According to this theory, knowledge is best constructed when learners collaborate together, support one another to encourage new ways to form,
construct and reflect on new knowledge. Fourth, a genre-based approach to writing instruction looks beyond
subject content, composing processes and linguistic forms to see a text as attempts to communicate with readers. This approach is concerned with
teaching learners how to use language patterns to accomplish coherent, purposeful prose writing. In this approach, student writers are requested to
consider the overall social purposes of a text into account when composing a text.
Fifth, this approach emphasizes the important role of writer-reader interaction on a piece of writing. There always exist an interaction between
writer and its readers in the form of written communication despite the absence of readers.
Sixth, teacher’s role in this approach is viewed as authoritativeness rather than authoritarian Rothery in Tuan, 2011. As an
expert in the classroom, the teacher provides students with systematic guidance and careful support through various activities so that students
ultimately gain the control of written genres. At the same time, heshe also recognizes the importance of students’ contributions to the teaching-learning
process. Last but not least, the genre-based approach emphasizes the explicit
teaching of the linguistic conventions of the genre for L2 novice student writers Christie in Tuan, 2011. It is argued that students cannot produce a
particular text-type successfully if they are not taught explicitly about linguistic conventions of that text-type with respect to language features and
schematic structure.
b. Stagesphases in GBA
When it comes to explaining writing development in the genre approach, Hammond 1992, as cited in Burns, 200
1 proposed “a wheel model of a teaching learning cycle having three phases: modeling, joint
negotiation of text by learners and teacher, and the independent construction of texts
by learners”. Modeling, Hammond noted, is the time when the target genre that students should construct is introduced to the students. At this
stage, discussion focuses on the educational and social function of the genre, and analysis focuses on the text structure and language.
Joint negotiation of text refers to the stage when learners carry out exercises which manipulate relevant language forms. It fosters a negotiating
process between the teacher and the students. It involves reading, research, and disseminating information, and the text of the genre is dependent on those
activities. The independent construction of texts is the final phase; in which learners produce actual texts through activities such as choosing a topic,
researching, and writing.
Another model is proposed by Agustien 2006. This model is similar to two preceding models. However, this model is added with a phase in the
beginning of the cycle i.e. building knowledge of the field. In this phase
teachers and students build cultural context, share experiences, and discuss vocabulary and grammatical patterns, and so on.
3. Web-based Instruction
The next thing which is discussed in this part is the instruction used in this research i.e. web-based instruction. Definition, advantages, websites, and
developing own websites will be explored in this point.
a. Definition
Web-based Instruction is part of the Internet-based instruction. Khan 1997 defines this instruction as a hypermedia-based instructional program
which utilizes the resources of the World Wide Web to create a meaningful learning environment. Meanwhile, Relan and Gillami 1997 define WBI as
:
“...the application of a repertoire of cognitively oriented instructional strategies within a constructivist and collaborative learning environment,
utilizing the attributes and resources of the World Wide Web.” Based on those two definitions, it can be concluded that WBI is an
instruction which use the World Wide Web’s WWW advantages to deliver information in order to make teaching and learning activities happens in
online environment.
b. Advantages
There are some advantages of WBI: promotes growth of distance education economically reliable and inexpensive source as compared to
computer based training, live broadcasts, video tapes, and so on, enables learners who prefer or are required to learn outside traditional classrooms to
