21 various. The researcher employed the teaching learning cycle proposed by Feez
and Joyce 2002.
7. The Teaching Learning Cycle
Feez and Joyce stated that the cycle of teaching and learning activities in the genre approach consists of a number of stages which the teacher and students
go through so that students gradually obtain independent control of a particular text–type 2002: 27. Further they stated that each stage is associated with
different types of activities. There are five stages in the teaching learning cycle. They are Building the Context, Modelling and Deconstructing the Text, Joint
Construction of the Text, Independent Construction of the Text, and Linking Related Text. The focus of each stage is outlined below.
The first stage is Building the Context. In this stage, the students are introduced to the social context of an authentic model of the text-type being
studied, explore features of the general cultural context, and explore the immediate context of situation by investigating the register of a model text Feez
and Joyce, 2002: 28. The activities include presenting the context through pictures, audio-visual material, field-trips, guest speaker, etc; establishing the
social purpose through discussions and surveys; cross-cultural activities; and comparing the model text with other texts.
The second stage is called Modelling and Deconstructing the Text. In this stage, the students investigate the generic structure and language features of the
22 model. Feez and Joyce stated that modeling and deconstruction activities are
undertaken at both the whole text, clause, and expression levels 2002: 29. After modelling and deconstruction activities, students enter the next
stage, which is Joint Construction of the Text. In this stage, students can begin to create text whether with their peers or groups and with the help of their teachers.
The activities in Joint Construction of the Text include teacher questioning, discussing, information gap, skeleton text, small group construction of text, and
peer-assessment activities Feez and Joyce, 2002: 28. The fourth stage is called Independent Construction of the Text. In this
stage, students work individually and independently to create the text. One of the independent construction activities includes writing tasks which demand that
students draft and present whole text Feez and Joyce, 2002: 28. The last stage is Linking Related Texts. In this stage, students rewrite their
composition, compare text with other text, and review what they have learnt. It can be related to other texts in the same or similar context and future or past cycle
of teaching learning Feez and Joyce, 2002: 28.
1 Building the
context 5
Linking related texts
2 Modelling and
deconstructing the text
3 Joint construction
of the text 4
Independent construction of
the text
Figure 2.3 Teaching Learning Cycle Taken from Feez and Joyce, 2002: 28
23 There is a difference between teaching learning cycle proposed by Feez
and Joyce 2002 and by Hammond, et al 1992. Teaching learning cycle by Feez and Joyce consists of five stages. In the other hand, teachinglearning cycle by
Hammond, et al only consists of four stages. There is no Linking Related Text in the Hammond, et als’ teachinglearning cycle. Hammond, et al starts from the first
stage called Building the Knowledge of the Field, while Feez and Joyce starts from Building the Context. In the first cycle of Hammond, et al, teachers and
students build cultural context, share experiences, discuss vocabulary, and grammatical patterns. The researcher employed teachinglearning cycle by Feez
and Joyce since it provides complete stages of the teachinglearning.
B. Theoretical Framework
Kategori