lSITING THE USE OF GENRE-BASED INSTRUCTION FOR TEACHING

lSITING THE USE OF GENRE-BASED INSTRUCTION FOR TEACHING

WRITING :FROM TEACHING EVALUATION TO MATERIAL

DEVELOPMENT

Debora Tri Ragawanti

[email protected]

Universitas Kristen Satya Wacana, Salatiga, Indonesia

ODUCTION Today, genre has become one of the most esential and instrumen tal concepts in

-;e education. It is essential since it can help us understand the ways individuals use

-;e to engage in particular communi cative situations and to employ this knowledge to help

writers create communicatively effective texts. By so doing they will achieve

cative competence (Hyland, 2004: 5).

The implementation of genre-based instruction in that curriculum is through exploring

:genres (Descriptive, Narrat ive, Recount, Procedures, Report , News Item, Exposition,

rion, Review, and Commentary) in transactional conversations (to get something done),

onal conversations (to establish and maintain social relations), short functional texts

..;:icements, greeting cards etc.), monologues and essays of certain genres. Those types of

-e used to develop communicative competence. For that purpose, the National Department

_,:ation issued Standar kompetensi Kurikulum 20041the competence standard of 2004 that

:: be achieved. Such use of genre-based instruction, similarly, becomes the emphasis in

6 curriculum, as stated in the Permendiknas no. 22, 2006, and in the 2013 curricu lum, as

;;:i Permendikbud no. 64, year 20 13.

-PECTIVES OF GENRE

The discussion of genre can be perceived from the New Retho1ic Stud ies, English for

- purposes, and Systemic Functional Linguistics (SFL). The latest, developed by Michael

is considered "the most clearly articulated and pedagogically successful" of all

,_,,,T.. Jd . 2004, p 25). It has also led into the fact that classroom perspectives on genre mostly

:e rheory of SFL (Hayland: 2003). For this reason, this study discusses the genre-based

::ion from the SFL point of view.

Hyland (2004) urged that SFL perspect ives of genre have characterized genres in tenns

-:td rethorical patterns such as Narratives, Recounts, arguments, and Expositions. The table

each genre together with its social purposes, social location and rethorical structure

le 1. Same exan1ple of genres and their social purposes, social location and rethorical

structure

Social purpose Stages Social location

To reconstruct past

experiences by retelling events

in ori inal se uence

Orientation

Record of events

Reorientat ion

Personal letters, police reports,

insu rance claims, i ncident

re orts

.::ures To show how something is

done

Goal Steps 1-n (results) Instruction manuals, science

re orts, cook book, DIY books

To entertain and instruct via

reflection on experience

Orientation (complication)

(evaluation)

Resolut ion

Travel brochures, novels,

product details

tion To reflect factual information,

ususally by classifing things

and then describing their

character istics

Identification Aspect

(conclusion)

Brochu res, governement , and

business reports

To give reasons for a state of

affairs orjudgement

Problem Reason

(conclusion)

Recommendation

News reports, text books

. "

The 63rd TEFLIN International Conference 2016

mailto:[email protected]

Source: Butt, Fahey, Feez, Spinks & Yallop (2000); Martin, (1989) as cited in Hyland (20().!

As illustrated in the above table, stages of text or schematic structure characterizes genre-b

instruction. 'For instance, Descriptive text sets stages of identification , aspect, and conclus

(Hyland: 2004 and Yan and Dong : 2009).

GENRE PEDAGOGYff HE TEACHING AND LEARNING CYCLE

Genre-based instruction for teaching writing can use the following Cycle:

Source: Feez & Joyce (1998)

Figure 1. SFL Genre pedagogy/the teaching and learning cycle

Dev eloping th e context. At th is stage, the students are introduced to the social contex

which the genre is used, the social purpose it achieves, and the immediate context of situa

This allows students to bring their own experiences to the learning process and attempt.;

create an understanding of the following questions: what the text is about; what purpose..

serves, etc.

Modelling and deconstructing the text-analyzing the genre to reveal its stages and .

features. The activities are like analyzing, comparin g, and manipulatin g the representa·

samples of genre so that the students understand the stages of the text and the function served -

each stage, how each stage contribute to te overall social purpose of the text, and the langu2:=

features that help to express these functions.

Joint construction. At this stage of the cycle, teachers and learners work togethe:

construct the whole examples of the genre. The teacher starts to reduce his/her control over

students and give them more opportunities (o control over their writing but, still he/she gr _

assistance and support during the process of constructing a text.

Independent construction. This allows students to write independently but still under :..: •

teacher 's monitor and assistance. At this stage, there are series of process that students neec.

go through , For example, braistonning , outlining, drafting, proofreading, editing, and revis:

(Hayland: 2007).

Linking r elated text. This stage provides opportunities for student s to investigate how

genre they have been studying is related to other texts that occur in the same or similar conte

to the other genres they have studied, and to issues of interpersonal and institution al power :;::

ideology.

This study is aimed at evaluating the implementation of genre-based instruction

teaching L2 writing and at developing a lesson plan using the approach . For that purpose, th

are two questions that need to be answered. First, how is the genre-based instruction used

correspond to the genre-based cycle? Second, what kind of lesson can be used enrich the use

genre-based approach in the EFL classroom? The result of this study is useful for teachers

improve their practice using genre-based approach in their classroom and to emich ch

knowledge on what kind of teaching instructions can be employed in the classroom.

The 63rd TEFLIN International Conference 20 16

·THOD This section consits of Participant, research design, research instruments, and procedurs

collection and analysis.

::rti:cipants

This study involved 20 senior high school teachers from seven different schools in

...:...ga who are affiliated in "Musyawarah Guru Mata Pelajaran Bahasa Inggris " (MGMP

lnggris) or English teacher Development Group (ETDG). When the study was

:cced, they were joining an Engl ish-teacher training and education program held by

1P. One of the sessions in that program , that I facilitated , was the use of genre-based

:?Ch for teaching Writing. These teachers have been teaching using using genre-based

-::tion at least since the implementation of the 2004 curriculum so that they have been

_g with genre in their teaching. For this reason, they are considered suitable to be involved

;; study.

rch design

This study is designed in the form of case-study. Nunan ( 1992) argued that case study is

s:..dy of an 'instance i n action'. It selects an instance from the class of objects or phenomena

" investigating, then investigates the way this instance functions in context. This study is

a:i istance of Indonesian EFL teachers and of the use of genre-based approach for teaching

g. The instance is then used to contextualize the use of genre based instruction in the

!'Xt of study.

rch Instrument

The research instrument used was teachers ' document, in this case, teachers ' lesson

As known, a lesson plan contains several stages such as "warm -up, main activi ty, follow

---d wind down" (Davis: 2000). The stages i n a l esson plan can show teacher's step i n using

cext type from the beginning until the end of the lesson. For this reason, this instrument

...sed .

'Cd ures of data collection and analysis

Firstly, the teacher-participant s were asked to discuss how to teach particu lar narrative

for teaching writing to senior high school students and secondly, to write a lesson plan.

..::..y, the lesson plan was analyzed and classified into the five stages of genre-based teaching

ng cycle. Fourthly, the frequency of how many lesson plan applies every stage in the

- '!"·vas counted. From this frequency, the picture of how the teachers used the genre-based

h can be drawn. Lastly, genre-based lesson plan for teaching writing was offered.

:U G AND DISCUSSION This section examines the use of genre-based approach in correspond to genre-based

=:::ng and learning cycle. More to that, it presents a lesson plan that can be used to enrich the

=-genre-based approach for teaching writing.

use of genre-based approach for teaching writing

From the data obtained, the use of genre-based approach for teaching writing based on

e-based teaching and learning cycle can be seen as follows:


\

Figure 2: genre-based teaching in correspond to the genre-based teaching/learning cycle

The data suggest that almost all groups (80%) did stage one-developing context.

techniques used in thi s stage were varied. For instance, asking questions "what the tex:

about?" and "what kind of family is i n Telaga warna story?" (refering to the setting of ro_

family). Another exam ple is giving list of vocabularies related to the text. For instance.

teaching "Snow White" story, words snowflake, magic mi rror, fair, hatred, envy, and pride ..._

be provided before they read the story. More to that, using picture or video was also stated in

the lesson plan that is to el icit the idea of "who are in the story?" and "what kind of situation

condition is in the story."

It is good to know that most groups provide space for students to develop context sin

it can activate student's schemata about the text. As asserted by Ajideh (2006), such pre-read1:-=

strategies can be used to help students relate new information in written discourse to the

exisiting knowledge. In this case, I agree with Ajideh. Once the student 's existing knowled ge

activated, the way to understand the text will become easier.

The finding of stage two-modeling-is interesting because all teachers are evidencl.

to discuss and explore the features and stages of the genre. As characaterized , it is '·an importar

scaffolding activity" (Hyland, 2004: 12). Unfortunatel y, however, the most emphasis given

only on the stages and the function of the text. Deeper exploration on the grammatical an

lexical items are not explored. As for stage three, the finding is surprising since none of ther

went through the stage of joint construction of the text. In the discussion session, after writin.:

the lesson plan, they confirmed that the main reason is habit and the other reason is time

constrain. Such joint construction requires more time than the teaching time allocation, which 1s

only eighty minutes. It is not sufficient to discuss the material.

The finding of independent construction stage is as what I expected. All groups do thi.::

stage. It means that all groups are aware that this genre-based approach is for teaching writin;

so the students need to write independently. Unfortunately, none of them facilitated wri tin;

processes like brainstorming, drafting, proofreading, and revising. In another word, it is vei;

much product-based activity.

As for the last stage-linking related text- only 60% of the teaching instruction tha:

relate what they have learnt to other texts that occurs in the same or similar context, to othe;

genres they have studied, and to issues of interpersonal ideas. An example obtained from the

lesson plan is to ask the students compare the story of snow white and the one from Indonesia.

to compare the similarity and difference of the structure.

Proposed genre-based instructions based on genre-based teaching and learning cycle

There are various activites using the genre-based approach for teaching writing that can

be applied in the classroom. More activities are provided for the stages of joint construction and

linking to related text considering that the less frequency of use.


',

100%

80%

60%

40%

20%

0%

•stages in genre

based teaching

cycle

: descriptive text (tourism advertisement)

"IC : tourism resorts

.;ent's grade X

ent's level of English proficiency: intennediate

- ectives:

at the end of the course, the students will be able to:

o identify the generic structures of tourism advertisement text-type,

o identify the lexical and grammatical features of tourism advertisement text-type,

o write an essay using the tourism text-type.

;e l : developing the context

Ask students what rourist resorts in East Java or Indonesia that they have visited and how

:hey like them.

'.ntroduce one tourist resort in Bali "Bedugul Botanica l Garden" and elicit ideas from

students about the place such as "where they think it is," "what it is like" and "what i n the

;arden are."

Play a v ideo on "Bedugul Botanical Garden as (hltps://www.voutube.co m/watch?

=6K.MxMPsoKyA). ln this stage, ask them to find out what it is like and what in the

Garden are.

·\.fter watching the video, ask the students to describe "Bed ugul Botanical Garden" i s l i ke

:md what in the garden are based on what they have watched.

:::>irect the disussion to the idea of Descriptive text.

• 2 : modeling the text

:rovide students with the tourism advertisement of "Bed ugul Botanica l Garden ."

.,rovide them with a graphic organizer and ask them to complete it in order to identify the

.!entification and description (the generic structure) and adjectives used for descript ion

:mguistic features). This can be done both in pairs or groups (see appendix 1).

.\sk them also to identify the verb and adjectives used in the advertisement.

.scuss the stud ents' work together.

"-plain the generic structure of a descriptive text (identification , aspect/description , and/or

.: nclusion) and the linguistic features usually used.

_ - 3: joint construction

rovide a graphic organizer in which the ti tle and the identification part of tourism

'vertisement "Bunaken" have been provided (see appendix 2).

.\sk them to continue writing some description about Bunaken based on the identification

-.Jrt given. To help them generate ideas, pictures, key words and opening sentences are

;: ·en. This task can be done in groups.

.:: ite some groups to present their composition and guide them to the scematic structure

d appropriate use of verb (The Simple Present) and adjective to de:;cribe Bunaken .

...,rovide the original text and ask them compare it to their work.

'.);.scuss together how 'to make a good descriptive text.

-- : independent construction of the text

;..:;k students to bring a picture of tourist destination they like best.

""5k them to describe the place in paragraphs. First, they need to use a similar graphic

:ganizer as used previously so see whether the ideas really describe phenomenon

..:.entified and wheteher the verbs and adjectives used appropriately support. the penomenon

_escribed.

:.fter the students finish writing, ask them to exchange their work to at least three

- assmates to get peer feedback.

..: er this review process, ask them to think what to revise, revise the work and submi t it.

:-ovide each work feedback and return the work to the students.

k them to revise and submit it.

_ 5: lingking related texts

Ask students to make groups of five.


http://www.voutube.co/

:l

Within the group, ask each student to take turn describing their own advertisement

During this.describing process, encourage them to ask each other about the tourist res.

being described.

Finally, ask them to choose what tourist resort they prefer for their vacation and why

CONCLUSION

The finding revealed that although genre-based approach has been used for long ::;.

teachers need to refer again to the genre-based teaching cycle to make the teaching and leam=

more useful. Students need to be initially guided in more activities to construct texts (joc-

construction stage) before independent writing. Similarly, in the writing process, they need

go through series of process like drafting, proofreading, editing, and revising. By so doing, the- writing skill will de_ve lop well.

Appendix 1

Tourism advertisement : Bedugul Botanical Garden

What comes in your mind when you arc thinking about Bali? Beach? So you definitely have to

visit Bedugul Botanical Garden. Bedugul Botanical Garden or Kebun Raya Eka Ka.rya was

opened in 1959 and owns 154,5 ha land located Tabanan regency, northwest part of Bali. It is

close to the beautiful lakes, Beratan Lake and Ulun Danu Temple. The vast location has made i:

a huge tropical garden in Bali with plentiful flora and fauna in Bali

Bedugu l Botanical Garden has an orchid garden with the collection of 320 orchid types from

Bali, Java, Nusa Tenggara Timur, Sulawesi and also Papua. We can also see the rose gardet

with the collection of various rose from rust colored until green chromatic. Bedugul Botanical

Garden is completed by 524 birches which are still in its 01iginal forest. The collections are

from America, South America , China, Japan. Australia , Africa and Netherlands. The cactus

collections consist of 104 types. The cactuses are imported from Africa, America, Gennany.

Switzerland, and also from some places in Indonesia.

Beside of the plant collections, Bedugul Botanical Garden offers the spacious landscape for

outbound activities. The cool and peaceful atmosphere also gives you the chance to relax and

enjoy the beautiful scenery.

Bedugul Botanica l Garden is the perfect place for you and your family. Expetience the other

side of Bali Island by joining our Bedugul Tour. Contact us at www.balistaris l and.com for more

infonnation.

Adapted fi-orn:htlp /11Mw. balistarisla11d .com/Bali-111teresti11g-Plac:e!Bedugul-Ga rden- Yard.htm


".""'."'endix 2

--:>u rism advertisement : Bedugul Botanical Garden

Description 1

v

Bedugul Botan ical Garden has an orchid garden with the

collection of 320 orchid types from Bali. Java, Nusa

Tenggara Timur. Sulawesi and also Papua.

--------'

We can also see the rose garden with the col lection of Description 2 )

v --

Description 3 )

v

Description 4

Description 5

Conclusion

various rose from rust colored until green chromat.ic.

Bedugul Botanical Garden is completed by 524 birches which

are still in its original forest. The collections ar,·from

America, South America. China. Japan. Australia, Africa and

Netherlands.


What comes in your mind when you arc thinking about Bali?

Beach? So you definitely have to vis it Bedugul Botanica l

Gardea. Bedugul Botanical Garden or Kebun Raya Eka Karya

was opened in 1959 and owns 154,5 ha land locnteJ Tabanan

regency, northwest part of Bali. It is close to the beau t iful

lakes. Beratan Lake and Ulun Danu Temple.

The vast location has made it a huge tropica l garden in Bali

with plentiful flora and fauna in Bal i

The cactus collections consist of l 04 types. The cactuses are

imported from Africa, America, Germany. Switzerland. and

also from some places in Indonesia.

Beside of the plant collections. Bcdugul Botanical Garden

offers the spacious landscape for outbound activities. The cool

and peaceful atmosphere also gives you the chance to relax

and enjoy the beautiful scenery.

Bcdugul Botanical Garden is the perfect place for you and

ymtr family. Experience the other side of Bali Island by

JOll111lg our Bed11g11! Tour. Contact us at

WW\\ .balistarisland.com for more infonnation.

130 types

Description 1

The transparent waters of the Bunaken seas enable visitor:

clearly view .............................

Not only reefs, visitors can also see..................

20 spots

Description 2

For those who enjoy scuba diving, this is...........

Conclusion ( if

any)


',

Bunaken is an 8.08 km2 island in the Bay of Manado, situa

the north of the island of Sulawesi, Indonesia. The MarirE

around Bunaken is part of the National Park that also ·r::.

the ocean around the island of Manado Tua - or Old Ma

Siladen and Mantehage.

Within the Bunaken Marine Park, visitors con see various srr;;

and colourful marine life along its sea bed and can enjoy ;;

and snorkeling since it is one of Indonesia's most famo us = and snorkeling areas.

backgro!J nd

identification

' "" , I.

h '"" • » '?- ....

Tourism advertisement: Bunaken.

. "+

-· . >A

. .

:: Jfancy yourself being a mermaid? Being able to swim along with other creatwes of the sea

""Ving to the rhythm of the waves? In the Bunaken A1arine Park. you ivill eucounter a real ermaid". and you can also get a glimpse of sea life here.

--:.aken is an 8.08 km 2 island in the Bay of Manado, situated in the north of the island of

.l wesi, Indonesia. The Marine Park around Bunaken is part of the National Park that also

,_ udes the ocean around the island of Manado Tua - or Old Manado, Siladen and Mantehage.

_"Ji n the Bunaken Marine Park, visitors can see va1ious strange and colourful marine life

g its sea bed and can enjoy diving and snorkel ing since i t is one of Indonesia's most famous

::i.g and snorkeling areas.

e transculent waters of the Bunaken seas enable visitors to dearly view numerous sea biotas.

=re are l 3 species of coral reefs in this park, dominated by edge 1idges and block iidges of

- '·The most attractive view is the steep vertical sloppy coral reef that plunges down as deep

::5-50 meters.

• only reefs, visitors can also see 91 types of fish and meet mollusk when diving in the

;)nal Park. Some of the fish are lhe locally known gusimi horse fish ( Hippocampus ), the

e oci (Serio/a rivoliana ), yellow-tailed lolosi (Luljanus kasrnira), goropa (Ephi11ephelus

weeps and Pseudanthias hypselosoma), ila gasi (Scolopsis bilineatus) and others. Mollusk

- :ike the giant kima (Tridacna gigas), goat head (Cassis cornuta ), nauti lus ( Nautilus

......illius) and tunikates/ascidian.

:.ose who enjoy scuba diving, this is a great place to be since it is one of I ndonesia's most

-ous d iving and snorkel i ng areas a nd it d raws visitors from a ll over the world .. With about

.::'.mg spots to choose from, divers will have the chance to swim below the sea, and frolic

_Jly while admiring the sea creatures.

e sure to visit Bunaken during its best season between May to August. That \Vay you can

ore the Park to its fullest. The journey from Manado takes around 40 minutes. To reach this

. you can take a motorboat. Entrance fee is 25,000 rupiahs per person per visit. See you in

_::.'.;:en then.

.., from:http:! /www. indonesia.trave/! en/destination/33

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. D. & Conrad, S. (2009). Register, Genre, and Style. Cambridge: Cambride university

press.

- P. (2000). Success in English teaching. Oxford: Oxford university press.

...::. s. & Joyce, H. ( 1998). Text-based syllabus design. Sidney: Ames.

..1.!ld, K. (2003). Second Language Writing. Cambridge: Cambridge University Press.

:md, K. (2004). Genre and second language writing. Michigan: The University of Michigan

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From htlp://education.waikato.ac.nz/research/files/etpc/files/2012v 11n4art8.pdf.

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lSITING THE USE OF GENRE-BASED INSTRUCTION FOR TEACHING