15 approaches. Process-based CLT approaches focus on the classroom process to
achieve the communicative competence. The approaches are content-based instruction and task-based instruction. Product-based CLT approaches focus on
the outcome of teaching learning processes. The approaches are text-based instruction and competency-based instruction. Text-based instruction is
commonly known as genre-based approach.
5. Genre-based Approach
Hyland 2003: 19 notes that genre-based approach is based on theory of systemic functional linguistics. The theory states that there is a relationship
between language and its social functions. Language is a system that people use language to express meaning.
Feez and Joyce 1998: 24 say that in genre-based approach, there are three assumptions about language learning. They are:
a. Learning language is a social activity
This means that learning a language is a “social activity”. It is a process of interaction among students or students with the teacher.
Therefore, in language learning, the interaction makes students learn how to use language for meaningful communication, how to use language as a
tool to interpret and organize reality and how language works. b.
Learning occurs more effectively if teachers are explicit about what is expected of students
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assessed. The students should be clear about what the teacher expect of them. The teacher, then, should provide them explicit knowledge about
language. c.
The process of learning language is a series of scaffold developmental steps which address different aspects of language.
In the genre-based approach, it is assumed that students have two levels of development. The first one is a “level of independent
performance”. This is the present students’ ability or simply, it is what the students can do about language without assistance. The second one is a
“level of potential performance”. This is potential students’ ability or the level beyond their current level. It is possible for students to traverse level
of potential performance when they interact with others who have more capability.
The gap between students’ present ability and students’ potential ability is called “zone of proximal development”. Therefore, language
learning is assumed that if a teacher gives the students what they already know, students will not develop. The teacher should help the students go
through their zone of proximal development by “scaffolding”. Scaffolding is understood as gradual support from the teacher during language
learning. Based on those assumptions, it can be inferred that genre-based approach
sees language learning as a social activity in which both the learners and the teacher are clear about what the goal and as a gradual process to achieve the goal.
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6. Stages in Genre-based Approach
