Genre Based Approach
Yeny Rahma Amalia_216121152
Genre-based pedagogy is a teaching approach that teaches students to use
language patterns to write coherently and with clear goals (Hyland, 2003). This is
based on Michael Halliday's Systemic Functional Linguistics (SFL), which sees text
as a combination of three aspects: field (text material), tenor (the relationship between
communicating parties), and mode (text construction, both written and spoken).
This approach is taught in two cycles: an oral cycle to develop speaking and
listening skills, and a written cycle for writing and reading skills. Genre-based
Approach (GBA) started in London in 1964 and has been implemented in Indonesia
since 2006, with a focus on teaching English language skills through various text
genres.
Lana (2009) states that teaching and learning in GBA focuses on understanding
and producing texts in certain genres. Hyland (2007) defines genre as a grouping of
texts that shows how the author responds to recurring situations. Nunan (1999) calls
genre a communicative event that is socially formed with a specific purpose.
GBA aims to develop students' literacy skills by focusing on social processes
such as explaining, describing and arguing. This process involves four stages:
knowledge building, text modeling, co-construction, and self-construction.
The Genre-Based Approach is a writing learning approach strategy that
combines product and process approaches. The Genre Based Approach (GBA)
includes four learning stages consisting of Building Field Knowledge, Text Modeling,
Combined Text Construction, and Text Independent Construction.
Through the steps in this strategy, students are expected to have more time to
create drafts and revise the drafts they have created. In addition, because the Genre-
Based Approach is a combination of product and process approaches, (Kim, J., &
Kim, 2005) in their article found that combining these two strategies can help improve
students' writing skills.
Apart from Kim, (Hasan, MK, & Akhand, 2010) in his article also found that
the Genre-Based approach is an effective method in teaching students writing skills.
The genre-based pedagogy approach is a teaching method that involves six
modalities: listening, speaking, reading, viewing, writing, and presentation. The
teaching plan consists of seven stages, with steps such as placing genre texts in
situational contexts, surveying existing literature, and selecting a corpus.
Collaboration between teachers and students in building texts together is an
important stage in this approach. Teachers provide guidance to students through
questions, explanations, and other assistance as they work together to construct a text.
This allows students to understand the process of collaborative text construction.
Text modeling is also an important part of teaching. Text models are used to
guide students in understanding the structure, linguistic characteristics and content of
certain types of text. This helps students to develop their understanding of how texts
are written effectively within a genre.
The genre-based pedagogy approach also includes an understanding of how
language provides meaning. Students are invited to involve themselves in the role of
apprentice, while teachers act as language experts. This allows students to learn how
to replicate the traits of successful writing in a particular genre.
In the context of writing, a process genre approach is used. This approach
combines a recursive writing process with an understanding of the context and
purpose of writing. Students are invited to plan, organize, edit and revise their writing
by considering the communicative context and goals to be achieved.
Overall, the genre-based pedagogy approach helps students to develop their
literacy skills in a structured and focused way. This allows them to understand and
produce text more effectively in a variety of communication contexts.
The Merdeka Curriculum applies the Common European Framework for
Language Teaching and Assessment References, which involves a Genre-Based
Approach (GBA) approach in language teaching. In this context, the Merdeka
curriculum recognizes a common set of genres that are used as a basis for teaching
and assessing students' language abilities. Some common genres emphasized in this
curriculum include: Narrative, Descriptive, Hortatory Exposition, Explanation,
Discussion, Analytical Exposition, Review, Procedure, Recount, News Item, Report,
Spoof.
This introduction and teaching of various genres aims to equip students with
diverse language skills and enable them to communicate effectively in a variety of
contexts. In this way, the Merdeka curriculum prepares students to become skilled
readers and writers, as well as a deeper understanding of various types of texts.