CHAPTER II REVIEW OF THE RELATED LITERATURE
B. Discussion
4. Teachers’ strategies to
What was reported by the participants concerning their strategies to overcome the difficulties related to students’ limited vocabulary mastery suggest that vocabularies development is still become the priority for the classroom activities. It also suggests that more time allocation have been spent for vocabularies activities in the classroom.
CHAPTER V
CONCLUSIONS IMPLICATIONS AND SUGGESTIONS
This chapter presents the conclusion and recommendation based on the finding and discussion presented in the previous chapter. It sets out some significant findings in relation to the research objectives, and describes suggestions and implications for future research.
A. Conclusions
Based on the findings, the following conclusions are made:
1. There is a limited understanding about the concept of the genre based approach among these teachers. They only see this approach as teaching English using twelve different types of texts. However, the participants considered this approach quite effective for developing students’
vocabulary, grammar and ability to write a particular text. There are positive attitudes towards this approach among the teachers’ who participated in this study.
2. In the practice the genre based approach for teaching writing, particularly in the application of the curriculum cycle, these teachers tend to use several modeling activities in joint construction phase for ease of students’ initial
writing process. The research has also found that there is a significant shift in the focus of teaching writing using the Genre-Based Approach and the other writing methods or approach previously used. The findings show that these teachers have began to move from focusing on teaching grammar and vocabulary to understanding text as a whole beyond the sentence level.
However, it is also found that the practice teaching of writing is still a product based approach which is concerned on the final output of the learning process.
4. Regarding difficulties in the application of this approach, it found that the problems lay heavily on students’ English language mastery. Students’
limited vocabulary mastery is the major obstacle in the application of this approach to EFL learners. It also found teachers’ difficulties in translating the theoretical concept of each phase of the cycle into effective classroom activities. Concerning the way to overcome students’ limited vocabulary mastery, the findings show that paying more time and attention for vocabulary building as the common solution that these teacher used.
However, since the teachers do not realize their own limited understanding and practice using the genre based approach for teaching writing, therefore, there were no suggested solutions for them regarding this problem.
B. Implications
Regarding the teachers’ difficulties in translating the theoretical concept of each phase of the curriculum cycle into effective classroom activities, these teachers should be more active themselves in seeking for more information and learning opportunities to develop their expertise in this approach. One way of doing this is by continuously conducting professional development either independently or collaboratively. Conducting independent learning, actively involving themselves in teachers’ networks or teachers’ centers and reflective learning from teaching practice using this approach are some examples of professional development available for teachers. Thus, teachers should not merely depend on the formal training provided by the government in developing their expertise in this approach. Teachers should view their professional learning not only as a learning for acquiring necessary skills for teaching but also learning that involves cognitive process, personal construction and reflective practice (Richards
& Farrell, 2005). Furthermore, teachers working group can be considered as a good way for teacher to develop their expertise and professionalism in teaching.
Training provider, such as LPMP, need to focus more in designing training program for the practical application of the genre based approach for teaching English particularly teaching writing skills despite the theoretical concept of the approach. It is also necessary to conduct action research on the effective teaching
models of the genre based approach. In addition, the training designers should consider other forms of training which are financially affordable and have a wider range of accessibility, such as online training and electronic training. As we know, for teachers’ professional learning and development, the government has provided in-house trainings program for all teachers conducted by LPMP as one of the government training providers. However, this program has some limitations such as financial shortages and the large number of in-service teachers in Indonesia.
The curriculum designers also need to consider aspects such as suitability and practicality of this particular approach to be implemented in Indonesian secondary school curriculum. The genre-based approach is an approach that is initially designed to develop ESL students’ literacy skills such as reading and writing, in this context, ESL students are supported with the benefit of more exposure with the English language itself. Thus, the curriculum designer should consider any difficulties that EFL teachers and students might encounter in the process of teaching and learning using this approach. Problem such as students’
low mastery of vocabulary most of these teachers find it hard to teach due to particular learning situations and circumstances in their classrooms.
C. Suggestions
This research has revealed some perspectives and experiences of a small group of Senior high school English teachers concerning their teaching practice using the genre- based approach for teaching English writing skill. Due to the scope of the issue and the limitations of the study, the results are not able to represent the generalized condition for all teachers in Riau province. This study only looks at the experience of four teachers. In my experience as a teacher trainer, these experiences are quite common. However, further studies would need to be conducted with different groups of participants so that generalizations can be made.
Finally, this study has indicated that the curriculum changes in the Indonesian educational system for the teaching of English place a lot of stress and need for learning on teachers. Therefore, planning for this learning is critical for the success of the new program and the intended improvement in students’
learning. The planning should involve sequence of stages from training need assessments to designing appropriate training program based on the result of the training need assessment.
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Appendix 1
QUESTIONS FOR INTERVIEW
1. How long have you been teaching English ?
2. Now talking about teaching English in Indonesia, the curriculum requires English teacher to teach English using different kind of text such as narrative, descriptive, procedure, and recount. What does this means to you?
3. Genre-Based Approach, what do you know about this approach?
4. What do you think about this approach ?
5. When you teach English using different kind of texts, Is there any particular language skills that you give more attention to and emphasize on? Can you explain why?
6. Can you tell me any learning strategies and classroom activities that you use for teaching writing using a particular type of text?
7. What aspect of writing that you emphasize on when teaching writing using a type of text.
8. How do you assess your students’ learning achievement or progress in writing?
9. Can you give me some example of writing tasks or exercise that you use in your teaching practice?
10. Among the 12 types of text to be taught in Senior high school, which type of the texts that you most frequently teach to your students?
11. What are the difficulties when you teach writing using a type of text and how do you overcome the problems?
12. Do you use any other particular strategies, methods, or approach to teach writing?
13. Compare to teaching writing using a type of text, which one do you think the most effective for developing students’ writing skill?
14. Do you use the curriculum cycle strategy in teaching using text in your classroom?
15. Suppose that you start with BKOF. In your opinion, what is the purpose of doing this stage?
16. How about modeling of the text?
17. The next, Joint construction?
18. What product do you expect your students produce in the stage independent construction?
Appendix 2
Indicators of Genre-Based Approach
(Written cycle)
STAGES ACTIVITIES YES NO
I Building Knowledge of the Field (BKOF)
To prepare students to get into the topic
To relate students experience To enlarge vocabulary
II Modeling of the text(MOT)
To give example of the text Reading comprehension To explain text organization To explain the grammar 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
IV Independent Construction of the Text (ICOT)
Students construct their own text individually
Product the focused genre
Appendix 3
Instrument for Observation of Teaching Writing
Indicators Teacher A Teacher B Teacher C Teacher E 1 Follow up Reading
2 Relating students experience
3 Model of the text
4 Social function
5 Linguistic features
6 Knowledge of the field
7 Text organization
8 Drafting the text in group
9 Collaborative writing
10 Writing assistance from teacher
11 Individual writing
12 Product of writing
Appendix 4
THE TRANSCRIPT OF INTERVIEW A. (Teacher A)
Q : Good morning Sir, how are you?
A : Good morning, I am fine thank you
Q : May I ask You some Questions about Genre-Based Approach, and its implementation in the class
A : Yes, please
Q : before, I would like to know how long you have been teaching English?
A : It is about eighteen years
Q : Now talking about teaching English in Indonesia, the curriculum requires English teacher to teach by using Genre-Based Approach. How often have you been trained about this approach?
A : I think Two times.
Q : Can you explain what Genre-Based Approach is?
A : In teaching learning process materials that I teach by using determining text types based approach, and text have different in purpose and function, different generic structure and grammatical features. In teaching learning process the students are expected to understand text type and teacher teach them by using two cycles in four phrase; oral cycles and writing cycles. The phases that are building knowledge of the field, modeling, joint construction and independence construction.
Q : In using Genre-Based Approach, English teachers use different kind of text such
as narrative, descriptive, procedure, recount. What does this means to you?
A : Curriculum emphasize that the students must be able to differentiate kind of text
and master in both oral and written as input.
Q : When you teach English using different kind of texts, Is there any particular language skills that you give more attention to and emphasize on? Can you explain why?
A : No particular language skill, but the student are taught four language skills, listening, reading, writing, and speaking. Because in teaching Genre-Based Approach, the teacher emphasizes two activities oral and writing in four phases.
Q : Can you tell me any learning strategies and classroom activities that you use for
teaching writing using a particular type of text?
A : Use collaborative strategic reading (CSR) jigsaw and cooperative learning, etc.
Q : What aspect of writing that you emphasize on when teaching writing using a type
of text.
A : The student are expected to be able to write in different text types.
Q : How do you assess your students’ learning achievement or progress in writing?
A : The student are able to determine topic, topic sentence, controlling ideas and conclusion, they are also expected to be able to make a composites by using coherence and cohesive. They are able to make short paragraphs in one man idea. Check how good idea of writing or compositing
Q : Can you give me some example of writing tasks or exercise that you use in your
teaching practice?
A : I ask my students to write the text based on the focused genre. For example I am
teaching narrative. I start the exercise from the generic structure. The first structure is orientation. The students are trained to write the orientation of a story. After that they practice to make Initiating event, and so on, and so on until the whole story is performed.
Q : Among the 12 types of text to be taught in Senior high school, which type of the
texts that you most frequently teach to your students?
A : I teach all text type, depend on the grade.
- at the tenth grade : The are recount, narrative, procedure, description.
- At the eleventh grade :They are description, narrative, spoof, exposition usually lead hortatory exposition .
- At the twelfth grade :They are narrative, explanation, discussion review and news item.
- The most frequently :narrative, it is broad materials.
Q : What are the difficulties when you teach writing using a type of text and how do
you overcome the problems?
A : the difficulties teaching writing using a type of text are a. they are weak in mastering vocabulary.
b. They often get difficulties in differential social functions of types of genre, and grammatical feature.
c. they are also weak in developing ideas, cohesive and coherence.
To overcome those a problems by using :
- determine the type of text that they are going to write.
- Make a draft.
- Make types planning.
- Teacher shows the writing model.
Q : Do you use any other particular strategies, methods, or approach to teach writing?
A : yes, use top down strategies for experience students they down need teacher’s
guidance very seriously.
- I also use bottom up strategies its for inexperience they need teacher’s guidance seriously.
- The experience students can help the inexperience students.
- Cooperative learning.
Q : Compare to teaching writing using a type of text, which one do you think the
most effective for developing students’ writing skill?
A : using a type of text is more effective for developing student’s writing shell.
Because they know and nester type of text.
Q : Do you use the curriculum cycle strategy in teaching using text in your classroom?
A : yes.
Q : Suppose that you start with BKOF. In your opinion, what is the purpose of doing this stage?
A : I use this phase to promote and raise the students prior knowledge to focus the
materials.
Q : How about modeling of the text?
A : giving the model of discussion, teacher’s model.
Q : The next, Joint construction?
A : The activities on this phase are. students do the tasks in group after that They do the tasks individually.
Q : What product do you expect your students produce in the stage independent construction?
A : The students are able to write a good composition and present it in front of class.
Appendix 5
The Genre at Senior High School
NO GENRE Social
Function Generic Structure Significant lexico Grammatical Features 1 Recount To retell events
for the purpose of informing or entertaining
• Orientation: provides the setting and introduces participants.
• Events: tell what happened , in what sequence.
• Re-orientation: optional- closure of events
• Focus on specific participant
• Use of material processes
• Circumstances of time and place
• Use of past tense
• Focus on temporal sequence
2 Report To describe the way things are, with reference to a range of natural, man made and social phenomena in our
environment
• General classification :tell what the phenomenon under discussion is
• Description tells what the phenomenon under discussion is like in
terms of (1)part,(2)qualities,(3)ha
bits or behaviors , if living; uses , if non- natural
• Focus on Generic participants
• Use of relational Processes to state what is and that which it is
• Use of simple present tense (unless extinct)
• No temporal sequence
3 Discussion To present (at least) two points of view about an issue
• Issue:
• Statement
• Preview
• Arguments for and against or statement of differing points of view.
• Point
• Ellaboration
• Conclusion or
Recommendation
• Focus on generic human and generic non- human participants.
• Use of:
Material processes, e.g.
has produced, have develop, to feed.
Relational processes, e.g.
is, could have, cause , are
Mental processes, e.g., feel
• Use of comparative:
contrastive and consequential conjunctions (abstraction).
4 Explanation To explain the processes involved in the formation or working of natural or socio cultural
phenomena
• A general statement to position the reader.
• A sequenced
explanation of why or how something occurs
• Focus on generic, non- human partcipants.
• Use mainly of material and relational processes.
• Use mainly of temporal and causal circumstances and conjunctions.
• Some use of passive voice to