xxxiv 5
Reorientation: optional c.
Significant lexicogrammatical features 1
Focus on specific and usually individualized participants 2
Use of material processes, verbal process, relational processes and mental processes
3 Use of temporal conjunctions and temporal circumstances
D. Genre Based Approach
According to Byram in http:web.1.hpu.eduimagesgraduate studiesTESL _WPs07 Kim_genre_a17238.Pdf, genre based approach is defined as a framework for language instruction
based on examples of a particular genre. Based on that definition and the meaning of genre and approach explained above the researcher can construct that genre based approach refers to
teaching and learning model which places genres or types of text as a reference to developing four language skill activities such as listening, speaking, reading and writing as well as
understanding language components such as grammar, vocabulary, pronunciation and spelling. There are many kinds of teaching and learning model as the implementation of genre
based approach found in the literatures. Moreover, different experts present different stages in spite of the fact that their main principles are actually the same. In this study the researcher uses
genre based approach stated by Hammond 1992: 17 which is officially recommended by the Indonesian English curriculum for Junior High School. There are four stages in teaching learning
cycle which virtually base on genre approach. They are building knowledge of the field BKOF, modeling of the text MOT, joint construction of the text JCOT, and independent construction
of the text ICOT. Each stage has different objectives, and various tasks and activities. They can be described as the following explanation:
1. Building Knowledge of the field BKOF
xxxv The aim of this stage is to make sure that the students have enough background of the
topic of field to be able to write about it. The focus of this stage is primary on the content or information of the text. At this stage, the learners are along way from a text themselves, and
activities will involve speaking, reading, listening, information gathering, and note taking. The tasks and activities are designed to enable learners to: 1 explore cultural similarities and
differences related to the topic including processes involved in achieving goals such as visiting the doctor or applying for a job shared experiences such as knowledge and experience of
finding accommodation; 2 Practice grammatical patterns relevant to the topic or text type
2. Modeling of Text MOT
The aim of this stage is for the learners to become familiar with the purpose or social function, generic structure, and lexicogrammatical features of the type of text they are going to
write. The focus here is on the form and function of a particular text type that the students are going to write. The teacher should choose the text which is similar to the one that the teacher
will use in the next stage joint construction of text and the one which the learners will eventually write by themselves.
3. Joint Construction of Text
The aim of this stage is for the teacher to work with the learners to construct a similar text so that the learners can see how the text is written. The focus here is on illustrating the
process of writing a text, considering both the content and the language.
4. Independent Construction of Text
This is the final stage of the cycle, when the learners write their own text. They can do this writing individually. By now there has been a considerable amount of scaffolding for the
writing. The learners have developed a large amount of background knowledge. The learners have been aware of the linguistic characteristics of the text type. This preparation or scaffolding
xxxvi will help ensure that they have the knowledge and skills to be able to write their own texts with
o fide e. The tea he s ai ole is to p o ide o st u ti e o e t to the lea e s o hat
further development may be necessary.
E. CQG“
