3. ANALYSIS OF PAPER 3.1 Brief History of 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-basedwriting teaching is actually developed on the basis of child language studiesundertaken within the systematic functional model that shows how young childrenlearn 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 intheir discourse with young children. So we must find ways to introduce strategiesfamiliar to students from their experience of learning to talk. Usually in the courseof learning, the adults and the children share the same experiences (Gee, 2005).
3.2 Genre-based approach in Indonesia Curriculum
Recently, Genre-based approach is used to teach English for specific purpose (ESP) and composition study in many universities in the United Statesand also in Australia, even though in Indonesia Genre-based approach is adopted by the newest curriculum 2006 as the so called KTSP or School BasedCurriculum for both Junior and Senior High School in Indonesia (Djuharie,2007:9).Based on the curriculum, competence standard of English for junior highschool is to communicate orally and written by using appropriated language. Ingeneral genre is classified to be two aspects. First, genre is classified as spokengenre 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 issaid to be functional, because its organization quite fundamentally reveals the purposes for which any natural language came into being. Meanwhile genre as
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