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Kennedy 1981: 35 adds each procedure is essential in teaching developmental reading, and none can be slighted without decreasing the
effectiveness of the program in school. Based on the theory above, it can be concluded that in teaching reading
there are many procedures that must be done by the teacher, they are needed to make the process of teaching-learning more effective.
B. Review on Genre
1. Definition of Genre
Richards 1997: 161 defines genre just as informational texts may be organized and labeled as arguments, descriptions, or comparison and contrast,
literary texts are organized by genres. He adds that genres are types of writing, including the two broad categories of poetry love poems, sonnets, epic poems,
comic verse, verse dramas odes, and various other types and fiction short stories, mysteries, romance novel, science fiction, and historical novels.
Martin in Swales 1990: 40 states that genres are how things get done, when language is used to accomplish them. Martin adds that genres range from
literary to far forms: poems, narratives, service encounters, new broadcast and so on.
Saville and Troike in Swales 1990: 39 define genre as the type of communicative event and offers the following as example: jokes, stories, lectures,
greetings, and conversation. Swales 1990: 33 also states that genre is quite easily
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used to refer to a distinctive category of discourse of any type, spoken or written, with or without literary aspiration.
Swales in Bhatia 1993: 13 defines genre as follows: A recognizable communicative event characterized by a set of
communicative purpose identified and mutually understood by the members of the professionals or academic community in
which it regularly occurs. Most often it is highly structured and conventionalized which constraint on allowable contributions in
term of their intent, positioning, form, and functional value. These constraint, however, are often exploited by the expert
members of the discourse community to achieve private intentions
within the
framework socially
recognized purposess.
Martin 1992 in Hyland 2004: 5 states that genre in Systematic Function Linguistic is seen as ‘staged, goal oriented social process’, emphasizing the
purposeful, interactive, and sequential character of different genres and the ways that language in systematically linked to context.
He adds that genres are social processes because members of a culture interact to chive them; they are goal oriented because they have evolved to
achieve things; and they are staged because meanings are made in steps, and it usually takes writers more than one step to reach their goals.
Swales 1990 in Wallace 1992: 30 states that genres are social events not only in terms of the social roles and purposes of those who create them as
speakers or writers but because the communicative function of the resulting
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spoken or written text is recognizable to a particular community of listeners or readers.
Based on the definitions above, it can be defined that genre are informational texts and a distinctive type of written or spoken text of
communicative even characterized by a set of communicative purposes made in certain rules that are associated with a writer’s purpose through style and form
that ranges from literary too far from literary form which has specific purposes in communicative events and distinctive linguistic characteristic and its own generic
structure to construct effective purpose, effective text element construction and diction.
2. The Genres
