CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTIONS
Appendix 6: Example of Teaching Material
Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, ‘What is your name?’ Snow White said, ‘My name is Snow White.’
Doc said, ‘if you wish, you may live here with us’. Snow White said, ‘Oh could? ’Thank you. Then Snow White told the dwarfs the whole story and Snow White and the seven dwarfs lived happily ever after
Task 1
FRAMEWORK HEADINGS
MAKE NOTES OR DRAWINGS TO HELP PLAN YOUR STORY
Title
Orientation Scane/setting about who,when.where
Initiating Event
Complication
Resolution
Task 2
NAME : DATE : TITLE :
ORIENTATION :
Setting : Who ? When ? Where ? What ? Why ?
INITIATING EVENT
What began the event ? How did the characters get involved ?
COMPLICATION/S
How the conflict/s or problem/s began
RESOLUTION :
How the character/s solve the conflict/s or problem/s
Appendix 7:
1. Teachers background information
Categories and sub categories
Teacher A Teacher B Teacher C Teacher E
Sex
Teaching Experience
Number of training on the new
curriculum had
Male
18 years
two
Female
20 years
two
Male
12 years
one
Male
5 years
one
Appendix 8: Teachers adoption of the Genre-Based Approach
Categories and sub categories
Teacher A Teacher B Teacher C Teacher E
Conceptualization of the Genre- Based Approach
In teaching and learning process, the students are expected to understand text type and teacher teach them by using two cycles in four phases.
Oral and written cycles and the BKoF,
Modelling, joint construction and independent construction phase.
Genre-Based Approach is an approach how to teach English based on genre, because each genre has different function, generic structure and language feature
Genre-Based Approach means the approach how you can make students
understand well the text, the student get the point of the text itself.
I think Genre- Based Approach is how to teach reading by using 12 genres in order to find out the purpose of the text, generic structure and the language features.
Opinion about the Genre-Based Approach for teaching English writing skill
Students are able to differentiate kind of text and master in both oral and written as input.
The GBA is more effective than other approach since students show significant development writing when taught to write using this approach.
GBA is more effective than other approach since it can provide students with the
understanding of text
organization, and can produce their own text in accordance to the text organization.
It is an effective way of teaching writing since it allows student to create and organize their idea when they write text.
Particular skills which teachers focus on when teaching using the Genre-Based Approach
The students are taught four language skills, listening, reading, writing and speaking
If I teach narrative text, I should teach them about past tense and action verb (grammar).
Speaking
Learning strategies and classroom activities
Collaborative strategic reading (CSR), jigsaw, and cooperative
learning Knowledge of
genre being taught in teaching writing
Ability to write different type of texts
Structure / grammar.
Text
organization / generic structure Problems in
teaching writing using the GBA
Students get difficulties in mastering vocabularies, differentiate social function and grammatical feature each type of text.
Students are weak in developing ideas, cohesive, and coherence.
Students’
limited vocabulary
Students’
limited vocabularies that affect their ability in constructing sentences
Students’ lack of vocabulary, grammar mastery and low motivation in learning writing skills.
Difficulties in teaching students to organize their idea. Students’
culture of copying others work.
Ways to overcome the problems
By asking students to determine the type of text that they are going to write Make draft and planning before writing
Showing students the writing models
Motivate students to study English more at home and give them some
vocabulary task such as
memorizing and finding the meaning of some difficult words.
I try to develop students’
vocabulary in the stage of BKoF or Pre- writing
Giving motivation Asking students bring dictionary to class.
Encourage student to use familiar words to write paragraph.
Helping students to the structure when writing paragraph
Appendix 9: The application of the curriculum cycle
Categories and sub categories
Teacher A Teacher B Teacher C Teacher E
BKoF
Aims To promote and
raise the students prior knowledge to focus the materials
To introduce the materials that will be studied by the students
Explore students’
experience and developing their vocabulary
Introduction for students to communicate
Activities / Steps
• Ask students some question related to the topic
• Arise students motivation
• Build up students prior knowledge related to the topic
• Ask students to answer the question orally
• Showing pictures
• Provide some examples English expression
• Explore the experience
• Find the meaning of the words
• Ask the students general question orally
• Greet the students
• Ask the students about the topic Modelling
aims Giving the
model of discussion, teacher’s model
To give the introduction of the model of the text genre which focus on the analysis of the genre
A stage of reading and comprehending text
It focused on student ability about listening or reading the text
Activities / Steps
• Teachers model
• Writing plan
• How to make draft
• Sequence events or ideas
• concluding
• Teacher read the text and students listen carefully
• Students fill in the blank based on the text the teacher read
• The teacher give some questions based on the
• Read the text • Students read a text, find the topic, main idea and the difficult words
• Give some question based on the text
text Joint
construction of the text Aims
To make
students work in group
Students can construct a similar text to genre
Reconstruct and re arrange the text
Students discussion
Activities / steps
• Asks the students to discuss how to make a draft
• Sharing information
• Do the task in group
• Teacher give the jumbled passage to compose a narrative text by listening
• Teacher discusses the answers with the students together
• Rearrange the story
• Answer the questions
• Choose the answer
• Discuss the text
Answering the question about the content of the text
Independent construction
Aims To make
students work individually.
They are able to write a good composition and present it in front of the class.
Students can construct text independently.
Stage for discussing the idea for the text and retelling the story of the text
Students work individually
Activities / steps
• Teacher giving assignment to write a composition completely
• Students’
presentation
• Assigning students to write a text and choose the topic by themselves as a homework and present it in the next lesson
• Collaborating the ideas
• Retelling the story
• Assign students to write a text based on the topic as a homework and then present the text in front of the class in the next meeting.