Genre Based Approach.pptx

to student in magister program

1. Genre Based Approach Ifana Syahesti Muhibbah NST Natasya Sugara Nurfaizah

2. Genre Definition Etymologically, the word ‘genre’ is derived from the French language meaning ‘form’ or ‘type’. Then, originally, the word ‘genre’ which is also used in Biology science means ‘genus’ referring to the classification of flora and fauna (Stokes, 2006; Himawan , 2007). Then, nowadays, genre is also used in linguistic studies. Derewianka (1946, p. 18) in Zulyetti's journal defines a genre as ‘particular text-type’. He refers texts to ‘any meaningful stretch of language – oral or written’ which become particular mainly because of its social purpose in the communication.

3. Genre Characteristics G enre has a particular communication event, G enre has a specific goal (goal oriented), G enre is different and various in accordance to its typical features, E ach genre has a matter of limitation and rules including content, physical form, and shape, and E very genre belongs to a certain discourse community. Swales (1990)

4. Genre Category The genre category according to Sidaway (2006) uses the term 'The Magnificent Seven‘ . Among them : recount narrative explanation information report procedure discussion exposition.

5. Each genre may present itself in various text forms. For example, a film review can be categorized as an exposition. On the other hand, a narrative may be found in email messages, newspaper articles, novels, and so forth.

6. Genre Based Approach Definition Genre Based Approach is a writing learning approach strategy that combines product and process approaches ( Rival et al , 2021) Genre based approach is a systematic writing learning instruction medium to help students compose meaningful writing ( Byram , 2004). The genre-based approach focuses on a learner's creativity in compiling systematic writing within the context of a broader writing purpose. This is because in a genre-based approach, the social context (outside the classroom context) is the main purpose of writing where the writer must be able to capture the diversity of social characters of the readers.

7. Purpose of Genre Based Approach The purpose of a genre-based approach is to support students writing with generalized, systematic guiding principles about how to produce meaningful passages. Basically, genre-based teaching approach aims at developing students literacy skills focusing on the social processes such as explain, describe, and argue (Kay & Dudley-Evans, 1998).

8. ADVANTAGES OF GENRE BASED APPROACH Real-Life Communication: It focuses on teaching students how to use language in real-life contexts, preparing them for practical communication. Contextual Learning: Students learn English by analyzing and producing texts in specific genres, which helps them understand the language's use in various contexts. Genre Awareness: It develops students' awareness of different text types, enabling them to comprehend and produce a wide range of written and spoken genres. Critical Thinking: This approach encourages critical thinking and analysis, as students examine the structure, language features, and purposes of different genres. Transferable Skills: The skills acquired through genre-based teaching are transferable to different genres and communication situations.

9. Authentic Materials: It often involves the use of authentic materials, such as newspapers, articles, and speeches, enhancing language learning with real-world content. Motivation: Engaging with a variety of genres can make language learning more engaging and motivating for students. Academic and Professional Readiness: It equips students with the skills needed for academic and professional communication, as they become proficient in different genres commonly used in these settings. Cultural Understanding: By exploring various genres, students gain insights into different cultures and their linguistic expressions. Effective Communication: Genre-based teaching helps students become more effective communicators in both written and spoken English.

10. D ISADVANTAGES OF GENRE BASED APPROACH Limited Creativity: It can be restrictive and may stifle students' creativity, as it often focuses on specific structures and patterns, leaving little room for personal expression. Overemphasis on Form: This approach may prioritize the form and structure of language over communication and meaning, potentially leading to mechanical and unnatural language use. Difficulty in Assessing Proficiency: Assessing students' language proficiency based solely on their ability to mimic specific genres may not accurately reflect their overall language skills or readiness for real-world communication. Cultural Bias: Some genres may be culturally specific, making it challenging for non-native speakers to fully understand or use them in culturally diverse contexts.

11. Lack of Flexibility: It might not accommodate the diverse needs and interests of individual students, as it often follows a predetermined curriculum. Potential for Stereotyping: Focusing on genres can reinforce stereotypes or narrow views of certain groups or types of communication, as it may not encourage exploration of alternative perspectives. Insufficient Emphasis on Language Variation: This approach may not adequately address the dynamic nature of language, including dialects, regional variations, and evolving language trends. It's essential to balance the genre-based approach with other language teaching methods to address these limitations and provide a well-rounded language education

12. The steps to implement genre-based learning in teaching: Select Appropriate Genres Genre Analysis : a. Identify Characteristic b. Create Genre Profiles Explicit Teaching : a. Introduce Genres b. Modeling c. Practice Analysis Hands-on Practice a.Genre Imitation b.Gradual Releas Feedback and Revision : a. Peer Review b. Teacher Feedback Real-Life Application a. Applying Genres Reflection : a. Metacognition Assessment : a. Assess Learning Outcomes Ongoing Practice and Development : a. Continued Exposure Collaborative Learning : a. Peer Collaboration

13. Remember that genre-based learning is not limited to language arts; it can be applied across subjects to help students better understand and communicate in specific disciplinary contexts.

14. The example of how the Genre-Based Approach (GBA) can be applied to teaching English in a classroom, specifically focusing on the genre of a short story: Objective : Teach high school students how to write and analyze short stories. Step 1: Genre Selection Identify the genre: The selected genre is the short story. Explain the significance of short stories in literature and when they are used, such as in creative writing, literary magazines, and storytelling.

15. Step 2: Genre Analysis Break down the elements of a short story: Characters: Protagonist, antagonist, supporting characters. Plot: Exposition, rising action, climax, falling action, resolution. Setting: Time and place. Theme: The central message or lesson. Point of view: First person, third person, etc. Tone and mood. Character development, conflict, and resolution.

16. Step 3: Explicit Teaching Present the structure and elements of a short story. Model the writing process by creating an example short story. Analyze a well-known short story to illustrate literary techniques and the genre's conventions. Step 4: Hands-on Practice Guided Practice: Provide a writing prompt or topic. Collaboratively create a short story as a class. Discuss and decide on the characters, setting, plot, and theme. Model how to build tension and create a climax. Craft the resolution together.

17. Step 5: Feedback and Revision Peer Review: Have students exchange their short stories for peer review, using a checklist that includes genre-specific elements. Teacher Feedback: Provide feedback on their short stories, emphasizing genre-specific criteria and literary techniques. Encourage students to revise and improve their short stories based on feedback. Step 6: Real-Life Application Assign students to write their own short stories as a real assessment, specifying the theme, setting, or other parameters. Encourage students to use their knowledge of the genre to create compelling narratives.

18. Step 7: Reflection Have students reflect on their understanding of short stories, discussing how they have developed as writers and what they have learned about literary elements. Step 8: Assessment Evaluate students' short stories based on criteria related to short story elements, creativity, and effective use of literary techniques. Step 9: Ongoing Practice and Development Continue to expose students to different short stories and literary techniques, encouraging them to explore various themes and writing styles. Step 10: Collaborative Learning Encourage students to discuss their writing process, share their favorite short stories, and provide constructive feedback to peers during the writing process.

19. This example demonstrates how GBA can be applied to teaching the genre of a short story in an English class. It provides a structured approach to help students understand the elements and conventions of the genre and develop their creative writing skills. This approach can be adapted to other genres and grade levels as well.

20. Suggestion, Comment,and Additing Information

21. Thank You