A Genre Based Model Of Language And Grammar

Arranged by:

Dimas Hari Lukito (1988203072)

Pauziyah (1988203101)

Siska Amelia (1988203088)

ENGLISH EDUCATION PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

UNVERSITY OF MUHAMMADIYAH TANGERANG

2021/2022
 FOREWORD

Praise the presence of God Almighty because with the abundance of His grace and ridho, we can
finish this paper with the title A genre based model of language and grammar well and finish
on time. On this occasion, we do not forget to say thank you to those who have encouraged us to
complete this paper either directly or indirectly.

Furthermore, we need to convey that in the preparation of this paper there may be errors or
shortcomings that come from ourselves as human beings. For this reason, criticism and advice will
be accepted for the better paper in the future.

Hopefully this paper can be useful for various groups, especially readers and for us as
compiler.

Tangerang, 19th Mei 2022

Compiler

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 TABLE OF CONTENT

FOREWORD.......................................................................................................ii

TABLE OF CONTENT.......................................................................................iii

BAB I INTRODUCTION

A. Background.............................................................................4
B. Problem Formula....................................................................4
C. Problem Purpose.....................................................................4

BAB II DISCUSSION
1. Approach: Theory of language and learning..........................5
2. Design: Objectives, syllabus, learning activities, roles of learners,
teachers, and materials............................................................6
3. Procedure Approach: Theory of language and learning.........7

BAB III CLOSING

A. Conclusion..............................................................................8

A. References...............................................................................9

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 CHAPTER I

INTRODUCTION

A. Background

As Swales (1990) defined , “Genre is a class of communicative events, the members of

which share some set of communicative purposes.” His definition states that there are
conventions in a certain style of genre. Every genre has a set of communicative purposes
under social situations and each genre has its own structural features. Therefore, the
communicative purposes and the structural features should be introduced when genres are
used in writing classes. Genre-based approach was developed out of Halliday’s systemic
functional theory and Martin’s work on Appraisal. Research in genre studies in Australia has
been extensive from middle of 1980s, having considerable impact on language and literacy
education. The genre-based approach played a great role in language teaching reforming in
Australia and has profound influence in language teaching and researches throughout other
countries and regions. This approach aims to help learners understand the lexical and
grammatical features of different rhetoric contexts being aware of communicative purposes,
social interactions. It is believed that explicit attention to genre in teaching provides learners
a concrete opportunity to acquire conceptual and cultural frameworks to undertaking writing
tasks. The Routledge Encyclopedia of Language Teaching and Learning has defined the
genre approach as “a framework for language instruction” based on examples of a particular
genre. The genre framework supports students’ writing with generalized, systematic guiding
principles about how to produce meaningful passages. The structural features that genres
are made up of include both standards of organization structure and linguistic features.

B. Formultion of the Problem

1. What are Approach: Theory of language and learning?

2. What is the Design: Objectives, syllabus, learning activities, roles of learners, teachers, and
materials?
3. What are procedure Approach: Theory of language and learning ?

C. The Purpose of the Problem

1. To know are the Approach: Theory of language and learning

2. To know the Design: Objectives, syllabus, learning activities, roles of learners, teachers, and
materials
3. To know the procedure Approach: Theory of language and learning ?

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 CHAPTER II

DISCUSSION

1. Approach: Theory of language and learning

Underlying Genre-based approach was the evolving model of language in context known as
Systemic functional linguistics (SFL). SFL is developed by Halliday (1978), which is both a
theory of language and a methodology for analyzing texts and their contexts of use. Due to its
dual nature, SFL aims to explain how individuals use language and how language is structured
for its different usages (Eggins, 1994).

According to Lock (1996), in terms of language education, the systemic functional

perspective does not focus on the distinction between grammatical and ungrammatical
linguistic forms, but rather on the appropriateness of each lexico-gramatical choice for a
particular communicative purpose in a particular social context. As the author points out, “the
primary concern [of systemic functional linguistics] is with the functions of structures and their
constituents and with their meanings in context” (Lock, 1996: 1).

SFL models of language involve a trinocular conception of meaning as comprising

ideational resources for naturalizing reality, interpersonal resources for negotiating social
relations, and textual resources for managing information flow; these generalized orientations
to meaning are referred to as metafunctions. In addition, Halliday’s trinocular perspective on
meaning is projected onto social context, giving rise to the register viriables of field, tenor, and
mode. (Martin, 2009)

We should understand that these patterns are not closed, they can be adapted by the writer or
speaker.

It might sound like an obvious truth to say that it is impossible to write without first knowing
the language, but it is also true that we cannot write if we do not control the systems of genre
and register. Martin (2001)

According to Halliday (1978), what unites these aspects of language education is that
learners are expected, through a contact with language as substance, instrument and object, to
create a system, a meaning potential, from the instantiations of language (texts) they are
exposed to. And the key to this transformation is the context of situation, that is, “the coherent
pattern of activities from which the discourse gains its relevance”

Listeners need to predict the text from the context which raise the difficulty to second
language learners who are in the process of learning the construct of the language.

In Halliday’s (1978: 23) words, in language education“The learner has to (1) process and
produce text; (2) relate it to, and construe from it, the context of situation; (3) build up the
potential that lies behind this text and others like it; and (4) relate it to, and construe from it, the
context of culture that lies behind that situation and others like it. These are not different
components of the process, with separate activities attached to them; they are different
perspectives on a single, unitary process.”

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 To learn a new language, learners are expected to communicate effectively orally or in
writings. In order to achieve this goal, learners need a grammatical description of the language
and of how they are used in different social contexts.

The impact of genre in educational contexts is evident primarily in three major areas (Hyon
1996; Johns 2000): English for specific purpose (ESP), New rhetoric studies and systemic
functional linguistics. Although the boundaries between these areas are often blurred,
distinctions are useful as they serve to highlight similarities and differences of how the notion
of genre has been adopted as a theoretical construct and as a basis for practical teaching
strategies.

2. Design: Objectives, syllabus, learning activities, roles of learners, teachers, and materials

Prior to genre-based approach, process writing was mainly conducted in writing pedagogy.
However, it is believed that students need direct instruction in order to mastering written genres.
Genre forms should therefore be explicitly taught through the study of models, the learning of
genre elements and their sequencing, and the production of the genres through joint and then
individual construction. It has been argued that the most significant contribution of the genre-
based approach to writing is the development of an explicit understanding of the role of language
in the educational context and a linguistic description of the major genres that children are
expected to learn as they learn write. (Hammond, 1987).

To fulfill those purposes, the textbooks should present and explain the social function, textual
features and structural features of a genre. And also, the activities leading up to the writing tasks
should provide adequate scaffolding for students in generating a genre.

Genre pedagogy typically include the following kinds of teaching tasks: exploring the cultural
context, analyzing the target situation, analyzing models of specific genres and identification of
grammatical patterns.(Hammond, 2001)

Here are examples of teaching/learning activities from modality in appraisal in students’

essay- a study of the effect of genre-based instruction:

• Study of sample texts to observe the social context of the writer and reader of a piece of
writing, conventional discourse practices in exposition, cognitive strategies for developing
stance, and appropriate patterns of language.
• Decision-making activities requiring students to select and justify their selection of stance-
developing strategies, ideational meanings, or language in a given writing context (e.g. select
or reject ideas as support for a given writer position).
• Interactive activities involving role play to practise specific thinking and communicative
strategies (e.g. to practise anticipation of opposing views, students role-play personalities with
an interest in a given issue and likely to object to the writer’s position on it).
• Writing exercises to practice specific cognitive processes and high level goals of information
packaging, meaning and language or grammar selection (e.g. Plan support strategy for
justifying student’s position statement on a given topic), discourse acts (e.g. writing a position
statement for the essay introduction to address the issue in the essay question), and use of
language for realizing specific discourse acts (e.g. practice sentence structures for bringing up
an anticipated opposing view).

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3. Procedure

In the process of implementing genre approach, teachers should bear in mind that student’s
writing is a reproduction of the models offered and elaborated by teacher. One of the key points
of genre approach is its intimate relation to a certain social purpose. Readers are the main
consideration when drafting the text rather than writers. The writing should abide by the model
that is accepted by the social norms. The learning process is an imitation and reproduction of
various writing models.

In the begging stages, students need to be widely exposed to many models or examples of a
certain genre for them to gaining the knowledge of the specialized configurations of this genre
and the sense or memories of this reading and learning experience when they meet the
requirement of creating a new text of the same genre. This is the modeling phrase, during which
the required gene is introduced to learners. Teaching focuses on the textual structure, language
style and social function of the genre.

The next stage is joint negotiation of text by learners and teacher. In this stage, students
practice exercises using similar language forms. It is a discussing process of the teacher and the
students including such activities like exploring the cultural context, analyzing the target
situation and models of specific genres and identification of grammatical patterns.

The final stage is the independent construction of texts by learners when learners create actual
texts with all the learning and analyzing from previous two stages.

The whole process generates a great amount of integration of teacher and learners or between
learners including understandings of social functions and language, analyzing language, using of
language, discussing social contexts, communicational purposes, text structure, rhetoric features.

These undoubtedly will foster much output of the language and effectively motivate the
output of ideal language.

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 CHAPTER III

CLOSING

A. Conclusion

Genre approach is a newcomer to the second language teaching. In this chapter, we have
discussed the theoretical framework underlying this approach, and the feature of explicitly
introduction of demanding genre style in different contexts. Because of its significantly
beneficial role in helping second language writers, genre approach is advised to be adopted in the
writing classroom to amplify students’ writing potentials. Whereas, genre approach should never
be the only dominant approach in the language teaching, to make the most of its advantages,
collaboration has to be made between genre approach and other teaching methods. Badger and
White (2000: 160) describe a model of process genre approach, which is a synthesis of the two
methods. Under this approach, writing is viewed as “a series of stages leading from a particular
situation to a text, with the teachers facilitating learner’s progress by enabling appropriate input
of knowledge and skills.” It is expected that students will enhance their writing skills by
experiencing the whole writing process as well as realizing social functions by means of the
process genre approach. Dudley-Evans (1998: 118) proposes a teaching approach that combines
the strength of the product approach, the process approach and the genre approach. This
approach follows the following stages: “develop rhetorical awareness by looking at model texts;
practice specific genre features, especially moves and writer stance; carry out writing tasks
showing awareness of the needs of individual readers and the discourse community and the
purpose of the writing; evaluate the writing through peer review of reformulation.” Although
there are lots of discussions about the pedagogical implications of genre approach, research on
what L2 writers need to learn, what they should be able to do and how L2 writing can be
effectively taught is still lacking. The complexities of debates amongst genre proponents have
only been touched upon, so it is hoped much work on research and practice need to be
conducted.

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 REFERENCES

Learning Materials, Bristol, Intellect

Crawford J., (2002), The role of materials in the language classroom: Finding the balance, In
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Gilmore A., (2007), Authentic materials and authenticity in foreign language learning,
Language Teaching, 40(2), pp. 97-118.

Mishan F., (2005), Designing Authenticity into Language Learning Materials, Bristol,
Intellect.