genre is modeled for the students. The teacher should adopt the role of assistant and guide and work closely with the students and encourage them, offering
helpful feedback and suggestion, 2 a text is jointly constructed by the teachers and students. In this phase, the teachers should directly train the students about
writing strategies, and 3 a text is independently constructed by each student. Here, the teacher should include the listening, speaking, and reading skill.
Based on the Teachers’ comments on the research finding, it can be concluded that the teachers have good perception about the use of GBA in the
teaching of English as a foreign language. It is to make the students to understand different English text using different strategies. In the teaching and learning
activity, the teachers are required to study hard, and to spend more time to prepare the lesson.
The use of GBA also causes the teacher to study, and they have to be creative. And at the end, the students not only are able to read in order to answer
questions, but they are able to product a good text. The students also have awareness of the importance of English as a foreign language and are able to
communicate in the target language.
b. The English Teachers’ Perceptions of GBA in Improving the Students
English Proficiency
In the teaching of English, the teachers of SMA Negeri 1 Surakarta try to make the students to be able to communicate through introducing different text
types recommended on the ‘
KTSP’
curriculum. The communication trough text
typesgenres introduce the students to the whole of written text rather than the level of sentences. Hammond et al 1992: 13 writes that when developing literacy
program, the teacher needs to introduce the students to the whole texts within an appropriate context of situation to discuss their purposes and to take account of
the schematic structure of the text in discussion with the learners. The final target of the teaching of English is to develop the students’
competency to communicate in written and oral form. In achieving the main target of the teaching of English, curriculum 2004 suggested applying the ‘cyclical’
teaching process. Tujuan akhir pembelajaran bahasa Inggris adalah mengembangkan
kompetensi peserta didik untuk berkomunikasi lisan maupun tulis. Karenanya proses belajar mengajar disarankan menggunakan siklus lisan
dan siklus tulis Depdiknas, 2004: 84.
Teacher YK pointed out that by using the ‘Genre Approach’, the students are able to know different types of text and be able to produce texts
.
It means through text type whether it is written or spoken, it enables the students to
communicate through text they wrote. Hyland 2004: 4 writes that genre is a term for grouping a text together, representing how writers typically use language to
respond to recurring situation. This means that genre is type of written and oral text used to tell something in such situation
The consequence on the development of the students’ ability to communicate is that the students are able to present an
explanation
text orally without reading to the text or note. The students try to explain the pictures shown
on the screen as clear as possible using their own words related to the procedure text given. Here, the students have to master the text well. This activity, according
to Richard reflected the activities in the phase four of Feez and Joyce model of GBA: the
“ Independent Construction of the Text” .
The activities of independent construction according to Feez and Joyce in Richard 2007 : 36 are:
a. Listening task, e.g. comprehension activities in response to live or
recorded material such as performing a task, sequencing pictures, numbering ticking, or underling material on a worksheet,
answering questions;
b. Listening and, speaking task e.g. role plays, simulated or authentic
dialogues; speaking task e.g. spoken presentation to class; c.
Reading task, e.g. comprehension activities in response to written material such as performing a task, sequencing pictures, numbering
ticking, or underling material on a worksheet, answering questions; and
d. Writing task which demand that the students draft and present
whole text.
Based on the research finding, the teachers of English in SMA Negeri 1 Surakarta recognize that the use of GBA in the teaching of English can improve
the students’ language proficiency. The students are able to: first, ‘look for and find’ texts from different sources magazines, newspapers, related books,
internet; second, analyze the text based on the language feature and the generic structure of the text; third, presentexplain a text through pictures without reading
a notetext; fourth, analyze a film show and criticize it; and fifth, write a simply text by observing a process of making something and by imitating the model of
text given by the teacher. The teachers pointed out that in the teaching English using GBA, the
students read the text not only for answering the questions related to the text, but they are also steered to analyze the text type they read concerning to the context of
situation and the context of culture the text called for, and be able write a simply text using correct grammar and vocabulary by imitating the model of text given.
The use of GBA emphasizes not only the process of writing, but also the product of a text. This situation in line with Rodgers statements in Lin 2006: 2 that:
GBA, where teaching and learning focuses on the understanding and production of selected genres of texts.
3. The Difficulties in Implementing the Genre-based Approach
