AN INVESTIGATION ON THE IMPLEMENTATION OF A GENRE-BASED APPROACH (A Case Study at Two Senior High Schools in Natuna Islands, Kepulauan Riau Province).

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AN INVESTIGATION ON THE IMPLEMENTATION

OF A GENRE-BASED APPROACH

(A Case Study at Two Senior High Schools in Natuna Islands, Kepulauan Riau Province)

A THESIS

Submitted in Partial Fulfillment of the Requirements for the

Master’s Degree in English Education

By:

Rita Yosefa

0705874

ENGLISH EDUCATION PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

BANDUNG

2009

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DECLARATION

I hereby certify that this thesis entitled “An Investigation on the implementation of A Genre Based Approach”. A Case Study at Two Senior High Schools in Natuna Islands, Kepulauan Riau Province is completely my work. I am fully aware that I have quoted some statements and ideas from various resources. All quotations are properly acknowledged.

Bandung, Augustus2009

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ACKNOWLEDGEMENT

Alhamdullilaahi Rabbbil’Alamin. Praise be to Allah SWT, The Cherisher and Sustainer of the World. By the blessing of Allah SWT, I finally finished my thesis. However, I realize that this thesis wouldn’t have been completed without the help of some people who have willingly directed, guided, and given suggestions as well as motivation during the process of writing the thesis. Therefore, I would like to address my gratitude and appreciation to the following people.

First of all, high appreciation and deepest gratitude are conveyed to Emi Emilia, M.Ed, Ph.D and Dr. Yoyo Surjakusumah, M.Pd who had given their knowledge, encouragement and critical support for guiding me throughout the thesis writing. I am deeply indebted to both of them. On this occasion, I would also like to express my appreciation and gratitude to Iwa Lukmana, M.A, Ph.D and Dr. Safrina Noorman, M.A, who acted as the examiners, for kindly giving valuable inputs for this thesis.

Second, I would also like to thank the government of Natuna Regency, Kepulauan Riau Province which has afforded me with scholarship to finish my study and complete this thesis. Further, the teachers and the students who were involved in this research, thank you for letting me interrupt your hectic days. Your contributions are essential for this study

Finally, my deepest gratitude and respect go to my family who never gave up praying for my success. The most profound gratitude is addressed to my beloved husband, Adi Putra Saufie, and my wonderful children, Diva Nabillah and Sakha Diva. Then, to my late father, whose spirit has been my inspiration and motivation; my beloved mother, and all my big family in Tanjung Pinang. Thank you very much for your sincerity to understand that my study is part of life and I do not think I could have managed without all of you.

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Education especially Asep Dudi and Ihsanudin, thank you for sharing and proof reading my thesis, Mas Ayu and Rini who have been benevolent friends during my thesis writing. May Allah bless us all, Amin

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An Investigation on the Implementation of a Genre-Based Approach A Case Study at Two Senior High Schools in Natuna Islands, Kepulauan

Riau Province

Abstract

This study reports on the implementation of a Genre-based approach at two senior high schools in Natuna Islands, Kepulauan Riau Province. The study was designed to find out (1) how the teachers implement a Genre-based approach to the teaching of writing and (2) how the implementation of the approach affects the students’ writings.

This study employed a qualitative research design and the data were collected from several sources, including classroom observations which were videotaped and field noted and collection of samples of students’ texts which were analyzed using functional grammar. At last, the interviews were conducted to the teachers and their students to validate data from observations and students’ texts.

The results of the study reveal that teachers involved in this study do not fully implement a Genre-based approach as suggested by the theory. As a result, the students tend to write less effective texts, meaning that the texts are less successful to achieve the purpose of the text.

With respect to the findings, three recommendations are then proposed. First, teachers, who play important role in the classroom, should have clear understanding of the Genre-based approach so that they can inculcate genre pedagogy to the students more effectively. Second, Dinas Pendidikan in Natuna Islands, as the decision maker, should conduct in-service teacher training on the Genre-based approach to enhance teacher’s understanding of the approach. Finally, it is also recommended that further study of the Genre-based approach should be conducted in various contexts and levels to examine its effectiveness in helping the students to enhance their English capacity, especially their writing skills.

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Table of Content

Approval sheet ... Error! Bookmark not defined.

Declaration ... ii

Acknowledgement ... iii

Abstract ... v

Table of Content ... vi CHAPTER I 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 Purpose of the Study ... Error! Bookmark not defined. 1.4 Scope of the Study... Error! Bookmark not defined. 1.5 Significance of the Study ... Error! Bookmark not defined. 1.6 The Organization of Thesis ... Error! Bookmark not defined. CHAPTER II LITERATURE REVIEW ... Error! Bookmark not defined. 2.1. Introduction ... Error! Bookmark not defined. 2.2 Genre-Based Approach ... Error! Bookmark not defined. 2.3 Concept of Genre ... Error! Bookmark not defined. 2.4 Types of Genres in the 2006 English Curriculum ... Error! Bookmark not

defined.

2.5 Spoof Genre... Error! Bookmark not defined. 2.6 Basic Principles of Genre-Based Approach . Error! Bookmark not defined. 2.7 Curriculum Cycles under the Genre-Based Approach Error! Bookmark not

defined.

2.5.1 Building Knowledge of the Field ... Error! Bookmark not defined. 2.5.2 Modeling of the Text ... Error! Bookmark not defined. 2.5.3 Joint Construction ... Error! Bookmark not defined.

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2.5.4 Independent Construction ... Error! Bookmark not defined.

2.8 Functional Grammar ... Error! Bookmark not defined. 2.8.1 Theme System ... Error! Bookmark not defined. 2.8.2 Transitivity System ... Error! Bookmark not defined. 2.8.3 The Conjunction System ... Error! Bookmark not defined. 2.9 Conclusion ... Error! Bookmark not defined. CHAPTER III RESEARCH METHODOLOGY . Error! Bookmark not defined. 3.1 Introduction ... Error! Bookmark not defined. 3.2 Research Design ... Error! Bookmark not defined. 3.3 Setting ... Error! Bookmark not defined. 3.5 Data Collection Techniques ... Error! Bookmark not defined. 3.6.1 Observation ... Error! Bookmark not defined. 3.6.2 Documentation (Samples of the Students’ Spoof Texts)... Error!

Bookmark not defined.

3.6.3 Interview ... Error! Bookmark not defined. 3.7 Data Analysis Methods ... Error! Bookmark not defined. 3.8 Conclusion ... Error! Bookmark not defined. CHAPTER IV DATA PRESENTATION AND ANALYSIS ... Error! Bookmark

not defined.

4.1 Introduction ... Error! Bookmark not defined. 4.2 Data from Observation ... Error! Bookmark not defined. 4.2.1 Building Knowledge of the Field ... Error! Bookmark not defined. 4.2.2 Modeling of the Text ... Error! Bookmark not defined. 4.2.3 Joint Construction ... Error! Bookmark not defined. 4.2.4 Independent Construction ... Error! Bookmark not defined. 4.3 Data from Documentation (Samples of Students’ Texts) . Error! Bookmark

not defined.

4.3.1 The Schematic Structures of Text A1, Text A2, Text B1 and B2 . Error!

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4.3.2 Linguistics Features of Text A1, A2, B1 and B2 Error! Bookmark not

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4.3.3. The Schematic Structure of Text A3, Text A4, Text B3 and Text B4

Error! Bookmark not defined.

4.3.4. The Linguistics Features of Text A3, A4, B3 and B4 Error! Bookmark

not defined.

4.3.5. The Schematic Structures of Text A5, TextA6, Text B5 and Text B6

Error! Bookmark not defined.

4.3.6 Linguistic Features of Text A5, Text A6, Text B5, and Text B6 .. Error!

Bookmark not defined.

4.4 Data from Interview ... Error! Bookmark not defined. 4.4.1 Data from Teachers’ Interviews ... Error! Bookmark not defined. 4.4.2 Data from Students’ Interviews ... Error! Bookmark not defined. 4.5 Conclusion ... Error! Bookmark not defined. CHAPTER VCONCLUSIONS, LIMITATIONS OF THE STUDY, AND

RECOMMENDATIONS ... Error! Bookmark not defined. 5.1 Introduction ... Error! Bookmark not defined. 5.2 Conclusions ... Error! Bookmark not defined. 5.3 Limitations of the Study ... Error! Bookmark not defined. 5.4 Recommendations ... Error! Bookmark not defined. Bibliography ... Error! Bookmark not defined. Appendix ... Error! Bookmark not defined.

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CHAPTER I

INTRODUCTION

This chapter discusses main issues involving background of the study, research questions, purpose of the study, scope of the study; significance of the study and thesis organization.

1.1 Background of the study

This study is concerned with investigating the implementation of a Genre-based approach to the teaching of writing in two senior high schools in Natuna Islands, Kepulauan Riau Province.

A Genre-based approach to the teaching of English which focuses on the understanding and the production of selected genre has been identified as an effective approach to sharpen the students’ awareness toward the function and the social context of various genres (Kim, 2005; Lin, 2006; Hyland, 2007; Cheng 2008). Owing to this insight, the attentions toward the Genre-based approach begin to grow. Many practitioners (for examples, Martin, 1985; Christie, 1991; Feez, 2002; Macken-Horarik, 2002) have developed pedagogical frameworks in which genres and register are related to the goals, values and staged processes of a culture (Johns, 2002, p.5). Subsequently, the approach, as Derewianka (2003, p.133) states, has been adopted in community teaching contexts in programs for native speakers of English as well as ESL and EFL learners.

Regarding the teaching of English in Indonesian context, the influence of the Genre-based approach becomes increasing as can be seen in the content of the 2004 competency Genre-based curriculum which has been revised into the 2006 School Based Curriculum (Emilia, 2005, 2008). In the 2006 School Based Curriculum, in fact, the teachers are not explicitly suggested to use a particular method. However, the goal of English language teaching which is to enable the

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students to have linguistic competence and discourse competence in various types of texts linked with the social context, (BSNP, 2005.p.13) has expected the teachers to teach language explicitly where the students work with the language of the whole authentic texts (Butt et al, 2000, p.15, Gibbons, 2002). In this case, the teachers who play important role in the classroom (Brown, 2000, p.166; Harmer, 2007, p.111) should design the strategies which can help the students to recognize and analyze the salient language features of the texts (Butt et al, 2000, p.17). In designing the strategies, the teachers should consider that the strategy used should guarantee meaningful language learning will continue long after formal classes have ended (Butt et al, 2002). In this way, the use of the Genre-based approach, as indicated earlier, can be an alternative to achieve the purpose mentioned above.

With respect to this, there are four cycles suggested by the experts (for example, Derewianka, 1990, 2003; Macken-Horarik, 2002; Feez, 2002; Gibbons, 2002) to be considered in implementing the approach. The cycles are “Building Knowledge of the Field”, “Modeling of the Text”, “Joint Construction”; and “Independent Construction”. In this respect, the more knowledgeable the teachers are the more effectively they can lead the students to understand the salient features of the genre discussed (Butt et al, 2000, p. 18; Christie, 2005, p.145).

However, it is often the cases that in implementing the approach, the teachers do not really apply it as suggested by the theory (Emilia, 2008). This, as Feez (2002) states, is resulted from the teacher’s judgment about the theory of language which determines the approach used to sequence classroom activities. In relation to this, the researcher, who is one of the teachers of English in Natuna Islands, is inspired to investigate how the Genre-based approach is implemented to the teaching of English, especially to the teaching of writing in Natuna Islands, Kepulauan Riau Province.

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1.2 Research Questions

The study under discussion was conducted to answer the following questions: 1. How do teachers implement a Genre-based approach to the teaching of writing? 2. How does the implementation of the Genre-based approach affect students’ writings?

1.3 Purpose of the Study

Consistent with the research questions above, this study was designed to achieve two purposes. First is to find out the implementation of a Genre-based approach to the teaching of writing at two state senior high schools in Natuna Islands, Kepulauan-Riau Province. Second is to scrutinize the effect of implementation of the approach to the students’ writings.

1.4 Scope of the Study

A Genre-based approach is applicable not only to the teaching of writing, but also to teaching reading, listening and speaking. Due to the constraints of time, this study was primarily aimed at investigating the implementation of a Genre-based approach to the teaching of writing, especially teaching of writing the Spoof texts.

1.5 Significance of the Study

The results of the present study, as will be elaborated below, are devoted to inform both practitioners, namely teachers who have been front liners of the government policy at school, and the Dinas Pendidikan in Natuna Islands as the decision maker. The following is the significance of the study.

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First, the results of the study can become a beneficial reference for the teachers, especially the teachers involved in this study to evaluate their previous teaching program before designing their subsequent teaching programs. Second, it is also hoped that the results of the study become a useful input for Dinas pendidikan in Natuna Islands, as the decision maker, to conduct in-service teacher training on the Genre-based approach to improve the teacher’s understanding of the approach. Finally, it is also hoped that the results of the study can enrich the literature on the implementation of Genre-based approach in EFL context.

1.6The Organization of Thesis

This thesis is organized into five chapters. Chapter One is general introduction which relates to the background of the study, research questions, purpose of the study, scope of the study and significance of the study. Then, the subsequent chapters are organized as follows:

1. Chapter Two presents the relevant theories that have given shape to this study. The theories are to do with concept of genre, Genre-based Approach to teaching writing, followed by its basic principles and curriculum cycle. At last, Chapter Two is accomplished by the discussion of functional grammar which constitutes a tool for students’ writings analysis.

2. Chapter Three presents a detailed depiction of the research methodology and design of the study. The research methodology compromises the participants, setting, data collection procedure, and data analysis.

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3. Chapter Four displays the findings and the discussion of the study. The findings and the discussion are presented and discussed based on the data collection procedures to seek the answers for the research questions formulated in Chapter One section 1.2. 4. Finally, the thesis is accomplished by unfolding Chapter Five which is devoted to

draw the conclusions of the study, in spite of several limitations, as well as the recommendations for the practitioners.

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CHAPTER III

RESEARCH METHODOLOGY

3.1 Introduction

This chapter is devoted to discuss a detailed picture of the methodology of the study. The discussion is commenced by elaborating the research design followed by research site, participants, data collection techniques and data analysis.

3.2 Research Design

This study, as previously mentioned, was designed to find out (1) the implementation of the Genre-based approach to the teaching of writing and (2) the effect of the implementation of the Genre-based approach to the students’ writings. Consistent with this, this study can be considered as a descriptive qualitative research design with characteristics of a case study which focuses on holistic description and explanation (Merriam, 1998, p. 29). Then, to meet the research question, the researcher who was the primary instrument in a qualitative research (Merriam,1988 in Creswell, 1994, p.145 ) collected data through multiple data collection (observation, documentation of the students’ texts, interview) to get in-depth understanding of the situation and meaning for those involved (Creswell, 1994, p.145; Rossman & Marshall, 2006, p. 2).

Finally, data from multiple data collections (observation, texts’ analysis and interview) were categorized in line with the focus of the study. Then, the data from

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multiple data collection are narrated and referred back to the theories (Marshall and Rossman, 2006, p.152). In this study, data gained were referred back to the theories expounded in Chapter Two to get detailed picture of the implementation of the Genre-based approach in each setting of the study.

3.3 Setting

The study was undertaken at two schools in Ranai-Natuna Islands, Kepulauan-Riau Province. There were two reasons for choosing these research sites. First, these schools have implemented the Genre-based approach. Hence, the results of the study, as alluded to in Chapter One, Section 1.5, become useful input for the teachers in preparing the subsequent implementation of the Genre-based approach, especially to the teaching of writing. Second, the researcher is familiar with the research site, so it can increase feasibility of this study.

3.4 Participants

The participants of this study were two English teachers and two classes from two senior high schools in Ranai, Natuna Islands. There were two reasons in choosing the participants. First, it was due to the fact that the teachers who taught in class 10 and class 11 still had several meetings to be done before the final examination. In this case, the teachers who taught in class 11 were chosen, moreover, they were also recommended by the headmaster of each school. Second, from the informal interview conducted in initial of the study shows that the teachers, despite

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their insufficient understanding of the Genre-based approach have commitment to implement the approach.

Regarding the students, six students of two classes whose writings were analyzed in Chapter Four were selected. In selecting the students as the participants, the researcher asked the teachers to decide it based on the level of the students’ achievement. Then, the students categorized as low achievers, middle achievers and low achievers were interviewed to clarify data those data from observation and students’ texts analysis.

3.5 Data Collection Techniques

This study, as outlined above and in line with the research questions posed in Chapter One, Section 1.2, used multiple data collection techniques, including observation, documentation (samples of the students’ writings) and interview. Each technique of data collection will be elaborated below.

3.6.1 Observation

Regarding the first research question, observation is one of the primary data resources in this study as Cresswell (1994, p.145) and Alwasilah (2002, p.210) argues that qualitative research as the researcher is concerned with process and meaning in which how people make sense of their lives, experiences, observation is regarded as the primary resource (see also Marshall&Rossman, 2006, p.98).

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Consistent with the first research question and using the insight from previous related studies (for examples, Emilia, 2008; Thwaite, 2007), this study employed classroom observation to find out the implementation of a Genre-based approach in each setting. During the observation, the researcher acted as non-participant observer, in that as Sugiono (2006, p.162) says, the researcher was present in the classroom without participating in the teaching learning process.

To obtain the accurate data, the observation was videotaped and field-noted (Alwasislah, 2002, p.211). Regarding class A, the observation was videotaped for three times. Meanwhile, the subsequent observations were conducted by taking field-notes. This was done to make the students more relaxed during writing their own text individually. However, in this respect, the researcher equipped herself with a set of observation sheet as can be seen in Appendix 2.

Unlike teacher A, teacher B had refused to be videotaped. Therefore, the observation was conducted by taking field-note. Like the observations in class A, the observations in class B were also concerned with investigating the application of the teaching cycles of Genre-based approach as suggested by the theory (see Appendix 2).

Having finished the observation in each setting, the researcher collected six students’ texts written in stage of independent construction. The texts, as will be discussed in the following section, were written by the students categorized as high achievers, middle achievers and low achievers in each setting.

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3.6.2 Documentation (Samples of the Students’ Spoof Texts)

This technique which constitutes the ways to elicit the data by analyzing the written or visual contents of a document (Marshall &Rossman, 2006, p.107) was devoted to answer the second research question formulated in Chapter One, Section 1.2. In line with this, Alwasilah (2002, p. 156) says that data form students’ writings are also useful in developing an understanding of setting or group studied.

With reference to the delineation above and relevant to previous related studies (for examples, Macken-Horarik, 2002; Emilia, 2008; Thwaite, 2007; Firkins, 2007), in this study the students’ texts written by the students categorized as high achievers, middle achievers and low achievers were analyzed by using functional grammar in terms of the schematic structure and the linguistic features to do with Theme system and Transitivity system which will be discussed in Chapter Four, Section 4.3.

3.6.3 Interview

The last source of data in this study is interview, used to clarify those data form observation and documentation (samples of students’ texts) (Rossman & Marshall, 2006, p. 101; Creswell, 1994, p.150). In this study two unstructured interviews were designed. The first interview (see Appendix 5, 6) was conducted with the teachers whilst the second interview (see Appendix 7, 8) was undertaken with the students whose texts were already collected.

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Interviews with the teachers were conducted in two stages. The first stage was done immediately after each classroom observation. The second stage was undertaken at the end of the classroom observation (see Appendix 5, 6). The former interview, as Emilia (2008) says, is beneficial to clarify what the teachers just did in the class. In this case, the interview was not recorded. The latter interviews are devoted to crosscheck those data from the whole observations (Alwasilah, 2002). In this respect, the interviews (see Appendix, 2) were guided by several questions focused on the implementation of a Genre-based Approach. This interview spent 15 to 20 minutes for each participant and it was recorded to obtain accurate and detailed data (Silverman, 2005, p.183).

In relation to interviews with the students, the interviews were conducted at the end of the study. In this case, the students whose writings were analyzed were altogether interviewed (see Appendix 5&6). This was done to reduce students’ nervousness and to promote the students’ expression (Alwasilah, 2002, p.192; Marshall &Rossman, 2006, p.114).

Then, unlike the previous related studies in Indonesian context (see Emilia, 2005, 2008) which were conducted in English, the interviews in this study were undertaken in Bahasa Indonesia to allow the participants express their ideas in a more elaborated way (Rossman &Marshall, 2006, p.102). However, the interview (see Appendix 5, 6. 7 and 8) were later transcribed and translated into English.

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From data analysis point of view, the data collected from each instrument were displayed and discussed based on the data collection techniques in line with the research questions. Data from observation were firstly analyzed. This, as previously mentioned in Chapter Three, is aimed to uncover the implementation of the Genre-based approach. To accomplish this, data from observation gathered through videotaping, field-noting were transcribed. The transcriptions, as Marshall&Rossman (2006, p.159) suggest, were read repeatedly to get accurate data. Then, the data transcribed were categorized and referred back to the theories expounded in Chapter Two (Alwasilah, 2002, p.159). In this study, the data were analyzed and interpreted to find out whether the teachers in this study had implemented the curriculum cycle and the basic principles of the Genre-based approach appropriately as suggested by theorists of genre (Derewianka, 1990; Feez, 2002; Gibbons, 2002; Hyland, 2007).

Dealing with the second research question, the students’ texts, as mentioned in Chapter Two, Section 2.7, are analyzed by using functional grammar. This is also relevant to previous related studies such as Lavid (1995); Emilia (2005, 2008); Lin (2006); Firkins (2007); and Thwaite (2007), which use functional grammar as a tool to explore how the text achieves its social function. In this study the students’ texts analysis were mainly focused on the use of the schematic structure and the linguistics features of Spoof genre as also elaborated in Chapter Two, Section 2.3 and 2.7. The analysis of schematic structure was firstly explored and followed by the analysis of linguistic features of Spoof text.

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Finally, to clarify those data from observation and students’ texts, data from interviews were also analyzed (Marshall&Rossman, 2006, p.110). In this study, the interviews, as alluded to in Section 3.6.3, were transcribed and then translated into English. Further, the transcriptions were put into categories in line with the focus of the study (Alwasilah, 2002). In presenting the data from interview, the names of the participants were replaced with pseudonyms (see Appendix 5, 6, 7, 8).

3.8 Conclusion

This chapter has expounded the methodology of the study under discussion, including research design, setting, participants involved, research instruments; data collection techniques and data analysis. In the following chapter the researcher will narrate in detail the findings obtained from the multiple data collections in line with the research questions formulated in Chapter One, Section 1.2.

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CHAPTER V

CONCLUSIONS, LIMITATIONS OF THE STUDY, AND

RECOMMENDATIONS

5.1 Introduction

This chapter consists of three sections. The first part is the conclusions of the study drawn from the findings expounded in the previous chapter. The second part is concerned with the limitation of the study and the last part is devoted to propose several recommendations for teachers and further research concerning the implementation of the Genre-based approach.

5.2 Conclusions

This study investigated the implementation of a Genre- based approach at two senior high schools in Natuna Islands, Kepulauan Riau Province. Based on the results of the study expounded in the previous chapter, several conclusions are drawn. First, regarding the first research question that is to find out the implementation of a Genre-based approach in each setting of the study, the findings reveal that to some extent the teachers have implemented the Genre-based approach as suggested by the theory alluded to in Chapter Two. However, apart from this, the teachers have neglected several aspects which will be described below.

• Concerning the stage of building knowledge of the field, data from observations reveal that to some extent the teachers have applied the building

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knowledge of the field as suggested by the experts. However, apart from this the essential aspect, such as vocabularies are not taught explicitly. So, the students’ understandings of vocabularies used in a Spoof genre are still obscure.

• Dealing with the stage of modeling of the text, the findings reveal that the teachers have implemented it less appropriately where the schematic structure and linguistics features of a Spoof genre are not taught explicitly. In this case, the teachers did not explain how to develop each schematic stricture, such as an orientation, a series of events and a twist to weave a meaningful Spoof genre. Then, in terms of the linguistic features, the findings reveal that the teachers did not explain in its context. As a result, there are found many mistakes, such as the use of past tense, the use of conjunctions in the students’ writings.

• For the stage of joint construction, the finding shows that the teachers have skipped this stage. As a result, this, as will be drawn in the subsequent discussion, tends to affect the way students write their Spoof genre in the next the stage, meaning that the students have not had sufficient experience how to write a Spoof genre.

• Related to independent construction, the findings reveal that this stage was conducted in only one meeting so that the students did not have opportunity to

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revise and edit their writing. This indicates that teacher’s understanding of writing is a recursive process is still obscure.

Related to the second research question, that is the effect of the implementation of the Genre-based approach, the results of the study, as discussed in the previous chapter, reveal that the way the teachers implemented a Genre-based approach has led the students to write less effective texts, meaning that the texts are less successful to achieve the purpose of the texts. The following is the aspects that have been neglected by the students.

• From the schematic structure point of view, many students do not really develop each schematic structure as suggested by the theory. In this case, the students tend to write an orientation without considering the essential aspects, such as the setting, and the time of the event happened. In terms of a series of events, many students do not develop it by the movement of time. This has led to a less coherent text.

• Regarding the linguistic features, the students have made several mistakes in terms of the use of past tense. Then, the students are also less successful to employ complex sentences, conjunctions, and circumstances accordingly. Besides it, the students also tend to translate their draft word for word. As a result, their drafts seem to be quite awkward. Due to this fact, the texts are less successful to achieve the purpose of the text.

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5.3 Limitations of the Study

There are two limitations of the study under discussion resulted from the time constraints. The first one is to do with the number of the teachers. It was only two teachers investigated in this study. It would be much better if more than two teachers were investigated to portray the implementation of the Genre-based approach in each setting of the study.

Second, it was only six students’ texts represented by two of the high achievers, middle achievers, and low achievers from each setting of the study were analyzed. It could result in more detailed picture of the effect of the implementation of the Genre-based approach if all the students’ texts were analyzed. However, the use of Halliday’s model of language, the functional grammar, as a tool for text’s analysis, as Macken-Horarik (2002) says, enhances the validity of the result of the text’s analysis in relation to the implementation of Genre-based approach (see also Emilia, 2008, p.131).

5.4 Recommendations

With reference to the findings of this study, several recommendations are proposed. First, teachers should have clear understanding on the implementation of a Genre-based approach to inculcate the genre pedagogy to the students more effectively. More significantly, the teachers, as will be described below, should know

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what aspects should be highlighted in each stage of the approach. The following is the aspects that should be highlighted on the teachers’ subsequent programs.

• For building knowledge of the field, the teachers should introduce more than one text to build up students’ knowledge of the salient features of the genre taught. Besides it, the teachers should also teach and translate the vocabularies explicitly to promote students’ consciousness of the difference between English pattern and Bahasa Indonesia pattern.

• Related to modeling of the text, the teachers should design the relatively familiar activities to engage the students in this stage. In this case, the teachers could try ‘jigsaw activities’, which have been used by Lin (2006) in his study, to enhance students’ awareness of the schematic structure of the genre. In relation to scaffolding, it should be provided as much as possible so later the students’ will be more familiar with the linguistics features of the genre taught.

• For joint construction, despites its dilemma, is useful to exercise the students to write a genre taught so later the students will be more confident to write a similar genre individually. If needed, this stage could also be conducted repeatedly to make the students fully understand how to write a more meaningful genre.

• Concerning the stage of independent construction, the teachers should conduct it more than one meeting so that the students have opportunity to

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revise and edit their draft. With respect to this, teachers could encourage the students, especially with higher achievement to revise and edit the draft of their peers especially the peers with low achievement. This kind of activities also benefits to nurture students’ understanding that writing is a recursive process in which they need to revise their writing repeatedly.

Second recommendation is to improve the teachers’ understandings of the implementation of the Genre-based approach, Dinas Pendidikan in Natuna Island, as it is also suggested by teachers involved in this study, should conduct in-service teacher training on the Genre-based approach which has been adopted as a part of centralized the 2006 English curriculum.

The last recommendation is that the implementation of the Genre-based approach should be tried out in various contexts and levels to examine its effectiveness in helping the students to enhance their English capacity, especially their writing skills.

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