THE USE OF GENRE-BASED APPROACH IN TEACHING SPEAKING : A case study at a Junior High School in Bandung Barat Regency.

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THE USE OF GENRE-BASED APPROACH IN TEACHING SPEAKING (A case study at a Junior High School in Bandung Barat Regency)

A THESIS

Submitted in partial fulfillment of the requirements for Master degree in English Education

Tuti Alawiyah, S.Pd. NIM: 1204690

DEPARTMENT OF ENGLISH EDUCATION SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

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THE USE OF GENRE-BASED APPROACH IN TEACHING SPEAKING (A case study at a Junior High School in Bandung Barat Regency)

Oleh Tuti Alawiyah

S.Pd Universitas Muhammadiyah Prof.Dr.Hamka, 2001

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni

Juli 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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TUTI ALAWIYAH

THE USE OF GENRE-BASED APPROACH IN TEACHING SPEAKING (A case study at a Junior High School in Bandung Barat Regency)

has been approved and legalized by Supervisor:

Dr. Rd. Safrina Noorman, M.A NIP. 196207291987032003

Head of the English Education Program School of Postgraduate Studies Indonesia University of Education

Prof. Emi Emilia, M. Ed., Ph.D. NIP.196609161990012001

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

APPROVAL SHEET ... Error! Bookmark not defined. DECLARATION ... Error! Bookmark not defined. ACKNOWLEDGEMENTS ... Error! Bookmark not defined. ABSTRACT ... Error! Bookmark not defined.

TABLE OF CONTENTS ... 1

CHAPTER I ... Error! Bookmark not defined. INTRODUCTION ... Error! Bookmark not defined. 1.1 Background of the Study ... Error! Bookmark not defined. 1.2 Research Questions ... Error! Bookmark not defined. 1.3 Purposes of the Study ... Error! Bookmark not defined. 1.4 Significances of the Study ... Error! Bookmark not defined. 1.5 Scope of the Study ... Error! Bookmark not defined. 1.6 Organization of The Study ... Error! Bookmark not defined. CHAPTER II ... Error! Bookmark not defined. REVIEW OF RELATED LITERATURE ... Error! Bookmark not defined. 2.1 Genre-Based Approach ... Error! Bookmark not defined. 2.1.1 The Basic Principles of Genre-based approach ...Error! Bookmark not defined. 2.1.2 The teaching stages of Genre-based approach ... 11

2.1.3 Summary of the discussion in the Genre-Based Approach... 17

2.2 The Nature of Speaking ... 18

2.2.1. What makes speaking difficult... 24

2.2.2 Teaching speaking ... 38

2.2.3 Assessing Speaking ... 42

2.2.4 Descriptive Text ... 46

2.3 Review of the Previous Studies ... 47

CHAPTER III ... 49

RESEARCH METHODOLOGY ... 49

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

3.1.1 Research Site ... 50

3.1.2 Participants ... 50

3.2 Data Collection ... 51

3.2.1 Observation ... 51

3.2.2 Questionnaire... 52

3.2.3 Interview ... 53

3.3 Data Analysis ... 53

3.3.1 Classroom observation ... 53

3.3.2 Questionnaires ... 54

3.3.2 Interviews ... 54

3.4 Conclusion ... 55

CHAPTER IV ... 56

DATA PRESENTATION AND ANALYSIS ... 56

4.1 Data Presentation ... 56

4.1.1 Data from classroom observation ... 56

4.1.2 Data From Questionnaire... 65

4.1.3 Data From Interviews ... 67

4.1.3.1 Interview with the teacher ... 67

4.1.3.2 Interview with the students ... 72

4.2 Data Analysis ... 85

4.2.1 The Challenges and Solutions in the Implementation of Genre-Based Approach in teaching speaking ... 85

4.2.1.1 Building Knowledge of the Field ... 85

4.2.1.2 Modelling of the Text ... 86

4.2.1.3 Joint Construction of the Field ... 88

4.2.1.4 Independent Construction ... 88

4.2.2 Problems encountered by the teacher ... 89

4.2.3 Problems encountered by the students ... 91

4.3 Concluding Remark ... 92

CHAPTER V ... 94

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

5.1. Conclusion ... 94 5.2. Suggestion ... 95 REFERENCES ... 97 APPENDIX 1

The Excerpt of Observation ... Error! Bookmark not defined. APPENDIX 2

Questionnaires ... Error! Bookmark not defined. APPENDIX 3

List of Interview Questions With the Teacher and Students ...Error! Bookmark not defined.

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

The study investigated the implementation of Genre-based approach in teaching speaking and the problem encountered by the teacher and also the students in its impelementation in one state Junior high school in Lembang, west Java. This study employed a qualitative research design, implementing characteristic of a case study. The data were obtained through observation, close-ended questionnaires and interview. All the data interpreted to answer all research questions. This study revealed that the teacher has understood about the basic principles and stages in Genre-based approach and implemented it well in his teaching and learning process. He really liked to apply the Genre-based approach because of its systematic procedure/method that help him in the teaching and learning process. In fact, the lack of pronounciation became a big problem to the students in practicing their speaking skill. However, based on the teacher’s opinion the lack of students’ self confidence become a big issue in encouraging his students to practice their speaking skill. Above of all the use of genre-based approach in the teaching and learning process has been implemented well by the teacher and really helpful in making the condusive teaching and learning in the classroom. The problem encountered in encouraging the students to practice their speaking skill in front of the classroom.

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter presents the general issues related to the present study. The first section started with the background of the study that mainly deals with the issue for conducting this study. This section is followed by research questions and the purpose of the study. The following sections present the significance of the study, the scope of the study, and the organization of the study.

1.1. Background of the Study

As an international language, English becomes a primary subject at school in Indonesia, especially for the Junior and Senior high school level. English has been taught from the lower level (kindergarten) up to the highest level of education (Doctoral Program). Most parents seek English school to expose their children to English as early as possible (Zacharias 2010). However, children or even adults who have been learning it for such a long time still find difficulties in mastering it, especially in the speaking skill. It is believed that learning to speak fluently and accurately is one of the greatest challenges for all language learners since the speakers have to speak and think at the same time while they are speaking (Pinter, 2006).

Furthermore, Ur (1996) states that speaking seems intuitively the most important of all four skills (listening, speaking, reading and writing) as most foreign language learners are primarily interested in learning to speak. People who know a language are referred to as ‘speakers’ of that language. It is in line with Richards (2008) states that the mastery of speaking skills in English is a priority for many second-language of foreign –language learners. Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have imporoved in their spoken language proficiency. Based on the statement above the

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

researcher is interested in conducting her research in speaking. Furthermore, based on the researcher’s pre-survey it was found that research on students’ low speaking ability is still limited in number. The fact leads the researcher to conduct the research on this skill.

Regarding to the above phenomenon to make students acquire the expected competence in English teachers are expected not only to master English but also to have a good comprehension in managing students and classroom. Related to this, Harmer believes that if teachers provide well-prepared speaking activities students will have chances to practice real-life speaking in the safety of the classroom and it also provides feedback for both teacher and students (Harmer, 2007). Therefore providing this kind of oppportunities is a challenge for the teachers because it is not easy to do.

Teachers as the main factor in providing the effective teaching have a very important role in making a condusive situation for the students in learning. It is in line with Richards who says that many things can be done to create a context for good teaching, but it is teachers themselves who ultimately determine the success of a program (Richards, 2002). This means that teachers need to have a sepecific qualification to do it. In order to provide a condusive situation teachers have to consider the teaching and learning requirement of the curriculum.

Indonesian curriculum requires the English teaching in junior high school level to cover some forms of text types or genres. Genre has become a key concept in language teaching because through genres people perform many actvities such developing relationship, sharing information or socializing with others. Genres also enable students to conduct the most basic interactions of everday life (Hyland, 2004). It is without doubt that knowing and being familiar with the genre are something really necessary to the students.

Genre-Based Approach requires teachers to teach their students many types of text. At least there are five text types in the curriculum that the students of Junior high schools have to master. They are Descriptive, Report, Recount, Narrative and Procedure. In the teaching of these text types, Genre-Based

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Approach has been introduced to teachers of English in Indonesia. So far, there have been many studies of the Genre-Based Approach conducted to investigate the effectiveness of the approach in teaching learning activities (Yosefa 2009, Nurviani 2012, Mulyati 2012, Istianah 2011 ). Most of them were conducted in teaching writing.

Despite a large amount of research in teaching writing, based on the researcher’s inquiry in UPI library and searching from the internet there is only a limited number of research dealing with a Genre-Based Approach in teaching speaking. This has led the researcher to conduct a research on exploring genre-based approach in teaching speaking skill.

Based upon the background, this study aims at exploring how Genre-Based Approach is applied in teaching speaking especially in descriptive texts and what problems are encountered by the teacher and students in its implementation in a speaking class

1.2. Research Questions

This study attemps to address the following research questions:

1. How is the Genre-Based Approach applied in the teaching of speaking? 2. What problems are encountered by the teacher and students in applying

the Genre-Based Approach in teaching speaking?

1.3. Purposes of the Study This study aims :

1. To explore the teaching of speaking using Genre-Based Approach in teaching a descriptive text.

2. To investigate the problems which are encountered by the teacher and students in applying the Genre-Based Approach.

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.4. Significances of the Study

Due to the fact that in Indonesia study dealing with Genre-Based Approach in teaching speaking is rare, this research might contribute in three aspects of education; theoretically, practically and professionally.

Theoretically, this study might enrich the literature on the teaching of English using Genre-Based Approach in particular the teaching of speaking a descriptive text especially in an Indonesian context.

Practically, this study might be useful for the teacher in improving their skill in teaching speaking using Genre-Based Approach. This research might provide a procedure of teaching speaking.

Profesionally, this study will help the English teacher to improve their skill in teaching and learning as their profession, since this research is going to describe the real problem experienced by the teacher in the classroom and its solution.

1.5. Scope of the Study

This study is a case study of first graders in a state junior high school in Bandung, West Java Indonesia. This study focused on the Use of Genre-Based Approach in teaching speaking skill. Particularly, the present study is aimed at elaborating how the teaching stages in spoken cycle of the Genre-Based Approach can help students develop their speaking skill especially in descriptive text. This study also focused on finding the problems encountered by the teacher and students in applying Genre-Based Approach in teaching speaking skill.

1.6. Organization of The Study

This thesis consists of five chapters. The first chapter is Introduction. The second one reviews the theoretical framework related to the study. The third chapter clarifies the research procedure and methodology. Chapter four analyzes

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

the findings and interpretation of the findings. Finally , the last chapter draws the conclusions and recommendations.

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

Chapter two has discussed literature related to this research, including the theory of Genre-based approach and speaking skill. This chapter will discuss a detail of the methodology of the study. It covers the research design, research site and participant of the study, data collection and data analysis.

3.1. Research Design

The purposes of this study are to explore the teaching of speaking using Genre-Based Approach and to investigate the problems which are encountered by the teacher and the students in applying the Genre-Based Approach. Based on the purpose, the present study has two research questions, i.e.(1) how Genre-Based Approach is applied in the teaching of speaking and (2) what problems are encountered by the teacher and students in applying the Genre-Based Approach.

Regarding the research questions above, this study employed a qualitative approach as it involved qualitative data collection and analysis. The reason for choosing this method was based on the definition of qualitative itself which led the researcher to make a personal assessment as to a description that fits the situation or themes that capture the major categories of information (Creswell, 2008). Through this research design, the researcher intended to find out the way Genre-Based Approach is implemented in teaching speaking and also to find out the problem are encountered in its implementation.

This study has a characteristic of a case study with regard to the consideration that researcher focused on observing, interpreting and understanding what the teacher and students had done. Case study is a specific instance that is frequently designed to illustrate a more general principle. Furthermore, case studies can establish cause and effect, indeed one of their strengths is that they observe effects in real contexts, recognizing that context is a

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The Use Of Genre-Based Approach In Teaching Speaking

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powerful determinant of both causes and effects ( Nisbet and Watt 1984, as cited in Cohen, Manion and Morrison 2007 ).

In this study the researcher played a role as a non-participant observer. According to Cohen, Manion and Morrison (2007) state in their book :

The best illustration of the non-participant observer role is perhaps the case of the researcher sitting at the back of a classroom coding up every three seconds the verbal exchanges between teachers and pupils by means of a structured set of observational categories.

By conducting this research as a non participatory case study observer it is hoped that the researcher got the data as a whole picture. The role also enabled the researcher to produce more objective judgements.

3.1.1. Research Site

This study was conducted at Junior High School located in Lembang West Java. The reason of choosing this school is because it is known as one of the school which has implemented Genre-based approach intensively and it is also supported by the fact that this school is often used for research education from many universities in Indonesia and even from abroad and the researcher was helped by the English teacher there who are well-experienced in implementing the Genre-Based Approach.

3.1.2. Participants

The participants of this study were one english teacher and 37 students from class one of junior high school in kota Bandung, Jawa Barat. The participants were both the students and an English teacher because the researcher wanted to find out the difficulties in applying speaking through Genre-Based Approach from their perspectives. The students and the teacher involved in this study were chosen because of their willingness to be involved in this study and the relevance of the materials discussed within the curriculum in this grade. Since this study focused on the descriptive text, it was appropriate with what the students should learn in this grade. Furthermore, the study involved 37 students of the first grade students. Officially there were 40 students in this class, During the course of

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The Use Of Genre-Based Approach In Teaching Speaking

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the study, there were students who did not go to school. Hence this study focused on the 37 students as participants for gaining the complete and comprehensive data from the participants.

3.2. Data Collection

The data were collected from observations, questionnaires and interviews. Each of the techniques described below.

3.2.1. Observation

As states in Cohen,Manion and Morrison 2007 that observation methods are powerful tools for gaining insight into situations. As with other data collection techniques, the observation is appropriate to gain the valid and reliable data. Patton (1990: 202 as cited in Cohen,Manion and Morrison 2007) suggests that observational data should enable the researcher to enter and understand the situation that is being described. By doing the observation the researcher gain the “live” data directly to what is taking place and it becomes the unique strength of doing the observation. Furthermore Robson (2002: 310 as cited in Cohen, Manion and Morrison 2007) says, what people do may differ from what they say they do, and observation provides a reality check; observation also enables a researcher to look afresh at everyday behaviour that otherwise might be taken for granted, expected or go unnoticed (Cooper and Schindler 2001: 374).

In this case, the observations were conducted to investigate all research questions. The first research question was aimed at exploring the implementation of Genre-Based Approach in teaching speaking. The second research question was to examine the problems encountered by the teacher and students in applying the Genre-Based Approach in teaching speaking.

The researcher, as a non participant observer, observed the classroom and acted as a complete observer. The researcher was present at the scene of action but did not interact or participate in the activity (Creswell, 1994) in order to find out how Genre-Based Approach was applied in English classroom.

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The Use Of Genre-Based Approach In Teaching Speaking

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The researcher took notes and video tape during the observations on what was said and done by the teacher and students. In the end of each observation, the researcher had informal conversations with the teacher and some of the students about their classes. The conversation was included into the field-notes.

The observations were conducted twice a week for 2 months (six meetings). They were carried out from the second week of October 2013 until the second week of November 2013. The observations were transcribed.

3.2.2. Questionnaire

The questionnaire is a widely used and useful instrument for collecting survey information, providing structured, often numerical data, being able to be administered without the presence of the researcher, and often being comparatively straightforwad to analyse (Wilson and McLean 1994 as cited in Cohen,Manion and Morrison 2007). Meanwhile Creswell (2002) argues that a questionnaire is a form used in a survey design that participants in a study complete and return to the researcher. The participant chooses answers to questionss and supplies basic personal or demographic information.

Relevant to the statements, this study employed close-ended questionnaire. Closed questions prescribe the range of responses from which the respondent may choose and it is directly to the point and deliberately more focused than open-ended questions ( Cohen,Manion and Morrison 2007). In this study the questionnaire was used to investigate the answer of the second research question. It was the problem encountered by the students in learning speaking through Genre-based approach. List of questions were given to the students to gain data of the students’ responses with the application of Genre-based approach in teaching speaking skill. It helped to find out the finding of the study, whether the stages succeeded or not in achieving the goal.

The questionnaire consisted of 10 questions that students had to answer by choosing 5 options, they were :Strongly Agree(SS-Sangat Setuju),

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Agree(S-Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

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Setuju), Uncertain(R-Ragu-ragu), Strongly Disagree(STS-Sangat Tidak Setuju), Disagree(TS-Tidak Setuju). The questionnaire was presented in Bahasa Indonesia to make it easier to be understood by the students.

3.2.3. Interview

The researcher conducted the interview to the students and also the teacher. The main purpose of an interview is to obtain special kind of information (Merrian, 1988). She also explains that interview is the best technique to use when conducting intensive case studies of individuals. In this study, a semi structured interviewed was used in which interview has a sequence of themes to be covered as well as suggested questions and the interview has a general idea of where she wants the interview to go ( Kvale, 1996). Furthermore, the interview had a purpose to explore about how well the teacher know about Genre-Based Approach and how he applied it in his teaching process. The interview was conducted to obtain the data about what problems the teacher and students encountered in implementing the Genre-Based Approach in teaching speaking.

3.3. Data Analysis

The data analysis in this study was conducted over the course of the study. On going data analysis and interpretation were done based on the data from document analysis including observations, questionnaires and interviews. Each step of analysis of the three sources of data is given in the following section.

3.3.1. Classroom observation

Data from observation were analyzed descriptively. This follows Creswell ( 1994 ) who says that data that emerge from qualitative study are descriptive and should therefore be reported in words (primarily the participants’ word).

Data from observation were analyzed to validate the data from the interviews with the teachers. The analysis was based on the implementation of

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

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Genre-Based Approach in teaching speaking and problems encountered by the teacher and students in its implementation.

Furthermore, the data analysis was conducted in the following steps. The step 1 was organizing data of the classroom observations into file folders or computer files. The step 2 was transciribing data. It was conducted by watching the videotapes and then reading the notes of the classroom observations. The step 3 was converting data from videotapes into text data. The step 4 was marking the text data by hand and dividing them into three parts based on the themes of the research questions. the themes were the implementation of Genre-Based Approach in teaching speaking, the problems encountered by the teacher and the problems encountered by the students. The step 5 was describing data. In this step, the researcher described and developed the data consisting of answering the research questions and forming deep understanding of the phenomenon through the description. The step 6 was reporting and interpreting the findings. The steps explained above are relevant to the statement suggested by Creswell (2008). The interpretation of the findings is presented in detail in the next chapter, chapter Four.

3.3.2 Questionnaires

It was mentioned above that this study employed the close-ended questionnaires in order to gain the data from the students. The analysis of the questionnaires were conducted to identify the data from students and their perspective about speaking skill and also problems encountered by the students in learning it. In this case, the researcher focused on finding out their answers.

The data were analyzed in some steps. The first step was converting the respondents’ answer to numbers by means of coding procedure. The coding step covered code 1 for strongly agree, code 2 for agree, code 3 for uncertain, code 4 for disagree, and code 5 for strongly disagree. The second step was calculating the the students’ answer and the last step was giving the percentages of their answers.

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.3.3. Interviews

Data from the interview were transcribed, categorized and interpreted to answer the research questions proposed. During the transcription stage students’ names were replaced with pseudonyms. The researcher gave back the transcript to the participants to make sure that it was exactly what the students and teachers said and meant.

Meanwhile, the data obtained from the interview were analyzed in the following steps. The step 1 was converting the data from oral language to written language. The interview trancripts were then read many times and notations were made in the margins to look for the statements representing the perspective mainly related to the research questions. the step 2 was coding the data. The codes were later used as categories to organize the data based on the research questions. the step 3 was interpreting and concluding the data into the findings as a descriptive report. The stages of the data analysis conformed to the statement proposed by kvale (1996).

Finally, the triangulation method was used in analyzing the data : the observations, interviews and questionnaires. As Cohen, Manion and Morrison (2007) states that triangulation may be defined as the use of two or more methods of data collection in the study of some aspect of human behaviour. From triangulation it was expected that the data revealed how Genre-Based Approach was applied in the classroom and the problems encountered during the application.

3.4. Conclusion

This chapter has outlined the reseach methodology of this study that used a qualitative method with a characteristic of a case study.

The data were collected by means of observations, questionnaires and interviews. All data data obtained from the sources were analyzed qualitatively. At last the data were triangulated. The findings of this study are elaborated in the next chapter, Chapter Four.

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusions of this study. It also offers some recommendations for further study regarding the teaching of spoken genre. These conclusions of the study are built up based on the data analysis which is discussed in the previous chapter. Some recommendations are proposed here in order to give information as well as guidance to conduct further research concerning the same field or issue.

5.1. Conclusion

This study is about implementing the Genre-based approach in teaching speaking especially in descriptive text and also the problems encountered by the teacher and the students in its implementation. Referring to the discussion in Chapter Four, the major conclusion of the study is that the implementation of Genre-Based Approach in teaching speaking especially in descriptive text in this school works successfully. The teaching and learning process runs into a conducive situation with greater involvement by the teacher and also the students. The teacher’s knowledge about the basic principles and stages in Genre-based approach that he got from many workshops leads to the conducive situation in the teaching and learning process. The teacher applied the Genre-Based Approach in teaching speaking appropriately. Furthermore, the students also gave positive responses towards the implementation of this approach in the class. It can be proven by the improvement of the students’

enthusiasm in responding the teachers’ questions and the improvement of the

result of their speaking score.

With respect to the last research question concerning the problem that the English teacher encountered in applying the Genre-based approach in teaching

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The Use Of Genre-Based Approach In Teaching Speaking

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speaking, it was found that the students’ low self confidence in presenting their text orally in front of the class in the last stage of Genre-based approach called independent construction becomes an obstacle for the teacher in teaching and learning process. Furthermore, it can be solved by the great effort of the teacher in encouraging their students by giving words of encouragement and giving extra score for the students who are brave enough in presenting their ideas. However, the new type of assessment of new curriculum which has many aspects in giving scores to the students also plays a big role in motivating the students to be active in the teaching and learning process.

Regarding the problems that the student encountered in teaching and learning process, it was found that the students have some difficulties. They were the lack of pronunciation ability and the low capability of vocabulary and grammar. The students had a big problem in how to pronounce the words correctly. They also had a big problem whenever their teacher used English most of the time while explaining the lesson. The students expected the teacher to use English and also Bahasa Indonesia in order to make them understand the lesson well. Furthermore, asking the students to read a lot, watching the English movies, listening to the English news and song, checking the dictionary and asking questions to the teacher and friends were suggested by the teacher in order to solve all of the problems.

5.2. Suggestion

In line with the topic under discussion which is about the use of Genre-Based Approach in teaching speaking, the following suggestions which have to do with the teaching of speaking development are worth trying.

First, with regard to the speaking skill, the students’ self confidence in

practicing their English in the classroom and outside the classroom are still relatively low and underdeveloped. In response to this, the teacher should encourage his students to practice it. The students should also be given more

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The Use Of Genre-Based Approach In Teaching Speaking

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guidance, chances and constructive feedback from the teacher. Finally, it is also recommended that the teaching of speaking should be integrated with other skills such as listening, reading and writing.

Second, in order to help the students to promote their speaking skill ability, it is recommended that a certain program should be conducted at the site.

Based on the students’ good responses in learning speaking, the school has to conduct many competitions in order to give the students opportunities to practice their English such as story telling competition, speech contest, quiz, etc.

Finally, the next researcher is suggested to conduct research by involving more participants particularly in the classroom observation and in the interview in order to gain the data more exhaustive.

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES

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Babu, Ramesh. (2010).Teaching Spoken English for Non-native Students: Problems, Solutions and Techniques. Available at

http://www.eltweekly.com/elt-newsletter/2010/06/06-article-teaching-spoken-english-for-non-native students-problems-solutions-and-techniques-by-a-ramesh-babu/.

Baldwin, Caroline. (2011). How to overcome shyness during an Oral

Presentation. Availabe at http://www.howtogetridofstuff.com/living/how-to-get-rid-of-shyness/

Bashir, M., Azeem, M. And Dogar, AH. (2011). Factor Effecting Students’ English Speaking Skills. British Journal of Arts and Social Sciences . ISSN : 2046-9578, Vol.2 No. 1 (2001) . British Journal Publishing, Inc. 2011. http ://www.bjournal.co.uk/BJASS.aspx.

Bowen, Tim. (2005). Methodology: shy students; An article offering suggestions and advice on teaching shy students. At http://www.onestopenglish.com/support/ask-the-experts/methodology questions/methodology-shy-students/146385.article Brown, H. D., 2001. Teaching by Principles. An Interactive Approach to

Language Pedagogy. New York: Longman.

Brown, R. Sanborn and Nation, P. Teaching Speaking : Suggestion for the

Classrooom. Available at

http://www.victoria.ac.nz/lals/staff/Publications/paul-nation/1997-Brown-Speaking.pdf

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

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The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

(1)

Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

British Council. Getting teenagers talking. Availbale at

http://www.teachingenglish.org.uk/think/articles/getting-teenagers-talking. British Council. Increasing student interaction. Available at

http://www.teachingenglish.org.uk/think/articles/increasing-student-interaction.

British Council. Fear of speaking English, Can it be Helped? Available at

http://www.teachingenglish.org.uk/blogs

Cater, John. (2009). Phonetic and Phonological Problems Encountered by the Bengali Speaking Efl Learner: How Can They be Overcome?

Available at http://englishspeakingclub.org/?tag=english-as-a-foreign-language.

evaluating quantitative and qualitative research. Third Edition. Pearson International Edition. New Jersey: Pearson Education, Inc.

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Derewianka, B. (1998). A Grammar Companion For Primary Teacher. Newton: PETA

Derewianka, B. (2003) Trends and Issues in Genre Based Approach. RELC Journal. Volume 34; 133. August 2003.

(2)

Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Derewianka, B. (2004). Exploring How Text Work. Victoria: McPherson’s Printing Group.

Emilia, E. (2005). A Critical Genre Based Approach to Teaching Academic Writing in a Tertiary EFL Context in Indonesia. A Ph.D thesis submitted to the University of Mealbourne.

Emilia, E.(2008). Menulis Tesis dan Disertasi. Bandung: Alpha Beta

Emilia, E. (2010). Teaching writing developing critical learners. Bandung: Rizqi Press.

Emilia, E. (2012).Pendekatan Gene-Based dalam pengajaran Bahasa Inggris: Petunjuk untuk Guru. Bandung: Rizqi Press.

Endah, N. S. 2009. The Implementation of Genre-Based Approach in Teaching Speaking at SMPN 2 Jatipurno Wonogiri. Research Paper: Muhammadiyah University Of Surakarta. Available in

http:[etd.eprints.ums.ac.id/6526/1/A320050315.pdf]

Erikson, T. (2009), Students’ Obstacles in Practicing Speaking English: (A Case Study at Batam Polytechnic. Bandung: UPI Library (unpublished paper) Gerot, L., and Wignell, P.(1994). Making Sense of text: the context – text

relationship. Queensland: Antipodean Educational Enterpress.

Gerot, L., and Wignell, P.(1995). Making Sense of Functional Grammar. Queensland: Antipodean Educational Enterpress.

Harmer, J. (2007). How To Teach English. London: Longman

Harmer, J. (2007). The Practice of English Language Teaching. London: Longman.

Hughes, Rebecca. (2002) Teaching and Researching Speaking. United Kingdom:Person Education

(3)

Tuti Alawiyah, 2014

The Use Of Genre-Based Approach In Teaching Speaking

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Hyland, K. (2004). Genre and Second Language Writing. London: The University of Michigan Press

Hyland, K. (2007). Genre Pedagogy: language, literacy, and L2 writing

instruction. Elsevier, Journal of Second Language Writing. Volume 16, 148-164. Available at : www.sciencedirect.com. London. Elsevies. Inc.

Istianah, T. (2011). The Use of Genre Based Approach in Teaching Writing

Procedural Text to Improve Student’s Writing Skill To The Eleventh Graders

Of Smk N I Slawi In The Academic Year Of 2010/2011. Research Paper. English Department Faculty of Languages and Arts Semarang State University.

Phoenix Education Pty Ltd.

Joyce, H. S., & Feez, S. (2012). Text based-literacy education: Programming and methodology. Putney, NSW: Phoenix Education Pty Ltd.

Juhana (2011). Investigating the Difficulties Encountered by Students in Practicing Speaking in English Class. Unpublished thesis. Bandung: Indonesia University of Education (UPI)

Kayi, Hayriye. Teaching Speaking: Acitivities to Promote Speaking in a Second Language. Available at http://iteslj.org/Techniques/Kayi-TeachingSpeaking.Html