... Error! Bookmark not defined. 1.3 Purpose of the Study ... Error! Bookmark not defined. 1.4 Scope of the Study... Error! Bookmark not defined. 1.5 Significance of the Study ... Error! Bookmark not defined. 1.6 The Organization of Thesis ... Error! Bookmark not defined. CHAPTER II LITERATURE REVIEW ... Error! Bookmark not defined. 2.1. Introduction ... Error! Bookmark not defined. 2.2 Genre-Based Approach ... Error! Bookmark not defined. 2.3 Concept of Genre ... Error! Bookmark not defined. 2.4 Types of Genres in the 2006 English Curriculum ... Error! Bookmark not
defined.
2.5 Spoof Genre... Error! Bookmark not defined. 2.6 Basic Principles of Genre-Based Approach . Error! Bookmark not defined. 2.7 Curriculum Cycles under the Genre-Based Approach Error! Bookmark not
defined.
2.5.4 Independent Construction ... Error! Bookmark not defined.
2.8 Functional Grammar ... Error! Bookmark not defined. 2.8.1 Theme System ... Error! Bookmark not defined. 2.8.2 Transitivity System ... Error! Bookmark not defined. 2.8.3 The Conjunction System ... Error! Bookmark not defined. 2.9 Conclusion ... Error! Bookmark not defined. CHAPTER III RESEARCH METHODOLOGY . Error! Bookmark not defined. 3.1 Introduction ... Error! Bookmark not defined. 3.2 Research Design ... Error! Bookmark not defined. 3.3 Setting ... Error! Bookmark not defined. 3.5 Data Collection Techniques ... Error! Bookmark not defined. 3.6.1 Observation ... Error! Bookmark not defined. 3.6.2 Documentation (Samples of the Students’ Spoof Texts)... Error!
Bookmark not defined.
3.6.3 Interview ... Error! Bookmark not defined. 3.7 Data Analysis Methods ... Error! Bookmark not defined. 3.8 Conclusion ... Error! Bookmark not defined. CHAPTER IV DATA PRESENTATION AND ANALYSIS ... Error! Bookmark
not defined.
4.1 Introduction ... Error! Bookmark not defined. 4.2 Data from Observation ... Error! Bookmark not defined. 4.2.1 Building Knowledge of the Field ... Error! Bookmark not defined. 4.2.2 Modeling of the Text ... Error! Bookmark not defined. 4.2.3 Joint Construction ... Error! Bookmark not defined. 4.2.4 Independent Construction ... Error! Bookmark not defined. 4.3 Data from Documentation (Samples of Students’ Texts) . Error! Bookmark
not defined.
4.3.1 The Schematic Structures of Text A1, Text A2, Text B1 and B2 . Error!
Bookmark not defined.
4.3.2 Linguistics Features of Text A1, A2, B1 and B2 Error! Bookmark not
4.3.3. The Schematic Structure of Text A3, Text A4, Text B3 and Text B4
Error! Bookmark not defined.
4.3.4. The Linguistics Features of Text A3, A4, B3 and B4 Error! Bookmark
not defined.
4.3.5. The Schematic Structures of Text A5, TextA6, Text B5 and Text B6
Error! Bookmark not defined.
4.3.6 Linguistic Features of Text A5, Text A6, Text B5, and Text B6 .. Error!
Bookmark not defined.
4.4 Data from Interview ... Error! Bookmark not defined. 4.4.1 Data from Teachers’ Interviews ... Error! Bookmark not defined. 4.4.2 Data from Students’ Interviews ... Error! Bookmark not defined. 4.5 Conclusion ... Error! Bookmark not defined. CHAPTER VCONCLUSIONS, LIMITATIONS OF THE STUDY, AND
CHAPTER I
INTRODUCTION
This chapter discusses main issues involving background of the study, research questions,
purpose of the study, scope of the study; significance of the study and thesis organization.
1.1 Background of the study
This study is concerned with investigating the implementation of a Genre-based approach
to the teaching of writing in two senior high schools in Natuna Islands, Kepulauan Riau
Province.
A Genre-based approach to the teaching of English which focuses on the understanding
and the production of selected genre has been identified as an effective approach to sharpen the
students’ awareness toward the function and the social context of various genres (Kim, 2005;
Lin, 2006; Hyland, 2007; Cheng 2008). Owing to this insight, the attentions toward the
Genre-based approach begin to grow. Many practitioners (for examples, Martin, 1985; Christie, 1991;
Feez, 2002; Macken-Horarik, 2002) have developed pedagogical frameworks in which genres
and register are related to the goals, values and staged processes of a culture (Johns, 2002, p.5).
Subsequently, the approach, as Derewianka (2003, p.133) states, has been adopted in community
teaching contexts in programs for native speakers of English as well as ESL and EFL learners.
Regarding the teaching of English in Indonesian context, the influence of the
Genre-based approach becomes increasing as can be seen in the content of the 2004 competency Genre-based
curriculum which has been revised into the 2006 School Based Curriculum (Emilia, 2005, 2008).
In the 2006 School Based Curriculum, in fact, the teachers are not explicitly suggested to use a
students to have linguistic competence and discourse competence in various types of texts linked
with the social context, (BSNP, 2005.p.13) has expected the teachers to teach language explicitly
where the students work with the language of the whole authentic texts (Butt et al, 2000, p.15,
Gibbons, 2002). In this case, the teachers who play important role in the classroom (Brown,
2000, p.166; Harmer, 2007, p.111) should design the strategies which can help the students to
recognize and analyze the salient language features of the texts (Butt et al, 2000, p.17). In
designing the strategies, the teachers should consider that the strategy used should guarantee
meaningful language learning will continue long after formal classes have ended (Butt et al,
2002). In this way, the use of the Genre-based approach, as indicated earlier, can be an
alternative to achieve the purpose mentioned above.
With respect to this, there are four cycles suggested by the experts (for example,
Derewianka, 1990, 2003; Macken-Horarik, 2002; Feez, 2002; Gibbons, 2002) to be considered
in implementing the approach. The cycles are “Building Knowledge of the Field”, “Modeling of
the Text”, “Joint Construction”; and “Independent Construction”. In this respect, the more
knowledgeable the teachers are the more effectively they can lead the students to understand the
salient features of the genre discussed (Butt et al, 2000, p. 18; Christie, 2005, p.145).
However, it is often the cases that in implementing the approach, the teachers do not really
apply it as suggested by the theory (Emilia, 2008). This, as Feez (2002) states, is resulted from
the teacher’s judgment about the theory of language which determines the approach used to
sequence classroom activities. In relation to this, the researcher, who is one of the teachers of
English in Natuna Islands, is inspired to investigate how the Genre-based approach is
implemented to the teaching of English, especially to the teaching of writing in Natuna Islands,
1.2 Research Questions
The study under discussion was conducted to answer the following questions:
1. How do teachers implement a Genre-based approach to the teaching of writing?
2. How does the implementation of the Genre-based approach affect students’ writings?
1.3 Purpose of the Study
Consistent with the research questions above, this study was designed to achieve two
purposes. First is to find out the implementation of a Genre-based approach to the teaching of
writing at two state senior high schools in Natuna Islands, Kepulauan-Riau Province. Second is
to scrutinize the effect of implementation of the approach to the students’ writings.
1.4 Scope of the Study
A Genre-based approach is applicable not only to the teaching of writing, but also to
teaching reading, listening and speaking. Due to the constraints of time, this study was primarily
aimed at investigating the implementation of a Genre-based approach to the teaching of writing,
especially teaching of writing the Spoof texts.
1.5 Significance of the Study
The results of the present study, as will be elaborated below, are devoted to inform both
practitioners, namely teachers who have been front liners of the government policy at school, and
the Dinas Pendidikan in Natuna Islands as the decision maker. The following is the significance
First, the results of the study can become a beneficial reference for the teachers, especially
the teachers involved in this study to evaluate their previous teaching program before designing
their subsequent teaching programs. Second, it is also hoped that the results of the study become
a useful input for Dinas pendidikan in Natuna Islands, as the decision maker, to conduct
in-service teacher training on the Genre-based approach to improve the teacher’s understanding of
the approach. Finally, it is also hoped that the results of the study can enrich the literature on the
implementation of Genre-based approach in EFL context.
1.6The Organization of Thesis
This thesis is organized into five chapters. Chapter One is general introduction which
relates to the background of the study, research questions, purpose of the study, scope of the
study and significance of the study. Then, the subsequent chapters are organized as follows:
1. Chapter Two presents the relevant theories that have given shape to this study. The
theories are to do with concept of genre, Genre-based Approach to teaching writing,
followed by its basic principles and curriculum cycle. At last, Chapter Two is
accomplished by the discussion of functional grammar which constitutes a tool for
students’ writings analysis.
2. Chapter Three presents a detailed depiction of the research methodology and design
of the study. The research methodology compromises the participants, setting, data
3. Chapter Four displays the findings and the discussion of the study. The findings and
the discussion are presented and discussed based on the data collection procedures to
seek the answers for the research questions formulated in Chapter One section 1.2.
4. Finally, the thesis is accomplished by unfolding Chapter Five which is devoted to
draw the conclusions of the study, in spite of several limitations, as well as the
CHAPTER III
RESEARCH METHODOLOGY
3.1 Introduction
This chapter is devoted to discuss a detailed picture of the methodology of the
study. The discussion is commenced by elaborating the research design followed by
research site, participants, data collection techniques and data analysis.
3.2 Research Design
This study, as previously mentioned, was designed to find out (1) the
implementation of the Genre-based approach to the teaching of writing and (2) the
effect of the implementation of the Genre-based approach to the students’ writings.
Consistent with this, this study can be considered as a descriptive qualitative research
design with characteristics of a case study which focuses on holistic description and
explanation (Merriam, 1998, p. 29). Then, to meet the research question, the
researcher who was the primary instrument in a qualitative research (Merriam,1988 in
Creswell, 1994, p.145 ) collected data through multiple data collection (observation,
documentation of the students’ texts, interview) to get in-depth understanding of the
situation and meaning for those involved (Creswell, 1994, p.145; Rossman &
Marshall, 2006, p. 2).
Finally, data from multiple data collections (observation, texts’ analysis and
multiple data collection are narrated and referred back to the theories (Marshall and
Rossman, 2006, p.152). In this study, data gained were referred back to the theories
expounded in Chapter Two to get detailed picture of the implementation of the
Genre-based approach in each setting of the study.
3.3 Setting
The study was undertaken at two schools in Ranai-Natuna Islands,
Kepulauan-Riau Province. There were two reasons for choosing these research sites. First, these
schools have implemented the Genre-based approach. Hence, the results of the study,
as alluded to in Chapter One, Section 1.5, become useful input for the teachers in
preparing the subsequent implementation of the Genre-based approach, especially to
the teaching of writing. Second, the researcher is familiar with the research site, so it
can increase feasibility of this study.
3.4 Participants
The participants of this study were two English teachers and two classes from
two senior high schools in Ranai, Natuna Islands. There were two reasons in
choosing the participants. First, it was due to the fact that the teachers who taught in
class 10 and class 11 still had several meetings to be done before the final
examination. In this case, the teachers who taught in class 11 were chosen, moreover,
they were also recommended by the headmaster of each school. Second, from the
their insufficient understanding of the Genre-based approach have commitment to
implement the approach.
Regarding the students, six students of two classes whose writings were analyzed
in Chapter Four were selected. In selecting the students as the participants, the
researcher asked the teachers to decide it based on the level of the students’
achievement. Then, the students categorized as low achievers, middle achievers and
low achievers were interviewed to clarify data those data from observation and
students’ texts analysis.
3.5 Data Collection Techniques
This study, as outlined above and in line with the research questions posed in
Chapter One, Section 1.2, used multiple data collection techniques, including
observation, documentation (samples of the students’ writings) and interview. Each
technique of data collection will be elaborated below.
3.6.1 Observation
Regarding the first research question, observation is one of the primary data
resources in this study as Cresswell (1994, p.145) and Alwasilah (2002, p.210) argues
that qualitative research as the researcher is concerned with process and meaning in
which how people make sense of their lives, experiences, observation is regarded as
Consistent with the first research question and using the insight from previous
related studies (for examples, Emilia, 2008; Thwaite, 2007), this study employed
classroom observation to find out the implementation of a Genre-based approach in
each setting. During the observation, the researcher acted as non-participant observer,
in that as Sugiono (2006, p.162) says, the researcher was present in the classroom
without participating in the teaching learning process.
To obtain the accurate data, the observation was videotaped and field-noted
(Alwasislah, 2002, p.211). Regarding class A, the observation was videotaped for
three times. Meanwhile, the subsequent observations were conducted by taking
field-notes. This was done to make the students more relaxed during writing their own text
individually. However, in this respect, the researcher equipped herself with a set of
observation sheet as can be seen in Appendix 2.
Unlike teacher A, teacher B had refused to be videotaped. Therefore, the
observation was conducted by taking field-note. Like the observations in class A, the
observations in class B were also concerned with investigating the application of the
teaching cycles of Genre-based approach as suggested by the theory (see Appendix
2).
Having finished the observation in each setting, the researcher collected six
students’ texts written in stage of independent construction. The texts, as will be
discussed in the following section, were written by the students categorized as high
3.6.2 Documentation (Samples of the Students’ Spoof Texts)
This technique which constitutes the ways to elicit the data by analyzing the
written or visual contents of a document (Marshall &Rossman, 2006, p.107) was
devoted to answer the second research question formulated in Chapter One, Section
1.2. In line with this, Alwasilah (2002, p. 156) says that data form students’ writings
are also useful in developing an understanding of setting or group studied.
With reference to the delineation above and relevant to previous related studies
(for examples, Macken-Horarik, 2002; Emilia, 2008; Thwaite, 2007; Firkins, 2007),
in this study the students’ texts written by the students categorized as high achievers,
middle achievers and low achievers were analyzed by using functional grammar in
terms of the schematic structure and the linguistic features to do with Theme system
and Transitivity system which will be discussed in Chapter Four, Section 4.3.
3.6.3 Interview
The last source of data in this study is interview, used to clarify those data form
observation and documentation (samples of students’ texts) (Rossman & Marshall,
2006, p. 101; Creswell, 1994, p.150). In this study two unstructured interviews were
designed. The first interview (see Appendix 5, 6) was conducted with the teachers
whilst the second interview (see Appendix 7, 8) was undertaken with the students
Interviews with the teachers were conducted in two stages. The first stage was
done immediately after each classroom observation. The second stage was
undertaken at the end of the classroom observation (see Appendix 5, 6). The former
interview, as Emilia (2008) says, is beneficial to clarify what the teachers just did in
the class. In this case, the interview was not recorded. The latter interviews are
devoted to crosscheck those data from the whole observations (Alwasilah, 2002). In
this respect, the interviews (see Appendix, 2) were guided by several questions
focused on the implementation of a Genre-based Approach. This interview spent 15
to 20 minutes for each participant and it was recorded to obtain accurate and detailed
data (Silverman, 2005, p.183).
In relation to interviews with the students, the interviews were conducted at the
end of the study. In this case, the students whose writings were analyzed were
altogether interviewed (see Appendix 5&6). This was done to reduce students’
nervousness and to promote the students’ expression (Alwasilah, 2002, p.192;
Marshall &Rossman, 2006, p.114).
Then, unlike the previous related studies in Indonesian context (see Emilia,
2005, 2008) which were conducted in English, the interviews in this study were
undertaken in Bahasa Indonesia to allow the participants express their ideas in a
more elaborated way (Rossman &Marshall, 2006, p.102). However, the interview
(see Appendix 5, 6. 7 and 8) were later transcribed and translated into English.
From data analysis point of view, the data collected from each instrument were
displayed and discussed based on the data collection techniques in line with the
research questions. Data from observation were firstly analyzed. This, as previously
mentioned in Chapter Three, is aimed to uncover the implementation of the
Genre-based approach. To accomplish this, data from observation gathered through
videotaping, field-noting were transcribed. The transcriptions, as Marshall&Rossman
(2006, p.159) suggest, were read repeatedly to get accurate data. Then, the data
transcribed were categorized and referred back to the theories expounded in Chapter
Two (Alwasilah, 2002, p.159). In this study, the data were analyzed and interpreted to
find out whether the teachers in this study had implemented the curriculum cycle and
the basic principles of the Genre-based approach appropriately as suggested by
theorists of genre (Derewianka, 1990; Feez, 2002; Gibbons, 2002; Hyland, 2007).
Dealing with the second research question, the students’ texts, as mentioned in
Chapter Two, Section 2.7, are analyzed by using functional grammar. This is also
relevant to previous related studies such as Lavid (1995); Emilia (2005, 2008); Lin
(2006); Firkins (2007); and Thwaite (2007), which use functional grammar as a tool
to explore how the text achieves its social function. In this study the students’ texts
analysis were mainly focused on the use of the schematic structure and the linguistics
features of Spoof genre as also elaborated in Chapter Two, Section 2.3 and 2.7. The
analysis of schematic structure was firstly explored and followed by the analysis of
Finally, to clarify those data from observation and students’ texts, data from
interviews were also analyzed (Marshall&Rossman, 2006, p.110). In this study, the
interviews, as alluded to in Section 3.6.3, were transcribed and then translated into
English. Further, the transcriptions were put into categories in line with the focus of
the study (Alwasilah, 2002). In presenting the data from interview, the names of the
participants were replaced with pseudonyms (see Appendix 5, 6, 7, 8).
3.8 Conclusion
This chapter has expounded the methodology of the study under discussion,
including research design, setting, participants involved, research instruments; data
collection techniques and data analysis. In the following chapter the researcher will
narrate in detail the findings obtained from the multiple data collections in line with
CHAPTER V
CONCLUSIONS, LIMITATIONS OF THE STUDY, AND
RECOMMENDATIONS
5.1 Introduction
This chapter consists of three sections. The first part is the conclusions of the
study drawn from the findings expounded in the previous chapter. The second part is
concerned with the limitation of the study and the last part is devoted to propose
several recommendations for teachers and further research concerning the
implementation of the Genre-based approach.
5.2 Conclusions
This study investigated the implementation of a Genre- based approach at two
senior high schools in Natuna Islands, Kepulauan Riau Province. Based on the results
of the study expounded in the previous chapter, several conclusions are drawn. First,
regarding the first research question that is to find out the implementation of a
Genre-based approach in each setting of the study, the findings reveal that to some extent the
teachers have implemented the Genre-based approach as suggested by the theory
alluded to in Chapter Two. However, apart from this, the teachers have neglected
several aspects which will be described below.
• Concerning the stage of building knowledge of the field, data from
knowledge of the field as suggested by the experts. However, apart from this
the essential aspect, such as vocabularies are not taught explicitly. So, the
students’ understandings of vocabularies used in a Spoof genre are still
obscure.
• Dealing with the stage of modeling of the text, the findings reveal that the
teachers have implemented it less appropriately where the schematic structure
and linguistics features of a Spoof genre are not taught explicitly. In this case,
the teachers did not explain how to develop each schematic stricture, such as
an orientation, a series of events and a twist to weave a meaningful Spoof
genre. Then, in terms of the linguistic features, the findings reveal that the
teachers did not explain in its context. As a result, there are found many
mistakes, such as the use of past tense, the use of conjunctions in the students’
writings.
• For the stage of joint construction, the finding shows that the teachers have
skipped this stage. As a result, this, as will be drawn in the subsequent
discussion, tends to affect the way students write their Spoof genre in the next
the stage, meaning that the students have not had sufficient experience how to
write a Spoof genre.
• Related to independent construction, the findings reveal that this stage was
revise and edit their writing. This indicates that teacher’s understanding of
writing is a recursive process is still obscure.
Related to the second research question, that is the effect of the implementation
of the Genre-based approach, the results of the study, as discussed in the previous
chapter, reveal that the way the teachers implemented a Genre-based approach has
led the students to write less effective texts, meaning that the texts are less successful
to achieve the purpose of the texts. The following is the aspects that have been
neglected by the students.
• From the schematic structure point of view, many students do not really
develop each schematic structure as suggested by the theory. In this case, the
students tend to write an orientation without considering the essential aspects,
such as the setting, and the time of the event happened. In terms of a series of
events, many students do not develop it by the movement of time. This has led
to a less coherent text.
• Regarding the linguistic features, the students have made several mistakes in
terms of the use of past tense. Then, the students are also less successful to
employ complex sentences, conjunctions, and circumstances accordingly.
Besides it, the students also tend to translate their draft word for word. As a
result, their drafts seem to be quite awkward. Due to this fact, the texts are
5.3 Limitations of the Study
There are two limitations of the study under discussion resulted from the time
constraints. The first one is to do with the number of the teachers. It was only two
teachers investigated in this study. It would be much better if more than two teachers
were investigated to portray the implementation of the Genre-based approach in each
setting of the study.
Second, it was only six students’ texts represented by two of the high achievers,
middle achievers, and low achievers from each setting of the study were analyzed. It
could result in more detailed picture of the effect of the implementation of the
Genre-based approach if all the students’ texts were analyzed. However, the use of
Halliday’s model of language, the functional grammar, as a tool for text’s analysis, as
Macken-Horarik (2002) says, enhances the validity of the result of the text’s analysis
in relation to the implementation of Genre-based approach (see also Emilia, 2008,
p.131).
5.4 Recommendations
With reference to the findings of this study, several recommendations are
proposed. First, teachers should have clear understanding on the implementation of a
Genre-based approach to inculcate the genre pedagogy to the students more
what aspects should be highlighted in each stage of the approach. The following is
the aspects that should be highlighted on the teachers’ subsequent programs.
• For building knowledge of the field, the teachers should introduce more than
one text to build up students’ knowledge of the salient features of the genre
taught. Besides it, the teachers should also teach and translate the vocabularies
explicitly to promote students’ consciousness of the difference between
English pattern and Bahasa Indonesia pattern.
• Related to modeling of the text, the teachers should design the relatively
familiar activities to engage the students in this stage. In this case, the teachers
could try ‘jigsaw activities’, which have been used by Lin (2006) in his study,
to enhance students’ awareness of the schematic structure of the genre. In
relation to scaffolding, it should be provided as much as possible so later the
students’ will be more familiar with the linguistics features of the genre
taught.
• For joint construction, despites its dilemma, is useful to exercise the students
to write a genre taught so later the students will be more confident to write a
similar genre individually. If needed, this stage could also be conducted
repeatedly to make the students fully understand how to write a more
meaningful genre.
• Concerning the stage of independent construction, the teachers should
revise and edit their draft. With respect to this, teachers could encourage the
students, especially with higher achievement to revise and edit the draft of
their peers especially the peers with low achievement. This kind of activities
also benefits to nurture students’ understanding that writing is a recursive
process in which they need to revise their writing repeatedly.
Second recommendation is to improve the teachers’ understandings of the
implementation of the Genre-based approach, Dinas Pendidikan in Natuna Island, as
it is also suggested by teachers involved in this study, should conduct in-service
teacher training on the Genre-based approach which has been adopted as a part of
centralized the 2006 English curriculum.
The last recommendation is that the implementation of the Genre-based
approach should be tried out in various contexts and levels to examine its
effectiveness in helping the students to enhance their English capacity, especially
Bibliography
Alwasilah, A.C. (1998). ‘Intellectuals Lack Writing Skill’ in Alwasilah, A.C. 2001. Language, Culture, and Education: A Portrait of Contemporary Indonesia. Bandung:Andira.
Alwasilah, A. C. (1999). ‘Writing Needs More Recognition’ in Alwasilah, A.C. 2001. Language, Culture, and Education: A Portrait of Contemporary Indonesia. Bandung: Andira.
Alwasilah, A.C. (2000). Perspektif Pendidikan Bahasa Inggris di Indonesia. Dalam Konteks Persaingan Global. Bandung:Andira.
Alwasilah, A C. (2002). Pokoknya Kualitatif. Bandung: Dunia Pustaka Jaya.
Alawasilah, AC and Suzanna, SA. (2005). Pokoknya Menulis. Bandung: Kiblat Buku Utama
Anderson, M and Anderson, K. (1997a). Text Types in English in English1. Australia:
Brown, H.D. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy. Englewood Cliffs: Prentice Hall.
BSNP. (2006). Panduan Penyusunan KTSP Jenjang Pendidikan Dasar dan Menengah. Jakarta. Departemen Pendidikan Nasional
Butt, D et al. (2000). Using Functional Grammar: An Explorer’s Guide.National Centre for English. LanguageTeaching and Research. Sydney: Macquarie University.
Callaghan, M., and Rothery. J (1988). Teaching factual writing.A Genre Based Approach. Sydney: Metropolitan East Disadvantaged Schools Program.
Callaghan, M., Knapp, P., and Noble, G. (1993). ‘Genre in practice.’ In Cope, B., and Kalantzis, B. (1993). (Eds). The powers of literacy. A genre approach to teaching writing. London: The Falmer Press.
Cheng, F W. (2008). ‘Scaffolding Language, Scaffolding Writing:
A Genre Approach to Teaching Writing Narrative’. In Asian EFL Journal. Volume 10. Issue 2. Cited in http://www.asian.efl.journal.com/june_08_fwc.php. Retrieved on January 27, 2009
Christie, F. (1986). ‘Writing in Schools: Generic structures as was of meaning’ In Couture, B.1986. Functional Approaches to Writing Research Perspectives. New Jersey: Ablex Publishing.
Christie, F. (1993). ‘Curriculum Genres: Planning for effective teaching.’ In Cope, B. and Kalantzis, M. (1993). (Eds). The powers of literacy. A genre approach to teaching writing. London: The Falmer Press.
Christie, F. (2005). Language Education in the Primary Years. Sydney: UNSW Press
Cope, B., and Kalantzis, M. (1993). ‘Introduction: How a genre approach to literacy can transform the way writing is taught.’ In Cope, B. and Kalantzis, M. (1993). (Eds). The powers of literacy. A genre approach to teaching writing. London: The Falmer Press.
Crane, P A. 2000. Texture in Text: A discourse Analysis of a News Article Using Haliday and
Hasan’s Model of Cohession. Cited in
http://library.nakanishi.ac.JP/kiyou/gaidai(30)/08.pdf. Retrieved on November 08
Creswell, J W. (1994). Research Design: Qualitative and Quantitative Approaches. London: Sage Publications.
David, M (2004). How to be an Effective EFL Writing Teacher. Cited in http://www.eflpress.com/how_to_be_an_effectwrt_efl.html. Retrieved on January 4, 2008
Derewianka, B. (1990). Exploring how texts work. Newtown: PETA
Eather, J. St Aloysius College Literacy Strategy: Checklist of Genre and Text types. http://www.sac.sa.edu.au/library/topics/literacy/literacy.htm.Retrieved on 15 November, 2008
Eggins, S. (1994). An Introduction to Systemic Functional Linguistics. London: Printer Publishers, Ltd.
Eggins, S. 2004. An Introduction to Systemic Functional Linguistics. New York: Continuum. Emilia, E. 2005. A Critical Genre-Based Approach to Teaching Academic Writing in a
Tertiary EFL Context in Indonesia. A Dissertation. The University of Melbourne (Unpublished).
Emilia, E. et al (2008). Pendekatan Genre-Based Dalam kurikulum Bahasa Inggris Tahun 2006: Penelitian Tindakan Kelas di Sebuah SMP Negeri di Bandung. FPBS UPI Bandung. (Unpublished)
Emilia, E (2008). Menulis Tesis dan Disertasi. Bandung: Alfabeta
Fathman, AK & Whalley, E (1990). ‘Teacher Response to students writing:focus on form versus content’. In Kroll Barbara. (1990). Second language Writing. Research Insights for the Classroom.USA: Cambridge University Press.
Feez, S. (2002). ‘Heritage and innovation in second language education’. In Johns, A. M. (2002). Ed. Genre in the classroom. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Firkins, Arthur, et.al. (2007). “A Genre-Based Literacy Pedagogy: Teaching Writing to Low Proficiency EFL Students”. English Language Teaching Journal, forthcoming, Oct
2007. Cited in
http://www.engl.polyu.edu.hk/department/academicstaff/documents/Firkins%20Fore y%20&%20Sengupta.pdf. Retrieved on July 9, 2008
Flowerdew, J.(2002). ‘Genre in the Classroom: A Linguistic Approach’. In Johns, A. M. (2002). Ed. Genre in the classroom. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Gerot, L and Wignell, P. 1994. Making Sense of Functional Grammar. Australia: Antipodean Educational Enterprises (AEE).
Gibbons, P. (2002). Scaffolding language and scaffolding learning. Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Halliday, M. A. K. (1985a). Spoken and written language. Geelong, Victoria: Deakin University Press.
Halliday, M. A. K. and Hasan, R. 1985. Language, context, and text: Aspects of language in a social-semiotic. Deakin University.
Halliday, M. A. K. (1994a). An Introduction to Functional Grammar. (2nd Ed). London: Edward Arnold.
Harmer, J. (2007). The Practice of English Language Teaching. (4th Ed).UK: Pearson Education Limited.
Hillier, H, 2004. Analysing Real Text: Research Studies in Modern English Language. New York: Plagrave Macmillan
Hill, S. (2006). Developing Early Literacy: Assessment and Teaching. Australia: Elanor Curtain Publishing.
Hyland, K. (2007). ‘Genre pedagogy: Language, literacy and L2 writing instruction’. In Journal of Second Language writing. Cited in http://www.sciencedirect.com retrieved January 12, 2009
Hyland, K (2003). Second Language Writing. USA: Cambridge University Press.
Kress, G. (1993). ‘Genre as a social process.’ In Cope, B., and Kalantzis, M. (1993). (Eds). The powers of literacy. A genre-based approach to teaching writing. London: the Falmer Press.
Lavid, J (1995). Towards a Text Type Taxonomy: A Functional framework for text analysis and generation. http://folk.uio.no/hhassegl/systemic/Textual2.htm. Retrieved November 15,2008
Lin, B. (2006). ‘Genre-Based Teaching and Vygotskian Principles in EFL: The Case of a University Writing Course.’ In Asian EFL journal. Volume 8. Issue 3. Cited in http://www.asian_efl_journal.com/sep_06_bl.php. retrieved on January 16, 2009
Macken-Horarik, M. (2002). ‘Something to shoot for.’ In Johns, A. M. (2002). Ed. Genre in the classroom. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Martin, J and Rothery, J. 1986. ‘What a Functional approach to the writing task can show teachers about good writing’. In Couture, B.1986. Functional Approaches to Writing Research Perspectives. New Jersey: Ablex Publishing
Martin, J. R., and Rothery, J. (1993) ‘Grammar: Making meaning in writing.’ In Cope, B. and Kalantzis, M. (1993). (Eds). The powers of literacy. A genre approach to teaching writing. London: The Falmer Press.
Martin, J. (1997). ‘Analyzing Genre: Functional Parameters’. In Genre and Institutions. London and New York: Continuum
Martin, J et al.(1997). Working with Functional Grammar. London: Arnold
Martin, J & Rose, D (2007). Working with Discourse: Meaning beyond the Clause. London and NewYork: Continuum
Merriam, S.B (1998). Qualitative Research and Case Study Application in Education. Revised and Expanded from Case Study Research in Education. San Francisco:Jossey-Bass.
Ning, Z. 2008. ‘The Effective Teaching of the Genre of Hotel Brochure’. In ESP world Journal. Volume 7. Issue 3. Cited in
http://www.esp.world.info/Articles-19/TeachingHotelBrochure.AS A GENRE.ESPworldV7N3.Pdf. Retrieved on January
23, 2009
Nunan, D.1999. Second Language Teaching and Learning. Boston, Massachusetts: Heinle and Heinle Publisher.
Paltridge, B. 2004.’Approaches to Teaching Second Language Writing’: A paper in 17th
Educational Conference Adelaide. Cited in
http://www.arts.usyd.edu.au/commitees/Arts.TLCtee/Projects/CIWE/paltridge.htm retrieved on January 23, 2009
Rose, D. (2008). Reading to Learn. Accelerating learning and closing the gap. Retrieved
from www.readingtolearn.com.au
Rossman, B G & Marshall, C. 2006. Designing Qualitative Research. USA: Sage Publication Ltd.
Silverman, D (2005). Doing Qualitative Research. (2nd Ed) London: Sage Publication.
Sudarwati, T.H. M & Grace, E (2007). Look Ahead 2 For Senior High School, Year 11. Airlangga.
Sugiono.(2006). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung:Alfabeta.
Suherdi, Didi. (2005). Classroom Discourse Analysis: A Systemiotic Approach. Bandung: UPI Press.
Tangpermpoon, T. (2008). ‘Integrated Approaches to Improve Students Writing Skills for English Major Students’. In ABAC Journal Volume.28. Issue.2. Cited in www.infotrac.galegroup.com. Retrieved on 1 July, 2009
Thwaite, A. 2006. ‘Genre writing in primary school’: From theory to the classroom, via First Steps (1). Cited in www.infotrac.galegroup.com. Retrieved on 1 July, 2009.
Whitelaw, C and Argamon S.2008. Systemic Functional Features in Stylistic text Classification. Cited in http://music.uesd.edu/-sdubnov/FS08. Retrieved on November 15,2008
Williams, G. (1994). ‘Using systemic grammar in teaching young learners.’ In Unsworth, L. (1994). (Ed). Literacy learning and teaching. Language as social practice in the primary school. Melbourne: Macmillan Education Australia PTY Ltd.
