Methodology Criteria Textbook Evaluation Criteria

29 Australia has provided students with explicit knowledge about language. Besides, it also concerns for clear identification of what is to be learned and what is to be assessed. The third assumption is that the language learning process is a series of scaffolded developmental steps which deals with different aspects of language. Genre approach includes joint construction and scaffolding process which support learning progress through independent performance and potential performance which is gained through social interaction with the teacher or other students Feez and Joyce, 2002: 26-29. Derewianka 2003 also mentions some principles about genre theory which are relevant in educational context. She says that genre based approach emphasizes on meaning creation at the whole text level. Its goal is to achieve social purposes which focus on communicative competence such as shopping for food or telling the doctor about an illness. She also says that in genre approach “language is learned through guidance and interaction in the context of shared experience” Derewianka, 2003. Therefore, Derewianka 2003, Feez and Joyce 2002 seem to agree that besides focusing on texts, genre based approach aims at social communicative competence. The learning is done through social interaction. The implementation of genre based approach involves a teaching learning cycle which is also known as curriculum cycle. Feez and Joyce 2002 mention that this cycle consists of five stages. Both the student and teacher go through each stage until the students master a certain text type. The five stages of teaching learning cycle according to Feez and Joyce 2002 are building the context, 30 modelling and deconstructing the text, join construction of the text, independent construction of the text and linking to related texts. Feez and Joyce 2002 explain that in the stage of building the context, the students are introduced to the particular authentic model of text type and its social context. The students explore features of general cultural context as well as the social function of the text. The activities that can be done in this stage include presenting context through pictures, audio-visual material, realia, excursions, field-trips, or guest speaker, establishing the social purpose through discussion or survey, doing related research activities and comparing the model text with other texts. According to Feez and Joyce 2002, the next stage after building the context is stage of modelling and deconstructing the text. They explain that modelling stage involves exploration toward structural pattern and language features of the model text and comparison with the model of other texts. The examples of activities in this stage include presentation and practice activities that are related to the grammatical features. The next stage is joint construction of the text. In this stage, Feez and Joyce 2002 explain that the students start to contribute the construction of whole text, meanwhile the teachers start to reduce the contribution to the text construction. The examples of the activities in this stage are questioning, discussing and editing whole class construction, skeleton texts, jigsaw, information gaps, small group construction of texts, self assessment and peer assessment activities. 31 Feez and Joyce 2002 explain that in a stage of independent construction of the text, students work independently with the text. Learner performances are used for achievement assessment. The examples of activities for listening tasks are comprehension activities in response to live or recorded material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet and answering questions. The example of speaking task activity is spoken presentation to class, while the example of listening and speaking activities are role plays and simulated or authentic dialogues. Reading task activities include performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, and answering questions. Meanwhile in writing, it is expected that the students draft and present whole texts in writing tasks. The last stage is named linking to related texts. According to Feez and Joyce 2002, in this stage students investigate the comparison of what they have learned in the cycle with the other texts or teaching learning cycle. The activities in this stage are comparing the use of different text type, researching other text- type, role playing what happens if the same text type is used by people with different roles and relationships, 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. In relation to the teaching learning cycle, Derewianka 2003 gives a positive comment of it. She says that the curriculum cycle provides opportunities for both teacher and learners to take responsibility at different phases in the teachinglearning process.