An Introduction to Genre-Based Approach

AN INTRODUCTION TO GENRE-BASED APPROACH

Submitted to Fulfill an Assignment of Theories of Language Teaching and learning Course

Lectured by Dr. Rudi Hartono, SS., M.Pd

By:

YUSUF HIDAYAT (2003512120)

POSTGRADUATE PROGRAMENGLISH EDUCATION DEPARTMENTUNIVERSITY STATE OF SEMARANG

2012

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1. INTRODUCTION

Genre-based approach (GBA) recently has been adapted by the newest

Indonesian curriculum as the so called School-based curriculum or in Indonesia’s

term is well-known as Kurrikulum Tingkat Satuan Pendidikan (KTSP). GBA

itself has three scopes that cover English teaching and learning process in the

classroom, those are: short functional text, language functions, and text types.

Besides that in the implementation, GBA also has two cycles such as written and

spoken cycles and four stages such as building knowledge of the field, Modelling

of 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 at

least can get the useful information to enrich their knowledge of GBA. With a

limit ability the writer tries to write this brief article about Genre-based approach

to fulfill the partial assignment of the theories of language teaching and learning

course 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.

2. OBJECTIVES

This brief article is expected to give the following contribution:

a. to introduce Genre-based approach;

b. to explain the theory of Genre-based approach;

c. 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-based

writing teaching is actually developed on the basis of child language studies

undertaken within the systematic functional model that shows how young children

learn 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 in

their discourse with young children. So we must find ways to introduce strategies

familiar to students from their experience of learning to talk. Usually in the course

of 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 States

and also in Australia, even though in Indonesia Genre-based approach is adopted

by the newest curriculum 2006 as the so called KTSP or School Based

Curriculum for both Junior and Senior High School in Indonesia (Djuharie,

2007:9).

Based on the curriculum, competence standard of English for junior high

school is to communicate orally and written by using appropriated language. In

general genre is classified to be two aspects. First, genre is classified as spoken

genre 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 is

said 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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written has reason as language is to be understood as text, any meaningful passage

of language that serves some social purpose. Text is related to the context,

therefore the theory aforementioned says that text is only known by the context

itself and realizes it. The nature of the text produces at any time depends upon

context of situation, to use term, and people exercise to produce different texts are

said to be differences with respect to register, choices involving field of activity,

tenor of activity, and mode of activity.

3.3 Defining Genre-based approach

Many experts try to introduce and present their concept about genre.

According to Christie (2005:233) argues, “Genre is a technical tem for a

particular instance of a text type.” In addition, Hyland (2007:4) defines, “Genre is

a term for grouping texts together, representing how writers typically use

language to respond to recurring situations.”

In line with the definitions above, Nunan (1999:308) also stated,:

“Genre is a purposeful, socially constructed oral or written communicative event, such as narrative, a casual conversation, a poem, a recipe, or a description. Different genres are characterized by a particular structure or stages, and grammatical forms that reflect the communicative purpose of the genre in question.”

Furthermore, Knapp and Watkins (2009:21) argue,:

“Genre is an organizing concept for our culture practices, any field of genres constitutes a network of contrasts according to a variety of parameters, genre is a place occasion, function, behaviour, and interactional structure; it is very rarely useful to think of it is a kind of ‘text’, genre is culture competence involves knowing the appropriateness principle for any genre, knowing the kind of margin you have with it, being able to vary it, knowing how to shift from one to another and how many factors would be involve in any such shift.”

In relation to several definitions above, Derewianka (1990) gives a simple

definition that genre can be defined as, “The schematic structure of a text which

helps it to achieve its purpose.”

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Dealing with several definitions above, the writer can infer that genre is a

term for an organized concept and technique which has purposeful and

meaningful constructed activities, and it also has grammatical forms, stages and

aimed orientation to create a particular text types both in oral and written

according to the situations.

3.4 Scope of Genre-based approach

Scope of Genre-based approach covers three main points such as: short

functional text, language function, and text types.

a. Short Functional Texts

Short functional texts refer to short texts whose communicative meaning.

Short functional texts themselves cover: short message, greeting card, notice,

caution, and warning, announcement, invitation card, label, and advertisement.

b. Short message

Short message is a message written in a short text functions to send an

important message to other people, friend or family. It must be written in clear

address (someone who receives the message), straight forward, and if it is an

instruction state it clearly.

c. Greeting card

A greeting card is an illustrated, folded card featuring an expression of

friendship or other sentiment. Although greeting cards are usually given on

special occasions such as birthdays, Christmas or other holidays, they are also sent

to convey thanks or express other feeling. Greeting cards, usually packaged with

an envelope, come in a variety of styles. There are both mass-produced as well as

handmade versions that are distributed by hundreds of companies large and small.

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While typically inexpensive, more elaborate cards with die-cuts or glued-on

decorations may be more expensive.

d. Notice, Caution and Warning

Notice/caution is a kind of short functional text functions a clue or clues for

someone to do or not to do something. It can be a phrase, or clause, or a picture,

or sign. Warning is kind of short functional text to warn someone not to do

something because of danger. It emphasizes more than notice.

Caution is a warn readers about possible damage to equipment or data or

about potential problems in the outcome of what they are doing. Danger is a warn

readers about the possibility of serious or fatal injury to themselves or others.

e. Announcement

Announcement is a public statement containing information about an event

that has happened or is going to happen.

f. Invitation card

The invitation card is a written paper or electronic image that is sent to

people for different occasions. The message informs a receiver about an event to

which he is invited. Invitation cards can be customized (different sizes, colors,

themes, materials, fonts and folding designs) and made out of multiple materials

(paper, tissue, textile, plastic).

g. Label

A label is a piece of paper, polymer, cloth, metal, or other material affixed

to a container or article, on which is printed a legend, information concerning the

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product, addresses, etc. A label may also be printed directly on the container or

article.

Label has many uses: product identification, name tags, advertising,

warnings, and other communication. Special types of labels called digital labels

(printed through a digital printing) can also have special constructions such as

RFID tags, security printing, and sandwich process labels.

h. Advertisement

Advertisement is a public statement containing information about offering a

particular product or a program that will be sold in a particular time. An

advertisement can be found both in written and visual mass media, and it is also

stated in spoken and written form.

(Quoted and modified from http://thefunctionaltext.blogspot.com/).

4.2 Language Functions

Language functions refer to the purposes in which we use language to

communicate. We use language for a variety of formal and informal purposes, and

specific grammatical structures and vocabulary are often used with each language

function.

The Goal of Language Functions is to provide students with the tools to be

effective communicators in the TL. Often when students are assigned projects and

assignments (like the weather report in Anna’s case study) their lack of practical

tools to produce the actual language becomes evident. In these cases, students

might very well have the necessary resources to accomplish the task, but teachers

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might need to consider a communicative approach to teaching the language,

focusing on the functions of language, to properly equip students to complete

assigned tasks. In this section we will explore functions of language and how they

can be taught in the SL classroom. Language functions cover: suggestions,

expressing opinion, giving reason for opinion, explaining, offering, requesting,

expressing plans, intentions, and hopes for the future, clarifying (Quoted from

http://ielts-yasi.englishlab.net/LANGUAGE_FUNCTION_EXAMPLES_P2.htm).

4.3 Text Types

Text types refer to the various texts adopted by Genre-based approach. The

text types themselves cover descriptive, procedure, recount, narrative, report,

explanation, analytical exposition, hortatory, exposition, discussion, review,

spoof, and news item. Regarding to the text itself, every text has social function,

generic structure, and lexico-grammatical features (Anderson & Anderson, 1997).

3.5 The Application of Genre-based approach in the Classroom

The application of Genre-based approach in the classroom covers several

stages according to the genre experts. Callaghan and Rothery (1988:39-47)

suggested that there are three main stages in the curriculum genre for teaching-

learning cycle, those three main stages are as follows:

1. Stage one: Modeling of the Text

If the teacher just introduces a genre for the first time in a classroom. In

this case, the teacher begins with the modeling stage. Here are some other

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practical ideas according to Callaghan and Rothery that can be carried out in the

classroom. First, the teacher introduces a model of the genre to the classroom.

Second, the teacher discusses the social function or purpose of the text with the

students. Third, the teacher asks the students to suggest local or community issue

that they have strong opinions about it and would like to support through that

argument. Fourth, the teacher demonstrates to the students how the text achieves

its purpose. And also the teacher introduces another copy of the same text with the

stages of the genre clearly marked. According to statement above, the writer

concludes that in modeling of the text, the teacher should do some steps begins

with introduce a model of the text to the students, then discuss the social function

or purpose of the text to the students. After that ask the students to suggest local

or community issue to support their argument, finally demonstrate the text in front

of the students.

2. Stage Two: Joint Construction of the Text

The second stage of the cycle is the joint construction of the genre.

During this stage teacher and class work together to produce a text, the teacher

guides the students into the joint construction with questions that focus on the

stages of the genre. Here are some other practical ideas suggested by Callaghan

and Rothery that can be carried out in the classroom. The teacher begins with

preparing for writing the topic, then pooling the information together in a group,

finally assessing the students’ progress.

3. Stage Three: Independent Construction of the Text

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In this stage, the teacher can do these following steps in the classroom as

suggested by Callaghan and Rothery. First, choose a new topic and research the

topic as preparation. Second, the student writes a draft. Third, the student consults

with the teacher about the draft. Fourth, the teacher assesses the students’

development in writing the genre. Fifth, editing and publishing provide an

optional final step in the teaching cycle. Sixth, the students reach the point where

they can undertake writing a genre in a completely independent fashion.

Meanwhile, according to Hammond et. al., (1992:17) as cited in

Depdiknas Kurikulum 2004 (2004:66) ruled that the programming in the

classroom is based on four stages in a Teaching-Learning Cycle, which are aimed

at providing support for learners as they move from spoken to written text. They

involve the selection and sequencing of classroom task and activities and are

related to the starting point of topic or type of text. Each stage is associated with

different types of activities. To get more understanding about those activities,

please consult on the following diagram:

Diagram: The Four Stages of Teaching Learning Cycle

(Hammond et. al., 1992:17)

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The four stages are ruled by Hammond et. al., (1992:17) above can be

summarized as follows:

1. Stage One: Building Knowledge of the Field

Building Knowledge of the Field can be assumed as the first stage which

supplies background knowledge to the learners about the topic will be discussed

later on. Its aim is to lead learners’ cognitive aspects to the discourse or topic the

teacher wants to reach. The significance of this stage is based on the held-out

belief that learners have already had particular knowledge gained from experience

and previous learning, which can be called out when they encounter new

information. Therefore, to bring about new information, the teacher should

facilitate his students’ current abilities to understand and learn to go to the further

stage.

2. Stage Two: Modeling of the Text

In this stage, the teacher shows “model” of the text to the students in

order to be imitated or used as the basis for a related idea, process or system. In

this modeling stage, the learners have the rich representative model of the text.

The real example in the classroom is in procedure text-spoken cycle,

teacher demonstrates the step of how to make of coffee in front of the class by

using an instant coffee. Students internalize the step by watching teacher’s

presentation. Another example is by distributing the text of dialogue and read a

loud.

3. Stage Three: Joint Construction of the Text

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The aim of Joint Construction of the Text is to work together for the

teacher and students to construct the text. The emphasis of this stage is on the

teacher providing guidance and support in order to convert and reshape the

language from the spoken to the written mode. The teacher and the students can

share their ideas, as well as negotiate meaning to construct text together, by all

means, discussion, negotiation, and communication are not only the way to

promote cooperation. As long as the purpose is achieved, whatever ways deemed

to be reliable are suggested.

4. Stage Four: Independent Construction of the Text

Having seen that learners are ready to construct the text independently,

teacher can move on this stage. When learner is ready at this stage, he must be

able to generate the text by himself with assistance neither from the teacher nor

from his friends. The function of independent construction of the text stage is

twofold. It does not only serve as the time for students to perform independently.

The students are able to apply what they have learned previously. Then, the

teacher can assess their performance independently to measure to what extent

students can grasp the materials.

Then, In line with two previous statements, genre-based teaching-

learning cycle consists of five stages. This argument is stated by Hyland

(2007:128-129), the fifth stages can be inferred as follows:

1. Stage one: Setting the Context. It means revealing genre purposes and the

settings in which a genre is commonly used.

2. Stage Two: Modeling. It means analyzing the genre to reveal its stages and

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key features.

3. Stage Three: Joint Construction. It means guided, teacher-supported practice

in the genre.

4. Stage Four: Independent Construction. It means independent writing is

monitored by the teacher.

5. Stage Five: Comparing. It means that relating to what has been learned to

other genres and contexts.

Each of these stages seeks to achieve a different purpose and as a result is

associated with different types of classroom activities and different teacher-learner

roles.

Based on the three differences of the stages in teaching-learning cycle

above, some genre experts assumed that in the fact, teaching-learning cycle is

intended to be used flexibility, allowing students to enter at any stage, and

depending on their existing knowledge about genre. However, the teacher and

students should decide to work creating the text type in particular stages both in

written and spoken genre.

In the present study, the writer chose the four stages as teaching-learning

cycle of genre such as suggested by Hammond et. al., (1992:17) above, because

normally this four stages is common used by the teachers in teaching the students

both in Junior and Senior High School in Indonesia. And in the fact, the four

stages have been proven more effective to be taught to improve students’ ability

both in spoken and written of genre.

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3.6 Conclusion

This brief article figures out a brief explanation related to Genre-based

approach and its scopes, cycles, and stages. These scopes, cycles, and stages still

confuses particularly for the students of master degree and also some English

teachers, therefore, this brief article is expected to give a bit clarification about

GBA itself.

4. REFERENCES

Anderson, Mark and Kathy Anderson. (2003). Text Types in English. Australia: Macmillan Education Australia PTY. LTD.

Belcher, Diane. (2005). Effectiveness of the Genre-Based Approach for Graduate Students. Georgia: Georgia State University. Retrieved on April 19 th 2010 from http://everibeiro.com/readingwriting.pdf.

Callaghan, Michael and Joan Rothery. (1988). Teaching Factual Writing A Genre Based Approach, Report on the DSP Literacy Project Metropolitan East Region, NSW Department of Education. Sydney: Metropolitan East Disadvantage School Program.

Christie, Frances. (2005). Language Education in the Primary Years. Australia: UNSW Press.

Depdiknas. (2004). Kurikulum 2004. Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah Pertama dan Madrasah Tsanawiyah. Jakarta.

Derewianka, B. (1990). How Texts Work. Sydney: Primary English Teaching Association.

Djuharie, Otong Setiawan. (2007). Genre Dilengkapi 700 Soal Uji Pemahaman. Bandung: CV. Yrama Widya.

Gee, S. (2005). Teaching Writing: A Genre-Based Approach. Writing in the English Language Classroom. Ed. Glenn Fulcher. Hemel Hempstead, England: Prentice Hall Europe ELT. 1997. 24-40.

Hyland, Ken. (2007). Genre and Second Language Writing. USA: University of Michigan Press.

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Knapp, Peter and Megan Watkins. (2009). Genre, Text, Grammar: Technologies Teaching Assessing Writing. Sydney: University of New South Wales Press Ltd.

Nunan, David. (1999). Second Language Teaching & Learning. Boston: Heinle & Heinle Publishers.

Short Functional Texts, Retrieved from http://thefunctionaltext.blogspot.com/, (accessed on November 25th 2012).

Language Functions: Definition and Goal. Retrieved from: http://ielts-yasi.englishlab.net/LANGUAGE_FUNCTION_EXAMPLES_P2.htm, (Accessed on November 25th 2012).

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