GENRE-BASED APPROACH

 Approaching language learning from the perspective of texts requires an accompanying methodology which can enable students to develop the knowledge and skill to deal with spoken and written texts in social contexts. There are two kinds of methodology which influence how students work with syllabus content in the classroom; they are natural approach and the genre approach. The most effective methodology for implementing a text – based syllabus is the genre approach. It is based on three assumptions about language learning which are outlined below.

1.     Learning language is a social activity

Language learning is a social activity and is the outcome of collaboration between the teacher and the student and between the student and other students in the group.

§ Students learn language

§ Students learn through language

§ Language students learn about language

2.     Learning occurs more effectively if teachers are explicit about what is expected of students

The role of the teacher is to use methodologies which collaborate with the student in the learning process. Rather than standing back, the teacher intervenes where necessary in the learning process to support students as they build knowledge and skills which have been explicitly negotiated. The genre approach is concerned with providing students with explicit knowledge about language. It values teacher – learner interaction as well as interaction between students.

3.     The process of learning language is a series of scaffold developmental steps which address different aspects of language

A learning model based on Vygotsky’s concepts of development suggests two things about language learning:

a.    If a teacher is only concerned with what student can already do with language i.e. with their existing level of independent performance, then the students will never progress.

b.   If a teacher supports students so that they move through the zone of proximal development to their potential level of performance, real learning and progress is possible. The model also suggests that input alone is not enough for students to teach their potential. Vygotsky proposes that learning is collaboration between teacher and student with the teacher taking on an authoritative role similar to that of an expert supporting and apprentice.

This methodology is designed to support language learning as a social process and included the following elements:

·  Joint construction

Through joint construction the teacher and the student develop text together and share the responsibility for performance until the student has the knowledge and skill to perform independently and with sole responsibility.

·  Scaffolding

Through scaffolding the teacher provides support for the students. This is done by providing explicit knowledge and guided practice. The teacher explicitly contributes what students are not yet able to do or do not know and adjusted the contribution as students move through the zone of proximal development towards their potential level of independent performance.

The characteristics of Genre-Based Teaching are:

-    Explicit: Makes clear what is to be learned to facilitate the acquisition of writing skills

-    Systematic: Provides a coherent framework for focusing on both language and contexts

-    Needs-based: Ensures that course objectives and content are derived from students needs

-    Supportive: Gives teacher a central role in scaffolding student learning and creativity

-    Empowering: Provides access to the patterns and possibilities of variation in valued texts

-    Critical: Provides the resources for students to understand and challenge valued discourses

-    Consciousness raising: Increases teacher awareness of texts and confidently advise students on their writing.

Two Cycles and Four Stages

To implement the 2004 English curriculum the two cycles and four stages recommended are represented in the following diagram:

Diagram 2: Cycles and Stages of Learning (Hammond et al. 1992:17)

Hayland’s appraisals towards genre-based approach can be understood when one examines the two cycles and four stages suggested by the 2004 English curriculum. In planning the lessons in foreign language education context, teachers need to go around the cycle twice.

Cycle I

First cycle is supposed to be spoken cycle. In this cycle, listening and speaking skills are emphasized. However, the other skills can also be involved when it is necessary. The activities are related to knowing the generic structure and generic features of the texts, recognizing the model, working together, and working independently. The aim of the activities is to produce certain texts in the spoken language.

     

Stage I: Building Knowledge of the Field (BKoF)

The students in this stage are equipped with adequate knowledge concerning with certain type of text. In this stage, the discussion is about the generic structure and the generic (lexicogrammatical) features of the text.  The teacher may elaborate the discussion on certain grammar points which the students really need. For example, teacher provides adequate grammar exercises. It is important for the teacher to arouse the students’ motivation to learn the text, such as asking some relevant questions, showing some pictures, and bringing some authentic stuff related to the lesson.

Stage II: Modelling of Text (MoT)

The students in this stage are given some models of a certain text. Then, they are asked to analyze the application of the generic structure and features and the used of grammar, and vocabulary in the given models. The teacher facilitates the students to understand better the kind of the text in order they can produce the similar text in the next stages. In this stage, students listen to statements of short functional texts, conversations, and monologues that are geared around a certain communicative purpose. For example, if students are expected to produce procedural texts, then, the short functional texts, conversations, and the monologues are developed with one main communicative purpose, that is, giving instruction or direction. In short, at the second stage, students listen and respond to various texts with similar communicative purposes.

Stage III: Joint Construction of Text (JCoT)

The students produce the type of a particular text in group. At this stage they try to develop spoken texts, not written 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. They need to demonstrate their speaking ability and to show confidence to speak. The class can form several groups consisting of 4 or 5 students. The teacher will tell the class clearly what to do. The students should not start the activities before the grouping has been done and the members of groups have their own arranged chair.  

Stage IV: Independent Construction of Text (ICoT)

The students are asked to produce the type of text individually. They work independently to produce a spoken text. The teacher can assess the students’ achievement in this stage. At this stage, students are expected to be able to speak spontaneously or to carry out 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.

Cycle II

The second cycle is known as written cycle. This cycle is aimed at developing the ability to use written language. In this cycle, the focuses of teaching and learning process are on reading and writing skills. 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. Like the strategies employed in the first cycle, activities in this cycle are also geared around the same communicative purpose. Students read short functional texts and procedural texts, and then they write texts similar to what they have read. In this way, the integration of the four skills is created by the communicative purpose(s) of texts. Students speak what they have heard, read what they have talked about, and write what they have read.

To carry out activities at all stages, teachers need to use various teaching techniques they have already learned, known and used. Those techniques are still needed and relevant to this approach. What needs to be remembered when teachers prepare their lessons is that every activity they design has to be aimed at providing learning experiences to use language and, thus, to achieve communicative competence.

References

Cahyono, K.D., and Purnama, E. 2006. Communicative Competence 2B: A Course in Acqiring English Communicative Competence. Jombang: Karunia Agung.

Helena, Agustien. 2008. “Genre-Based Approach and the 2004 English Curriculum”. Accessed on December 1^st, 2012 at Aguswuryanto.files.wordpress.com/2008/09/helena-paper2.doc. 

Nugroho, T. and Hafrizon. 2009. Introduction to Genre-Based Approach. Jakarta: Ministry of National Education.