According to Richard 2005: 1:
effective instructional materials in language teaching are shapes by consideration of a numbers of factors, including teachers, learner, and
contextual variables. Teacher’ factors include the teacher’s language
proficiency, educational training and teaching experience, cultural background, and ideal teaching style. Learners’
factors include learner’s needs, their learning style preferences, their interest, motivations.
Contextual factors include the school culture and environment, classroom condition, class size, and availability of teaching resources in situation
where the materials will be used.
The 2004 curriculum recommended the teacher to develop syllabus based on the local or the teachers’ work place. Hopefully, the teachers are capable to
formulate the syllabus as a regulation to develop student’ achievements. For this point of view, the teacher should plan the teaching and learning activities. The
planning should base on three steps: to identify the teaching and learning requirement, formulate the competence that should be achieved, and compile the
teaching and learning program Mulyasa, 2005: 79.
Additionally, Hammond points two steps in planning and teaching a language program such as: First, planning the program from topic, and planning
the program from type of text. Each steps included planning, teaching, and assessment: evaluation.
E. Related Research on GBA
A relevant research done by Benedict Lin in the title of ‘GBA’ and Vygostkian Principles in ELT: The case of a University Writing Course in 2006.
The paper documents an initiative in introducing a GBA to EFL teaching in Japanese University context, in third-year writing program.
Lin introduced a simple model for developing complete lesson units or cycles around text types or genres to be taught, and has as its ultimate aims
helping learners to
do
things with language independently through mastery of text types and genres Lin, 2006: 8-9. Each cycle has as its central focus a chosen text
type or genre, and consists of a fixed sequence of stages. Descriptions of the cycle vary in small ways, but four phases essential for developing control of a genre.
According to Lin the curriculum cycle is implemented, namely: Context Exploration, Text Exploration based on Model Text, Joint Construction of a Text,
and Individual Application
.
In his research, Lin found that informal feedback from the students and instructor involved has been very positive. From the student: First, the use of
model text and the teaching of particular grammatical features as very helpful in knowing how to go about writing text of similar genres. Second, specific learning
units have help them in writing their graduation essays, showing their ability to transfer their learning to other context. The instructor, on the other hand,
appreciated the consistency of the pedagogical cycle, which at the same time allowed for a variety of task and activities.
Genre-based teaching is most readily applicable to writing instruction, and has most extensively been used for it, it may be and has been applied to the
teaching of listening, speaking, and reading, following pattern to that described. Lin pointed out that through the Curriculum Cycle model, student may be helped
in similar way to manage particular genres of spoken conversation. But, according to Lin, there are of course, potential difficulties and limitations associated with
genre-based approach. The difference between this study is and what that Benedict Lin apply an action research, while this study is a naturalistic study.
F. Rationale
