Current Approach in ELT

Teaching Practice:
Genre-Based Approach (GBA)
By 2nd Group

PRESENTERS:
Eni Widiyanti
Munjiah

(2223111097)
(2223111228)

Naury Amilia Qisti (2223111073)

OUTLINE
Definition of Genre-Based Approach (GBA)
Journal Discussion:
A Genre-Based Literacy Pedagogy: Teaching
Writing to Low Proficiency EFL Students

DEFINITION OF GBA
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. (Nunan, 1999:308)

The Routledge Encyclopedia of Language Teaching

and Learning has defined the genre approach as a
framework for language instruction based on
examples
framework

of

particular

supports

genre.

students

The

genre

writing

with

generalized, systematic guiding principles about

how to produce meaningful passages.

General Overview of the Journal

Title
A

Genre

Based

Literacy

Pedagogy:

Teaching Writing to Low Proficiency EFL

Students by Arthur Firkins, Gail Forey, and Sima
Sengupta.

(forthcoming,

Oct

Language Teaching Journal .

2007)

English

Participant
The participants are 32 students of EFL students
in secondary college (11-18 years old) who have a
Learning Disability (LD) in The Hong Kong
Polytechnic University.

Methodology
Observation
Result of the observation was writing was
particular area of difficulty. The research team
decided to focus on strategies that would enhance
the students English language writing.

Genre Based Approach

The approach is based on a teaching-learning cycle
which involves three strategies:
1. Modeling a text
2. Joint construction of a text
3. Independent construction of a text
(Painter:1986)

Contextual Reshaping of The Genre Based

Approach
The Genre Based Approach is used to aid students in
organizational skills and it needs to be combined with
Practical Activity Based Approach.
The emphasis of instruction was on doing.
i.e. understanding the texts within the context of the topic
through experiencing the language by physically being
involved in activities. So the students, through the different
learning experiences were living the text.

The Implementation of GBA in Teaching

Procedural Genre
{ Goal Steps 1- n (results)}

Theme : Making a Halloween mask

Goal

: to make a mask to wear to a Halloween

party

Steps : Activity that involved to make a Halloween mask

Materials : tools and resources needed

Learning Cycle of Teaching Procedural

Genre
Modelling :
Getting students to recognise how the text functions in
real life.

Joint Construction:
The students jointly constructed a procedural text and
revised vocabulary and language patterns.
Familiarize students with the characteristic of the genre

Independent Construction:
Students are independently construct a procedural
written text to ensure their understanding of the
elements of the genre

Figure of Student worksheet

Feedback of GBA in Teaching Writing

Students are able to:
Have cognitive awareness that language is part of
complete text that occurs within an identifiable
context
Understand that texts are related to real world
contexts
Identify and discuss the generic stages of both
genres and construct these texts
Identify certain lexico-grammatical features and
patterns within two genres

Evaluation of GBA Approach in this Study

It is needed to adjust the approach with students needs
and educational situation
Students are need more time to practice language skills
and establish vocabulary
Combine GBA with other explicit methodologies, in
assisting students to organize their writing
Especially for students with LD, GBA needs to be paired
with teaching methodologies utilized within special
education.
The use of code switching between L1 and L2 was a
particularly strategy to bridge difficult concepts and
reinforce the instructions for activities

Conclusion of this study

The study implies that marrying the Genre-based
Approach and an activity-based teaching method is
suitable for teaching writing to students with
Learning Disabilities (LD). It clearly helps students
to organize their writing and understand the
nature of the text.

Reflection
GBA can be applied in Indonesia as long as the
material in Indonesia curriculum suit this
approach.
The teaching methodology that support GBA
should be adjusted and modified according to
the students needs and
To plan the activity involved should contextually
appropriate with students level of proficiency

Thank You