35 their vocabulary and grammar are limited Emi Emilia, 2010. Feez and Joyce
1998 stated that in this stage, students work independently with the text; and their performances are used to assess their achievement.
e. Linking to Related Texts
The last stage is the time when students link what has been learned to other related texts. They should investigate how what they have learned in the
previous stages can be related to other texts in the same contexts. Activities for this stage can include: comparing the use of the text-type across different fields,
researching other text-types used in the same field, role-playing what happens if the same text-type is used by people with different roles and relationship,
comparing spoken and written models of the same text-type, and researching how a key language feature used in this text-type is used in other text-types Feez
Joyce, 1998.
4. Including Games in the Implementation of Genre-Based Approach
Despite its potentials, Genre-Based Approach also has a downside. Jack C. Richards 2006 argued that the implementation of Genre-Based Approach in
teaching English brings a risk that the process of teaching and learning will be repetitive and boring over time. To avoid this risk, I believe that including various
games related to writing activities can make the implementation in Genre-Based Approach
“less boring”. ɑs Feez and Joyce 1998 argue that a text-based syllabus is a mixed syllabus, it is possible to include games in the activities to
36 make learning activities more interesting. The games can be varied depending on
the purpose and stage of teaching.
B. REVIEW OF THE RELATED STUDIES
Researches in the field of writing using Genre-Based Approach have been conducted in the past few years, involving participants of different age groups.
The studies show that the implementation of Genre-Based Approach in teaching and learning process gives positive contributions to writing. On EFL context,
Trinh Quoc Lap and Nguyen Thanh Truc 2014 conducted an experimental study to investigate the effects of Genre-Based Approach
on Vietnamese learners‟ ability in writing argumentative essays. The participants were college students and
the result of the study shows that the Genre-Based Approach benefited learners as it helped them to gain knowledge on how to write, to have better ideas, to
understand the purpose of the writing, and to be able to write faster with efficacy. A case study conducted by Saowadee Kongpetch 2006 by investigating the
implementation of Genre-Based Approach in teaching writing to university students revealed that the implementation of Genre-Based in teaching writing
resulted in positive learning outcomes. Studies have also been conducted not only in tertiary context but also in a
lower level. An action research implementing Genre-Based Approach had been conducted by Hyejeong Ahn 2011 to teach writing to young learners i.e. year 5
and 6 students of L2 Primary School in Australia. The result of the study indicates
37 that the implementation of scaffold
ing concept increased the students‟ confidence level and the approach encouraged a positive attitude towards writing.
As mentioned earlier, studies in the implementation of the Genre-Based Approach reveal a positive contribution of the GBA on the teaching of writing.
However, Hyejeong Ahn 2011 suggested viewing the implementation of the Genre-Based Approach on the perspectives of the students since a little emphasis
has been put on this. Regarding this, this action research included English games in the teaching
and learning process for the sake of benefiting students. The objective of the use of games is to avoid the possibility of
students‟ getting bored as Jack C. Richards 2006 argued that the implementation of Genre-Based Approach in teaching
English brings a risk that the process of teaching and learning will be repetitive and boring over time.
C. CONCEPTUAL FRAMEWORK
Teaching language needs to take into consideration many factors that may influence the process of teaching, such as the teacher, the learners and the
environment. If one factor does not support the teaching and learning process, the goal of teaching and learning will likely be difficult to achieve. If such problem
occurs, there must be an effort to solve the problem and improve teaching and learning quality. Action research then is conducted as an attempt to deal with
problems found in the classroom context.
