THE IMPLEMENTATION OF GENRE-BASED APPROACH IN THE TEACHING OF ENGLISH (A Naturalistic Inquiry at SMA Negeri 1 Wonogiri).

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THE IMPLEMENTATION OF GENRE-BASED APPROACH
IN THE TEACHING OF ENGLISH
(A Naturalistic Inquiry at SMA Negeri 1 Wonogiri)

By:

THESIS

By:
SITI FATHONAH WIJAYANTI
K2208047

ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2015

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PRONOUNCEMENT

I

would

like

IMPLEMENTATION

to
OF

certify

that

the

GENRE-BASED

thesis

entitled

APPROACH

IN

“THE
THE

TEACHING OF ENGLISH (A Naturalistic Inquiry at SMA Negeri 1
Wonogiri)” is really my own work. It is neither plagiarism nor is made by others.

Anything related to other‟s work is written in quotation, the sources of which are
listed on the bibliography.
If then this pronouncement proves incorrect, I am ready to receive any
academic punishment, including the withdrawal or cancellation of my academic
degree.

Surakarta, February 2015

Siti Fathonah Wijayanti

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THE IMPLEMENTATION OF GENRE-BASED APPROACH
IN THE TEACHING OF ENGLISH

(A Naturalistic Inquiry at SMA Negeri 1 Wonogiri)

By:
SITI FATHONAH WIJAYANTI
K2208047

Thesis
Written and Submitted to Teacher Training and Education Faculty of
Sebelas Maret University as a Partial Fulfilment of Requirements for
Achieving an Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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2015

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APPROVAL OF THE CONSULTANTS

This thesis has been approved by the consultants to be examined by the
Board of Thesis Examiners of Teacher Training and Education Faculty of Sebelas
Maret University Surakarta.

Surakarta, February 2015

Approved by:

Consultant I,

Consultant II,

Prof. Dr. Joko Nurkamto, M.Pd.

NIP 196101241987021001

Hefy Sulistyawati, S.S., M.Pd.
NIP 197812082001122002

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APPROVAL OF THE EXAMINERS

This thesis has been examined by the Board of Thesis Examiners of
English Education Department and approved as a partial fulfilment of the
requirements for obtaining an Undergraduate Degree of English Education.

Day

:

Date

:

Board of Thesis Examiners

Signature

1. Chairman:

Teguh Sarosa, S.S., M.Hum.
NIP 197302052006041001

2. Secretary:

Dra. Dewi Rochsantiningsih, M.Ed., Ph.D.
NIP 196009181987022001

(…......…...….)

3. Examiner 1:

Prof. Dr. Joko Nurkamto, M.Pd.
NIP 196101241987021001

(……..…...….)

4. Examiner 2:

Hefy Sulistyawati, S.S., M.Pd.
NIP 197812082001122002

(…….....…….)

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MOTTO

“Iqra‟ bismi rabbikalladzii khalaq.”
(Read! In the name of thy Lord Who has created –all that exists.)
[Qur‟an, Surah Al-„Alaq: 1]

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DEDICATION

This thesis is whole-heartedly dedicated to:

Ibuk, Almarhum Bapak, and Dek Est
For such magnificent love and companionship
All remarkable „teachers‟ in my life
For giving me chances to learn, to live my life to the absolute fullest
Myself
“Always remember that you are precious.”
Mas
“My would be husband”

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ABSTRACT

Siti Fathonah Wijayanti. THE IMPLEMENTATION OF GENRE-BASED
APPROACH IN THE TEACHING OF ENGLISH (A NATURALISTIC
INQUIRY AT SMA NEGERI 1 WONOGIRI). Thesis, Teacher Training and
Education Faculty of Sebelas Maret University, April 2015.
This study investigates the implementation of Genre-Based Approach
(GBA) in the teaching of English at SMA Negeri 1 Wonogiri in the 2011/2012
academic year. It is aimed at (1) describing how GBA is implemented in the
teaching of English at SMA Negeri 1 Wonogiri, (2) pointing out challenges in
implementing GBA and (3) identifying to what extent GBA contributes to the
quality of teaching and learning process.
The study employed qualitative method in the form of naturalistic
inquiry. Classroom observations, in-depth interviews, and documents analysis
were deployed to collect the information related to the genre-based teaching and
learning activities in the eleventh grade of SMA N 1 Wonogiri. The data were
then analyzed using Miles and Huberman‟s Interactive Model, which includes
data reduction, data display, and conclusion drawing or verifying.
The findings of this study suggest that the implementation of GBA in the
teaching of English in the eleventh grade of SMA N 1 Wonogiri is relevant with
the curriculum recommendation, albeit still partial in some respects. A number of
challenges remained during the implementation, i.e., learners‟ vocabulary gap,
learners‟ lack of grammatical competence, the „irrelevancy‟ between the final
examination and the learning process, and the higher demand on teacher; all of
which in some ways affected teacher‟s adoption of GBA. The study further
indicates that GBA could help developing learners‟ productive skills;
nevertheless, insufficient scaffolding during the learning process resulted in
learners‟ skills which are superficial rather than communicative in nature.
Insufficient scaffolding was arguably related to the inappropriate activities
employed in the joint construction stage, the partial application of the Curriculum
Cycle, and the absence of integrated grammar teaching during the English lesson.
Contextual factors such as the lack of planning in implementing GBA and
inadequate trainings teacher received to implement this approach were of major
contribution to such a phenomenon.
Finally, there is a call for supports from any related stakeholders,
including the school, the MGMP, teacher training programs, and the curriculum
designers and/or policy makers, so that the implementation of GBA would be at
its best in the long run. Further research is recommended, particularly on how
grammar could be taught integrated through GBA in Indonesian EFL context.
Keywords: genre-based approach, scaffolding, quality of teaching and learning,
naturalistic inquiry
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ACKNOWLEDGMENT
Alhamdulillahirabbil‟alamiin. Praise be to Allah SWT for the countless
blessing and love poured upon me; for every „new‟ chance to live, to breathe the
fragrance of life, to taste the bittersweet of learning, to live life to the fullest. It is
because of Allah‟s help that this thesis could finally be accomplished.
These last three years have witnessed the intricate struggle of my thesis
completion. The stumbling and falling, the moment of desperation, the search for
the unknown, and the moment when those scattered pieces named „spirit‟ finally
found me back. If it were not for the support, assistance, and encouragement from
many individuals, this thesis would have never been finished. Therefore, I would
especially like to express my deepest gratitude to:
1. My beloved family: Ibuk and Almarhum Bapak, for the endless love, trust,
support, pray, and incomparable patience; and Dek Est, for being a fussy yet a
caring sister, and a best friend indeed. Thank you for always keeping me
company.
2. My thesis supervisors: Prof. Dr. Joko Nurkamto, M.Pd. and Hefy Sulistyawati,
S.S., M.Pd. for the patience, guidance, critical suggestions, encouragement,
and enlightenment during the writing of this thesis.
3. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., for being a considerate and
motivating academic supervisor.
4. Kristiandi, S.S., M.A., for inspiring me in many ways.
5. All lecturers of English Education Department, for countless knowledge,
inspiration, and values of life during the course of my study.
6. Teacher DR, for the guidance and immense help during the research; for all
insightful conversations and ideas-sharing. I learn a lot from you, Ma‟am.
7. The students of class XI Social Science 1, XI Natural Science 7, and XI
Natural Science 5, for the cooperation during the research.
8. “Nu-House” family, for the abundant kindness, and for accepting me the way I
am. Keep lighting up more and more candles!
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9. Family of English Students Association (ESA), especially the “ex-PHT
Kabinet Perubahan”: Lucky, Iful, Mbak Nindy, Mita, Mbak TM, Andra,
Indah, and Ambon. Thank you for the overwhelming support and attention.
The bullying might become the thing I would miss the most from you, Guys!
10. My fellow students in English Education Department, especially Mbak Sulis,
Dinda, Zara, Mbak Eka, Irene, Mbak Ditra, Nia, and Kalis. Thank you for the
gentle reminder, support, help, and encouragement during the „agonizing‟
writing of this thesis. May we all be such inspiring teachers for our students.
11. Awal, Sekar, Mbak Vis, Evi, and Alfiza, for all the stories shared, and for the
patience to always listen to my random thoughts of life.
12. “Langit”, for the rain and the rainbow; the sun and the cloud; the dawn and the
twilight, the moon and the stars; the endless beauty and inspiration. Thank you
for always pushing me to see beyond what eyes can see. You just never fail to
awe me.
Finally, I hope that this thesis could shed some light on the issues of
Genre-Based Approach in Indonesian EFL context and further give meaningful
contribution for education in Indonesia.

Surakarta, February 2015

Siti Fathonah Wijayanti

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TABLE OF CONTENTS

TITLE ............................................................................................................. i
PRONOUNCEMENT ..................................................................................... ii
PROPOSED TITLE ....................................................................................... iii
APPROVAL OF THE CONSULTANTS ...................................................... iv
APPROVAL OF THE EXAMINERS ........................................................... v
MOTTO ........................................................................................................ vi
DEDICATION .............................................................................................. vii
ABSTRACT .................................................................................................. viii
ACKNOWLEDGMENT ............................................................................... ix
TABLE OF CONTENTS .............................................................................. xi
LIST OF TABLES ....................................................................................... xiv
LIST OF FIGURES ...................................................................................... xv
LIST OF ABBREVIATIONS ...................................................................... xvi
LIST OF APPENDICES .............................................................................. xvii
CHAPTER I INTRODUCTION
A. Background of the Study ................................................... 1
B. Problem Statements ........................................................... 9
C. Objectives of the Study ...................................................... 9
D. Benefits of the Study .......................................................... 9
CHAPTER II LITERATURE REVIEW
A. Theoretical Review ............................................................ 11
1. The Nature of English Language Teaching ................. 11
a. The Notion of Language Learning ........................ 11
b. The Notion of Language Teaching ........................ 13
c. The Characteristics of Effective Teaching
and Learning .......................................................... 14
2. Genre-Based Approach ................................................ 16
a. The Notion of Genre-Based Approach .................. 16
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b. The Theoretical Foundation of
Genre-Based Approach .......................................... 19
c. Procedures in Implementing Genre-Based
Approach................................................................ 30
B. Review of Related Researches ........................................... 35
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Research ........................................ 38
B. Method of the Research .................................................... 40
C. Data and Source of Data .................................................... 45
D. Technique of Data Collection ........................................... 46
E. Trustworthiness.................................................................. 48
F. Technique of Data Analysis............................................... 48
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings .............................................................. 50
1. The Implementation of GBA in the Teaching
of English at SMA N 1 Wonogiri ................................. 50
a. Planning ................................................................. 50
b. Implementation ...................................................... 51
1) The Objectives of GBA in the
Teaching of English .......................................... 51
2) The Roles of Teacher ........................................ 52
3) The Roles of Learners ....................................... 57
4) The Roles of Learning Materials....................... 59
5) The Strategies and Procedures in the Teaching
and Learning Activities ..................................... 60
c. Evaluation ............................................................... 67
2. Challenges in Implementing GBA in the Teaching
of English at SMA N 1 Wonogiri ................................. 68
a. Learners‟ Lack of Vocabulary Mastery .................. 68
b. Learners‟ Lack of Grammatical Competence ......... 69
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c. Irrelevancy
between
the Learning Process

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and the Assessment Tool......................................... 71
d. Higher Demand on Teacher .................................... 73
3. The Contribution of Genre-Based Approach to the
Quality of Teaching and Learning Process
in SMA N 1 Wonogiri ................................................... 74
B. Discussion ......................................................................... 76
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ......................................................................... 87
B. Implication ......................................................................... 88
C. Suggestion.......................................................................... 89
BIBLIOGRAPHY .......................................................................................... 91
APPENDICES ............................................................................................... 96

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LIST OF TABLES
Table

Page

2.1 Text Types ............................................................................................. 25
3.1 Research Timeline .................................................................................. 40

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LIST OF FIGURES
Figure

Page

2.1 Communicative Competence Model ..................................................... 20
2.2 Revised Schematic Representation of Communicative Competence ... 21
2.3 The Relationship between Text and Context ........................................ 23
2.4 Scaffolding ............................................................................................ 30
2.5 Cycles and Stages of Learning in GBA ............................................... 30
3.1 Research Procedure .............................................................................. 44
3.2 Interactive Model Analysis .................................................................. 49

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LIST OF ABBREVIATIONS
BIMTEK : Bimbingan Teknis
BKOF

: Building Knowledge of the Field

BSE

: Buku Sekolah Elektronik

BSNP

: Badan Standar Nasional Pendidikan

CLT

: Communicative Language Teaching

EFL

: English as a Foreign Language

ELT

: English Language Teaching

ESL

: English as a Second Language

GBA

: Genre-Based Approach

ICT

: Individual Construction of Text

IGCSE

: International General Certificate of Secondary Education

JCOT

: Joint Construction of Text

KBK

: Kurikulum Berbasis Kompetensi

KTSP

: Kurikulum Tingkat Satuan Pendidikan

L1

: First Language

L2

: Second Language

LKS

: Lembar Kerja Siswa

MGMP

: Musyawarah Guru Mata Pelajaran

MOT

: Modelling of Text

RSBI

: Rintisan Sekolah Bertaraf Internasional

SMA

: Sekolah Menengah Atas

TOEFL

: Test of English as a Foreign Language

UN

: Ujian Nasional

ZPD

: Zone of Proximal Development

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LIST OF APPENDICES
Appendix

Page

1 Interview Protocol .................. ................................................................. 97
2 Observation Field Note 1 ....................................................................... 100
3 Observation Field Note 2 ....................................................................... 110
4 Interview Field Note (Teacher-Part 1) ................................................... 121
5 Interview Field Note (Teacher-Part 2) ................................................... 125
6 Observation Field Note 3 ...................................................................... 137
7 Interview Field Note (Students) 1 .......................................................... 143
8 Observation Field Note 4 ....................................................................... 151
9 Interview Field Note (Students) 2 .......................................................... 157
10 Field Note on Document Analysis 1 ................................................... 164
11 Field Note on Document Analysis 2 .................................................... 166
12 Field Note on Member Checking ......................................................... 170
13 Samples of Learning Materials ............................................................ 172
14 Samples of Students‟ Work.................................................................. 174
15 Photographs of Teaching Learning Activities ..................................... 179

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