Teaching English as a Foreign language

Genre-Based Approach
atur Rahmi ()
Group 3 Me
16)
mbers:
Members:
bibatul Arifa ()
Eliatur Rahmi (21018062)
Gustia YolinaGroup
(21018016)
3
Habibatul Arifah (21018069)
Salsabila (21018029)
 INTRODUCTION
Text-based instruction, also known as a genre-

based approach, sees communicative

competence as involving the mastery of different

types of texts.

(Richard,2006)
 TYPES OF TEXT
Junior High School Senior High School
Descriptive
Procedure Report
Descriptive News item
Recount Narrative
Narrative Discussion
Report Explanation, exposition, and review
 Are aimed at increasing / improving the

PURPOSE learners’ intelligence, knowledge,

personality, integrity, and life skills in

order to live independently and to

pursue further education

IMPLEMENTING A TEXT-BASED APPROACH

01.Building the context 02.Modeling and

Introducing the text Deconstructing the Text

Interaction in the

03.Joint Construction of
clasroom
the Text
Making group discussion 04.Independent

Construction of the Text

05.Linking to Related Texts students can produce the

Linking with the other

text
field
SOCIO-CULTURAL THEORIES
Pedagogically motivated model of communicative competence (Celce-

Murcia et al.)
Model of language seen from social semiotic perspective (M.A.K.

Halliday)
Socio-cultural theories of learning (Vygotsky, Bruner etc.)
Language education is literacy education.

 LITECARY LEVEL

01.Epistemic Level 02.Informational Lebel

>critical thinking >abilities that enable to
acquire, evaluate and use
03.Functional Level use information.
>practical skill in
real-life purposes. 04.Perfomative Lebel
>able to perfom in many
kinds of literacy.
 GENRE TEACHING
1.Explicit. Makes clear what is to be learned to facilitate the acquisition of writing skills
2. Systematic. Provides a coherent framework for focusing on both language and contexts
3. Needs-based. Ensures that course objectives and content are derived from students

needs
4. Supportive. Gives teacher a central role in scaffolding student learning and creativity
5. Empowering. Provides access to the patterns and possibilities of variation in valued texts
6. Critical. Provides the resources for students to understand and challenge valued

discourses
7. Consciousness raising. Increases teacher awareness of texts and confidently advise

students on their writing

(Hayland 2004: 10-11)

learning cycle
 FIRST CYCLE
first stage
they start from the first stage called
Building Knowledge of the Field (BKOF)
where teachers and students build cultural
context, share experiences, discuss
vocabulary, grammatical patterns and so on
second stage
The second stage is called Modeling of
Text (MOT) where students listen to
statements of short functional texts,
conversations, and monologues that are
geared around a certain communicative
purpose.
 FIRST CYCLE
third stage
students enter the third stage called Joint
Construction of Text (JCT). At this stage they try
to develop spoken texts with their peers and with
the help from the teachers. They can create
different announcements, conversations on showing
how to do things, monologues on how to make
something and so on.
fourth stage
stage four called Independent Construction of Text
(ICT).At this stage, students are expected to be able to
speak spontaneously or to carry our monologues that are
aimed at giving directions or showing ways to do things
such as how to make a kite, how to make a paper cap, and
so on.
 SECOND CYCLE
Aimed at developing the ability to use written language. The teachers and
students go through all the four stages, but in MOT students are exposed to
written texts. Here students develop reading skills, followed by joint
construction in writing texts, and finally they write texts independently.
 LITERACY
PRINCIPLES

Interpretation, collaboration, convention, cultural

knowledge, problem solving, reflection and self

reflection, and language use

 ADVANTAGES
- Students generally appreciate the models or examples

showing specifically what they have to do linguistically

-plays as pivotal a role in writing improvement as prior

knowledge
-Make it easier for students to produce acceptable structures

in their writing tasks.

PROBLEMS WITH IMPLEMENTING A TEXT-BASED

APPROACH
Too focus on products of learning rather than the
processes involved
Approach becomes repetitive and boring over
time
Underestimates the skills required to produce
content, and the other concern is that it neglects
learners’ self-sufficiency (Byram, 2004, p. 236).