GENRE-BASED THEORY:

a genre : a class of communicative events, the members of which share some set of communicative purposes (Swales :1990, p. 58).

For example, personal letters tell us about *their writers+ private

stories, film reviews analyze movies for potential viewers, and police reports describe what happened all genres control a set of communicative purposes within certain social situations and that each genre has its own structural quality according to those communicative purposes (Swales ,1990, and Martin ,1984, cited in Kay and Dudley-Evans,1998: p.309) Structural features : jnclude standards of organization structure : refer to how the text is sequenced linguistic features common sets of linguistic features can constitute a text type

APPLICATION : One widely accepted classroom application of teaching English using the genre-based approach is the teaching and learning cycle or also referred to as the curriculum cycle. This cycle consists of four main stages; they are building knowledge of field, modelling of text, join construction of text and independent construction of text. It aims to provide support for learners as they go through each stage of the cycle. (adapted from Paltridge (2001).

1. Building knowledge of field This stage focuses on building up a shared experience and cultural context about the topic of text. The interactions mostly happen between teacher and class, and students and students. The focus is on the content information and the language of the genre of the text that is going to be used. It particularly focuses on controlling relevant vocabularies and grammatical patterns of the particular genre. 2. Modelling of text This stage focuses on introducing particular genre though a model of text that deals with the field that the students have already explored in the stage of building knowledge of field. Through the model text, teacher and class work together exploring the cultural context, social function, schematic structure, and linguistics features of the text using spoken language to focus on written text. 3. Join construction of text In this stage, when students are already familiar with all of the features of a particular genre, teacher and students work together to construct texts that are similar to the text that have already being learnt in the previous stage. In constructing the text, attention should be paid to the schematic structure, linguistic features and knowledge of the field of the text. 4. Independent construction of text In this final stage, students are ready to work independently to produce their own text within the choosen genre. Teacher can let students to work on their own. In other words, teacher should minimize their support, scaffolding and interference on students learning process. It will provides students with the opportunity to show their ability to create a text that has schematic structure, linguistic features and knowledge of the field in accordance with the genre that is being studied.

Supporting Theories : Schema Theory

Barlett (1932 )
Human memory is reconstructive in nature; memory does not consist of the storage of all previously received information. Instead, our past is represented in schemas: active, organized masses of information that constantly developing.

(Hoey,

(2001, p. 121).
Hoey describes schema as a way of organising knowledge and experi-ence in the brain. He suggests that when one aspect of a schema isactivated, the whole schema becomes available to the reader and, inturn, affects the interpretation of the text

Graesser (1981),

schema has mainly four kinds of functions. First, schema provides background knowledge to interpret a specific event. Second, schema provides background knowledge to infer beyond the information given. Third, schema generates predictions of events, actions, and information. Fourth, schema helps the individual identify regularities so that more attention can be allocated to accommodating new information.

Supporting Theories : Metacognitive

dual-coding theory of information storage (Paivio, 1991) :

Marzano, Pickering, and Pollock (2001

The fact that education gives weight to the verbal processing of knowledge means that students are left to generate their own visual representations. Yet, it is well established that showing children how to represent information using the imagery form not only stimulates but also increases activity in the brain
Visual representations can be created and supported by tools such as graphic organizers, physical models, pictographs (i.e., symbolic pictures), and engaging students in kinesthetic activities, that is, activities that involve physical movement

information is processed and stored in memory in two forms: a. linguistic form (words or statements) b. a nonlinguistic, visual form (mental pictures or physical sensations).

STEPS : 4-EX
1 Building knowledge of field

ideas, experience, emotion, engage personally

eXplore
&

eXplain 2. Modelling of text text type

3. Join construction of text

eXpose
examples

Identifying text, matching, arranging jumbled sentences/text

eXercise
eXecute
(application)

4. Independent construction of text

Concept map (metacognitive approach) Composition

Visual representations the most commonly used : graphic organizers

free associations and links among ideas (e.g., webs or mind maps),

depicting hierarchical information

concept maps time lines

time-sequence patterns

chain of events,

cause-effect relationships

fishbone diagrams

Comparisons,
preferences how a series of events or stages are related to one another in a repeating process Giving explanations, classifying, categorizing Making arguments

Venn diagrams

(e.g., life cycle diagrams)

matrix NPR (now-proposed-reason)

air waste

land water Pollution

disease

kinds

effect

cars

factory

Pollution

LAPTOP

TABLET

heavy/big Many compatible Applications .

sophisticated Costly Need electricity

Light/small Limited compatible Applications ..

matrix

home activties interaction motivation isolation boring Hard to concentrate .

school socialize Learn from others Work as a team

N-P-R
NOW Old school Shortage of teachers PROPOSED New equipment New qualified teachers REASON Better environment Improved learning

LETS PRACTICE

LETS PRACTICE

Recounts Purpose: The purpose of a recount is to retell events. The prefix re means again. So to recount is to state again. Structure: There is often an opening or setting a of a scene. E.g. I went to the park. The events in a recount are often in the order that they happen (Chronological order): I went to the park and I saw a pond. The pond had ducks sitting at the side of it. A recount will often have a closing statement. E.g. I left the park and went home. Language features: Recounts are written in the past tense. They can be written in the first or the third person 1st person It is happening to the person writing the recount i.e. I went to the park. 3rd person. An observer is telling it. Tom went to the park, there he saw a pond. The connectives in a recount are often: Next, then, after that. Recounts focus on what an individual or a group of people were doing. The following are examples of recounts. Newspaper reports Diaries.

spoof
One day, two villagers went to Jakarta. They went to the biggest mall and saw shiny silver walls that could open and move apart and back together. They were amazed when an old lady rolled in to the small room and the doors closed. A minute later, the doors opened and a young beautiful lady stepped out. The father said to his son Go, get your mother now. The ending of the story is funny because they thought that the doors can change an old lady into a young beautiful lady. Whereas the doors were actually elevator doors.

exercises

Lessons
Procedure Recount Descriptive News Item Report Hortatory Exposition Analytical Exposition Spoof Explanation Discussion Review Narratives
Choosing 2 favorite recipes & compare them Choosing 2 unforgettable moments & tell about them
Think about your most favorite idol / most beloved boy/girl Think about your favorite place Think about your best birthday gift

Latest news you read/hear/see Data report speech Argument reasoning - preferences
The funniest moment/embarrassing moment jokes

Define something Issue pro-cons

Movie review Chain story Video /picture/comic/

INTRODUCTION

Introduction According to the dual-coding theory of information storage (Paivio, 1991), information is processed and stored in memory in two forms: a linguistic form (words or statements) and a nonlinguistic, visual form (mental pictures or physical sensations). The way knowledge is coded in the brain has significant implications for teaching and particularly for the way we help students acquire and retain knowledge. As Marzano, Pickering, and Pollock (2001) point out, the primary way we present new knowledge to students is linguistic. We either talk to them about the new c ontent or have them read about it (p. 73). The fact that education gives weight to the verbal processing of knowledge means that students are le ft to generate their own visual representations. Yet, it is well established that showing children how to represent information using the imagery form not only stimulates but also increases activity in the brain (Marzano, 1998). As students try to convey what they know and understand in nonlinear, visual ways, they are forced to draw together what they have learned; see how ideas, information, and concepts are connected; develop higher-order thinking skills (e.g., analytical thinking); and organize their knowledge in a way that makes sense to others. Visual representations also help students remember and recall information more easily. Visual representations can be created and supported by tools such as graphic organizers, physical models, pictographs (i.e., symbolic pictures), and engaging students in kinesthetic activities, that is, activities that involve physical movement (Marzano, Pickering, & Pollock, 2001). From those, perhaps the most commonly used visual learning tool is graphic organizers, which include diagrams depicting hierarchical information (e.g., concept maps), time-sequence patterns (e.g., chain of events, time lines), cause-effect relationships (e.g., fishbone diagrams), comparisons (e.g., Venn diagrams), free associations and links among ideas (e.g., webs or mind maps), and how a series of events or stages are related to one another in a repeating process (e.g., life cycle diagrams). Graphic organizers help students not only to read and comprehend more easily complex information and relationships but also to generate ideas, structure their thoughts, and learn how to make visible, in an easy-to-read way, what they know. The latter requires that students understand the topic under study, be able to discern relationships between concepts, and prioritize information. Most visual teaching methods are well suited to the learning needs of preschool children. Venn diagrams, event chains, time lines, and cycle diagrams can be used to illustrate differences and similarities (e.g., between animals or people), show the sequence of events in a story, describe the steps to be taken in a process (e.g., in order to create something), or show how events interact and repeat themselves (e.g., the water cycle). The most widely used method in early childhood education is webbing. An important element of the Project Approach, webs are graphic maps that are used by teachers to generate and sort what children know or would like to learn about a topic, concept, or theme and to stimulate questions and ideas for activities (Chard, 1998; Katz & Chard, 2000). Webs are also very useful project-planning devices that can help early childhood teachers to reflect on their own knowledge, experience, and resources as a basis for guiding the project; identify the key ideas and concepts that a topic comprises; see how different subject areas link to each other; and ponder possible actions (Katz & Chard, 2000; Workman & Anziano, 1993; Wray, 1999). Another effective way to help children represent what they know and understand in visual forms, which is however less used in early childhood classrooms, is concept maps. With the current emphasis on teaching for understanding and the importance of conceptual knowledge, teachers need techniques that help children see patterns and connections (rather than memorize facts) and form mental structures that would help them handle new knowledge and relate it to past knowledge (Erickson, 2002). While webs are mainly a graphic representation of the ideas associated with a topic, concept maps generally illustrate the kind of relationships that exists between information. That is why concept maps, as explained in more detail later, are often organized in a hierarchical way. In webs, the topic or the concept under study is usually found in a circle in the middle of a piece of paper, surrounded by ideas, questions, or words, often loosely connected to each other.

CARRY OUT
accomplish, achieve, carry through,consummate, discharge, effect, effectuate,execute, finalize, fulfill, implement, meet,perform, realiz e enforce, implement, apply http://lana-cometorich.blogspot.com/2009/06/genre-basedapproach.html http://aguswuryanto.wordpress.com/materi-pembelajaran-sma/ http://korea.academia.edu/TimDalby/Papers/947445/SchemaTheo ry_GettingintotheMinds_ofyourLearners http://journals.iupui.edu/index.php/teachingwriting/article/viewFil e/680/656

Vowels i-e-o-u-a W4 Wi We Wo Wa ei-ie-oi-ue-

IDEAS Brainstorming generating ideas Emotion Various fun activities : Drawing / interviewing touch the emotion, engage personally , positive feeling Organization Concept map organizing ideas Use sample Wrap all

Differences between the Process Approach and the Genre Approach In the process approach, the steps or stages are illustrated and practiced from the generation of ideas and compilation of information through a series of activities for planning, gathering information, drafting, revising, and editing (Campbell, 1998, p. 11). This sequence of activities typically occurs in four stages: prewriting, composing/drafting, revising, and editing (Badger & White, 2000, p. 154). Prewriting is the phase of ideagathering. Drafting is the process of writing a rough outline of what will be addressed. Once students produce a rough draft, they read it again and share it with peers or a 35 teacher to receive comments. Then they make modifications to their writings based on the feedback from their peers or a teacher; revising, or elaborating on the first draft, takes place at this point. Editing, correcting mechanical errors like spelling or punctuation, is the last stage. Proponents of the process approach argue that the procedures of process writing help learners to develop more effective ways of conveying meaning and to better comprehend the content that they want to express. They strongly believe that students can discover what they want to say and write more successfully through the process model than the genre approach, as the process approach is viewed as writercentered (Walsh, 2004, p. 15).

STEPS : 4-EX 1 Building knowledge of field eXplore

ideas, experience, emotion, engage personally

eXplain 2. Modelling of text text type

3. Join construction of text

&

eXpose
examples

Identifying text, matching, arranging jumbled sentences/text

eXercise
eXecute
(application)

4. Independent construction of text

Concept map (metacognitive approach) Composition