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In summary, with text type still being an elusive concept which cannot yet be established explicitly in terms of linguistic features, perhaps the looser use of
the term by people such as Faigley and Meyer 1983 may be just as useful: they use text type in the sense of the traditional four-part rhetorical categories of
narrative, description, exposition and argumentation. Steen 1999, p. 113 similarly calls these four classes types of discourse. 4 Stubbs 1996, p. 11, on
the other hand, uses text type and genre interchangeably, in common, perhaps, with most other linguists. At present, such usages of text type which do not
observe the distinctions Biber and EAGLES try to make are perhaps as consistent and sensible as any, as long as people make it clear how they are using the terms.
2.1.6 The Genre-Based Approach
The main rationale of using the genre-based approach is it has great potential in teaching writings particularly in English Foreign Language
classrooms in this case third semester students in the Faculty of Letters of Sanata Dharma University. It matches modern classroom practice based on the holistic
view where the key focus is on negotiation of meaning and how language operates at the text level in order to obtain the meaning. It is strongly against the traditional
paradigm of language in which meaning is said to be found in isolation at the level of the individual words or sentences. Therefore, the idea of imposing genre-
based approach in teaching writing serves as a means in cultivating a new perspective of improving students writing skills and increase their knowledge of
the practical world. Christie 1999: 759 suggest that the functional nature of language is theorized in three metafunction: ideational, interpersonal and textual.
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In other words, that ideational is grammar for representing the world, while interpersonal suggest grammar for enacting social relationship such as
asking, request, asserting control, or ordering. Whereas interpersonal suggest about interaction between human beings, society and culture. Textual is grammar
for binding linguistic elements together into broadertext Christie 1999. Martin 1984 supports Christies views and define genre as a staged, goal oriented,
purposeful activities in which speakers engage as members of the culture. In addition Feez and Joys 1998, 24-27 paradigm also support Christies,
they suggest that language learning is a social activity, and is the outcome of collaboration between the teacher and the student and between the student and the
other students in the group. Halliday 1992:19 describes language learning as Learning to mean and to expand ones meaning potential Hallidays language
learning model with three outcomes. Hence, this model of language learning shows that social interaction has significant role that enable language students to
develop a resource for making meaning, a tool for interpreting and organizing reality, knowledge about language.
Learning occurs more effectively if teachers are explicit about what is expected of students. A visible pedagogy is eminent in this approach which
clearly identifies what is to be learned and what is to be assessedBernstein 1990: 73. The genre approach is concerned with providing students with explicit
knowledge about language. Rather than standing back, the teachers intervene where necessary in the learning process to support the students as they build
knowledge and skills which have been explicitly negotiated. The process of
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learning in particular learning writing is a series of scaffolded development steps which addresses different aspects of language
For many learners, these materials will provide models which can be used to developed familiarity with the structure of such texts, and provide
scaffold to assist with the learners subsequent attempts to write similar text. Materials should be integrated and not require students to write
genres which have not already been encountered. Elis 1989 as quoted in Richards 2002
The methodology applied within the genre approach is based on the work of the Russian psychologist Vygotsky 19341978 and the American educational
psychologist Bruner 1986. In genre-based approach the scaffholding is provided by the role of the teacher in providing explicit knowledge and in the stage of joint
construction of the text. Thus, a genre-based approach to literacy means engaging students in the role of apprentice and also means re-establishing the teachers role
as an expert on language system and function. Genre based approach is a teaching methodology that has been developed
and sustained in Australia pedagogy. The genre based approach is an approach which values the notion of explicit knowledge, meaning to say that in learning
learners must be provided with explicit knowledge about the language. It also emphasizes on teacher-learner interaction as well as the dynamics occurring in the
classroom. Genre based approach is a teaching learning process that consist of cycles
and stages Hammond 1992. It is aimed to provide students independent control of a particular types of text. The cycles are divided into two even part, that is the
oral cycle and the written cycle, where each cycles has four stages that students
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and teachers must undergo. They are building knowledge of the field, modelling of text, joint construction of text and lastly independent construction of text.
The concept of genre based approach for teachers is that teachers must complete a full circle of the cycle when delivering materials in the classroom.
Based on Feez Helen Joyce, 2002 in order to make full potential of the genre based approach in the classroom teachers must go thorough all the cycles in
sequence. The first cycle would be developing listening and speaking skills and the second cycle integrates the development of reading and writing skills.
Figure 2.1 Cycles and Stages of learning Feez Helen Joyce, 2002
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To implement genre-based approach in the classroom, one widely accepted instructional approach in Australian schools is the curriculum cycle, also referred
to as the teaching and learning cycle. One of the is proposed by Hammond et al. 1992.17 cited in Agustien 2006a dan 2006b which is called Cycles and Stages of
Learning. The four stages consist of building students knowledge of the field, modeling the text, joint construction of text and independent construction of text.
The first stage, building knowledge of the field, aims at providing students with background knowledge of the topic. In this stage, the focus is on the content
of information and the language of the genre of the text that is going to be used. Throughout this stage, the teacher and students will cooperatively build up a
shared knowledge of the field. This initial exploration helps students to be prepared for approaching the next stage of the learning such as modeling of the
text. The second stage is modeling of the text, a particular genre is introduced
through a model text that deals with the field that the students have already explored in the stage of building knowledge of the field. This second stage aims to
help students familiarize themselves with the purpose, generic structures and linguistic features of the genre so that they can understand it and deconstruct it.
The focus is on the form and function of the texts. Kongpetch 2006 suggests that selection of texts that are based on students needs and interests may contribute to
the effectiveness of teaching English using the genre-based approach.
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When students are already familiar with the model of a particular genre, teacher and students can work together to construct a particular text type. This is
the third stage, known as the joint construction stage. The aim of this stage is to show students how a text is produced. In this stage, the focus is on illustrating the
process of creatingwriting a text considering both the content and the language. Finally, in the last stage, the Independent Construction stage, students are ready to
work independently to produce their own texts within the chosen genre. The practicality of the genre based approach in the classroom is easy but not simple.
Teaching and learning activities in the classroom by the teacher such as presenting a number of different text types to the students and then ask them to
select the appropriate category for a particular text would reflect the genre based approach. Another activities that would reflect genre based approach is by having
comparison between generic structures and text structures in the language learning classroom, students may be presented with a number of genre and text type
categories and asked to select the appropriate category for a particular text. Furthermore students can be give a number of text with particular genre and then
they are asked to identify the generic structures and associated text types on the basis of their exploration the text. This activity would serve as a bridge for
students to explore the linguistic features and patterns of certain genres and perhaps the variations that might emerge.
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2.1.7 MOODLE
