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An Introduction to Genre-Based Approach

An Introduction to Genre-Based Approach

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Published by yusuf hidayat

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Published by: yusuf hidayat on Dec 26, 2012
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AN INTRODUCTION TO GENRE-BASED APPROACHSubmitted to Fulfill an Assignment of Theories of Language Teaching and learning CourseLectured by Dr. Rudi Hartono, SS., M.Pd
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Genre-based approach (GBA) recently has been adapted by the newestIndonesian curriculum as the so called School-based curriculum or in Indonesia’sterm is well-known as Kurrikulum Tingkat Satuan Pendidikan (KTSP). GBAitself has three scopes that cover English teaching and learning process in theclassroom, those are: short functional text, language functions, and text types.Besides that in the implementation, GBA also has two cycles such as written andspoken cycles and four stages such as building knowledge of the field, Modellingof 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 relation to GBA itself, this brief article was written to explain the phenomenon occurs related to BGA and its componnents in order the readers atleast can get the useful information to enrich their knowledge of GBA. With alimit ability the writer tries to write this brief article about Genre-based approachto fulfill the partial assignment of the theories of language teaching and learningcourse 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.
This brief article is expected to give the following contribution:
to introduce Genre-based approach; b.to explain the theory of Genre-based approach;
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 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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