AN INTRODUCTION TO GENRE-BASED APPROACH
Submitted to Fulfill an Assignment of Theories of Language Teaching and learning Course Lectured by Dr. Rudi Hartono, SS., M.Pd
By: YUS YUSUF HID HIDAYAT AYAT
(2003 200351 5121 2120 20))
POSTGRADUATE PROGRAM ENGLISH EDUCATION DEPARTMENT UNIVERSITY STATE OF SEMARANG 2012
Page | 1
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1. INTRODUCTION
GenreGenre-base based d approa approach ch (GBA) (GBA) recentl recently y has been been adapte adapted d by the newest newest Indonesian curriculum as the so called School-based curriculum or in Indonesia’s term is well-known as Kurrikulum Tingkat Satuan Pendidikan (KTSP). GBA itself has three scopes that cover English teaching and learning process in the classroom, those are: short functional text, language functions, and text types. Besides that in the implementation, GBA also has two cycles such as written and spoken cycles and four stages such as building knowledge of the field, Modelling of the text, join construction of the text and independent contruction of the text. Through those cycles and stages, English can be taught to the students easier. In relat relatio ion n to GBA GBA itse itself, lf, this this brie brieff artic article le was was writ writte ten n to expl explai ain n the the phenomenon occurs related to BGA and its componnents in order the readers at least can get the useful information information to enrich their knowledge knowledge of GBA. With a limit ability the writer tries to write this brief article about Genre-based Genre-based approach to fulfill the partial assignment of the theories of language teaching and learning course lectured by Dr. Rudi Hartono, SS., M.Pd. Finally, the writer hopes this brief article can give a litle bit contribution particularly to the writer, and generally to all readers.
2. OBJECTIVES
This brief article is expected to give the following contribution: a. to introduce Genre-based approach;
b. to explain the theory of Genre-based approach; c. to explain the implementation of Genre-based approach in the classroom.
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3. ANALYSIS OF PAPER 3.1 Brief History of Genre-based Genre-based approach
In the 1980s Genre-Based Approach was developed by Australian theorist, Halliday. And it became popular along with the notion that student could get benefits from studying different types of written texts. In essence, genre theory is a theory of language use. The genre-based writing teaching is actually developed on the basis of child language studies undertaken within the systematic functional model that shows how young children learn language and how, in particular they learn to develop texts. (Halliday, 1975, Paiter, 1986, Oldenberg, 1987) These studies demonstrate that in the course of adult care-takers and children interaction, adults are constantly modeling genres in their discourse with young children. So we must find ways to introduce strategies familiar to students from their experience of learning to talk. Usually in the course of learning, the adults and the children share the same experiences (Gee, 2005).
3.2 Genre-based approach in Indonesia Curriculum
Recent Recently ly,, Genre-b Genre-based ased approa approach ch is used used to teach teach Engli English sh for specifi specificc purpose (ESP) and composition study in many universities in the United States and also in Australia, even though in Indonesia Genre-based approach is adopted by the newest curriculum 2006 as the so called KTSP or School Based Curricu Curriculum lum for both both Junior Junior and Senior Senior High High School School in Indone Indonesia sia (Djuha (Djuharie rie,, 2007:9). Based on the curriculum, competence standard of English for junior high school is to communicate orally and written by using appropriated language. In general genre is classified to be two aspects. First, genre is classified as spoken genre and the second genre is classified as written genre (Callaghan and Rothery, 1988:21-22). In addition, Pare as quoted by Belcher (2005:4) states, “Genre can be spoken or written.” It means that genre as spoken has the reason as language is said to be functional, because its organization quite fundamentally reveals the for which
natural language
into being. Meanwhile
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written has reason as language is to be understood as text, any meaningful passage of langua language ge that that serves serves some some social social purpos purpose. e. Text Text is related related to the context, context, therefore the theory aforementioned says that text is only known by the context itself and realizes it. The nature of the text produces at any time depends upon context of situation, to use term, and people exercise to produce different texts are said to be differences differences with respect to register, register, choices involving involving field of activity, activity, tenor of activity, and mode of activity.
3.3 Defining Genre-based approach
Many experts try to introduce and present their concept about genre. Acco Accord rdin ing g to Chri Christi stiee (200 (2005: 5:23 233) 3) argu argues, es, “Gen “Genre re is a tech techni nical cal tem for for a particular instance of a text type.” In addition, Hyland (2007:4) defines, “Genre is a term term for for grou groupi ping ng text textss toge togeth ther er,, repr represe esent ntin ing g how how writ writers ers typi typical cally ly use language to respond to recurring situations.” In line with the definitions above, Nunan (1999:308) also stated,: “Gen “Genre re is a purp purpos osef eful ul,, soci social ally ly cons constr truc ucte ted d oral oral or writ writte ten n communicativ communicativee event, event, such as narrative, narrative, a casual conversation, conversation, a poem, a recipe, or a description. Different genres are characterized by a particular structure or stages, s tages, and grammatical forms that reflect the communicative purpose of the genre in question.”
Furthermore, Knapp and Watkins (2009:21) argue,: “Genre is an organizing concept for our culture practices, any field of genres constitutes a network of contrasts according to a variety of parameters, genre is a place occasion, function, behaviour, and interactiona interactionall structure; it is very rarely useful useful to think of it is a kind of ‘tex ‘text’ t’,, genr genree is cultu culture re comp compet eten ence ce invol involve vess know knowin ing g the the appropriateness principle for any genre, knowing the kind of margin you have with it, being able to vary it, knowing how to shift from one to another and how many factors would be involve in any such shift.”
In relation to several definitions above, Derewianka (1990) gives a simple definition that genre can be defined as, “The schematic structure of a text which
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Dealing with several definitions above, the writer can infer that genre is a term for an organized concept and technique which has purposeful and meaningful constructed activities, and it also has grammatical forms, stages and aimed orientation to create a particular text types both in oral and written according to the situations. 3.4 Scope of Genre-based approach approach
Scope of Genre-based approach covers three main points such as: short functional text, language function, and text types. a. Short Functional Texts Short functional texts refer to short texts whose communicative meaning. Short functional functional texts themselves themselves cover: short message, greeting card, notice, notice, caution, and warning, announcement, invitation card, label, and advertisement. b. Short message Short message is a message written in a short text functions to send an important message to other people, friend or family. It must be written in clear address (someone who receives the message), straight forward, and if it is an instruction state it clearly. c. Greeting card A greeting card is an illustrated, folded card featuring an expression of friend friendshi ship p or other other sentime sentiment. nt. Althou Although gh greetin greeting g cards cards are usually usually given given on special occasions such as birthdays, Christmas or other holidays, they are also sent to convey thanks or express other feeling. Greeting cards, usually packaged with an envelope, come in a variety of styles. There are both mass-produced as well as handmade versions that are distributed by hundreds of companies large and small.
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While While typica typically lly inexpe inexpensi nsive, ve, more more elabor elaborate ate cards cards with with die-cut die-cutss or gluedglued-on on decorations may be more expensive. d. Notice, Caution and Warning Notice/caution is a kind of short functional text functions a clue or clues for someone to do or not to do something. It can be a phrase, or clause, or a picture, or sign. Warning is kind of short functional text to warn someone not to do something because of danger. It emphasizes more than notice. Caution is a warn readers about possible damage to equipment or data or about potential problems in the outcome of what they are doing. Danger is a warn readers about the possibility of serious or fatal injury to themselves or others. e. Announcement Announcement is a public statement containing information about an event that has happened or is going to happen. f. Invitation card The invitation card is a written paper or electronic image that is sent to people for different occasions. The message informs a receiver about an event to which he is invited. Invitation cards can be customized (different sizes, colors, themes, materials, fonts and folding designs) and made out of multiple materials (paper, tissue, textile, plastic). g. Label A label is a piece of paper, polymer, cloth, metal, or other material affixed to a container or article, on which is printed a legend, information concerning the
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product, addresses, etc. A label may also be printed directly on the container or article. Labe Labell has has many many uses: uses: prod produc uctt iden identi tific ficati ation on,, name name tags tags,, adve advert rtisi ising ng,, warnings, and other communication. Special types of labels called digital labels (printed through a digital printing) can also have special constructions such as RFID tags, security printing, and sandwich process labels. h. Advertisement Advertisement is a public statement containing information about offering a particular product or a program that will be sold in a particular time. An advertisement can be found both in written and visual mass media, and it is also stated in spoken and written form. (Quoted and modified from http://thefunctionaltext.blogspot.com/ http://thefunctionaltext.blogspot.com/). ).
4.2 Language Functions Language functions refer to the purposes in which we use language to communicate. We use language for a variety of formal and informal purposes, and specific grammatical structures and vocabulary are often used with each language function.
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might might need need to consid consider er a commun communica icative tive approa approach ch to teachin teaching g the langua language, ge, focusing on the functions of language, to properly equip students to complete assigned tasks. In this section we will explore functions of language and how they can be taught taught in the SL classro classroom om.. Langua Language ge functi functions ons cover: cover: suggest suggestion ions, s, expressing opinion, giving reason for opinion, explaining, offering, requesting, expressing plans, intentions, and hopes for the future, clarifying (Quoted from http://ielts-yasi.englishlab.net/LANGUAGE_FUNCTION_EXAMPLES_P2.htm).
4.3 Text Types Text types refer to the various texts adopted by Genre-based approach. The text text types types themselv themselves es cover cover descri descripti ptive, ve, proced procedure ure,, recount recount,, narrat narrative ive,, report report,, explan explanatio ation, n, analy analytica ticall exposi expositio tion, n, hortato hortatory ry,, exposi expositio tion, n, discus discussio sion, n, review review,, spoof, spoof, and news item. Regarding to the text itself, every text has social function, generic structure, and lexico-grammatical features (Anderson & Anderson, 1997).
3.5 The Application of Genre-based approach approach in the Classroom
The application of Genre-based approach in the classroom covers several stages stages accord according ing to the genre genre experts experts.. Callag Callaghan han and Rothery Rothery (1988: (1988:3939-47) 47)
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practical ideas according to Callaghan and Rothery that can be carried out in the classroom. First, the teacher introduces a model of the genre to the classroom. Second, the teacher discusses the social function or purpose of the text with the students. Third, the teacher asks the students to suggest local or community issue that they have strong opinions about it and would like to support through that argument. argument. Fourth, the teacher demonstrates demonstrates to the students students how the text achieves achieves its purpose. And also the teacher introduces another copy of the same text with the stages of the genre clearly marked. According to statement above, the writer concludes that in modeling of the text, the teacher should do some steps begins with introduce a model of the text to the students, then discuss the social function or purpose of the text to the students. After that ask the students to suggest local or community issue to support their argument, finally demonstrate the text in front of the students. 2. Stage Two: Joint Construction of the Text The second stage of the cycle is the joint construction of the genre. During this stage teacher and class work together to produce a text, the teacher guides the students into the joint construction with questions that focus on the stages of the genre. Here are some other practical ideas suggested by Callaghan
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In this stage, the teacher can do these following steps in the classroom as suggested by Callaghan and Rothery. First, choose a new topic and research the topic as preparation. Second, the student writes a draft. Third, the student consults with with the the teac teache herr abou aboutt the the draf draft. t. Four Fourth th,, the the teach teacher er asse assesse ssess the the stude student nts’ s’ develo developme pment nt in writin writing g the genre. genre. Fifth, Fifth, editin editing g and publish publishing ing provid providee an optional final step in the teaching cycle. Sixth, the students reach the point where they can undertake writing a genre in a completely independent fashion. Mean Meanwh whil ile, e, acco accord rdin ing g to Ham Hammond mond et. et. al., al., (199 (1992: 2:17 17)) as cite cited d in Depd Depdik ikna nass Kuri Kuriku kulum lum 2004 2004 (200 (2004: 4:66 66)) rule ruled d that that the the prog progra ramm mmin ing g in the the classroom is based on four stages in a Teaching-Learning Cycle, which are aimed at providing providing support for learners learners as they move from spoken to written text. They involve the selection and sequencing of classroom task and activities and are related to the starting point of topic or type of text. Each stage is associated with different types of activities. To get more understanding about those activities, please consult on the following diagram:
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The The four four stag stages es are are rule ruled d by Hamm Hammon ond d et. et. al., al., (199 (1992: 2:17 17)) abov abovee can can be summarized as follows: 1. Stage One: Building Knowledge of the Field Building Knowledge of the Field can be assumed as the first stage which supplies supplies background background knowledge knowledge to the learners about the topic will be discussed discussed later on. Its aim is to lead learners’ cognitive aspects to the discourse discourse or topic the teacher wants to reach. The significance of this stage is based on the held-out belief that learners have already had particular knowledge gained from experience and and prev previo ious us learn learnin ing, g, whic which h can can be call called ed out out when when they they enco encoun unte terr new new inform informati ation. on. Therefo Therefore, re, to bring bring about about new inform informatio ation, n, the teacher teacher should should facilitate his students’ current abilities to understand and learn to go to the further stage. 2. Stage Two: Modeling of the Text In this stage, the teacher shows “model” of the text to the students in order to be imitated imitated or used as as the basis for a related idea, idea, process process or system. system. In this modeling stage, the learners have the rich representative model of the text. The real example in the classroom is in procedure text-spoken cycle, teacher demonstrates the step of how to make of coffee in front of the class by
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The aim of Joint Construction of the Text is to work together for the teacher teacher and students students to construct construct the text. The emphasis emphasis of this stage is on the teache teacherr provid providing ing guidance guidance and suppor supportt in order order to conver convertt and reshape reshape the language language from the spoken to the written written mode. The teacher teacher and the students can share their ideas, as well as negotiate meaning to construct text together, by all means, means, discus discussio sion, n, negoti negotiati ation, on, and commun communicat ication ion are not only only the way to promote cooperation. As long as the purpose is achieved, whatever ways wa ys deemed to be reliable are suggested. 4. Stage Four: Independent Construction of the Text Having seen that learners are ready to construct the text independently, teacher can move on this stage. When learner is ready at this stage, he must be able to generate the text by himself with assistance neither from the teacher nor from his friends. The function of independent construction of the text stage is twofold. It does not only serve as the time time for students to perform independently.
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key features. 3. Stage Three: Joint Construction. It means guided, teacher-supported practice in the genre. 4. Stage Four: Indepe Independe ndent nt Constru Constructi ction. on. It means means indepe independe ndent nt writin writing g is monitored by the teacher. 5. Stage Five: Comparing. It means that relating to what has been learned to other genres and contexts. Each of these stages seeks to achieve a different purpose and as a result is associated with different types of classroom activities and different teacher-learner roles. Based on the three differences of the stages in teaching-learning cycle above, some genre experts assumed that in the fact, teaching-learning cycle is intend intended ed to be used flexibil flexibility ity,, allowi allowing ng studen students ts to enter enter at any stage, and depending on their existing knowledge about genre. However, the teacher and
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3.6 Conclusion
This This brief brief article article figure figuress out a brief brief explan explanati ation on related related to GenreGenre-base based d approach approach and its scopes, scopes, cycles, and stages. These scopes, cycles, cycles, and stages still confuses particularly for the students of master degree and also some English teachers, therefore, this brief article is expected to give a bit clarification about GBA itself.
4. REFERENCES
Anderson, Mark and Kathy Anderson. (2003). Text Types in English. English. Australia: Macmillan Education Australia PTY. LTD. Belcher, Diane. (2005). Effectiveness (2005). Effectiveness of the Genre-Based Approach for Graduate Students. Students. Georgia: Georgia State University. Retrieved on April 19 th 2010 from http://everibeiro.com/readingwriting.pdf. Callaghan, Michael and Joan Rothery. (1988). Teaching Factual Writing A Genre Based Approach, Approach, Report on the DSP Literacy Project Metropolitan East Region, NSW Department of Education. Sydne Sydney: y: Metrop Metropoli olitan tan East Disadvantage School Program.
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Knapp, Peter and Megan Watkins. (2009). Genre, Text, Grammar: Technologies Teaching Assessing Writing . Sydney: University of New South Wales Press Ltd. Nunan, David. (1999). Second Language Teaching & Learning . Learning . Boston: Heinle & Heinle Publishers. Short Short Functio Functional nal Texts, Texts, Retriev Retrieved ed from from http://thefunctionaltext.blogspot.com/, th (accessed on November 25 2012). Lang Langua uage ge Func Functi tion ons: s: Defi Defini niti tion on and and Goal Goal.. Retr Retrie ieve ved d from from:: http://ieltsyasi.englishlab.net/LANGUAGE_FUNCTION_EXAMPLES_P2.htm, (Accessed on November 25th 2012).