understand, that learning can happened consciously through imitation and analysis Badger and White in Kim and Kim, 2005 : 7.
3. Types of Genre
The specification of genres to be taught is based on the classification used by many systemic functional linguists, especially in applications to classroom
teaching of English e.g. Butt et al 2001, Derewianka 1990 in Lin 2006: 4. The classification involves a distinction between
text types
and
genres
. Genres, on the other hand, refer to more specific type of texts, such as newspaper reports or
recipes. Texts of each genre may be simply of one text-type for example, a bus schedule is purely an information report, while most recipes are purely of the text
type Instructions or they may be a combination for example, sermons often include stretches of narratives or recounts, as well as explanations, while usually
expository in target. Genres may also be written or spoken Lin 2006: 4.
According to Freeman and Medway in Kim and Kim 2005: 6, genre traditionally is seen as fixed and classifiable into neat and mutually exclusive
categories and sub categories. For example,
exposition, argument, description, and narratives
were treated as categories, with sub-types such the business letter and the laboratory report. Thus, in the traditional view of genres, teaching genres
means teaching textual regularities in form and content of each genre. On the other way round, it can be said that genre is considered as type of text.
There are two main categories of text according to Anderson and Anderson, they are literary and factual. Within these are various text type, and each has a
common and usual of using language.
a. Literary Text
Literary text constructed to appeal to our emotion and imagination. It can
make us laugh or cry, think about our own life or consider our beliefs. There are three main text types in this category: narrative, poetic, and drama Anderson and
Anderson, 2003: 1-2. These text types always faced in our daily life and make people enjoy it.
b. Factual Text Factual text type present information or ideas and aim to show, tell or
persuade the audience. The main text types in this category are recount, response, explanation, discussion, information report, exposition, and procedure Anderson
and Anderson, 2003: 2. The factual text serves or informs factual information about an event without any exploitation of the news.
The text or the news written or inform by journalist on the news papers, or televisions are examples of factual texts. The news written to inform an event
happened, for example the information about an accident. The journalists serve the fact of seen on event where the accident take place without manipulation of
information.
The following table shows the twelve types of texts to teach in senior high schools based on 2006
KTSP
curriculum, and its social functions, generic structure, and language feature Anderson and Anderson 1997: 3-5, Santosa
2007: 1- 3, MEDSP 1989: 4-21, and Ediaty 2007: 1-13:
Table 2.2. Types of Texts.
.
Text type Social function
Generic structure Language feature
1 Recount ·
to retell events for the purpose
of informing or entertaining
· Orientation: provides
the setting and introduces
participants giving information about
what, who, where and when
· Events: to tell what
happened in what sequence
·
Reorientation: optional, closure of
eve
nts
· Focus on specific participant nouns
and pronouns, ·
Material process, ·
Past tense, ·
Temporal sequence, conjunction, ·
Adverb of time, ·
Adjective to modify nouns
2 Narrative ·
used to amuse, entertain and to
deal with actual or vicarious
experience in different ways
· Orientation: sets
the scene, introduce
participant ·
Evaluation: a stepping back to
evaluate the plight ·
Complication: a crisis arises
· Resolution: the
crisis is resolved ·
Reorientation: optional
· Linguistic feature: specific
characters, ·
Time words that connect events to tell when they occur,
·
Verbs to show the action that occur in the story, and
·
Descriptive words to portray the characters and setting
.
3 Procedure · to describe how
something is accomplish
through a sequence of
actions or steps ·
Goal, ·
Material not required for all
procedure text, ·
Steps-1 goal followed by a series
of steps oriented to achieving the goal.
· Focused on generalized human
agents, ·
Use of simple present tense plus some times imperative,
· Use of mainly temporal
conjunctive relations, and ·
Use of mainly material action clauses.
4 Descriptive
· to describe a
particular person, place or
thing ·
Identification ·
Description ·
Information about specific participant
· Certain nouns,
· Simple present tense,
· Detailed noun phrase,
· Adjectives describing,
· Numbering, classifying,
· Relating verbs to inform about the
subject, ·
Thinking verbs and feeling verbs, ·
Action verbs, adverbials, and ·
Figurative language 5 News item ·
to inform readers, listener
or viewers about events of
the day which are considered
newsworthy or important
· Newsworthy
events: recount the events in
summary form.
·
Background events: elaborate
what happened to whom, in what
circumstanc
e.
· Sources: comment
by participant in, witnesses to an
authority’s expert on the events
·
Use of material processes to retell the event,
·
Use of
projecting verbal
processes, and
·
Focus on circumstances
.
6 Spoof ·
to retell an event with
humorous twist ·
Orientation: sets
the scene ·
Events : tell what happened
· Twist : provides
the punch line ·
Focus on person, ·
Animal, ·
Certain thing, ·
Action verb, ·
Material process. 7 Report
· To describe the
way things are with reference
to arrange of natural, man
made and social
phenomena in our
environment ·
Generic classification: tell
what phenomena under discussion
· Description: tells
the phenomenon is like in the terms of
parts and their function, qualities,
habits or behaviors
·
Focused on generic participants group of things,
·
Use simple present tense, no temporal sequence, and
·
Use of ‘being’ and ‘having’ clause
.
8 Analytical
Exposition ·
to persuade the reader or
listener that something is
the case that there is a case
to concern, to pay attention to
· Thesis: position
introduce topic and indicates write
position, preview outlines the main
arguments to be presented.
· Arguments: points
restates main arguments outlined
in preview, elaboration:
develops and ·
General nouns, ·
Abstract nouns, ·
Technical verbs, ·
Relating verbs, ·
Action verbs, ·
Linking verbs, ·
Modal verbs, ·
Modal adverbs, ·
Connectives, and ·
Passive sentences.
supports each pointsargument.
Reiteration: restates writer’s position
9 Hortatory Exposition
· to persuade the
reader that something
should or should not be
the case ·
Thesis : announcement of
issue of concern ·
Arguments : reason for
concern, leading to recommendation
·
Recommendation: statement of what
ought or not to happen
.
· Abstract nouns,
· Technical verbs,
· Relating verbs,
· Action verbs,
· Thinking verbs,
· Modal verbs,
· Modal adverbs,
· Connectives,
· Simple present tense, and
· Passive sentences.
10 Explanation
· To give an
account of how something
works or reason for
some phenomenon
How does it work? Why is
it so?
·
General statement, ·
A sequenced explanation of why
or how something occurs.
· Focused on generic,
· Non-human participants,
· Use simple present tense,
· Use of temporal and causal
· Conjunctive relations, and
· Use of mainly material action
processes. ·
11 Discussion
· to present
information about and
arguments for both side of
topical issue, concluding
with a recommendatio
n based on the weight of
evidence ·
Issue: statement of issue and preview.
· Argument for and
against: point and elaboration or in
more complex discussion.
· Statement of
various viewpoints ·
Recommendation : summary and
conclusion ·
Focused on generic human and non-human participation,
· Use of material,
· Relational and mental processes,
· Use of logical conjunctive
relation
12 Review ·
To critique an artwork or
event for the public
audience
.
· Orientation: places
the work in its general and
particular context. Often by
comparing it with its kind it through
analogue with a non art object or
events.
· Interpretative
recount: summaries the plot andor
provide an account of how the work
· Focus on particular participant,
· attitudinal lexis to show direct
expression of opinion, ·
Including attitudinal epithet in nominal groups,
· Qualitative attributive and
effective mental processes, ·
elaborating and extending clauses, and
·
Metaphorical language
.
came into being. ·
Evaluation: usually recursive.
According to NCTE, genre or text has its own characteristics: 1
Fantasy
, contains elements that are not realistic: talking animals,
magical powers, often set in a medieval universe, possibly involving mythical beings,
2
Historica
l fictions: stories centered around the basis of partially historical situation, and a novel set in a historical period,
3
Mystery
: A novel involving strangeness, solving a puzzling event or situation, something unknown, solving a crime, centered around a
person who investigates wrong doing, centered around a person or persons employed to obtain secret information,
4
Realistic
fictions: stories that take place in modern times, and characters are involved in events that could happened,
5 And
science fiction
: stories that often tell about science and technology of the future, involving partially true fictions law or theories of
science, settings http:www
. readwritethink. orglesson__ images lesson 270 Genre_sheet.pdf.
The types and characteristics of text or genre mentioned above always faced in the daily life, especially in the process of teaching and learning activities.
Teachers should have to try to lead the student to know and understand what type of text the student faced, what characteristic of each, and how to construct them.
4. Genre–based Approach
