CHAPTER II REVIEW OF THE RELATED LITERATURE
C. Conceptual Framework …
2. Documentation
There are two kinds of documentation as the source of data of this research, they are syllabus and Lesson plan.
Syllabus is a general planning which should be designed by teachers based on subject matter contain standards released by Indonesian ministry of education.
In the syllabus can be observed how teachers organized their teaching and
learning activities on spoken and written cycle of Genre-Based Approach. For the need of the research, the data gained focused only on the data of written cycle.
The more specific planning of the process of teaching and learning is a lesson plan. It shows how procedure of teaching and learning organized.
a. Syllabus.
In the syllabus teachers A and C outlined the activities of teaching and learning of the written cycle parallel to Genre-Based Approach, they are Building Knowledge of The field, modeling of the text, joint construction of the text and independent constructions.
The activities of teacher A in Building Knowledge of the Field are identifying new vocabulary of the text given, reviewing language component simple past and identifying text organization or generic structure of text narrative. Teacher C only has two activities reviewing simple present and identifying the difficult words of the given text.
On the modeling phase, teacher A had his students find the meaning of words or phrase from the text discussing generic structure of the text then reading for getting information. On the other hand, teacher C only had one activity that was reading for information.
On the stage of Joint construction and independent construction, teacher A and C had the same activities, namely writing text in group for the stage joint construction and writing text individually for the stage independent construction.
Teacher B and E did not outlined their teaching activities as teacher A and C do, they outline the activities in form of pointers. Both of them had the same activities, they were reading aloud, text organization or generic structure
of the text, linguistic features, drafting the text and peer correction as well as revision of the text.
Table 1
(Activities of written cycle in syllabus)
STAGES ACTIVITIES Teacher
A
Teacher B
Teacher C
Teacher E I Building
Knowledge of the Field (BKOF)
To prepare students to get into the topic
To relate students experience To enlarge vocabulary To explain the grammar
V
V V
V
V V
II Modeling of the text(MOT)
To give example of the text Reading comprehension To explain text organization To explain social function of the
text
V V V V
V V V
V V
V V V V III Joint Construction
of the Text (JCOT)
To give opportunity to students to work in group.
To assist students in writing Collaborative writing(Brain storming, Organizing idea, revising and editing) To assist students in writing
V V
V
V
V
V
IV Independent Construction of the Text (ICOT)
Students construct their own text individually
Product the focused genre
V V
Table 1 shows that there should be four activities on the stage of Building Knowledge of the Field. Teacher A and C only have two activities they are to enlarge vocabulary and to explain grammar. On the other hand teacher B and E do not have any activity on this phase..
On the stage modeling of the text, majority of teachers have fulfilled four activities that should be existed. On the stage of joint construction all teachers have only one activity from four activities shown in the table. All of them agree that on joint construction activity is to give opportunities to students to write in group.
On the last stage both teacher A and C wrote down one activity there was students to construct their own text individually. Teacher B and E did not write down any activity.
b. Lesson Plan.
All of the informants of this research divided the process of teaching and learning of the written cycle into two Lesson plans. One Lesson plan for reading and the other for writing.
The stages of teaching and learning of reading in lesson plan of all informants consisted of three phases they were pre-reading, while-reading and post reading.
The activities in pre reading were greeting, questions and answers related to the text, and asking students experience concerning with the content of the text. The activities in the while-reading were reading the text, answering the questions based on the text and explaining the social functions of the focused genre as well as generic structure of the text.
On the last phase, post reading, the activities were getting the conclusion of the text and asked students to write the text of the focused genre.
In the Lesson plan for writing, the steps of teaching writing were also organized into three phases; pre writing, whiles writing and post writing. The activities of teacher on pre writing of narrative text namely questions and answers about the last narrative text they have learned. On whiles writing the activities were distributed the uncompleted text narrative, asked students to complete it then discussed the students works. On post writing the activity was to collect the students works. These steps were quite different with the steps written in the syllabus.
The activities of teacher B in pre – writing were as follows, questioning and answering about the last recount text they had learned. In while-writing students were asked to write text recount about their interesting trips individually, collected the students writing and the last phase asked some students read their texts in front of the class.
The activities of teacher E in pre, while and post- writing were questioning and answering about the last procedure text they had learned before, then showing the students the procedure how to make paper sailing boat. Based on this demonstration, teacher asked students to write text procedure about how to make paper sailing boat.
Teacher C in his Lesson plan for writing ,the steps in pre, while and post-writing were as follow: writing text descriptive through chain writing in group, Reading the result, discussing it and then asking students individually to write text descriptive.
Table 2
(Activities written cycle in Lesson plan) STAGES ACTIVITIES Teacher
A
Teacher B
Teacher C Teacher E I Building
Knowledge of the Field (BKOF)
To prepare students to get into the topic To relate students
experience
To enlarge vocabulary To explain the grammar
V V V
V V
V V V
V V
II Modeling of the text(MOT)
o To give example of the text
o Reading comprehension o To explain text
organization
o Social function of the text
V V V V
V V V V
V V V V
V V V V III Joint
Construction of the Text (JCOT)
To give opportunity to students to work in group.
To assist students in writing
Collaborative
writing(Brain storming, Organizing idea, revising and editing) To assist students in
writing
V V V V
IV Independent Students construct their V V V V
Construction of the Text (ICOT)
own text individually Product the focused
genre
The data above shows us that from 14 indicators of teaching and learning through Genre-Based Approach, teacher A and C fulfill 9 indicators, teacher B and D, 8 indicators.
Table 3
(Activities of written cycle in syllabus and Lesson plan) STAGES ACTIVITIES Teacher A Teacher
B
Teacher C Teacher E
Syl Lp Syl Lp Syl Lp Syl LP I Building
Knowledge of the Field (BKOF)
To prepare students to get into the topic
To relate students experience
To enlarge vocabulary To explain the grammar
V V
V V V
V V V
V V
V V V
V V
V
II Modeling of the
text(MOT)
To give example of the text Reading comprehension To explain text
organization
Social function of the ext
V V V V
V V V V
V V V
V V V V
V V
V V V V
V V V V
V V V V
III Joint
Construction of the Text (JCOT)
To give opportunity to students to work in group.
To assist students in writing
Collaborative writing(Brain storming, Organizing idea, revising and editing) To assist students in
writing
V V V
V
V V
V
V V
IV Independent Construction of the Text (ICOT)
Students construct their own text individually Product the focused genre
V V V V V V
Note: Syl – Syllabus Lp – Lesson plan
Table 3 shows us that there are some different activities between syllabus and lesson plan. Such as the activities of teacher A on the stage Building knowledge of the field. In the syllabus there are two activities, to enlarge vocabulary and to explain the grammar. In lesson plan there are three activities, Prepare students to the topic, relate students experience and to enlarge vocabulary. The different also happen on the stage of modeling, joint construction and independent construction. The reasons of the teachers why they are different, because in the syllabus they wrote only the outline of the activities and in the lesson plan the activities should be more detail. The differences also happen among teachers.