AN ANALYSIS OF TEACHING WRITING THROUGH GENRE-BASED APPROACH

AT SMAN 10 PEKANBARU

THESIS

BY ASWIR ASTAMAN

NIM. 82225

This thesis is submitted to fulfill one of the requirements for obtaining Magister Pendidikan Degree

ENGLISH EDUCATION SECTION LANGUAGE EDUCATION PROGRAM

GRADUATE PROGRAM STATE UNIVERSITY OF PADANG

2009

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ABSTRAK

Aswir Astaman. 2009. An Analysisi of Teaching Writing through Genre-Based Approach at SMA 10 Pekanbaru. Tesis. Program Pasca Sarjana Universitas Negeri Padang State.

Penelitian ini bertujuan untuk mengkaji bagaimana guru bahasa Inggris di SMA Negeri 10 Pekanbaru menerapkan pembelajaran berdasarkan pendekatan genre untuk keterampilan menulis dalam bahasa Inggris.

Penelitian ini adalah penelitian kualitatif deskriptif. Informan dalam penelitian ini adalah 4 orang guru bahasa Inggris di SMA Negeri 10 Pekanbaru.. Data dikumpulkan melalui interview, study dokumentasi, dan observasi pembelajaran.

Hasil dari penelitian ini menunjukkan bahwa banyak guru yang belum memahami sepenuhnya penerapan dan tujuan pendekatan berdasarkan genre meskipun sudah berlaku selama sekitar 4 tahun. Masih adanya ketidaksesuaian antara konsep Genre-based Approach dengan penerapan didalam kelas. Di samping itu, kesulitan guru dalam mengajar menulis adalah kurangnya penguasaan kosakata siswa dan lemahnya kemampuan siswa dalam menyusun kalimat.

Dari hasil penelitian ini, disarankan pada Depertemen Pendidikan Nasional untuk mengadakan pelatihan yang lebih memadai untuk penerapan Genre-Based Aapproach bagi guru-guru, dan pelatihan tersebut haruslah merata bagi guru-guru bahasa Inggris dan tidak terfokus hanya pada teori saja tapi lebih ditekankan pada penerapanya di dalam kelas.

Meskipun penelitian ini berhubungan dengan pengenalan Genre-Based Approach bagi guru-guru bahasa Inggris, namun implikasinya juga penting untuk penerapan Genre-Based Approach untuk keterampilan lain selain writing, seperti pengajaran bahasa Inggris secara terpadu.

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ABSTRACT

Aswir Astaman. 2009. An Analysisi of Teaching Writing through Genre-Based Approach at SMA 10 Pekanbaru. Thesis. Graduate Program. Padang State University

This study explores senior high school teachers’ adoption and teaching

practice of the Genre-Based Approach for teaching writing skills as a part of Indonesia’s new curriculum initiative.

The research is qualitative descriptive research. The participants are a small group of senior high school English teachers. The data were collected through interviews, documentation and observation.

The result of this research demonstrates that despite the Genre-Based Approach has been introduced for three years, many teachers still did not fully understand the application and aims of this approach. There is still a mismatch between the conceptual theory of the Genre-Based Approach for teaching writing skills and these teachers’ teaching practice in the classroom, particularly in selecting appropriate classroom activities for each phase of the curriculum cycle. In addition, the difficulties of teachers in teaching writing are the lack of vocabulary and the ability of students in constructing sentences.

Taking into account the findings of this research, it is suggested that the Indonesian government invest in training more appropriate to the task of training teachers in the Genre-Based Approach. This training should be available equally to all teachers of English, and should focus not only on the theory of the approach, but also on the practical applications in the classroom. On the other hand, teachers also should be more active to develop their professional achievement through any possible way.

Although this research deals exclusively with the application of the Genre-Based Approach for teaching English writing skills, the implications of this research could also be important to the application of the approach for teaching others skills such as teaching integrated language skills and critical thinking.

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SURAT PERNYATAAN

Dengan ini saya menyatakan bahwa :

1. Karya tulis saya, tesis dengan judul “An Analysis of Teaching Writing through

Genre-Based Approach” adalah asli dan belum pernah diajukan untuk mendapatkan gelar akademik di Universitas Negeri Padang maupun di Perguruan Tinggi lainnya.

2. Karya tulis ini murni gagasan, penilaian dan rumusan saya sendiri, tanpa bantuan

tidak sah dari pihak lain, kecuali arahan dari tim pembimbing dan penguji saya. 3. Di dalam karya tulis ini tidak terdapat hasil karya atau pendapat yang telah ditulis

atau dipublikasikan orang lain, kecuali dikutip secara tertulis dengan jelas dan dicantumkan sebagai acuan di dalam naskah saya dengan menyebutkan nama pengarangnya dan dicantumkan pada daftar pustaka.

4. Pernyataan ini saya buat dengan sesungguhnya, dan apabila di kemudian hari

terdapat penyimpangan dan ketidak benaran dari pernyataan ini, maka saya bersedia menerima sanksi akademik dalam bentuk pencabutan gelar yang telah saya peroleh, serta sanksi lain sesuai dengan norma dan ketentuan hukum yang berlaku.

Pekanbaru, Juni 2009 Saya Yang Menyatakan

ASWIR ASTAMAN NIM. 82225

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ACKNOWLEDGEMENTS

In the name of God, Most Gracious, Most Merciful Alhamdulillahi Rrobbil’Alamin………

All praises, belong to Allah Almighty, the most compassionate, the most

merciful who has given His blessing and mercy. Sholawat and Salam hopefully are

sent to the the prophet Muhammad SAW, who had been as the best model of human

characters.

Alhamdulillah I could finish this thesis under the tittle “An Analysis of Teaching

Writing through Genre-Based Approach at SMAN. 10 Pekanbaru”. It is written

to fulfill one of the requirements to obtain the degree of magistrate education or

Magister Pendidikan (M.Pd) at State University of Padang.

Here I want to express my thanks to the following honourable persons:

1. Prof. Drs. H. Zainil, M.A., Ph.D. and Dra. Yenni Rozimella, M.Ed., Ph.D. as

the thesis advisor and co-advisor, who have paid much attention, suggestion

and advice to finish this thesis.

2. Prof. Dr. Mukhaiyar, M.Pd., Prof. Jalius Jama, M.Ed., Ph.D and Drs. Rusdi,

M.A., Ph.D. as thesis examiners and who have given him suggestions,

corrections and idea contributions for this thesis improvement.

3. My thanks also extend to all lecturers and staffs of graduate program of UNP-

FKIP Unri, staffs, and colleagues for their continuous administrative support

and cooperative in obtaining the data and information in finishing the thesis.

4. Drs. Sudirman, M.Pd, MM, the former head office LPMP Riau, who

motivated me to study at the Graduate Program of UNP- FKIP Unri.

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5. Drs.Zainal Arifin, MM, the head office of LPMP Riau, who supported me

mentally and ease access for facilities to finish study.

6. Principal, staffs, colleagues, and students of SMA Negeri 10 Pekanbaru for

their continuous administrative support and cooperative in obtaining the data

and information in finishing the thesis.

7. My deepest appreciation and love also go to my mother HJ. Maryam, and

father Astaman( late ) whose prayers were accompanying me during the long

traveling hours to the university

8. As my beloved wife and my beloved kids Rona Puspita, Maulana Al-Kautsar

and Fajrina Insyirah who have given me spirit and motivation while finishing

this thesis.

Finally I addressed my deepest thanks to everyone who has supported and given me

suggestion during the study. I wish Allah SWT blesses them all. Amin.

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TABLE OF CONTENT

ABSTRAK ..................................................................................................... i

ABSTRACT ................................................................................................... ii

SURAT PERNYATAAN ............................................................................ iii

ACKNOWLEDGEMENT .......................................................................... iv

TABLE OF CONTENTS .............................................................................. vi

LIST OF TABLES ..................................................................................... ix

LIST OF APPENDICES ............................................................................ x

CHAPTER I INTRODUCTION

A. Background of the Problem.................................. 1

B. Identification of the Problem …………………... 4

C. Limitation of the Problem …………………….... 4

D. Statements of the Problem ………………….….. 5

E. Purposes of the Research …………………. ……5

F. Importance of the Research …………………..... 6

G. Definition of the Key Terms ……………….……7

CHAPTER II REVIEW OF THE RELATED LITERATURE

A. Review of the Related Theories

1. Teaching Writing ………………..………….. 8

2. Nature of Genre………………………….. … 10

3. Genre-Based Approach………………………12

4. Curriculum Cycle …..……………………… 14

5. Genre in Developing Writing skill ………... 23

B. Review of the Related Findings ………………. 26

C. Conceptual Framework ….………..………… 28

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CHAPTER III METHOD OF RESEARCH

A. Kind of the Research ………………………….….. 30

B. The Location .…………………………….……….. 30

C. Informants of the Research ……………………… 31

D. Technique of Collecting the Data ……….………. 32

E. Technique of Analyzing the Data ……….………. 33

CHAPTER IV FINDINGS AND DISCUSSION

A. Finding

1. Interview

a. Teachers’ understanding of

Genre-Based Approach……………………… 37

1) Conceptualization of Genre Theory…… 38

2) Opinion about Genre- Based

Approach……………………………….. 39

b. Application of Curriculum Cycle………... 41

1) Building Knowledge of

the Field………………………………. 42

2) Modeling of the Text…………………. 43

3) Joint Construction of the text...….….. 45

4) Independent Construction of

the Text……………………………….... 46

c. Teachers’ difficulties in Teaching

Writing through Genre Based

Approach…………………………………… 47

d. Teachers’ strategies to Overcome

the Difficulties ………………………….…… 49

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2. Documentation……………………………………………..… 50

a. Syllabus……………………………........................…….. 51

b. Lesson Plan………………………………………………. 53

3. Teaching Observation………………………………….…… 57

B. Discussion

1. Teachers’ understanding of

Genre-Based Approach ....................................................…... 62

a. Conceptualization of Genre Theory……………...…….. .63

b. Opinion about Genre- Based

Approach………………………………………………..… 64

2. Application of Curriculum Cycle……………………….…. 64

a. Building Knowledge of the field……………………..... 65

b. Modeling of the Text …………………………………... 67

c. Joint Construction of the Text…………………………. 68

d. Independent Construction of

the Text……………………………………………….…........70

3. Teacherws’ difficulties in Teaching

Writing through GBA………………….. ...................................73

4. Teachers’ strategies to

overcome the difficulties……………………………………..... 74

CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTIONS

A. Conclusion ………..………………..……...…... 75

B. Implication……. ………………………..…….. 77

C. Suggestions ………………………………..….. 79

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LIST OF TABLE

Table 1: Activities of written cycle in syllabus …………………………….. 52

Table 2: Activities written cycle in Lesson plan …………………………… 55

Table 3: Activities of written cycle in syllabus and Lesson plan ………… 56

Table 4: Activities of teachers in teaching writing ………………………. 61

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LIST OF APPENDICES

Appendix 1: Questions for Interview ……………………………………….. 84

Appendix 2: Indicators of Genre-Based Approach ………………………… 86

Appendix 3: Instrument for Observation of Teaching Writing ……………. 87

Appendix 4: Transcript of Interview …………………………………………. 88

Appendix 5: The Genre at Senior High School ……………………………… 93

Appendix 6: Example of Teaching Material …………………………………. 97

Appendix 7: Teachers Background Information ……………………………….. 100

Appendix 8: Teachers Adoption of the Genre-Based Approach ……………… 101

Appendix 9: The Application of the Curriculum Cycle …………………. 103

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CHAPTER I

INTRODUCTION

A. Background of the Problem

Education policy for English language teaching in Indonesia has undergone

several changes. The changes aim at improving the outcomes of English language

teaching itself. In 2004, the Ministry of National Education has decided to bring

in a new curriculum in all subject areas, including English. The curriculum is

known as Competence Based Curriculum or 2004 Curriculum which recommends

a new approach, that is the Genre-Based Approach.

Genre-Based Approach can be defined as an approach in teaching English

which views language as an open dynamic system, where knowledge about

language is taught in an explicit manner; and genres (Types of the text) are used

as the starting for modeling and developing four language skills; listening,

speaking, reading and writing are developed in balance ( Martin in Firkin, 2007:

1).

In Indonesian model, the Genre-Based Approach is conducted in two

cycles; they are spoken cycle and written cycle. Parallel to Competence Based

Curriculum, the result of the process of teaching and learning should be

measurable and observable. For these reasons, at the end of both cycles every

student must be able to produce their own texts either spoken or written texts. In

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other words, at the end of spoken cycle students are expected to be able to

produce monologue in the same of genre that they are learning. Similarly, at the

end of written cycle every student must be able to produce written texts of genre

they are learning. For instance, if the genre is narrative, at the end of written cycle

every student must be able to write a narrative text or to tell a narrative story.

Thus, if there are 40 students in a class, it means that the English teacher would

have collected 40 narrative texts. If in one year a class is taught 5 genres by the

teacher, she or he will have 200 texts which are kept in the students’ portfolio as

the indicators of the successful in teaching writing. In addition, each student at

least has produced 5 texts of various genres. It means, a Senior High School

student will produce at least 15 texts of 12 type of the texts in three year periods

of learning. The 12 type of the texts are: recount, report, discussion, explanation,

exposition analytical, exposition hortatory, news item, anecdote, narrative,

procedure and descriptive as well as review. If a student has produced about 15

text in 12 types of the text, logically he or she has adequate exercise in writing. It

means that, the students will have adequate competence in writing English.

However, it was hard to find students’ collection of texts. From several

Senior High Schools which researcher visited, the teachers did not have the texts

which were written by their students. The Senior High Schools which researcher

visited were : SMA Negeri Minas, SMA Negeri 1 and 3 Tualang, SMA Negeri 1

Siak Sri Indrapura, SMA Negeri Sungai Apit, SMANegeri Lubuk Dalam, SMA

3

Negeri 1 Selat Panjang and SMA Negeri 1 Pekanbaru. From those 8 Senior high

schools, only the English teachers of SMA Negeri 1 Pekanbaru showed the

collection of their students’ text.

The absence of students’ collection of texts led to the problem of how those

teachers assessed, measured and observed their students’ learning progress. As

mentioned before, the texts that students produced play important role in

measuring and observing students’ learning progress. Those texts can be used as

the tools of the measurement and observation.

In addition, there was a tendency among English teachers in Indonesia’s

schools to ignore teaching writing. Teachers provided students with less

opportunity to practice writing English. In other words, The English teachers in

general were more concentrate on teaching the skills such as reading and

listening, and language components such as vocabulary and grammar. The main

reason for this preference is predicted because writing skill is not evaluated in

National examination .

The facts mentioned above had aroused the researcher’s interest to do the

research on the implementation of teaching writing using the Genre-Based

Approach. In particular, it focused on teachers’ adoption of the new approaches

and the problems they encounter during the process.

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B. Identification of the Problem

Genre-Based Approach is an approach which is recommended to be used by

English teachers at Senior and High School in Indonesia nowadays. Through this

approach the teachers develop four language skills listening, speaking reading and

writing based on the genre or type of the text. The process of this approach is

carried out in two cycles, spoken and written cycle. The result of each cycle

should be measurable and observable but in many schools the result is not as the

expectation.

The researcher identified the central problem for the research that was the

teachers used the approach inadequately so that the result of written cycle in form

of collection of texts which were written by student were found. He noticed

teachers did not follow the stages recommended consistently because of the

limitation of their understanding and knowledge about the approach.

C. Limitation of the Problem

There are 12 genres to be taught at Senior High School starting from class

1 to class 3. Considering the limits of time for conducting this research the

researcher limited only 4 genres. They were descriptive, narrative, recount and

procedure. These genres were chosen with the consideration that they were taught

at the first and the second year.

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D. Statement of the Problem

Based on the background, identification and limitation of the problem stated

in the previous sections, the statements of the problem in this study were as

follow:

1. How well do English teachers at SMA 10 Pekanbaru understand

about the Genre-Based Approach for teaching writing English.?

2. How do English teachers at SMA 10 Pekanbaru teach writing through

Genre-Based Approach?

3. What difficulties do English teachers at SMA 10 Pekanbaru face in

using Genre-Based Approach for teaching writing?

4. How do English teachers at SMA 10 Pekanbaru overcome the

difficulties in teaching writing?

E. Purpose of the Research

Referring to the statements of the problem mentioned before, this research

generally aims to explore English teachers’ adoption of using the Genre-Based

Approach for teaching writing English at SMA 10 Pekanbaru. Specifically, it

aims at:

1. Identifying how well English teachers at SMA 10 Pekanbaru

understand Genre-Based Approach for teaching writing.

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2. Identifying how English teachers at SMA 10 Pekanbaru teach writing

using Genre-Based Approach in their classrooms.

3. Identifying difficulties of English teachers at SMA 10 Pekanbaru in

teaching writing through Genre-Based Approach.

4. Identifying how English Teachers at SMAN. 10 Pekanbaru overcome

the difficulties in teaching writing through Genre-Based Approach.

F. Importance of the Research

In accordance with the objectives mentioned above, this research is

expected to contribute positively to the development of teaching writing English

and the implementation of a Genre-Based Approach in particular for :

1. Teachers, as an input for enhancing their theoretical knowledge of

Genre-Based Approach and improving their quality of teaching

practice especially writing skill.

2. Policy maker and curriculum designer, as an input for improving

quality and practicality of the English language curriculum.

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3. The researcher, to get a lot of information about the implementation

Genre-Based Approach at Senior High School and the information

will be useful as an input for researcher to design training for English

teachers at the Institution where the researcher works.

G. Definition of Key Terms

1. Genre : a staged, goal oriented, purposeful activity in which speakers engage

as members of our culture (Martin, 1984, cited in Paltridge, 2001: 11)

2. Genre-Based Approach : An approach in teaching English which views

language as an open dynamic system, where knowledge about language is

taught in an explicit manner; and genres ( Types of the text) are used as the

starting for modeling. (Martin in Firkin, 2007: 1)

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CHAPTER II

REVIEW OF THE RELATED LITERATURE

This chapter presents the relevant literature which is presented in two broad

categories. First, it begins with related literature on the theories of teaching writing

and the Genre-Based Approach for teaching writing. Second, it reviews the relevant

literature that informs the research work undertaken in a tertiary institution in

Indonesia, where students were studying English as a foreign language.

A. Review of the Related Theories

The elaboration of the related theories begins with the theories of teaching

writing to the theories of the Genre-Based Approach for teaching writing. Then, it

continues with the comparison of some opinions in the Genre-Based Approach.

1. Teaching Writing

This research is related to teaching writing. Richard (2003: 303) states that

from those four language skills to be taught at schools, writing is the most

difficult for the teachers and students. The difficulties are in generating and

organizing idea as well as in translating these ideas into readable text. This

opinion is supported by Raimes (2003: 306) who says that learning and teaching

language promote anxiety and there is more anxiety when writing is involved.

Furthermore she says that many teachers themselves do not feel comfortable with

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writing in English even if it is in native language. Because of this Raimes(2003:

303-314) proposes some steps to help teachers to plan teaching writing. The steps

are as follow:

a. Planning.

b. Drawing up a Syllabus

c. Selecting Material

d. Preparing activities.

e. Evaluating the teaching.

Furthermore Beare (2007: 2) states that to minimize the difficulties in

teaching writing, the exercise of writing is not directly writing paragraph or

composing the text. It can be started by writing sentences. Students should be able

to construct the sentences, overcome problem with sentence and write connected

sentences. After the students have the ability to construct the sentences, the

writing exercise is increased by giving experience to the students to write

paragraph, the text or the whole text. This activity will have students to become

independent writers. The stages of this activity is as follows :

1. Guided writing.

2. Writing different types type.

3. Learning text type.

Beside the exercises and activities mentioned above, Stanley (2007: 1) says

that the successful of teaching writing also influenced by the interest of teachers.

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Teachers should be interested in teaching writing, because their suggestion

instead that paying attention to what students say will show an improvement in

writing. As an addition he offers three stages in teaching writing, they are :

1. Pre- writing

2. Focusing idea

3. Evaluating, structuring and editing

In conclusion, writing skill- as one of productive skill by which the students

produce idea and valuable information in written form is the most difficult

language skill to apply among other three skills, such as reading, speaking and

listening. Therefore some effort to eliminate difficulties in writing activities

should be taken into account by applying some steps such as planning, drawing

up syllabus, selecting material, preparing activities and evaluating the teaching

process. Especially for Senior High School, writing activities should involve

sentence construction and guided writing from different types of written text.

2. Nature of Genre

The word genre itself comes from The French (originally Latin) word for

kind or class. The term genre was first introduced in the area of English as

specific purpose (ESP) in 1981, in an ESP journal article by Elaine Tarone and

her colleagues on the language of scientific reports (Paltridge, 2001: 2). In

addition, Mahwah (2002: 2) explains that genre as means for analyzing text has

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become a means for better pragmatic and linguistic understanding of texts It also

supplies possible pedagogical applications. It devoted to genre pedagogy adds to

pedagogical thinking because it stretches notions of what can be done in the

reading and writing classroom. Further explanation from Chaldler ( 2005: 2) that

term genre is widely used in rhetoric, literary theory, media theory, and more

recently linguistics, to refer a distinctive type of the texts.

From the description above a conclusion that can be drawn is that genre has

the strong relation with the text. What is text? Texts are made of words. Words

are around us. When words are used to make meaning the text is created (Rajan,

2003: v). So the text that we use in this research refers to Encyclopedia Britanica

(2008) which says that text is a unit of connected speech or writing , especially

composed of more than one sentence, that form a cohesive form.

There are thousands of texts around us. The text can be classified into genre

through three characteristics, they are purpose of communication, organization

structure and language features. The purpose of communication or social function

is the reasons why we speak or write or create the text. Organization structure of

the text or generic structure is the text organization or text arrangement.

Language features or lexical grammar that is such things as the grammar,

vocabulary and connectors that we use.

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Further information from Lin (2006: 6) says that genre refers to more

specific classes of texts, such as newspaper reports or recipes. Furthermore

Partridge (2001: 11) genre describe types of activities such as personal letter,

advertisement students essay and the term of text type represent group of text

which are similar in linguistic form such as Procedure, anecdote, description.

However, the term of genre in this proposal means type of the text. This term

has been widely used in the recent English curriculum in Indonesia. The

definition of Genre or type of the text in this proposal refers to definition given

by Martin , cited in Partridge (2001: 11) that is a staged, goal oriented,

purposeful activity in which speakers engage as members of a culture.

There are twelve genre or types of the texts that should be taught at Senior

High School, they are recount, report, discussion, explanation, Exposition

analytical, exposition hortatory, news item, anecdote, narrative procedure

description and review (Depdiknas, 2004: 37)

3. Genre-Based Approach

To conduct the classroom activity in the process of teaching and learning

based on genre, Genre-Based Approach is used. Yan (2005: 2) says that this

approach has become popular since the 1980s along with the notion that student

writers could benefit from studying different types of written texts. According to

Lin (2006: 2) in Genre-Based Approach, teaching and learning focuses on

13

the understanding and production of selected genres of texts. Teaching and

learning around text genres has become increasingly influential in main stream

ELT in a number of situations, including ”primary, secondary, tertiary,

professional and community teaching contexts “ involving native speakers of

English as well as ESL and EFL learners”. Furthermore explanation from Gao

(2007: 5) says that genre approach shows a powerful response to the deficit of

process models.

To begin with, Genre-Based Approaches start with the whole text as the

unit in focus rather than the sentence. The focus on the whole texts implies that

there is higher level of order and patterning in language than just in sentence-

grammar at the level of discourse organization and meta-patterning of

grammatical features. Genre-Based Approaches emphasize that this higher order

must be attended for effective language use. The specification of genres to be

taught is based on the classification used by many systemic functional linguists,

especially in application to classroom teaching of English (Lin, 2006 :4).

The rational why Genre-Based Approach developed in Australia was

Australian theorist, Halliday. Martin, concern about the exclusivity perpetuated

by traditional approaches (Gee, 2005: 1). Furthermore Gee adds that for the

Australian theorists above, genre represented a stage or goal-oriented social

process: “genres are referred to as social process because members of culture

interact with each other to achieve them; as goal oriented, because they have

14

evolved to get things done; as staged because it is usually takes more than one

step for participants to achieved their goals”. The other rational for adopting

Genre-Based Approach is that, Genre-Based Approach facilitates clear links to

the student’ purposes for writing beyond the writing classroom (Lin, 2006: 4).

To teach genres, the proponents of Genre-Based Approach propose the

framework of teaching, what they call as Curriculum cycle.

4. Curriculum cycle

In the classroom, the activities of genre approach look like a cycle or wheel,

so that it is known as the curriculum cycle, (Gee, 2005; 2). The cycle consists of a

number of stages. Each stages has special objectives and activities, such as the

cycle described by Martin et. Al. in Chappell (2004: 4-9) is as follows:

1. The field- building activities: that is the aimed at immersing the learners in the

context of culture and social purpose of spoken text, their temporal and spatial

context, the roles and relationships of the related components, and the role of

the language within the activity, as well as medium chosen.

2. The text modeling and a deconstruction of the text. This involves analysis of

the rhetorical staging on the spoken text, the lexical and grammatical

resources used.

3. The joint production of similar spoken text is carried out by the teachers and

learners

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4. The independent construction of the text by the learners themselves.

One widely accepted classroom application of teaching English using the

Genre-Based Approach is the “teaching and learning cycle” or also referred to as

“the curriculum cycle”. This cycle consists of four main stages; they are building

knowledge of field, modelling of text, join construction of text and independent

construction of text. It aims to provide support for learners as they go through

each stage of the cycle. The following elaboration of the teaching and learning

cycle is adapted from Paltridge (2001: 31).

1. Building knowledge of field

This stage focuses on building up a shared experience and cultural context

about the topic of text. The interactions mostly happen between teacher and

class, and students and students. The focus is on the content information and

the language of the genre of the text that is going to be used. It particularly

focuses on controlling relevant vocabularies and grammatical patterns of the

particular genre.

2. Modelling of text

This stage focuses on introducing particular genre though a model of text that

deals with the field that the students have already explored in the stage of

building knowledge of field. Through the model text, teacher and class work

together exploring the cultural context, social function, schematic structure,

16

and linguistics features of the text using spoken language to focus on written

text.

3. Joint construction of text

In this stage, when students are already familiar with all of the features of a

particular genre, teacher and students work together to construct texts that are

similar to the text that have already being learnt in the previous stage. In

constructing the text, attention should be paid to the schematic structure,

linguistic features and knowledge of the field of the text.

4. Independent construction of text

In this final stage, students are ready to work independently to produce their

own text within the choosen genre. Teacher can let students to work on their

own. In other words, teacher should minimize their support, scaffolding and

interference on students learning process. It will provides students with the

opportunity to show their ability to create a text that has schematic structure,

linguistic features and knowledge of the field in accordance with the genre

that is being studied.

Derewianka, cited in Lin (2006: 7) describes that each lesson unit or

cycle has its central focus a chosen text type or genre, and consists of a fixed

sequence of stages. The descriptions of the cycle vary in minor ways, but four

phases essential for developing control of a genre may be identified, namely:

17

1. Context Exploration

Cycle begins with context exploration, referring to the possible contexts of

situation in which the chosen text- type or genre may be used. The

function is likely pre-listening/reading/speaking/writing phase that has

come to be typical in communicative language teaching. From the

teacher’s point of view, the function of this stage is to establish the

learners’ actual developmen or starting point.

2. Text Exploration based on Model Texts

The aims of this stages are to familiarize the learners with the target text-

type or genre, and to draw attention to organizational and linguistic

features commonly found in texts belong to it. The activities can be

‘communicative’ activities, such as the re-assembling of ‘jigsaw’ texts or

information gap

Figure 1: The Curriculum Cycle

18

3. Joint Construction of a Text

In this stage the model text is exposed, and making use of the knowledge

and awareness gained from the exploration of the text. The student work

with the teacher to construct their own texts (spoken or written) in the

text-type or genre. In the case of writing, the texts may go through a few

rounds of drafting, editing, and re-drafting. The model texts continue to

provide object-regulation, while others-regulation come not only from the

teacher but also from other students, as more expert peers guide others, or

as students refer each other to features in the models, and to ideas raised in

the text exploration stage.

If the objective of teaching is to develop speaking, there should be much

oral interaction, its nature and intention is different from that of most

forms of communicative language teaching. Where the interactive

activities in the latter are often designed to simulate real life interaction,

directed at providing opportunities for talking in the language, the talk

here is about using language, and is focused on a collaborative effort to

learn to accomplish a purpose in the language.

19

4. Individual Application

The last stage in the Cycle, individual application, as the name suggests,

requires learners to work individually and independently, for example, in

the case of writing, to produce individual essays. Ideally, this is carried

out only after the students have successfully produced a jointly

constructed text or understanding of the text.

Both Martin (cited in Chappel, 2004: 4-9) and Partridge (2001: 31) agree

that the teaching and learning activities at the first stage of the curriculum cycle,

Building Knowledge of the Field, aimed at immersing students in the context of

culture, social purpose of the target text, controlling relevant vocabularies and

grammatical pattern. However each of them put different emphasis on their view

of the Building Knowledge of the Text stage. According to Derewianka (cited in

Lin, 2006: 7), the activities involved at this first stage are functioned as the pre

activities such as pre-listening, reading, speaking and writing. He urges that the

first step which he calls Context exploration, functioned as actual development, or

as the starting point. For Partridge the core idea of all activities at this is the

interaction between teacher and class or students and students.

For the second stage, modeling of the text, both Partridge and Derewianka

share similar opinion that this stage focuses on introducing the target text through

a model of text by exploring the text’s social function, text organization and

linguistic features. Martin points out that the activities involve analysis of

20

rhetorical staging on the text, the lexical and grammatical resources used.

Derewianka proposes the use communicative activities such as re-assembling of

jigsaw text or information gap.

At the third stage, Martin, Partridge and Derewianka agree that teacher

and students work together to construct the text of the focused genre. Partridge

stresses that in constructing the text, attention should be paid to the schematic

structure, linguistic features and knowledge of the field of the text. Derewianka

adds that In the case of writing, the texts may go through a few rounds of drafting,

editing, and re-drafting. If the objective of teaching to develop speaking, there

should be much oral interaction, its nature and intention is different from that of

most forms of communicative language teaching. Where the interactive activities

in the latter are often designed to simulate real life interaction, directed at

providing opportunities for talking in the language, the talk here is about using

language, and is focused on a collaborative effort to learn to accomplish a purpose

in the language.

At the last stage, referred as Independent Construction (Martin and

Partridge) or Individual Application (Derewianka), students work independently

and individually to produce the chosen genre. In the other word, at this stage, each

student produces the text, as addition, Derewianka stresses, it can be done ideally

if the students have successfully produced a jointly constructed text or

understanding of the text.

21

The stages of curriculum cycles explained by Martin, Partridge and

Derewinka above present the material of teaching integratedly, therefore there is

no explanation in which stages skills reading and listening developed. Because of

this reason it is necessary to explain the stages which are suitable to be applied at

Senior High School in Indonesia. The stages are implemented in two cycle,

spoken cycle and written cycle. Spoken cycle especially to develop listening and

speaking, and written cycle to develop reading and writing. The stages of each

cycle is as follow:

1. Building Knowledge of the field

This stage is the preparation stage. So, the first activity is to prepare student to

get into the new topic of the text. Suppose that the focus genre is narrative,

students should identify the topic of the text, whether the text is about

Lancang Kuning or Malin Kundang. The next step is to give students the

experience about the content of the text. The activities can be in form of

questions and answers about the narrative texts which have been read by

students. Because this is the preparation stage, teachers should enlarge the

students vocabulary as well as to make students interested in reading the

text.

2. Modeling of text

In this stage teachers give example of the text. For spoken cycle this stage is

used to develop listening, so the activities are listening comprehension. In

22

written cycle the activity is reading comprehension. Procedural knowledge or

text organization is introduced in this stage.

3. Joint construction of the text

Self confidence is very important in developing language skills, so in this

stage the teachers build students self confidence in productive skills either

speaking or writing. For this purpose, the teachers give opportunity to

students to cooperate in pair or in group. So that they can learn from others.

The example activities for spoken cycle are role play, games, interview,

discussion and debate. For written cycle can be collaborative writing (Brain

storming, organizing idea, drafting, revising, editing)

4. Independent Construction

At the end of the process of teaching and learning the individual achievement

should be measured. So one of the purpose of this stage is to know haw far

the students master the lesson individually and students must have the

responsibility for their own learning. The teachers also have to try to

encourage students’ creativity in this stage, because in this stage for spoken

cycle each student should have monologue in focused genre and in the written

cycle students should produce the text of focused genre.

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5. Genre in Developing Writing Skill

The role of Genre in content writing instruction, according to Reppen (2001:

326), should emerge naturally from the material features. Instructions need to

provide a scaffolding so that the students can progress toward more academically

valued ways of writing , learn content material, and have better chance to

experience success in school.

In applying the process of using genre approach in writing, according to

Yan (2005: 3), the teacher should be aware of the following three general

guidelines. First, because writing is so difficult, the teacher should adopt the role

of assistant, guide and work closely with students to encourage them. Teacher

should offer helpful feedback and suggestions. Second, teachers should directly

train students about the writing strategies. Third, teachers should include the

listening, speaking, and reading skills in the writing class. Typically, the teaching

procedure for the process genre is divided into the following six steps : (1)

preparation, (2) modeling and reinforcing, (3) planning, (4) joint constructing, (5)

independent constructing, and (6) revising.

Gao (2007: 7) describes that the practice of writing based on genre includes

three stages:

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1. Pre- writing

In the pre writing stages, teachers are supposed to help student generate ideas

through brainstorming, reading materials and group discussion.

2. Drafting

Based o the ideas in the pre-writing stage, students are encouraged to make

the first draft and express their idea freely.

3. Revising

When the draft is completed, students are advised to revise their draft alone or

in peer group. At this stage students have the opportunity to judge their

writing from the prospective of the audience. With the feedback from the

teacher and the peers, students are ready for the final draft.

Hammond (1992, as cited in Kim, 2007: 10) proposed the cycle in

teaching writing in three phases they are:

1. Modeling

In this phase the target genre that the students should construct is

introduced to them. The discussion focuses on the educational and social

function of the genre, and the analysis focuses on the structure and

language.

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2. Joint negotiation of text

This phase refers to the stage when students carry out exercise to write the

text with the assist of the teachers. There is the interaction between

teachers and students. It also involves reading, researching and

disseminating information.

3. Independent construction

It is the final phase, in which students produce actual texts trough

activities such as choosing topic, researching and writing.

The process of developing writing skill in this research followed the

guidance of Indonesian National Education Department (2004: 3-23) which

adapted the theories mentioned above. It is stated that the process of teaching and

learning writing is conducted in written cycle as the follow up of reading.

The steps started with Building Knowledge of the Field as the preparation

stage. The next is Modeling of the text where the skill of reading developed. In

this stage, text organizations or generic structures of the focused genre are

explained to the students. The follow up is Joint construction with the activities

focus on writing. Students have the opportunity to practice writing in this stage.

They practice to work in group. The activities can be collaborative writing such

as brain storming about the idea, organizing the idea, drafting the text, revising

and editing. After practicing in group, students are expected to be able to write the

26

text individually. The following stage is the last stage that is Independent

Construction where students practice writing individually and every student

produces a text of the focused genre.

A. Review of the Related Finding

There are some researches which are related to teaching writing and genre

based teaching, first Kim and Kim (2005) conducted a study concerning about

teaching English writing to Korean University students. This study points out

four problems in University writing classes: first, a heavy emphasis on

grammatical form; second, overemphasis on final product; third lack of genre –

specific writing across the curriculum; and fourth, the need for more diverse type

of feedback. To solve this problems, it is suggested to utilize the balanced

instructional and curricular approach of the process and Genre-Based Approach

to teaching writing.

This research is different from the research which will be conducted. It does

not describe about the implementation of genre at senior high school in Korea,

nor the readiness of teachers and students in teaching and learning writing

through genre.

Next research conducted by Shokrpour and Fallahzadeh (2007). The

research is about EFL Writing Problems in Shiraz University of Medical Science,

trying to point out the major difficulties with which Iranian students face when

27

writing their report. The specific objective of this study is to determine whether

language skills or writing skill of medical students are the major problem areas to

medical students. The data analysis indicates that Iranian EFL medical students

have problem both in language and writing skills, but with higher percentages of

problem in writing skill.

Another research was done by Yenni Rozimela (2005). The research was

about the application of a Genre- Based Approach to teaching argumentative

writing in English to tertiary students in Indonesia. The study was conducted to

explore the value of the Genre-Based Approach to improve students’ writing. The

results of study show that the approach is applicable in an Indonesian context in

developing students ability in writing and it also offers a model of analyzing

English written text in Indonesian tertiary setting.

This research has many differences with the research which has been

conducted, even though still concerning with writing. The first difference is, the

research only focuses on teaching argumentative writing, but the research was

conducted on analying the process of teaching writing through every genre taught

at senior high school and the object of the research was the Senior High School

students not tertiary students or the students of university.

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B. Conceptual of the Framework

The research concerned with the implementation of teaching writing

through Genre-Based Approach. The conceptual of the framework can be

explained as follow:

Teaching through Genre-Based Approach is implemented in two cycles,

oral and written cycle. Oral cycle focuses on developing listening and speaking

skill and written cycle focuses on developing reading and writing skill.

Therefore, teaching writing is on written cycle.

Each cycle consists of a series of stages namely Building Knowledge of

the Field, Modeling, Joint Construction and Independent Construction. Practice

of writing is on Joint and Independent Construction of the text. The last result

of teaching writing through Genre-Based Approach is the product of students’

writing. Each student should produce a text of focused genre.

29

GENRE-BASED APPROACH

THE PROCESS OF TEACHING AND LEARNING

ORAL CYCLE WRITTEN CYCLE

BKOF MODELING JOINT CONSTRUCTION

INDEPENDENT CONSTRUCTION

STUDENTS

PRODUCT TEXTS

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CHAPTER III

METHOD OF RESEARCH

A. Kind of the Research

This research was related to the analysis of teaching writing through Genre-

Based Approach. It observed how the teachers performed the process of teaching

and learning and what activities the students did in the classroom. It also

described the subject naturally as what it was. So that the research was designed

as qualitative research, as Gay (2000: 16) describes that qualitative research

seeks to probe deeply into the research setting in order to obtain understanding

about the way things are, why they are that way and how the participants in the

context perceive them.

The finding of the research was presented descriptively. Because of this

reason this research was descriptive research. It was parallel to Miles and

Hiberman (1985:15) who explain that qualitative data are rich of description and

explanation of processes. This statement is supported by Gay explanation that

qualitative research rely heavily on verbal description(Gay, 2000:201)

B. The Location

The research was carried out at SMAN. 10 Pekanbaru. The researcher took

this school with the consideration, first, the location of this school is near the

31

city and easy to be reached. Second, the school is an average school with the input

is also the average students from Pekanbaru.

C. Informants of the Research

The informants of the research were the English teachers of SMAN 10

Pekanbaru. There were 8 English teachers at the school

No Name Gender Teaching at Class

1 Teacher A Male III

2 Teacher B Female II

3 Teacher C Male I/III

4 Teacher D Female I/III

5 Teacher E Male I/III

6 Teacher F Male I

7 Teacher G Female I/II

8 Teacher H Male II

From those eight English teachers, the researcher chosed only four

teachers, they were Teacher A, Teacher B, Teacher C and Teacher E. Teacher

A. was chosen because he was one of the English Instructor for Riau

Province. It was predicted he have much knowledge and experience in

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implementing Genre-Based Approach. Three others were the experience and

permanent teachers at SMA 10 Pekanbaru. The rest of the teachers were not

used as informants with the consideration they were not permanent teachers

and the status were not civil servants.

D. Technique of Collecting the Data

The techniques of collecting data in this research considered to the focus

and the purposes of the research. In the qualitative research, sample and the

source of data should be Emic prospective (Sugiono, 2005: 206-207). It

means the point of view of informants are very important. In this case, the

points of view of the teachers as the doers or main actors in teaching English

through genre.

To gain the data needed for this research the researcher used (1)

observation, (2) Interview and (3) Documentation.

1. Observation

Observation was conducted in order the information about how the process of

teaching and learning went on in the class gained. The activities of teachers

and students were observed directly. For this observation the researcher

designed the instrument which contained the components involved in the

process of teaching and learning based on Genre-Based Approach.

33

2. Interview

The function of interview was as the instrument to gain the data to complete

the one gained from observation. Some questions were prepared for this

purpose. The objects of the interview were teachers. The questions to the

teachers were about the design of teaching and the activities of teachers in

implementing the learning process as well as their understanding about Genre-

Based Approach.

3. Documentation

The objects of the study documentation were the written preparation of the

teachers such as Syllabus, lesson plan, students exercise and the product of the

students after finishing the process of teaching and learning.

E. Technique of Analyzing Data

Data analysis according to Patton in Moleong (1999: 103) is the process to

organize and classify the data into special pattern and basic description. Meanwhile

Gay (2000: 237) states that analysing qualitative data is a formidable or difficult task

for all qualitative researcher so he suggests that the researcher must systematically

search, categorize, integrate and interpret the data which have been collected and

provide the researcher’s own understanding. Furthermore Gay (2000: 240-253) offers

the techniques of collecting data as follow:

34

1. Data Managing

In data managing the writer organized the data and checked it for

completeness, after that started the process of analyzing and interpreting the

data

2. Reading/Memoing

The writer read the field notes, transcripts, memos, and observer comments

to get the sense of the data.

3. Describing

The writer provide a true picture of the setting, events that took place in it

so the writer, and the reader would have an understanding of the context in

which the study took place.

4. Classifying

The writer classified the field notes or transcription into categories that

represent the different aspects of the data.

5. Interpreting

The writer identified the important themes or meaning in the data. The

search was for clarity and the essential features of the data.

6. Representing the finding

The write represented the findings of the research in a written report.

35

The other experts Miles and Hiberman (1985: 21-22) suggest that data

analysis in Qualitative research are the activities that are conducted intensively

and continuously for every phase of the research. The process is data collection,

data reduction, data display and data conclusion through drawing and verifying

the data.

Based on the explanation of the experts above, the researcher used the

techniques suggested by Miles and Hiberman, because they offer the techniques

that are rather simple and applicable for the purpose of this research. The steps

were as follows :

1. Data collection.

In this steps, the researcher interviewed the informants about their

understanding about the concept and their knowledge of Genre-Based

Approach and how they applied in the process of teaching and learning. After

that the researcher checked the documents of the teacher such as syllabus and

lesson plans. In these documents the preparation of teaching and learning, the

steps of teaching, were observed especially the process of teaching writing.

The last steps of collecting data was teaching observation. From this activity,

the data about the real steps of teaching of the teachers, the materials taught

and the process as well as the product of teaching were gained.

36

2. Data reduction.

Data reduction related to the process of selecting, focusing, simplifying

and abstracting as well as transforming the raw data which are gained in the

research.

Researcher grouped the data based on the way they were gained. They

were classified into three group, they were data from interview,

documentation and teaching observation.

3. Display the data.

The second activity of analysis is data display. The data gained are performed

and organized that permit conclusion drawing and action taking.

4. Conclusion drawing/Verification

This is the last step of data analysis activities. Sugiono (2005: 99) says that

the conclusion in the qualitative research can be in form of description about

the object of the research.

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CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter presents the findings and the discussion of the findings. The

findings and the discussion are presented based on the techniques of collecting data

namely, interview, documentation and teaching observation.

A. Findings

1. Interview

The data gained from interview are presented in four broad categories;

firstly, the teacher’s understanding of the Genre-Based Approach; secondly,

the teacher’s professional practice teaching writing skills through the Genre-

Based Approach which centered around the themes of the application of the

curriculum cycle; thirdly, Teachers’ difficulties in teaching writing skills

through the Genre-Based Approach and finally, teachers’ strategies to

overcome the difficulties.

a. Teacher’s understanding of the Genre-Based Approach

Four Senior High school teachers of English in SMAN 10

Pekanbaru, one female and three males, participated in this study. All of

the teachers who participated in this study are in-service teachers who

38

have more than five years teaching experience. According to the

participants, all of them have already had training on the Genre-Based

Approach for teaching English provided by the government. The

frequency of the genre based training they had varied between one to two

times. The findings show that in many cases, the participants gave similar

answers to the questions being asked.

The data relevant to the teachers’ understanding of the Genre-Based

Approach fell into two categories; they are teachers’ conceptualization of

the Genre-Based Approach and opinion about the Genre-Based Approach.

1) Conceptualization of Genre Theory

Most participants conceptualized the Genre-Based Approach in

similar way. They stated that the Genre-Based Approach for teaching is

generally about teaching and learning language using different type of

texts by focusing on the social purpose, the generic structure and language

features of the text.

Genre-Based Approach is an approach how to teach English based on the genre, because each genre has different function, generic structure and language features (Teacher B).

Interestingly, one participant defined the Genre-Based

Approach as teaching a certain number of texts.

39

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 (Teacher E).

Furthermore, the participants also reported that the main objective

of teaching the various type of text is to make students understand

different type of text well.

In teaching and learning process, the student are expected to understand text types (Teacher A)

Genre-Based Approach means the approach how teacher can make student understand different type of text well (Teacher C)

In addition, one participant viewed the concept of the Genre-Based

Approach as follow:

Genre-Based Approach is a teaching method that consists of “two cycles in four phases; oral and written cycle and the Building knowledge of the field, modeling, joint construction and independent construction phases (Teacher A).

This view is in accordance with the adoption with the theory of

Genre-Based Approach in Indonesian context. Exploration of a type of the

text is done in two cycles, the spoken and written cycle.

2) Opinion about the Genre-Based Approach

The question used for gaining the data in this part were about what

the participants knew and what their opinions about teaching writing

40

through Genre-Based Approach. Answers given to the questions were

expanded to not only about the personal feeling, but also to their students’

achievement in writing.

The data relevant to the teachers’ opinion of the Genre-Based

Approach shows that all teachers who participated in this research think

that the Genre-Based Approach is a good method for teaching English

writing skill. They believed that this approach is an effective method for

developing students’ ability in understanding and differentiating kinds of

text.

I think it is good for developing student writing. Students will understand different types of genre/texts (teacher A).

In addition, compare to other methods of teaching, the

participants reported that the students showed significant

development in writing taught through the Genre-Based Approach.

The Genre-Based Approach is more effective than other approach since students show significant development writing when taught to write using this approach (Teacher B).

The development of students writing, as the teachers stated,

were seen from the organization of the text that they wrote.

41

Genre-Based Approach 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 (Teacher C).

It is an effective way of teaching writing since it allows student to create and organize their idea when they write text (Teacher E).

What was reported by the participants indicates a positive

learning out outcome of teaching writing skills through the Genre-

Based Approach in English language classroom.

Referring to the fact that Genre-Based Approach concerns

with the exploration of social purpose, organization structure and

linguistic features of the text, it can be said that exploring the text

organization provides students with a model for organizing their

own text.

b. Application of the Curriculum Cycle

The data about the teachers’ professional practice teaching writing skills

through the Genre Based Approach which centered around the theme of the

application of the application of the curriculum cycle as the instructional

approach of the Genre-Based Approach, in this part, were gained through

interview, not by observation of teachers’ activities in the process of teaching and

learning. The data relevant fell into four categories, namely the building

42

knowledge of the field, modeling, joint construction and independent

construction.

1) Building Knowledge of the Field

In their teaching application using the curriculum cycle as the instructional

approach of the Genre-Based Approach, two participants reported that the first

phase of the curriculum cycle, the building knowledge of the field, is a phase

for introducing materials related to the topic of the text to the students.

On the phase Building Knowledge of the field I try to introduce the materials that will be studied by the students (Teacher B).

Building knowledge of the field function as an Introduction for students to communicate (Teacher E)

Building Knowledge of the Field focuses on exploring and promoting

students’ experience and prior knowledge (Teacher A and C). It also aims at

providing students with the content information of the text that is going to be

used by developing their vocabularies

To promote and raise the students prior knowledge to focus the materials (Teacher A) I explore students’ experience and developing their vocabulary on the stage of Building Knowledge of the Field (Teacher C)

43

In this phase, all participants (teacher A, B, C, and E) reported that

they prefer to use questioning related to the topic of the text as the teaching

activity. The participants mentioned that they ask the questions orally.

Thus, in this phase, the activity focuses mainly on listening and

answering to teacher’s talks and questions. The participants also reported that

the question they asked mostly about vocabularies related to the topic. In

addition, as reported by teacher B, using teaching aid such as picture could

help in developing students’ vocabulary mastery.

2) Modeling of the Text

All participants have similar opinion about the aim of the modeling

phase. They stated that the aim of modeling phase is to introduce the model of

the text of the genre being studied (Teacher A, B, C and E). They further

clarified that in introducing the model of the text, they focus on analyzing the

genre’s social function, text organization and grammatical features.

The function of modeling is to give model of discussion, teacher’s model (Teacher A)

To give the introduction of the model of the text genre which focus on the analysis of the genre ( Teacher B)

44

In addition, the other two participants reported that modeling phase is

a stage of reading and comprehending text (Teacher C) which focused on

developing students’ ability in listening and reading text (Teacher E).

A stage of reading and comprehending text where students read the focused text (Teacher C)

Modeling focused on the student ability about listening or reading the text (Teacher E)

Data relevant to the learning activities in this phase, all participants

preferred to ask students to read the model text or to listen to the teacher read

the model text carefully. Then, they asked students to answer some questions

about the text. The questions were mostly given in the form of cloze question

such filling in the blank or completing incomplete sentence. The questions

were mainly about students’ comprehension of content information and

related vocabularies in the text. Teacher A and B had mentioned about

analyzing the genre’s social function, text organization and grammatical

features as the aim of modeling phase, however, none of them reported any

other activities despite the activities of listening or reading to the text and

answering to the questions related to the text.

The activities such as listening or reading to the text and then

answering some question related to the text were hardly pictured the activity

45

of analyzing the text’s social function, generic structure and grammatical

features.

3) Joint Construction of the Text

Regarding the aim of Joint construction of the text, each participant

had different opinion. According to Teacher A, the aim of joint construction

of the text is to make students work in group. Two participants, Teacher B and

Teacher C, reported that this phase aims to make students able to reconstruct

and rearrange similar text. One participant stated that this phase is a phase for

discussing all aspect of the text.

On this phase students work in group practice writing the same genre shown in modeling(teacher A)

On this phase students can construct a similar text to genre

(teacher B)

The activities students on this phase are reconstruct and re arrange the text (Teacher C)

Therefore, when being asked about the activities used in the Joint

construction of the text stage, the participant also reported different activities.

According to Teacher A, the activities in this stage centered on discussion and

sharing information about the text students in groups. Data from this teacher’s

teaching observation shows that the discussion and sharing information

46

focused on the way how to make a draft of a text. The other three participants,

Teacher B, C and D, stated that activities in this phase focus on asking

students to rearrange the text through jumbled sentences and paragraphs. One

participant, Teacher B, emphasized the important of students and teacher

working together in discussing the right arrangement of the rearranged text.

4) Independent Construction of the Text

Two out of four participants agreed that the Independent construction

of the text aims at making students work individually (Teacher A and E). One

participant, Teacher B, stated that this stage aims at aims at making students

work independently. One participant reported that this stage is a stage for

discussing the idea for the text and retelling the story of the text (Teacher C).

To make students work individually. They are able to write a good composition and present it in front of the class (teacher A)

Students work individually on this phase(teacher E) Stage for discussing the idea for the text and retelling the story of the text (teacher C)

Data related to the teaching and learning activities they used for

teaching writing in Independent construction of the text, three out of four

participants stated that they assigned students a text on a topic that the

students choose by themselves (Teacher A, B and E). The participants also

47

reported that they assigned students to write the text at home as a homework

because the students need more time and concentrations in writing a text or

composition. In further conversation with the participants, they stated that

limited time available for writing at school also contributed to the decision of

assigning students to write the assigned text at home.

In addition, the participants also reported that they also assigned

students to present the assigned written text orally in front of the class in the

next meeting. The participants clarified that the purpose of this assignment is

to make sure that the students do compose the text by themselves and to check

their understanding on the whole aspects of the texts that they wrote.

Assigning students to write a text and choose the topic by themselves as a homework and present in the next lesson. (Teacher B)

In addition, the data also shows that most teachers prefer to assign

students to work individually.

c) Teachers’ difficulties in Teaching Writing through the Genre-Based

Approach

Regarding the difficulties that the teachers encountered when teaching

writing through the Genre-Based Approach, there were several problems

emerged. The problem were varied from students’ limited vocabulary mastery,

48

students’ weaknesses in developing and organizing ideas, and difficulties in

differentiating social function and grammatical features each type of the text.

For the problem of students’ limited vocabulary mastery, most participants

reported that this problem was the major obstacle in teaching writing skills

through the Genre-Based Approach.

Students limited vocabulary that affect their ability in constructing sentences (teacher C).

Students’ lack of vocabulary, grammar mastery and low motivation in learning writing skills. Difficulties in teaching students to organize their idea (Teacher E)

They believed that vocabulary mastery plays crucial role in success

writing. They further clarified that rich vocabulary mastery will provide the ease

of writing process and the flow of thought. In addition, rich vocabulary mastery

will also provide the ease of reading comprehension of a text. Therefore, what

was reported by the participant suggests that vocabulary mastery plays an

important role in both of comprehending and producing texts.

In addition, two participants (Teacher A and Teacher E) reported that

students’ weaknesses in developing and organizing ideas was another problem in

their practice of teaching writing through the Genre-Based Approach. The

problems of organizing ideas in writing mainly centre on the use of cohesive and

coherence.

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Furthermore, one participant (Teacher A) reported that students’

difficulties in differentiating social function of each type of text and its’

grammatical features as other difficulties in teaching writing through the Genre-

Based Approach.

d. Teachers’ strategies to Overcome the Difficulties.

To overcome the problems related to students’ lack of vocabulary, the

participants reported that they “give students some vocabulary task such as

memorizing and finding the meaning of some difficult words” (Teacher B) and

“ask students to bring and to consult the dictionary and use the vocabulary that

the students familiar with to write paragraph” (Teacher E). One participant

(Teacher C) reported that he spent more time to develop students’ vocabulary in

the building knowledge of the field. These data suggests that spending more time

and giving more exercise on vocabulary mastery could help teachers to develop

students’ vocabulary mastery.

Dealing with the problem of students’ difficulties in developing and

organizing ideas, majority participants reported that they had no solution for that

problem. They argued that the difficulties would automatically resolve along

with the process of teaching writing using the Genre-Based Approach. As

mentioned before, the participant found that students’ ability in organizing idea in

writing develop significantly when being taught through this approach.

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Only teacher A reported that asking students to make draft and plan

before writing could be the solution for the problem of students difficulties in

developing and organizing idea

By asking students to determine the type of text that are going to write, make draft and planning before writing , showing students the writing model.

Here, can be concluded that even though most teacher said that that there

were no solution for students difficulties in developing and organizing ideas in

writing through Genre-Based Approach shows the solution of the obstacle; that is

students were able to organize their ideas and to write their own text in

accordance the focused text’s organization.

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.

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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

52

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..

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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.

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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.

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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

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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

BTeacher 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

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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.

3. Teaching Observation

The research is about teaching writing through Genre-Based Approach,

because of this reason the focus of the observation in the class was on the

process of teaching and learning writing.

a. Teacher A

The material of teacher A was narrative text. The focus of teaching

was writing and it was the follow up teaching reading a week before. The

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teacher started the class by greeting all of students and checking the

attendance list.

Pre activity was interpersonal questions to the students, after that

the teacher asked some questions about the text that the students had read

before that was narrative text with the title Malin Kundang.

After pre activity, teacher explained the generic structure of

narrative text by giving an example of narrative text with the title Malin

Kundang. Based on story given, students were asked to work in group to fill

in the form. The form consists of two columns. The left column consists of

several rows which contain the generic structure of narrative text; title,

orientation, initiating event, complication and resolution. The right column

was the place of the text. The objective of this exercise was to make

students able to divides narrative text based on its text organization. After

they finished working in group, some of the group read the result of their

discussion in front of the class.

The next task given by teacher was the same as previous exercise

that was to enable students to identify generic structure of the text. The text

given was the new text, Snow White.

Some students were asked to read the result of their work. While

students reading this task 2, time was over and teacher gave students home

work to find one of the story and fill in the form of task 1 and 2.

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b. Teacher B

Teacher B taught recount. After greeting to his students, this

teacher asked some personal questions, then continued to the question about

the students’ unforgettable experience.

The next activities were showing the students a diary; asking the

students whether they had diary or not and what the diaries were for. She

wrote some sentences from the diary on the board and discussed the

sentences with students, she explained that most sentences in a diary were

past. Then she asked students to sit in pair. She asked students to arrange

the jumbled sentences into paragraph.

After discussing the students work, she explained about text

recount, then distributed uncompleted text and asked students to complete it

individually. They discussed the students work. Most of students made

many mistakes, especially grammatical mistake about simple past tense.

Because of this, teacher explained about simple past tense. After explaining

simple past tense, she gave students exercise about simple past tense. Time

was over while students doing the exercise.

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c. Teacher C

The material of teacher C was text description. He started with the

explanation about text description, about the purpose and the organization

of text. After that, he asked students to write 5 sentences describing about

physical performance of their fathers or mothers. One student was asked to

write his sentences on the board. The teacher and students discussed the

sentences. Two more students were asked to read the sentences which they

wrote.

The next activities, the teacher divided the students into groups of

5 and 6 students. All of the group led outside the class. Each group was

brought to the object such as basket ball, canteen, in the front part of the

school. The students should observed their object. Each students in the

group must write at least one sentence about the object they observed. When

they finished observing and writing sentence about the object, the students

were asked to be back to the class. In the class the teacher asked each group

to rearrange the sentences they wrote in their group into a description text.

One of the member of each group read the text they had composed.

The last activity, the teacher showed a picture of public figure,

then he asked students to write the description text about the picture.

d. Teacher E

The material of teaching taught by teacher E was text procedure.

He started the class by greeting the students and explained the material to be

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taught that day. He wrote on the board, “ Text Procedure” . After that he

explained what procedure text was, the purpose and the example of text

procedure.

From the example of the text which he distributed to students, he

explained the language features the words which were used for explaining

the sequence by giving the example of how to use the words. Two more

short example of text procedure he distributed to the students, then he

explain the text organization.

The last activities of Teacher B was giving the students

assignment to make the short text how to make the tea. When time was

over, only three students had finished the assignments.

Table 4 (Activities of teachers in teaching writing)

Indicator Teacher A Teacher B Teacher C Teacher E

1 Follow up Reading V V V 2 Relating students experience V V V 3 Model of the text V V V V 4 Social function V V V 5 Linguistic features V V 6 Knowledge of the field V 7 Text organization V V V V 8 Drafting the text in group V V V 9 Collaborative writing V 10 Writing assistance from

teacher V V

11 Individual writing V V 12 Product of writing V V

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Table 4 shows three of four teachers agreed that teaching writing was the

follow up of reading. It means that they taught writing on the stages of joint and

independent construction of the text. The table also shows only teacher E who

completely followed the steps of Genre-Based Approach. He taught all the

components which should have been existed on the stage of joint and independent

construction. Teacher C did not explain some of the components, but he ended up

with the product of writing of the focused genre on the independent construction

phase.

As the conclusion, only teacher C and E completed the steps to the product

of writing. Teacher A and B did not complete the procedure, they taught writing

only on the stage of joint construction of the text.

The other finding, all of the teachers in the process of teaching did not use

lesson plan as the guidance in the class. It contradicts with Standard Process of

teaching and learning in Indonesia which states that the process of teaching and

learning should be based on syllabus and lesson plane (BNSP. 2007: 8)

B. Discussion

1. Teachers’ Understanding of the Genre-Based Approach

The data about Teachers’ understanding of Genre-Based Approach was

gained only through interview because it explored the understanding of

informants about Genre-Based Approach. It discussed three aspect of Genre-

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Based Approach such as how they conceptualize the theory and their opinion

about the Genre-Based Approach for teaching writing.

a. Conceptualization of Genre Based Theory

The data gained indicates that the participant conceptualize the theory

of the genre based in relation to the secondary school English language

curriculum requirement. The curriculum requires teachers to teach 12 type of

text to senior high school students, identifies text type, their generic

structures, the purpose of text, and the social function. This conceptualization

can be seen as a concept of the Genre-Based Approach in Indonesian context,

particularly the secondary school English language teaching context.

The data also indicate the important of students’ ability in

understanding different types of texts as the outcomes of teaching and

learning language through the Genre-Based Approach. It also suggests that

the major aim of teaching English in senior high school using the 12 type of

texts is to understand the texts by understanding the purpose of the text,

generic structure and the language features. This concept was parallel to Lin

(2006: 2) who said that in Genre-Based Approach, teaching and learning

focuses on the understanding and production of selected genres of texts.

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b. Opinion about Genre-Based Approach

The findings indicate that these teachers have positive attitudes

towards the Genre-Based Approach for teaching English. In their teachings

practice, the Genre-Based Approach has provided positive outputs for students

in understanding and producing a particular text type. This opinion seems to

support the result of the research by Yenny Rozimella (2005) that the Genre-

Based Approach for teaching writing is applicable in Indonesian context,

particularly in developing students’ ability in writing.

In addition, these positive attitudes are beneficial for the teachers

themselves in terms of motivating them to keep using the approach in their

teaching practice.

2. Application of the Curriculum Cycle

The data about the Application of curriculum cycle were gained through

three resources namely interview, documentation and teaching observation. The

application discussed four stages of curriculum cycles, they are building

knowledge of the field, modeling of the text, joint construction, and independent

construction.

Regarding the focus of this research is teaching writing through Genre-

Based Approach and the process of teaching writing itself happens on the stage of

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modeling and joint construction, because of this reason teaching observation was

not used for gaining the data for the stage of building knowledge of the field.

a. Building knowledge of the Field

What was reported by the participants trough interview suggests that

majority teachers agreed that the first phase of the curriculum cycle, the

building knowledge of the field, is a preparation phase. A stage for preparing

student to the next phase by introducing the topic and related material of the

targeted text by using students experience and prior knowledge. In this matter,

the participants share similar views with those who work in genre pedagogy

such as Martin cited in Chappel (2004: 4-9), Derewianka cited in Lin (2006:

7) and Paltridge (2001: 31).

Concerning the activities for this phase, data from the interview,

syllabus and lesson plan show that most activities used concern on enlarging

students’ vocabulary. The participants preferred to use questioning related to

the topic in the target text-type as the teaching activities with the aim of

enlarging students’ vocabularies. This data supports the idea that the phase of

building knowledge of the field particularly focuses on controlling relevant

vocabularies and grammatical pattern of the particular genre (Paltridge, 2001:

31). In addition, the questioning activities also indicate that the directive role

of teachers is very strong in this phase. It, to some extent, relates to the notion

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that the interactions in this phase mostly happen between teacher and class

(Paltridge, 2001: 31) since the questions by the teacher evoke response from

the students.

Although the participants had mentioned that building knowledge of

the field is a phase for preparing students with the topic of the focused text-

type, the syllabus shows that the function of building knowledge of the field

only for explaining the new vocabulary related to the text. There are no

activities to prepare students to the topic, and to relate students’ experience or

prior knowledge. On the other hand, in the lesson plan the participants do

mention the activities for introducing the topic of the focused text-type by

relating to the student experience. As a matter of fact, syllabus should be

parallel to lesson plan, because lesson plan is the reduction of syllabus. The

informants informed that they designed lesson planed were not based on

syllabus. It is contradicted with the ruled.

From the data of interview and documentation which consist of

syllabus and lesson plan, the conclusion can be drawn that the data from

interview and lesson plans the participants have followed the theory of

Genre-Based Approach as Martin in Chappel (2004: 4), Derewianka in Lin (

2006: 7) and Paltridge (2001: 31).

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b. Modeling of the Text

Data related to the aim of modeling phase support the notion that this

phase is aiming at familiarizing the learners with the target text-type or genre,

and to draw attention to organizational and linguistic features commonly

found in text belong to it (Derewianka, Cited in Lin, 2006: 8).

Concerning the activities used for achieving this aim, data from

interview shown that text comprehension in term of comprehending the

content information of the target text-type was the primary activities used by

the participant in modeling phase. On the other hand, data from syllabus and

lesson plan showed that explaining text organization, social function and

grammar are the activities in modeling phase. Looking at to the data from

classroom observation, explaining text’s organization, social function and

grammar are the activities for joint construction phase. They argued that

explaining these elements in the joint construction phase can help giving

students necessary information about a target text type as the students’ prepare

to begin to construct similar text-type. This opinion contradicts with what has

been mentioned in previous chapter that modeling stages is not only about

reading comprehension but also about the exploration of social function, the

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organization and language features of model text (Hammond cited in Kim,

2007: 5).

Therefore, this data suggests that the teachers do understand the

concept of the modeling phase in mind and paperwork; however in their

teaching practice, the participants prefer to modeled or introduced focused

text organization, social function and linguistics features such as grammar in

the phase of joint construction for the ease of students’ writing practice.

In conclusion, the participants had not reached all aims of modeling

stage in their practice teaching in the class based on the data gained from

interview on the other hand the data from documentation showed the

difference one.

c. Joint Construction of the Text

The data show that there are different opinions about the aim of the

Joint construction phase. The different opinions among these teachers suggest

a lack of understanding about the theoretical concept of joint construction of

text which influences the application of this phase in the classroom. Two

participants view joint construction of text purely only as a phase of

reconstructing a model text. This opinion differs from the theory proposed by

Hammond (cited in Kim, 2007: 7), theoretically this phase refers to the stage

when students carry out exercise to write the text with the assist of the

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teachers. There is the interaction between teachers and students. It also

involves reading, research and disseminating information.

This limited point of view on the joint construction phase influence the

activities used in this phase. As reported by the participant in the interview,

most activities used in this phase centered on the exploration content

information, sentence and paragraph of a model text. The activities of

reconstructing a model text were limited to ask the students, in groups, to

rearrange the text through jumbled sentences and paragraphs. Thus, from what

was reported by the participants, it can be said that the activities used in this

phase are still about reading comprehension. Although the teachers had asked

students to work in group to rearrange jumbled sentences or paragraphs, these

activities can not be said as a joint production of similar text carried out by the

teacher and learners (Martin, cited in Chappell, 2004: 8). In addition, these

activities do not provide opportunity for students to make use of their

knowledge and awareness gained from the exploration of the target text-type

(Derewianka, cited in Lin, 2006: 9). Furthermore, this activities does not

involve reading, research and disseminating information. In short, arranging a

good paragraph or text from jumbled sentence or jumbled paragraphs requires

reading comprehension; this activity is more suitable for activities in the

modeling phase.

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Data from syllabus and lesson plan almost the same with the data from

interview above. Participant focused the activities of joint construction only to

construct the model text of focused genre.

Teaching observation has shown the different data about the activities

on joint construction of the text. Three of the four informants showed that

joint construction of text was the follow up of reading comprehension. The

indicators were their question to the students” Do you remember the last text

that we discussed? What was the text about? What was the genre of the text?

Three informants related the students’ experience with the focused genre,

gave the model of the text, and explained social function of focused genre. All

of them explained text organization, three of them gave the opportunity to

students to draft the text in group, two of them assisted the students in writing,

but only one participant give opportunity to students to have collaborative

writing. Form the teaching observation data, it can be concluded that most of

informants have understood the function of joint construction and use

appropriate teaching activities for supporting the function.

d. Independent Construction of the Text

What was reported by the participants through interview indicates that

in independent construction of text, students are regarded capable to work on

their own. It is assumed that the students have understood and had all the

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necessary knowledge about the texts that they are going to write. In addition,

this also suggests that each student is assumed capable of working on a

particular genre completely on his/her own, free from teacher and peer

students’ help and intervention (Paltridge, 2001: 31). By doing this, it

provides teachers with students’ products for the sake of assessment. In other

word, teachers can assess individual student’s learning progress and

achievement from the text that they wrote.

This practice of individually writing text by students in the

independent construction of the text is in accordance to concept of

independent construction of the text proposed by Martin Cited in Chappel

(2004: 9), Paltridge (2001:31) and Derewianka cited in Lin (2006: 9) that at

this phase, students work independently and individually to produce the

chosen genre. However, Derewianka (Cited in Lin, 2006: 9) argues that it can

be done ideally only if the students have successfully produced a jointly

construction text or understanding of the whole aspect and component of the

text. Therefore, attention should be paid more on developing students’

knowledge of the text in the previous phases.

Then, the data related to the activities done in this phase shows that

majority of the teachers asked the students to present their individual writing

in the class in the next meeting. This practice is quite difficult to be done in

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most Indonesia’s classrooms regarding the big number of the class and the

time available for asking each student to present his or her work. Thus, it can

be said that individual presentation of students work in the class is a time

consuming activity since it will take lot more of time for doing this activity.

Finally, the teachers’ preference to have their students to write at home

and present the result of the writing orally in front of the class can be said as a

product oriented. The teachers put more concern on how good is the products

that students can produce rather than on the process how the students can

produce a good product. According to Badger and White (2000: 154), this is

called a product-based approach to writing. It is an approach that sees writing

as mainly concerned with knowledge about the structure of language, and

writing development as mainly the result of the imitation of input, in the form

of texts provided by the teacher.

Data from all the participants’ teaching observation support this

indication. There were less attention paid to the development of the writing

itself, for example the process of collecting related information, drafting, editing

and revising the writing. Assessment on students’ products or writing mainly

concerned on the linguistic features and generic structure of the text. Even

more, only two out of four participants end with the product of students’ at the

end of the lessons.

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Another interesting issue arises from the comparison of data from

interview, syllabus, lesson plan and teaching observation. It shows that data

from syllabus and lesson plan are often conflicted with the data from interview

and teaching observation. From the teaching observation, it is found that all of

the teachers taught without following their lesson planning. They argued that

they are not familiar with the steps ad activities in the lesson planning. Further

clarification with the participants reveals the fact that most of these teachers had

their lesson plan by copying from the model of lesson plan provided by the

Minister of Education as a part of the 2006 curriculum change’s documentation.

This phenomenon pictures teachers’ limitation in composing their own syllabus

and lesson plan. Referring the facts that in the previous curriculum, the

centralized one, these documentations were provided by the central government,

therefore, most of these teachers are not used to create their own yet. Thus,

attention should be made to this problem also.

3. Teachers’ difficulties in Teaching Writing through Genre Based-Approach

What was reported by the participants suggests that most difficulties that

they encounter when teaching writing through the Genre-Based Approach lay

heavily on students’ English language mastery such as vocabulary and grammar.

In other words, the only factor that contributes to the obstacle of the application of

the Genre-Based Approach in the classroom come from students. What was

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reported by the participants seems to support the opinion that the common

problem in teaching writing is students’ problem with the target language

limitation and writing skills ( Shokrpour & Fallahzadeh, 2007). This also means

that attention should be paid to the appropriateness of the Genre-Based Approach

for teaching EFL students with all of their English language limitation

4. Teachers’ strategies to Overcome the Difficulties

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.

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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

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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.

77

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

78

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.

79

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.

80

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84

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?

85

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?

86

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

87

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

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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

89

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

90

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.

91

- 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?

92

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.

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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)habits 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

94

get theme right 5 Exposition

(Analytical) To persuade the reader or listener that something is the case

• Thesis position: introduces topic and indicates writer’s position. Preview: outlines the main arguments to be presented

• Arguments point: restates main arguments outlined in preview. Elaboration: develops and supports each point/ argument

• Reiteration: restates writer’s position

• Focus on generic human and non- human participants.

• Use of simple present tense.

• Use of relational processes • Use of internal conjunction

to state argument • Reasoning through causal

conjunction or nominalization

6 Exposition Exposition (Hortatory) to persuade the reader or listener that something should or should not be the case

• Thesis: announcement of issue concern

• Arguments: reasons for concern, leading to recommendation

• Recommendation: statement of what ought or ought not to happen

• Focus on generic human and non- human participants, except for speaker or writer referring to self

• Use of: Mental processes :

to state what write thinks or feels about issue, e.g. realize, feel, appreciate

Material processes: to state what happens, e.g. is polluting. Driver , travel, spend should be aerated

Relational processes: to state what is or should be , e.g. doesn’t seem to have bean , is

7 New Item To inform readers, listener or viewers about events of the day which are considered newsworthy or important.

• Newsworthy event(s): recounts the event in summary form

• Background events: elaborate what happened, to whom, in what circumstances.

• Sources: comments by participants in,

• Short, telegraphic information about story captured in headline.

• Use of material processes to retell the event ( in the text below, many of the material processes are nominalised )

• Use of projecting verbal processes in sources

95

witnesses to and authorities expert on the event

stage. • Focus on circumstances

(e.g. mostly within qualifiers)

8 Anecdote To share with others an account of an unusual or amusing incident

• Abstract: signals the retelling of an unusual incident.

• Orientation: sets the scene

• Crisis: provides details of the unusual incident

• Reaction: reaction to crises

• Coda: optional reflection on or evaluation of the incident.

• Use of axclamations, rhetorical questions and intensifiers ( really, very, quite, etc. ) to point up the significance of the events

• Use of material processes to tell what happened.

• Use of temporal conjunctions.

9 Narrative To amuse, entertain and to deal with actual or vicarious experience in different ways; Narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.

• Orientation: sets the scene and introduces the participants.

• Evaluations: a stepping back to evaluate the plight.

• Complication: a crisis arises.

• Resolution: the crisis is resolved, for better for worse.

• Re-orientation: optional.

• Focus on specific and usually individualized participants.

• Use of material processes ( and in this text, behavioual and verbal processes

• Use of relational processes and mental processes

• Use of temporal conjunctions and temporal circum stances.

• Use of past tense.

10 Procedure To describe how something is accomplished through a sequence of actions or steps

• Goal • Materials (not required

for all procedural texts).

• Steps I –n ( i.e. goal followed by a series of steps oriented to achieving the goal)

• Focus on generalized human agents.

• Use of simple present tenses, often imperative,

• Use mainly of temporal conjunctions ( or numbering to indicate sequence)

• Use mainly of material processes

11 Description To describe a particular person, place, or thing

• Identification: • Identifies phenomenon

to be described. • Description: describes

part, qualities

• Focus on specific part cipants

• Use of attributive and identifying processes

• Frequent use of ephitets

96

characteristics. and classifiers in nominal groups

• Use of simple present tenses

12 Review To critique an

art work, event for a public audience. Such works of art include movies, TV Shows, books, plays, operas, recordings, exhibitions, concerts, and ballets.

• Orientation : places the work in its general and particular context often by comparing it with others of its kind or through analogue with a non-art object or event

• Interpretive recount: summaries the plot and/ or provides an account of how the reviewed rendition of the work came into being; is optional, but if present, often recursive.

• Evaluation : provides an evaluation of the work and/or its performance or production; is usually recursive.

• Evaluative summation: provides a kind of punchline which sums up the reviewer’s opinion of the art event as s whole; is optinal.

• Focus on particular participants

• Direct expression of options through use of attitudinal Ephitets in nominal groups; qualitative attributes and affective mental processes

• Use of elaborating and clause and group complexes to package the information

• Use of metaphorical language (e.g. the wit was there, dexterously ping ponged to and fro… )

97

Appendix 6

Example of teaching material FRAMEWORK HEADINGS

MAKE NOTES OR DRAWINGS TO HELP PLAN YOUR STORY

Title

MALIN KUNDANG

Orientation Scane/setting about who,when.where

Once upon time/years ago/long time ago/on that time there were an old mother and a son /they were Malin kundang and his old mother lived in a small village in West Sumatra

Initiating Event

Malin Kundang wanted to change his life into better life

Complication

-His mother stayed alone in the small village, his mother felt sad because she was alone. - Malin Kundang didn,t send the information where he was living, his mother always waited him all the times. - when Malin Kundang came to his village , he didn’t ignore with his mother anymore, because he felt a shame with his beautiful an rich wife

Resolution

His mother prayed to God and said “, You were my son but you didn’t want to acquire me as a mother, then his mother swore them ,” you are not safe in your life , you will be a stone .

After explaining about this generic structure teacher gave another story: Once upon a time a there lived a little girl named Snow White. She lived

with her Aunt and Uncle because her parents ware dead. One day she heard her Uncle and Aunt talking about leaving Snow White in

the castle because they both wanted to go to America and they didn’t have enough money to take Snow White.

Snow White did not want her Uncle and Aunt to do this so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods.

She was very tired and hungry.

98

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

99

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

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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

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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

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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

103

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

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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.

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