THE IMPLEMENTATION GENRE-BASED APPROACH IN

TEACHING SPEAKING
( A case study in the first grade students of SMAN 8 Garut)

A PAPER

Submitted to the English Education Program of STKIP Garut as a Partial

Fulfillment of the Requirements for the Sarjana Pendidikan Degree

ADAM SALEHUDIN

09221127

ENGLISH EDUCATION PROGRAM

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

(STKIP) GARUT

2013
 THE IMPLEMENTATION GENRE-BASED APPROACH IN
TEACHING SPEAKING
( A case study in the first grade students of SMAN 8 Garut)

By:

ADAM SALEHUDIN

NIM 09221127

Approved by:

First Supervisor Second Supervisor

Dr. H. Odo Fadloeli, M.A. Yuyu Wahyudin, M.M.Pd

NIDN. 0004085401 NIDN. 0402015701

Certified by:

Head of STKIP Garut Head of English Education

Department

H. Imid Hamid, M.Pd Dr. H. Yoyo Surjakusumah, M.Pd

NIDN. 0406044001 NIDN. 9900003392
 THE IMPLEMENTATION GENRE-BASED APPROACH IN
TEACHING SPEAKING
( A case study in the first grade students of SMAN 8 Garut)

By:

ADAM SALEHUDIN

NIM 09221127

This Paper has been examined on .................. 2013

First Examiner Second Examiner Third Examiner

H. Surtiana H., Drs., M.A Lia Novita M.Pd Ai Winarsih, M. Si.

NIP. 1951 0710 197402 1002 NIDN. 0416127702 NIDN.
0421074901

Certified by
Head of STKIP Garut

H. Imid Hamid, M.Pd

NIDN. 0406044001

Motto :
“Always remember that your own resolution to succeed
is more important than anything else” (Abraham
Lincoln)

“Pendidikan adalah rangkaian pelajaran yang semakin

lama malah semakin tinggi nilainya.” (Sherlock
Holmes)

This paper is dedicated

to :

My beloved father and mother

My beloved the big Family

My beloved best friend

My beloved teacher
 PREFACE

With this, I declare that the thesis entitled “THE IMPLEMENTATION

GENRE-BASED APPROACH IN TEACHING SPEAKING” this is really my

own work. Quoting from other sources, I have done based on the rules of citation

in accordance with the ethics of science which applies to the content as well as all

the accessories this thesis is original. If then discovered the things that are not in

accordance with the contents of my statement, I am willing to accept the risk or

any sanction.

Garut, 7 November 2013

Adam Salehudin
NIM 09221127

i
 ABSTRACT

This study aims to determine the genre-based approach can help in the development of
students' speaking ability, as well as the responses of teachers in the implementation of genre-
based approach. Because Genre-based approach has been used in Indonesia’s curriculum for
more than eight years.
This research is a descriptive-qualitative research which aims at evaluating the teaching
and learning process implementation genre based approach in teaching speaking. The subjects
test in this study is the teacher and students class X of SMAN 8 Garut. the determination of the
subject conducted by random sampling, which consists of several levels and classes, in this case
the researchers chose one of his classes for his research. Data collection techniques with
observation, in-depth interviewing, questionner, the data were analyzed by descriptive qualitative
The results showed that, students did not developing in the speaking skills. Genre Based
Approach was the best applied technique to develop the students’ speaking performance, but the
implementation genre based approach has some disadvantages.

ii
 ACKNOWLEDGEMENTS

Bismillahirrahmanirrahim

Alhamdulillahi rabbil ‘alamin, the researcher expresses her highest gratitude to Allah

subhanahu wa ta’ala for blessing, love, opportunity, health, and mercy to complete this thesis.

Shalawat is also sent to Prophet Muhammad shallallahu ‘alaihi wa sallam who had

delivered the truth to human beings in general and Muslim in particular.

In arranging this thesis, a lot of people have provided motivation, advice, support, and even

remark that had helped the researcher. In this valuable chance, the researcher aims to express her

gratitude and appreciation to all of them. First, the researcher’s deepest appreciation goes to

beloved my parents, my mother thanks for the endless love, pray, and support, and my father

who has become the inspiration to keep learning and never give up, to my sister thanks you, I

always support you.

The researcher presents sincere appreciation to first advisor Dr. H. Odo fadloeli, M.A.

who has given advise and motivation and correction. Then to second advisor Yuyu Wahyudin,

M. M. Pd who has helped patiently finishing this thesis by giving suggestion, guidance, and

correction since the preliminary until the completion of this thesis.

The researcher greatest thanks to H. Imid Hamid, M.Pd. the head of university STKIP,

the head of of English Department Dr. H. Yoyo Surjakusumah, and all of her lecturers in English

Department for advice, motivation, and useful knowledge, also for all staffs who have helped the

researcher in managing all formal needs during this thesis arrangement.

Thank you also to all my friends in English Department who cannot be mentioned here

one by one, particularly to companions in Abah fc and Gank Seru thanks has spend of time for
cheerful days and togetherness, also to comrades thanks for their pray, motivation, and for being

places to share.

Finally, may Allah always blesses us. Aamiin

Garut, 7 November 2013

Adam Salehudin
NIM 09221127
 TABLE OF CONTENTS

PREFACE i

ABSTRACT ii

ACKNOWLEDGEMENTS iii

TABLE OF CONTENTS iv

LIST OF TABLES xi

CHAPTER I. INTRODUCTION 1

1. 1. The Background of the Topic 1

1. 2. The Reasons for Choosing The Topic 3

1. 3. The Problem Statement 4

1. 4. The Research Purpose 4

1. 5. The Assumtion 4

1. 6. The Scope and Limitation 5

1. 7. The Significances of the Study 5

1. 8. The Definition of Terminology 6

CHAPTER II. LITERATURE REVIEW 7

2. 1. General Remark 7

2. 2. Genre Based Approach 7

2. 3. Basic Principles of Genre Based Approach 8

2. 4. Models of Teaching Under the Genre Based Approach 12

 1). Stage 1 : Building Knowledge of the Field 13

2). Stage 2 : Modeling (Deconstruction) 14

3). Stage 3 : Joint Construction 16

4). Stage 4 : Independent Construction of the Text 17

2. 5. The Concept of Speaking 19

2. 6. Recommended Genres for SMA 19

1). Descriptive 20

2). Speaking Activities in Genre Based Approach 22

3). Learning Activities in Four Stages and Two Cycles 24

4). Speaking in Genre Based Approach 26

2. 7. Concluding Remarks 27

CHAPTER III. RESEARCH METHODOLOGY 28

3. 1. Type of Research 28

3. 2. Source of Data 28

3. 3. Technique of Sampling 29

3. 4. The Reasearch Procedures 29

3. 5. Instrumentation 30

3. 6. Technique of Data Collection 30

CHAPTER IV. THE FINDINGS ADN DISCUSSION 32

4. 1. The Result of the Research 32

 A. Interview 32

B. Questionnaire 33

4. 2. The Data Analysis 39

A. Questionnaire of the Teacher 39

B. Questionnaire of the Student 43

4. 3. The Discussion of The Research 44

CHAPTER V. THE CONCLUSIONS AND SUGGESTIONS 45

5. 1. The Conclusion 45

5. 2. The Suggestion 46

BIBILIOGRAPHY 47

Curriculum Vitae
 LIST OF TABLE

Page

Table 2.1 Recommended Genres for Senior High School (SMA) Students. ..... 22

Table 2.2 Learning Activities in Four Stages and Two Cycles........................... 23

Table 3.1 Angket Insstrument............................................................................. 26

xi
 CHAPTER I

INTRODUCTION

1.1 The Background of the Topic

Genre-based approach has been used in Indonesia’s curriculum for more

than eight years. In 2003 the government through Depdiknas (Departemen

Pendidikan Nasional/Ministry of National Education) issued the competence-

based curriculum. In the curriculum, it was stated that students should be able to

communicate in English with each other, both in spoken and written languages by

using appropriate linguistic features of the language within transactional and

monolog discourse, including descriptive, narrative, report, and anecdote

text/spoof (Depdiknas, 2003: 7).

The teaching of English in Indonesia today has been underpinned by the

genre-based approach initially developed in Australia. According to genre-based

approach, student learn text types. This approach with its teaching cycles focuses

on language skill whether in listening, speaking, reading, and writing.

The rational why genre based approach developed in Australia was

Australian theorist, Halliday. Martin, concern about the exclusivity perpetuated by

traditional approaches (Gee, 2005). Furthermore Gee adds that for the Australian

theorists above, genre represented a stage or goal – oriented social process: “genre

are referred to as social process because members of culture interact with each

other to achieve them; as goal oriented, because they have evolved to get things

done; as staged because it is usually takes more than one step for participants to

1
 2

achieved their goals”. The other rational for adopting genre based approach is

that, genre based approach facilitates clear links to the student’ purposes for

writing beyond the writing classroom (Lin, 2006).

Genre-based approach is a response to previous approaches that favours

an implicit approach to intruction. It is believed that when learners need clear and

explicit model of the language behaviour they are going to encounter, teacher’s

role become important (Thornburry, 2008: 121).

A number of studies have been conducted to investigate the

implementation of this approach especially in teaching writing in indonesia

(Batubara 2009; Chayati 2009; Helmy 2008; Effendi 2007). Unfortunately, there

is still lack of study which deals with this approach in teaching speaking; if any,

some of them still specifically focus on the implementation of genre-based

approach in teaching speaking (Endah, 2009; Purnomo 2008), not to focus on the

students’ speaking development. This has led the researcher to conduct research

on how genre-based approach can develop student’ speaking ability.

Genre-based approach in teaching speaking is applicable. This is what

Eggins and Slade (1997, cited in Lin 2006) discuss and demonstrate the ways in

which this may be done. In terms of teaching conversation, Eggins and Slade

(1997) cited in Lin (2006) suggests that :

In teaching conversation, casual conversation in english does follow

schematic structures and generic patterns of openings and closings, turn taking,

topic management and such, realized through particular grammatical features in

the same way as written genres. Through using the Curriculum Cycle model,
 3

student may be helped in a similar way to manage particular genres of spoken

conversation.

(Eggins and Slade: 1997 cited in Lin: 2006)

Hence, genre-based approach is possibly applied in teaching other skills in

general or teaching speaking in particular beside writing, as current trends usually

focus on it. Regarding this, then this study is aimed at investigating how genre-

based approach can be applied in teaching speaking especially in Descriptive text

and what the student’ responses toward the implementation of Genre-Based

Approach in speaking class.

Based on the background above, the writer is interested to conducted this

research which is entitle “THE IMPLEMENTATION GENRE – BASED

APPROACH IN TEACHING SPEAKING”

1.2 The Reasons for Choosing The Topic

The reasons why the writer chooses the topic are :

1.2.1 Genre-based approach is a response to previous approaches that favours an

implicit approach to intruction. It is believed that when learners need clear

and explicit model of the language behaviour they are going to encounter,

teacher’s role become important.

1.2.2 In 2003 the government through Depdiknas (Departemen Pendidikan

Nasional/Ministry of National Education) issued the competence-based

curriculum. In the curriculum, it was stated that students should be able to

communicate in English with each other, both in spoken and written

 4

languages by using appropriate linguistic features of the language within

transactional and monolog. English learning model using “Genre Based

Approach”, Genre Based Approach is effective for teaching English in to

sense that the student will have a good command of the language skill

(Listening, Speaking, Reading, and Writing).

1.3 The Problem Statement

Based on background above, the writer will formulate the main problem into

questions of the research as follows:

a. Can the genre-based approach help develop students’ speaking ability ?

b. What are the teachers’ responses towards the implementation of the

genre-based approach ?

1.4 The Research Purpose

Relevant to the research questions, the present study aims:

a. To investigate whether the genre-based approach can help develop

students’ speaking ability;

b. To identify the teachers’ responses towards the implementation of the

genre-based approach

1.5 The Assumtion

The Genre Based Appoach (GBA) would be useful to help students’ develop

their spoken english.

 5

1.6 The Scope and Limitation

Based on the research question above, the writer will limit the discussion

of the implementation genre-based approach in teaching english at the senior high

school. The research itself will focus to answer of research question.

1.7 The Significances of the Study

The study is significant and valuable since so far studies related to the

genre-based approach focused on writing and few studies related to the genre-

based approach focused in speaking, therefore this study as a study that focused

on speaking may potentially contribute to three aspects of education; theoretically,

practically and professionally.

Theoretically, this study imparts some information as one study attempted

to fill in the gap of related studies previously which are dominated by research on

writing skill.additionally, the study which deals with this approach in teaching

speaking is also still rare; if there is any, some of them still focus on its

implementation (Endah, 2009; Purnomo 2008). This study will contribute to add

the repertoire of those previous related studies.

Practically, this study is beneficial for the students to come up their

speaking skill with the approach applied in speaking class. They can be guided

and facilitated in developing their spoken ability.

This study may also contribute to the teacher profession since this study

also investigated students’ responses towards the activities done for developing

their speaking throughout this study. It means that this study is a kind of teacher’s
 6

efforts to find the appropriate approach in speaking class. Furthermore, regrading

teaching policy, it can lead to the socialization of the genre-based teaching.

1.8 The Definition of Terminology

A number of terms used in the study need to be defined in order to avoid

misunderstanding, misinterpretation, or ambiguity. They are defined as follows:

Implementation is make something that has been officially decided start

to happen or be used.

Genre Based Approach (GBA) is defined as the approach of teaching

genre in one cycle initiated by Building Knowledge of the Field through

Modeling, Joint Construction of Text, and ended by Independence Construction of

Text.

Teaching is the imparting of knowledge by a teacher or other

knowledgeable person.

Speaking is talk to somebody about something; use your voice to say

something.
 CHAPTER II

LITERATURE REVIEW

2.1 General Remark

In this research the writer aims to explore genre based approach;

basic principles of genre based approach; models of teaching under the

genre based approach; and recommended genres for SMA students, and

concept of speaking.

2.2 Genre Based Approach

This study was focused on developing students’ speaking skill

through genre-based approach. Hence this section will specifically discuss

the basic principles of the genre-based approach, stages in the genre-based

approach focused on spoken cycle, and summary of the discussion of

genre-based approach.

Basically a verbal-communication activity is a process of creating

texts, both spoken and written, which happens because persons interpret

and respond the texts in a discourse. So, a text is a product of situational

context and cultural context. For instance, when a person speaks in

English, he/she does not only have to use English vocabularies but also its

grammar in order to be understood by other speakers. Moreover, when the

teacher speak we always do so in particular social situations. This means

that the language teacher use is fashioned by those situations, not only in

7
 8

what the teacher say, but also in how the teacher say things. For instance,

in a job interview neither interviewees nor interviewers simply say what

comes into their heads. Rather, the routine of the interview governs what

each says and when. Related to those contexts, Macken (1991: 7) is of the

opinion that “the point is that speaking in this context or in any other is

not at all simply a matter of using words and sentences, but of

understanding the rules which govern the whole interaction as a totally”.

A context of culture creates various genres, i.e. text types which

have communicative purposes, text structure, and certain linguistic

characteristics. In other words, speakers are supposed to under-stand the

concepts of spoken commu-nication of to whom, about what, when,

where, and how they speak. So, it is quite important for students who learn

speaking skills to learn genres which come from English culture, including

how to talk in English. Genres also carry linguistic implications in which

students should get attention.

2.3 Basic Principles of Genre Based Approach

The first principle suggested by GBA theorists is language learning

as a social activity. This principle derives from Halliday’s theory about

language as a resource for meaning whose structural shape, so to speak,

reflects its socio-cultural functions. To learn how to mean is to learn how

to construct the meanings relevant to the various context of situation in

which person engages (Halliday, 1975; see also Christie, 1987; Painter,
 9

1989). In learning as social activity, there is a necessity of students’

interdependence with society, which is relevant to Vygotsky’s zone of

proximal development, which refers to:

…all the functions and activities that a child or a learner can

perform only with the assistance of someone else. The person in this

scaffolding process, providing non-intrusive intervention, could be an

adult (parent, teacher, caretaker, language instructor) or another peer who

has already mastered that particular function. (1978: 90)

This theory is also relevant to Painter’s (1986) view that GBA

pedagogy is “based on the assumption that language is learnt “through

guidance and interaction” in the context of shared experience” (cited in

Maccken-Horarick, 2002: 26).

Based on this principle, language learning in GBA results in three

outcomes. They are students learn, learn through, and learn about language

(Halliday, 1980 cited in IRA/NCTA, 2002-2004; see also Derewianka,

1990; Feez and Joyce, 1998a). Students can learn language by interacting

with others in purposeful social activities, which trigger their

understanding that the target language is a resource that can be used to

make meaning. Then, by learning through the target language, students

begin to interpret and organize reality in terms of that language. And

finally, by building knowledge of the target language and how it works,

students can develop a language to talk about language (Halliday, 1980,

 10

cited in RNA/NCTA, 2002-2004 cited in Emilia, 2005: 2; Derewianka.

1990; Feez and Joyce, 1998).

Since language learning is considered to have a close relationship

with social activity, it is suggested that the best way to teach language is

through genre based approach. This is in line with genre definition pointed

out by Cope and Kalantzis (1993: 7) that “genre are social processes…

which give their users access to certain realms of social action and

interaction, certain realms of social influence and power” (see also Martin,

1997:12; Martin and Rothery, 1993). In the same vein, Christie (1997:

136) also suggests that social activities generally are realized in genre;

stages, purposive activities in which significant goals of various kinds are

realized”. Therefore, “social activities are…consistent in character with

other social activities and (…) subject to the same sorts of linguistic

scrutiny in order to analyze and explain how they work.

The second principle proposed by GBA theorists is explicit

teaching. It is argued that learning will be more effective if teachers are

explicit about what is expected of students (Cope and Kalantzis, 1993c). In

teaching writing, especially to students from marginalized or

disadvantaged social background, teachers should be more explicit in

teaching how language works to make meaning, the text organization, and

linguistic forms characterizing different genres (Cope and Kalantzis,

1993a).
 11

Unlike those who come from “print immersed environments’,

students who come from marginalized culture do not have knowledge of

what text is for and how it works; it seems that writing is out of their

experience. Therefore, they need to be told explicitly the things that

privileged students will be able to find out themselves, i.e. literate culture

and literate ways of thinking (Cope and Kalantzis, 1993b, 1993c). This is

relevant to Delpit’s (1988:280-298) words that “if you are not already a

participant in the culture of power, being told explicitly the rules of that

culture makes acquiring power easier” (cited in Cope and Kalantzis,

1993c: 57). Here, educators have a responsibility to intervene in the

learning process and teaching should be viewed as a deliberate act, in

which the teacher is take an overtly interventionist role (Christie,

1991:254-255).

In explicit pedagogy, the learners are inducted into the linguistic

demands of genres, which are important to participation in school learning

and in wider community (Macken-Horarik, 2002:26). It means that

students are encouraged to reflect on how language is used for a range of

purposes and with a range of audiences, where teachers focus explicitly on

those aspects of language that enable students to use language in their real

lives. This is relevant to Nunan’s argument (1999) that teachers have to be

explicit about what learners are supposed to do and why”…so that they

can help students to “understand what they need to do in order to produce

acceptable texts of various kinds (p.283-286).

 12

The last principle proposed by GBA theorists is the apprenticeship

teaching, in which students, as apprentice, learn under the guidance of the

teacher (Cope and Kalantzis, 1993a; Feez and Joyce, 1998a; Butt et.al,

2000, in Emilia, 2005), in the authoritative role of expert on language

system and function (Feez and Joyce, 1998a; Feez, 2002; Macken-Horarik,

2002, in Emilia, 2005). This is relevant to Christie’s (1993: 155) statement

that students stand in a relationship of apprenticeship to their teachers on

the one hand, while teachers operate with some degree of expertise

towards their students on the one hand, guiding them into new ways of

working.

Under this principle, both scaffolding (Wood, Bruner, and Rose,

1976 cited in Emilia, 2005) and the zone of proximal development

(Vygotsky, 1978 in Schutz, 2004) are put into an emphasis. Scaffolding is

“the tutorial assistance provided by the adult who knows how to control

those elements that are beyond the child’s capabilities” (Wood, Bruner,

and Rose, 1976; Langer and Applebee, 1987; Wells, 1999 cited in

Emilia,2005). Whereas, the zone of proximal development is the distance

between the actual development level as determined by independent

problem solving and the level of potential development as determined

through problem solving under adult guidance or in collaboration with

more capable peers (Vygotsky, 1978 in Schutz, 2004; Wells, 1999; Feez

and Joyce, 2000 in Emilia, 2004).

 13

2.4 Models of Teaching under the Genre Based Approach

There is framework of teaching genre, called as Teaching-Learning

Cycle (Feez, 1998; Johns, 2002; Hyland, 2004) or Curriculum Cycle

(Freedman and Medway, 1994; Knapp and Watkin, 2009). In the

classroom, the activities of genre-based approach look like a cycle or

wheel, so that it is known as the curriculum cycle. The cycle consists of a

number of stage and each stage has special objectives and activities.

According to the 2007 curriculum of english for international

standards school in Indonesia (Depdiknas, 2007 cited in Emilia 2010) the

genre-based approach has two teaching cycles; written cycle and spoken

cycle. If in written cycle the aim is to deevelop students’ reading and

writing ability, then in spoken cycle is to help developing student’s spoken

language ability. Since this study is focused on the students’ spoken

language ability, hence the discussion of the teaching stages will be

focused on spoken cycle. However, whether in written or spoken cycles

the stages are similar.

The teaching-learning cycle or curriculum cycle consists of three

major stages: Modeling, Joint Negotiation of Text and Independent

Construction of Text (Freedman and Medway, 1994: 129; Knapp and

Watkin, 2009: 78; Johns, 2002: 26). Other writers add one or two other

stagesto the cycle, such as preparation in the cycle proposed by

Derewianka (1990: 6), Developing the Context (Feez, 1988 cited in

 14

Hyland, 2004: 129), Building the Context (Callaghan and Rothery 1988;

Green, 1992, Cornish, 1992 cited in Feez, 1988: 28).

The curriculum cycle consists of three major stages: Modeling,

Joint Negotiation of Text and Independent Construction of Text. Some

other writers add one or two other stages to the model, such as Preparation

in the model proposed by Derewianka (1990), Negotiating Field in the

model suggested by Rothery (1996) or Building Knowledge of the Field

(Feez and Joyce, 1998a; Feez, 2002; Gibbons, 2002; Macken-Horarik,

2002).

The stages of the GBA used in this study cover: Building

Knowledge of the Field (or Negotiating Field, to use Rothery’s (1996)

term); Modeling (conceptualized as Deconstruction in Rothery’s (1996)

model); Joint Construction, and Independent Construction.

1). Stage 1: Building Knowledge of the Field

In teaching speaking, the cycles would consist of various activities

related to oral cycles. The first is building knowledge of field. This cycle

is intended to build up background knowledge (Gibbons, 2002; Rothery,

1996 cited in effendi, 2007). The aim of this stage is to immerse the

learners in the context of culture and social purpose of spoken text, their

temporal and spatial context, the roles and relationship of the related

components, and the role of the language within the activity, as well as
 15

medium chosen (Chappell, 2004 as cited in lana

cometorich.blogspot.com/.../genre-based-approach.html).

This stage, as the name indicates, was intended to build up

background knowledge, and so the focus was primarily on the “content” of

the topic (Gibbons, 2002; Rothery, 1996). What the teacher and students

could do was cooperatively build up a shared knowledge of the field,

while students also learned the language of the field since “we cannot

know the field unless we know the language of the filed” (Rothery, 1996:

103; Feez and Joyce, 1998a: 33).

2). Stage 2: Modeling (Deconstruction)

Modeling involves deconstructing a genre at different levels. There

is a variety of task that can be used to raise students’ awareness in this

staage as suggested by Hyland (2004: 133). The tasks are as follows:

 Text-level tasks:

- Naming stages and identifying their purpose;

- Sequencing, rearranging, matching, and labeling text stage:

- Comparing text with omissions, change, or different structures;

- Identifying different and similar sample text as particular genres.

 Language tasks :

- Reorganizing or rewriting scrambled or unfinished paragraph;

 16

- Completing gapped sentences or entire cloze from formatting

clues;

- Substituting a feature (e.g., tense, modality, voice, topic,

sentence);

- Using skeletal text to predic language forms and meanning;

- Using examples of a language feature;

- Working in groups to correct errors, circle particular features,

match one features with another, etc

This stage was designed to introduce and to familiarize the students

with the genre, so they could read it and deconstruct it (Rothery, 1996). It

was also aimed at building up students’ understandings of the purpose,

overall structure, and language features of the genre. Activities involved in

this stage were:

 Familiarizing students with the function and social context of the genre,

with the power of the genre in the social context of English and in the

current Indonesia context

 Presenting the schematic structure of the genre

In this stage the schematic structure of a genre is presented and explained

explicitly to the students, using an overhead transparency for example, to allow

the teacher and the students to share comments and to talk about the text more

easily.

 Presenting a model text of a genre

 17

A model text of a genre is then presented as a whole (Butt, et al, 200; Feez and

Joyce, 1998a; Callaghan and Rothery, 1988; DSP, 1989; Gibbons, 2002).

The teacher and the students collaboratively identify the purpose, the schematic

structure, the function of each stage in the model text and the linguistic features.

The teacher and the students then collaboratively highlight the

significance of each linguistic feature to the text, to show how the

grammar aspects previously learned function in “the context of language

use” (Gibbons, 2002: 65).

To strengthen the students’ understanding of the schematic

structure and to show the students various linguistic features and

expressions that could be employed in writing later, the teacher can

present some other texts in the genre.

When the students already understood about the schematic

structure and linguistic features of the genre, then they move to the next

stage of the GBA, which is the Joint Construction stage.

3). Stage 3: Joint Construction

Third stage is Joint Construction of text. Joint construction

involves someactivities in constructing the genre by whole class

(Derewianka, 1990: 8). At this stage, teahers and learners work together to

construct whole examples of the genre, with the teacher gradually reducing

his or her contribution (Hyland, 2004: 134; Johns, 2002: 26; Feez,
 18

1998:30). Joint construction activities according to Hyland (2004: 134)

and Feez (1998:30) include:

 Teacher questioning, discussing and editing whole class

construction then scribing onto board or overhead projector

(Hyland, 2004: 135, Feez, 1998: 30);

 Completing unfinished or skeleton text (Hyland, 2004: 135, Feez,

1998: 30);

 Jigsaw and information gap activities (Feez, 1998: 30);

 Small group construction of texts for persentation to whole class

(Hyland, 2004: 135, Feez, 1998: 30);

 Self-assessment and peer assesssment activities (Feez, 1998: 30);

 Creating a text using visual or audio stimulus (Hyland, 2004: 135)

 Negotiating an information/opinion gap to construct a text

(Hyland, 2004: 135)

Hence, at this stage students can create spoken genre with their peers with

teacher’s guidance. For this study, the teacher lets the students do some

activities as suggested by Hyland (2004) and Feez (1998) by grouping them

into some groups and then each group should retell orally what they have done

and written.

4). Stage 4: Independent Construction of the Text

The last stage of the teaching-learning cycle in genre-based

approach is independent construction of text. The purpose og this stage is

 19

for students to apply what they have learned and write (or speak-up in oral

cycle) a text independently while the teachers look on and gives advice

from the sidelines (Hyland, 2004: 136). Learner performances in this stage

are used for achievement assesssment (Feez, 1998: 31). Independent

construction activities proposed by Feez (1998: 31) are as follows:

 Listening tasks e.g, comprehension activities in response to live or

recorder material such as performing a task, sequencing pictures,

numbering, ticking or underpinning material on a worksheet,

answering questions;

 Speaking tasks e.g, spoken presentation to class, community

organization, workplace, etc;

 Listening and speaking tasks e.g, role plays, simulated or

authentic dialogues;

 Reading tasks e.g, comprehension activities in response too

written material such a prforming a task, sequencing pictures,

numbering, ticking or underpinning material on a worksheet,

answering questions;

 Researching how a key language feature used in this text-type is

used in other text- type

(Feez, 1998: 31)

At this stage of this study, the students create spoken genre independently.

In this stage, each student should tell what he/she has done and written with the

groups orally.
 20

2.5 The Concept of Speaking

Speaking is defined as ; (1) to say words, or to have conversation

with someone, (2) to (be able to) talk in a language (Cambridge Advanced

Learner’ Dictionary: 2008). Futhermore, speaking is also defined as an

interactive process of constructing meaning that involves producing,

receiving, and processing information (Brown, 2001), where the nature of

interaction in speaking demands a broader range of skills (Harmer, 2009:

343; Thornburry, 2005: 11; Huges, 2006: 146).

2.6 Recommended Genres for SMA Students

The types of texts that should be covered and taught by English teachers at

SMA and MA as recommended by curriculum 2004 are presented in table 1

Table 2.1

Recommended Genres for Senior High School (SMA) Students

Years
Genres
10 11 12

Narrative X X X

Procedure X - -

Spoof X - -

Recount X - -

Report X - -
 21

News item X - -

Descriptive - X -

Anecdote - X -

Analytical exposition - X -

Hortatory exposition - X -

Explanation - - X

Discussion - - X

Commentary, - - X

Review - - X

In order to give an example of genre which is suitable with the genre taught in

this study, Descriptive text is chosen. Here are the social purpose, the stages,

and the lexico-grammatical features of the text.

1). Descriptive

The social/communicative purpose of the text is to describe people,

thing, or specific place.

The stages/the schematic structures of the text are:

 Orientation, giving information about who, where, and when;

 Descriptions

The lexico-grammatical features are:

 Specific Nouns such as teacher, house, my cat, etc;

 Simple present tense;

 22

 Detail noun phrases to give information about subject such as It

was a large open rowboat, a sweet young lady, etc.;

 Various adjectives functioning to describe, number, classify such

as two strong legs, sharp white fang, etc.;

 Relating verbs to give information about subject such as My mum

is really cool, It has very thick fur, etc.;

 Thinking and feeling verbs to express personal opinion about the

subject such as Police believe the suspect is armed, I think it is a

clever animal, etc.;

 Action verbs, such as Our new puppy bites our shoes, etc.;

 Adverbials to give additional information about behavior such as

fast, at the tree house, etc.;

 Figurative language like simile, metaphor such as John is white as

chalk, sat tight, etc.;

Text sample:

The Moon

Moon is the earth's satellite which we often see in the night. The

Moon is the one place in our solar system where humans have visited. For

the firs time on July 20, 1969, astronauts Neil Armstrong and Edwin

Aldrin landed the Lunar Module of Apollo 11 on the surface of the Moon.

Neil Armstrong was the first man to walk on the Moon. However do you

know what descriptive facts about the Moon are?

 23

The moon rises in the east and sets in the west. It moves toward the

east in our sky by about 12 degrees each day. The Moon is about 384,400

kilometers from Earth. The Moon has a diameter of 2,000 miles which is

like to 3,476 kilometers.

The surface of the Moon has many things, such as craters, lava

plains, mountains, and valleys. Scientists believe the craters were formed

around 3.5 to 4.5 billion years ago by meteors hitting the moon's surface.

The Moon does not have atmosphere, wind and weather that is why the

footprints left there on the Moon by the Apollo astronauts will remain

there for millions of years.

The Moon is not a light source. It mean that Moon does not make

its own light. It reflects light from the sun. All of us can can see the Moon

especially in the night because light from the Sun bounces off it back to the

Earth. If the Sun wasn't there, we can not see the Moon.

The moon influences many of the tides in the oceans. This is

because of the gravity force between the Earth and Moon. At full Moon

and new Moon, the Sun, Earth and Moon are lined up, producing the

higher than normal tides. When the Moon is at first or last quarter, it

forms smaller neap tides.

2). Speaking Activities in Genre Based Approach

To conduct the classroom activity in the process of teaching speaking, one

method that can be used is Genre Based Approach. The activities of Genre Based
 24

Approach consist of 4 stages. Each stage has its own purpose and activity. The

first stage is Building Knowledge of Field (BKoF). This stage focuses on building

up a shared experience and cultural context about the topic of speaking. For

example, in this case the topic is pollution. We as a teacher can ask students to

talk about what they know regarding pollution. In this step they can talk and share

about each other’s thought on pollution. They can talk about kinds of pollution,

what causes pollution, and the effect of pollution. At the end of this step, students

are expected to know about pollution in general. The second is Modeling of Text

(MoT). This step introduce a particular genre though a model of speaking that

deals with the field that the students have already explored in the stage of building

knowledge of field. Again, we use pollution as the topic. After students have the

general knowledge about pollution, we can give them the knowledge about how to

deliver information through speaking. We can give them how to keep on a topic,

how to organize words in speaking, or even basic of speaking such as

pronunciations. The next stage is Join Construction of Text (JCoT). The students

are already familiar with all of the features of a particular genre, a teacher and

students work together to construct speaking that are similar to the model that

have already being learnt in the previous stage. In constructing the text, attention

should be paid to the schematic structure, linguistic features and knowledge of the

field of speaking. We still use pollution as an example. In this step, students

should already talk and share each other experience regarding of pollution and

also know how to deliver information through speaking. It is expected that they

can combine how to deliver information about pollution through speaking with
 25

correct schematic structures and linguistic features. The final stage is Independent

Construction of Text (ICoT). The students are ready to work independently to

produce their own speaking within the chosen genre. Let the students work on

their own. In other words, a teacher should minimize their support, scaffolding

and interference on students learning process. Continuing the example before,

hope that in this step students already have more knowledge about pollution, have

the knowledge about how to deliver information through speaking, and is apply to

apply both correctly. However, the students not only able to apply it correctly, but

also expected to be able to do that by themselves. In brief, Genre Based Approach

is a method of knowledge that makes students more active by exploring the

content by themselves, and is also make students less dependent on other students

and teacher because they are expected to be able to construct a text by themselves

at the end.

3). Learning Activities in Four Stages and Two Cycles

 26

a. Section one (BKOF) spoken :

 Sharing knowledge

 Vocabulary building

 Grammar focus

b. Section two (MOT) spoken :

 Story telling

 Transactional and interpersonal exchange

c. Section three (JCOT) spoken :

 Constructing monologues

 Constructing transactional exchange

 Constructing interpersonal exchange

d. Section four (ICOT) spoken :

 27

 Constructing and performing monologues

 Performing transactional exchange

 Performing interpersonal exchange

e. Section five (BKOF) written :

 Sharing knowledge

 Vocabulary building

 Grammar focus

f. Section six (MOT) written :

 Reading forcomprehension and interpretation

 Reflecting on text

 Reflecting on information organization

 Reading short function text

g. Section seven (JCOT) written :

 Constructing text

 Constructing short functional text

h. Section eight (ICOT) written :

 Constructing short functional text

 Constructing text (various genres)

4). Speaking in Genre Based Approach

Genre based approach pays more attention to speaking in its

teaching and learning activities, it is showed in Genre Based Approach

teaching and learning process of speaking. They are not only focused in
 28

teaching transactional and interactional text that apply language functions

intensively but also occured in the Spoken cycle of the genre lesson.

Genre based Approach has two cycles of teaching and learning

process Spoken cycle/oral and Written cycle. The Spoken cycle focuses on

teaching listening and speaking skills, and Written cycle focuses on

teaching reading and writing even though in their activities actually

involve the four skills.

2.7 Concluding Remarks

This chapter has elaborated about genre; genre based approach;

basic principles of genre based approach; models of teaching under the

genre based approach; and recommended genres for SMA students.

Genre is a kind of text with its social purpose, its stages, and its

lexico-grammatical features. Meanwhile, genre based approach is an

approach of teaching genre moving through certain stages from building

knowledge of field to modeling, to joint construction of text and

independent construction of the text. Under models of teaching

subheading, it is elaborated what the teachers should do in every stage of a

cycle. It has also been presented the recommended genres that the teachers

should teach to their students.

29
 CHAPTER III

RESEARCH METHODOLOGY

3.1 Type of Research

This research is a descriptive-qualitative research which aims at evaluating

the teaching and learning process implementation genre based approach in

teaching speaking. Specifically, this research is called formative evaluation

research because it is done for an on going program to find out the strengths and

weaknesses and to improve and develop further program implementation. It uses

qualitative method and the data are collected from (1) 2006 Curriculum of English

Profession Program, (2) syllabus, (3) lesson plan, (4) course book, (5) observation

to teaching and learning process of speaking classes, (6) in-depth interviewing

with lecturers and students.

3.2 Source of Data

The data of this research are collected from three different sources: (1)

informants, (2) events, and (3) documents. The informants are three lecturers and

some students who involve in the teaching and learning process, the curriculum

makers, and the course book authors. The events are the teaching and learning

process of speaking skills-subjects. The documents are the curriculum, syllabus,

lesson plan, and course book.

30
 31

3.3 Technique of Sampling

This research uses sampling technique which is selective in the sense that

the subjects selected are the ones who involve in the process of teaching and

learning speaking skills and could provide information or data needed for this

research. this sample are aimed for the teachers and a few students are involved.

3.4 The Reasearch Procedures

This research is done through three steps from the preparation until the

report. There are three steps which must be doing :

a) Pre research step

Before doing the research, it needs the well preparation to face the

problems especially the problems that come from the student and the

teacher. The step which must be done are:

 Surveying the place of the researches.

 Preparing the instruments to conduct the research.

 Determining the kind of the problem to be analyzed.

b) The step of research in its place

In the place of the research, ask - things related to the problem that has

been specified or the searching the information so that there is no

hesitation for the writer. The steps to be done are:

 Finding the active information .

 Doing the interview both directed and free interview.

 Doing the record in the interview.

 Visiting and doing the direct observating on the place.

 32

c) The way of making documenting

After finishing the research, the first job to do is keeping the materials

well. For archiving, the materials are written in certain format.

Besides doing the research, the writer also conducted library research

which related with the topic of the research. In this research, the writer

used the research method, descriptive-qualitative research.

3.5 Instrumentation

As we know, there are two influence basic to determine the value of

research, that is instrument Quality and collecting the data. So the writer needs

instruments in this research, the instruments in this research are :

a. Tape/Hp recorder

Tape/Hp recorder is used to record which are told by the informats. to find

information and complete the questionnaire

b. Interview Teacher and student

interview is used in interviewing the informats both which have been

collected. In this research the writer used the structured interviewed to

collecting the data.

3.6 Technique of Data Collection

This research uses observation, in-depth interviewing. The observation is

done to the process of teaching and learning speaking skills which are managed by
 33

lecturers. In this activity, the researcher presents in class and sits down at the back

of the class to observe the teaching and learning process and writes important

notes. The researcher does not have interaction with the teacher and students

during the class. The observation is conducted three times for each class. The in-

depth interviewing is done by the researcher to lecturers and the some students.

The purpose of interviewing the lecturers is to obtain information about their

understanding on the concepts of genres, the methods to teach them to their

students, and the factors which strike the teaching through genre-based approach.

The purpose of interviewing the students is to know their response to the teaching

of speaking skills through genre-based approach.

 CHAPTER IV

THE FINDINGS AND DISCUSSION

This chapter deals with the presentation of the results of the test given to

the sample (The teacher and students of SMAN 8 Garut) about The

Implementation Genre-Based Approach in Teaching Speaking. The result of the

research is presented as the data description based on the result of the test and the

result of the data analysis obtained through interview and questionnaire.

In this research, before giving Questioner and doing interviews with the

teacher and students, the writer was doing observation. This research occured

during five days, in that case, the writer did meetings appropriatly with the

schedule of English lesson that have been recommended that are four times in a

week. And then four times a week in the last meeting, the students asked them to

answer the test, the questions in the form of essai that consist of 15 items. while a

teacher in the second day after the interview was given a questionnaire by the

writer.

4.1 The Result of the Research

A. Interview

The Author : Selamat pagi bu,, maaf mengganggu waktunya bu....!!

Teacher : Pagi, Iyh ga apa-apa.
The Author : Maaf sebelumnya dengan ibu siapa yah..??
Teacher : Nama ibu Ani
The Author : Sebelumnya saya akan memperkenalkan diri saya sendiri , Nama
Saya ADAM dari STKIP Garut, sehubungan dengan di adakannya
tugas akhir dalam penyusunan skripsi, saya selaku mahasiswa
tingkat akhir sedang melakukan kegiatan penelitian untuk

``34
 35

melengkapi skripsi saya, di dalam penelitian ini saya melampirkan

beberapa kegiatan di antaranya observasi dan interview serta ada
beberapa questioner yang harus d isi oleh ibu dan peserta didik ibu.
Oleh karena itu apakah ibu berkenan untuk membantu saya dalam
penelitian ini.
Teacher : Oh boleh silahkan.
The Author : Saya ucapkan terima kasih banyak, apabila ibu berkenan
membantu saya di dalam penelitian ini.
Teacher : Sama-Sama
The Author : Langsung saja ke pada inti permasalahan, saya akan mencoba
bertanya kepada ibu, apakah Genre Based Approach dapat
membantu seorang siswa dalam peningkatan kualitas
berbicara/speaking dalam bahasa inggris?.
Teacher : Menurut pendapat saya, strategi pembelajaran Genre Based
Approach bisa saja meningkatkan kualitas berbicara seorang siswa,
tetapi ada juga strategi lain yang dapat meningkatkan kualitas
berbicara bahasa inggris seorang siswa selain dengan Genre Based
Approach.
The Author : Baik, terus apa respon ibu terhadap penerapan Genre Based
Approach dalam pembelajaran speaking?
Teacher : Ya, respon saya dengan adanya strategi Genre Based Approach
terhadap pembelajaran speaking itu, seorang guru jadi memiliki
banyak strategi yang variatif untuk prosess belajar mengajar
speaking. Genre bassed approach juga menurut saya teknik yang
baik untuk diterapkan dalam mengembangkan kinerja berbicara
siswa. Karena pada proses belajar mengajar tidak hanya
memberikan pengetahuan yang cukup tentang teori yang diterima
tetapi juga memungkinkan banyak teori praktek.
The Author : Baik, terima kasih bu atas perbincangannya, terima kasih telah
membantu saya dan telah meluangkan waktu sejenak untuk saya.
Teacher : Iya sama-sama

B. Questionnaire

1. Questionnaire of The Teacher

ANGKET INSTRUMEN PENELITIAN

Identitas Responden
(responden tidak perlu menulis nama)
1. No. Responden : ________ (diisi oleh peneliti)
2. Jenis Kelamin : Pria/Wanita *) 3. Usia : _____ tahun
3. Nama Sekolah : _____________________________________________________
4. Bidang studi/guru kelas : ______________________________________________
 36

5. Lama masa kerja : ___________________________________________________

6. Pendidikan terakhir : _________________________________________________

A. KUESIONER KOMPETENSI GURU

PETUNJUK PENGISIAN
Berdasar atas pengalaman Ibu/Bapak, berilah tanda centang (v) pada bobot nilai
alternatif jawaban yang paling merefleksi persepsi Ibu/Bapak pada setiap pernyataan.
Instrumen Kompetensi Guru disusun dengan menggunakan skala likert terdiri dari 5
pernyataan positif dan 5 pernyataan negatif.
Pernyataan positif:
Untuk jawaban Selalu (SL) diberi nilai 5, Sering (SR) diberi nilai 4, Kadang-kadang
(KD) diberi nilai 3, Pernah (P) diberi nilai 2, Tidak Pernah (TP) diberi nilai 1.
Pernyataan negatif:
Untuk jawaban Selalu (SL) diberi nilai 1, Sering (SR) diberi nilai 2, Kadang-kadang
(KD) diberi nilai 3, Pernah (P) diberi nilai 4, Tidak Pernah (TP) diberi nilai 5

ALTERNATIF
JAWABAN
NO DAFTAR PERNYATAAN
SL SR KD P TP
5 4 3 2 1
Saya menyadari bahwa setiap siswa mempunyai kemampuan
1 kognitif yang berbeda-beda dalam setiap kompetensi
pembelajaran yang saya sampaikan
Saya berusaha memahami kemampuan dasar dan kognitif siswa
2 saya mengenai materi yang akan saya ajarkan dengan
cara melakukan pree test
Saya menetapkan tujuan pembelajaran untuk kompetensi
3
dalam program pengajaran saya
Saya menggunakan strategi pembelajaran yang berbeda-
4
beda sesuai dengan jenis kompetensi pembelajarannya
Secara rutin saya membuat RPP (Rencana Program
5
Pembelajaran) sebelum mengajar
Saya berusaha mengembangkan bahan ajar sesuai dengan
6
tujuan pembelajaran yang ingin dicapai
 37

Saya melakukan interaksi awal dalam pembelajaran dengan

7
S3B (senyum, sapa, salam, dan basmalah)
Saya memberikan bahan yang memacing rasa ingin tahu
8
siswa dalam setiap materi pembelajaran saya
9 Saya menyampaikan materi sesuai dengan hierarki belajar
Saya dapat mengendalikan pembelajaran dengan baik,
10 sehingga perhatian siswa terfokus pada pelajaran, dan
disiplin kelas terpelihara
Saya melibatkan siswa dalam pembuatan dan pemanfaatan
11
sumber belajar/media pembelajaran
Media yang saya gunakan dalam pembelajaran menarik
12 sehingga berhasil memusatkan perhatian siswa dan pesan
yang diharapkan dapat ditangkap dengan jelas
Saya mengajukan pertanyaan/tugas terkait kompetensi yang
13 akan dicapai selama proses pembelajaran termasuk asesmen
Otentik
Secara rutin saya mengadakan evaluasi per kompetensi
14
setelah itu baru belajar pada kompetensi berikutnya
Saya melaksanakan tindak lanjut hasil penilaian prestasi
15
belajar peserta didik
Saya dapat menghargai adanya perbedaan
16 pandangan/pendapat dalam pergaulan sehari-hari baik di
sekolah maupun di lingkungan tempat tinggal saya
Dalam menjalankan tugas, sebagai seorang guru saya
17
berpegang teguh pada norma agama yang saya anut
Setiap permasalahan saya selesaikan dengan pemikiran yang
18
matang/tidak emosional (arif dan bijaksana)
19 Peserta didik mematuhi nasehat saya
Saya berusaha mematuhi peraturan yang berlaku baik di
20
sekolah maupun dilingkungan tempat tinggal saya
 38

Saya mengatakan yang sebenarnya dan suka menolong

21
orang kesusahan
Saya mempunyai kemampuan berkomunikasi dan
22 berinteraksi secara efektif dan efisien dengan peserta didik
baik pada jam pelajaran maupun di luar jam pelajaran
Saya menumbuhkan keceriaan dan antusiasme siswa baik
23
dalam kegiatan pembelajaran maupun diluar pembelajaran
Saya malu berdiskusi dengan rekan sekerja terutama
24
mengenai masalah pembelajaran di sekolah
Saya berkomunikasi dan berinteraksi secara efektif dan
25
efisien dengan sesama guru
Saya mempunyai kemampuan berkomunikasi dan
26 berinteraksi secara efektif dan efisien dengan petugas tata
Usaha
Saya berkomunikasi dan berinteraksi secara efektif dan
27
efisien dengan orang tua/wali perserta didik
Saya menjalin komunikasi dengan orang tua murid untuk
28
mengetahui perkembangan siswa di rumah
Saya berkomunikasi dan berinteraksi secara efektif dan
29
efisien dengan masyarakat sekitar
Untuk memperdalam pemahaman materi ajar yang ada di
30
kurikulum sekolah saya melakukan kajian materi
Saya menguasai materi pembelajaran dengan baik sehingga
tingkat kebenaran dan keakuratan substansi (materi, isi)
31
pembelajaran yang dibahas sesuai dengan kompetensi yang
Diharapkan
Saya memahami struktur, konsep dan metode keilmuan yang
32
menaungi atau koheren dengan materi ajar dengan baik
Dalam mengajar, saya mengaitkan materi pembelajaran
33
dengan pengetahuan lain yang relevan
 39

Saya mengupayakan agar materi pelajaran dan kegiatan

34 belajar yang dilakukan oleh siswa memiliki manfaat (nilai
fungsional) dalam kehidupan sehari-hari
Dalam pembelajaran, saya mengaitkan materi dengan
35
realitas kehidupan
Sebagai seorang guru, saya memahami hubungan konsep
36
antar mata ajar dengan kehidupan sehari-hari
Saya menerapkan konsep-konsep keilmuan dalam kehidupan
37
sehari-hari
Saya menguasai langkah-langkah penelitian dan kajian kritis
38 untuk menambah wawasan dan memperdalam
pengetahuan/materi bidang studi dengan baik
39 Saya melakukan kegiatan penelitian ilmiah (action research)
Saya menggunakan internet sebagai sumber informasi dan
40
menambah wawasan

2. Questionnaire of The Student

NAMA : ............................................................
KELAS : ................................

1). Apakah anda menyukai pelajaran Bahasa Inggris?

…………karena……………………………………………………………….........
2). Semenjak kapan anda mulai mengenal pelajaran Bahasa Inggris?
……………………………………………………………………………………....
3). Apakah anda mengikuti kursus Bahasa Inggris diluar sekolah?
………………………………………………………………………………………
4). Apakah pelajaran Bahasa Inggris sulit bagi anda, kenapa?
………………………………………………………………………………………
5). Apakah anda sering mendapatkan nilai yang rendah dalam bahasa inggris?
………………………………………………………………………………………
 40

6). Apakah anda menyukai metode yang diajarkan guru Bahasa Inggris sehari-hari?
………………………………………………………………………………………
7). Apakah anda suka bermain Game dalam belajar Bahasa Inggris?
………………………………………………………………………………………
8). Apakah sering merasa bosan dengan pelajaran Bahasa Inggris?
………………………………………………………………………………………
9). Urutkan skill berikut mulai dari yang tersulit bagi anda: Speaking, listening,
reading dan writing
(1. …………… 2. …………… 3. …………… 4. …………… )
10). Urutkan aspek berikut yang tersulit bagi anda : Pronunciation, grammar dan
vocabulary
(1……………… 2……………… 3. ……………).
11). Apakah anda punya strategi khusus dalam belajar Bahasa Inggris?
Tuliskan strategi tersebut jika ada?
………………………………………………………………………………………
12). Apakah anda sering menonton Film yang berbahasa Inggris?
………………………………………………………………………………………
13). Apakah anda sering mendengarkan music yang berbahasa Inggris?
………………………………………………………………………………………
14). Apakah anda sering membaca buku/majalah atau Koran yang berbahasa Inggris?
………………………………………………………………………………………
15). Apakah anda mempunyai saran/ide untuk guru Bahasa Inggris agar pembelajaran
lebih innovative dan menyenangkan?
..............................................................................................................................................

4.2 The Data Analysis

 41

Based on the data presented, the Writer analyzed the data as follows :

A. Questionnaire of The Teacher

1. ANGKET INSTRUMEN PENELITIAN

Identitas Responden
1. No. Responden : __01______ (diisi oleh peneliti)
2. Jenis Kelamin : Pria/Wanita *) 3. Usia : _56____ tahun
3. Nama Sekolah : ___SMAN 8 Garut_____________________________________
4. Bidang studi/guru kelas : ___Bahasa Inggris_______________________________
5. Lama masa kerja : __26 Tahun________________________________________
6. Pendidikan terakhir : __IKIP Bandung / UPI_______________________________

ALTERNATIF
JAWABAN
NO DAFTAR PERNYATAAN
SL SR KD P TP
5 4 3 2 1
Saya menyadari bahwa setiap siswa mempunyai kemampuan
1 kognitif yang berbeda-beda dalam setiap kompetensi 
pembelajaran yang saya sampaikan
Saya berusaha memahami kemampuan dasar dan kognitif siswa
2 saya mengenai materi yang akan saya ajarkan dengan 
cara melakukan pree test
Saya menetapkan tujuan pembelajaran untuk kompetensi
3 
dalam program pengajaran saya
Saya menggunakan strategi pembelajaran yang berbeda-beda
4 
sesuai dengan jenis kompetensi pembelajarannya
Secara rutin saya membuat RPP (Rencana Program
5 Pembelajaran) sebelum mengajar 

Saya berusaha mengembangkan bahan ajar sesuai dengan

6 
tujuan pembelajaran yang ingin dicapai
 42

Saya melakukan interaksi awal dalam pembelajaran dengan S3B

7 
(senyum, sapa, salam, dan basmalah)
Saya memberikan bahan yang memacing rasa ingin tahu siswa
8 
dalam setiap materi pembelajaran saya
9 Saya menyampaikan materi sesuai dengan hierarki belajar 
Saya dapat mengendalikan pembelajaran dengan baik, sehingga
10 perhatian siswa terfokus pada pelajaran, dan disiplin kelas 
terpelihara
Saya melibatkan siswa dalam pembuatan dan pemanfaatan
11 
sumber belajar/media pembelajaran
Media yang saya gunakan dalam pembelajaran menarik
12 sehingga berhasil memusatkan perhatian siswa dan pesan yang 
diharapkan dapat ditangkap dengan jelas
Saya mengajukan pertanyaan/tugas terkait kompetensi yang
13 akan dicapai selama proses pembelajaran termasuk asesmen 
Otentik
Secara rutin saya mengadakan evaluasi per kompetensi setelah
14 
itu baru belajar pada kompetensi berikutnya
Saya melaksanakan tindak lanjut hasil penilaian prestasi belajar
15 
peserta didik
Saya dapat menghargai adanya perbedaan
16 pandangan/pendapat dalam pergaulan sehari-hari baik di 
sekolah maupun di lingkungan tempat tinggal saya
Dalam menjalankan tugas, sebagai seorang guru saya
17 
berpegang teguh pada norma agama yang saya anut
Setiap permasalahan saya selesaikan dengan pemikiran yang
18 
matang/tidak emosional (arif dan bijaksana)
Peserta didik mematuhi nasehat saya
19 

Saya berusaha mematuhi peraturan yang berlaku baik di

20 
sekolah maupun dilingkungan tempat tinggal saya
 43

Saya mengatakan yang sebenarnya dan suka menolong orang

21 
kesusahan
Saya mempunyai kemampuan berkomunikasi dan berinteraksi
22 secara efektif dan efisien dengan peserta didik baik pada jam 
pelajaran maupun di luar jam pelajaran
Saya menumbuhkan keceriaan dan antusiasme siswa baik
23 
dalam kegiatan pembelajaran maupun diluar pembelajaran
Saya malu berdiskusi dengan rekan sekerja terutama mengenai
24 
masalah pembelajaran di sekolah
Saya berkomunikasi dan berinteraksi secara efektif dan efisien
25 
dengan sesama guru
Saya mempunyai kemampuan berkomunikasi dan berinteraksi
26 
secara efektif dan efisien dengan petugas tata Usaha
Saya berkomunikasi dan berinteraksi secara efektif dan efisien
27 
dengan orang tua/wali perserta didik
Saya menjalin komunikasi dengan orang tua murid untuk
28 
mengetahui perkembangan siswa di rumah
Saya berkomunikasi dan berinteraksi secara efektif dan efisien
29 
dengan masyarakat sekitar
Untuk memperdalam pemahaman materi ajar yang ada di
30 
kurikulum sekolah saya melakukan kajian materi
Saya menguasai materi pembelajaran dengan baik sehingga
31 tingkat kebenaran dan keakuratan substansi, pembelajaran 
yang dibahas sesuai dengan kompetensi yang diharapkan
Saya memahami struktur, konsep dan metode keilmuan yang
32 
menaungi atau koheren dengan materi ajar dengan baik
Dalam mengajar, saya mengaitkan materi pembelajaran dengan
33 pengetahuan lain yang relevan 

34 Saya mengupayakan agar materi pelajaran dan kegiatan belajar 

yang dilakukan oleh siswa memiliki manfaat (nilai fungsional)
 44

dalam kehidupan sehari-hari

Dalam pembelajaran, saya mengaitkan materi dengan realitas
35 
kehidupan
Sebagai seorang guru, saya memahami hubungan konsep antar
36 
mata ajar dengan kehidupan sehari-hari
Saya menerapkan konsep-konsep keilmuan dalam kehidupan
37 
sehari-hari
Saya menguasai langkah-langkah penelitian dan kajian kritis
38 untuk menambah wawasan dan memperdalam 
pengetahuan/materi bidang studi dengan baik
39 Saya melakukan kegiatan penelitian ilmiah (action research) 
Saya menggunakan internet sebagai sumber informasi dan
40 
menambah wawasan

The results of the questionnaire can be concluded that ; the students have

various cognitive abilities within each learning competency, and a teacher trying

to understand the basic and cognitive abilities of students. The teacher uses

instructional strategies that variation according to the type of learning

competencies, and trying to develop instructional materials according to learning

objectives.To deepen understanding of the teaching materials are in the

curriculum, the teacher conducted a study material.

2. Questionnaire of The Student

 45

No Ya Tidak Kadang Jumlah

1 23 12 3 38
2* 0
3 0 38 0 38
4 34 2 1 37
5 11 12 15 38
6 27 10 0 37
7 20 16 1 37
8 20 12 6 38
9* 0
10* 0
11 2 30 0 32
12 21 8 9 38
13 25 6 6 37
14 3 23 12 38

15* 0

JML 186 169 53

The Results of the questionnaires were made to the student can be

concluded that; 97%, a number of children know English language since
elementary school. 2%, a number of children know English language since
kindergarten. 1%, a number of children know English language since junior high
school.
Many children described the hardest sequence that is, Speaking, Writing,
Reading, Listening.
Many children described the hardest sequence that is, Grammar,
Pronunciation, Vocabulary.
Relative response of a number of children, because this is a suggestion in
order to build a barometer of a teacher.
 46

4.3 The Discussion of The Research

The aims of this study are focused on finding out the answers of the

questions stated in chapter 1, that is:

a) Can the genre-based approach help develop students’ speaking ability ?

b) What are the teachers’ responses towards the implementation of the genre-

based approach ?

Based on the data description above that genre based approach has not

been able to help the students in the development of speaking ability, although the

teachers have been using the strategies that can help the development of students'

skills in speaking.

The response of a teacher in the implementation of the genre-based

approach was very enthusiastic, a teacher was trying to develop instructional

materials and strategies which were appropriate to the learning objectives to be

achieved
 CHAPTER V

THE CONCLUSION AND SUGGESTION

5.1 The Conclusion

Referring to the findings of the research on The Implementation Genre

Based Approach in Teaching Speaking, the writer concludes some major issues as

follows :

Genre Based Approach was the best applied technique to develop the

students’ speaking performance because the four steps of teaching and learning

process do not only provide enough knowledge of theory of arranging acceptable

genre but also it allows many practicies of the theory.

In other words, Genre Based Approach was focused not only on the theory

but also on the practice. Moreover, if the teacher was creative in disigning

teaching and learning techniques, the students’ would develop their oral speaking

skill.

The students perceptions about the positive teaching techniques are which

can be seen not only from their questionnaires, but also from their value as a

product from the learning process. From 38 samples of 75%, like the teaching

methods used by the teacher.

However, the implementation genre based approach has some

disadvantages. It needs a long time to plan and to do the teaching and learning

process effectively, which will make the students bored if the teacher lacks

creativity in teaching.

``47
 48

5.2 The Suggestion

Based on the conclusion above, the writer would like to put forward some

recommendations for the implementation of Genre Based Approach in teaching

speaking in relation to the students learning achievement.

1. The teaching and learning preparation was very important to do in order

that the process of teaching and learning can be better.

2. Most of the English students are not interested in grammar in building

knowledge of the text (BKOF). Therefore, the teacher should be creative

in designing the teaching and learning techniques to increase students

motivation in this step.

3. Most of students should have the perception, that the English language is

difficult to learn. As teachers have to add a joke and made interesting

strategies with the material to be taught.

 BIBILIOGRAPHY

Pardiyono. 2009. Pasti Bisa: Teaching Genre Based Speaking. Garut:

Perpustakaan STKIP Garut.

Krashen, S and T Terrell. (1983). The natural approach: Language acquisition in

the classroom. Oxford: Pergaon.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching.

Oxford: Oxford University Press.

Vygotsky, L (1978). Mind in society: The development of higher psychological

processes. Cambridge: Cambridge University Press.

Alwasilah, C. (2009) Pokoknya Kualitatif: Dasar-dasar Merancang dan

Melakukan Penelitian Kualitatif. Jakarta: Pustaka Jaya.

Byram, M. (2004). Genre and Genre-Based Teaching. The Routledge

Encyclopedia of Language Teaching and Learning. London: Routledge.

Feez, S., & Joyce, H. (1998) Text-Based Syllabus Design. Sydney: National

Center for English Language Teaching and Research.

``49
 50

Depdiknas (2004). Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa

Inggris SMA dan MA. Jakarta: Pusat Kurikulum, Balitbang Depdiknas.

Feez, S. (2002). ‘Heritage and innovation in second language education’. In

Johns, A. M. (2002). (Ed). Genre in the Classroom. Mahwah, New

Jersey: Lawrence Erlbaum Associates.

Nugroho Taufik & Hafrizon (2009), Modul of Introduction to Genre Based

Approach. Ministry of National Education.

Rustandi Iyus.(2012) Modul of Curriculum and Material Development. Garut :

STKIP Garut

Pardiyono. 2006. Pasti Bisa: The Course Book for Speaking Acquisition I.

Surakarta: Muhammadiyah University Press.

________. 2006. Pasti Bisa: The Course Book for Speaking Acquisition II.

Surakarta: Muhammadiyah University Press.

Richards, J.C. and Rodgers, T.S. 1986. Approaches and Methods in

Language Teaching:
 Curriculum Vitae

The author was born in Garut West Java on November 7,

1991 from the father his named Saprudin and mother his named

Tati Sumiati. The author is the first child of two brothers. The

author started the school from SDN Lebak Jaya 04 in 1997 and

graduated in 2002/2003. The author then continued his education

at the SLTPN 6 Garut and graduated in 2005/2006. The author continued his education at

SMAN 1 Garut who is now became SMAN 11 Garut and graduated in 2009. After

graduating high school, author continued his studies in STKIP Garut until now completing

S1.