genre-based approach.ppt

7/25/2019 GENRE-BASED APPROACH.ppt

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TEXT-BASEDTEXT-BASEDNGLISH

NGLISH

T ACHING

ACHING

presented by

EKA PURNAMA, SPd


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Mata Pelajaran Bahasa Inggris di SMA/MAMata Pelajaran Bahasa Inggris di SMA/MA

bertujuan agar peserta didik memiliki kemampuanbertujuan agar peserta didik memiliki kemampuan

sebagai berikut.sebagai berikut.MengembangkanMengembangkan kompetensi berkomunikasikompetensi berkomunikasi

dalam bentuk lisan dan tulis untuk mencapai tingkatdalam bentuk lisan dan tulis untuk mencapai tingkat

literasiliterasi informationalinformational

Memiliki kesadaran tentang hakikat danMemiliki kesadaran tentang hakikat dan

pentingnya bahasa Inggris untuk meningkatkanpentingnya bahasa Inggris untuk meningkatkan

daya saing bangsa dalam masyarakat globaldaya saing bangsa dalam masyarakat global

Mengembangkan pemahaman peserta didikMengembangkan pemahaman peserta didik

tentang keterkaitan antara bahasa dengan budaya.tentang keterkaitan antara bahasa dengan budaya.

(Standar Isi)(Standar Isi)


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DiscourseDiscourse

CompetenceCompetence

Socio-culturalSocio-cultural


Linguistic CompetenceLinguistic Competence ActionalActional


Strategic CompetenceStrategic Competence

CommunicativeCommunicativeCompetenceCompetenceCelce-Murcia et al. (1995:10)Celce-Murcia et al. (1995:10)


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What is theWhat is the

GENRE/LITERACYGENRE/LITERACYAPROACHAPROACH ??

??BASIC METHODOLOGYBASIC METHODOLOGYinin ELTELT


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GENRE/LITERACY APPROACHGENRE/LITERACY APPROACH

BUILDINGBUILDING

KNOWLEDGEKNOWLEDGE

OF THE FIELDOF THE FIELD

(TEXT)(TEXT)

MODELLING OF TEXTMODELLING OF TEXTJOINTJOINTCONSTRUCTIONCONSTRUCTION

OF TEXTOF TEXT

INDEPENDENTINDEPENDENT

CONSTRUCTIONCONSTRUCTIONOF TEXTOF TEXT


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?APPROACH

GENREGENRE

LITERACYLITERACY

TEXT-BASEDTEXT-BASED


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STANDAR ISI (SI)STANDAR ISI (SI)

STANDAR KOMPETENSISTANDAR KOMPETENSILULUSAN (SKLLULUSAN (SKL))


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Text-basedText-based

SyllabusSyllabust ncorporates an ncreas ng

t ncorporates an ncreas ng

understand ng of

nderstand ng of how language ishow language is

structuredstructured andand how language is usedhow language is usedin social contextsin social contexts

Syllabus type:Syllabus type:A type o !"xed syllabus

All t#e ele!e$ts o %a&"ous ot#e&syllabus types 'a$ 'o$st"tute a&epe&to"&e &o! (#"'# a text-based syllabus 'a$ be des")$ed


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VIEW OF LANGUAGE:VIEW OF LANGUAGE:

La$)ua)e o''u&s asLa$)ua)e o''u&s as (#ole texts(#ole texts(#"'# a&e e!bedded "$ t#e(#"'# a&e e!bedded "$ t#eso'"al 'o$texts "$ (#"'# t#ey a&eso'"al 'o$texts "$ (#"'# t#ey a&eusedused

VIEW OF LANGUAGE LEARNING:VIEW OF LANGUAGE LEARNING:

People lea&$ la$)ua)ePeople lea&$ la$)ua)e

t#&ou)# (o&*"$) ("t#t#&ou)# (o&*"$) ("t#

(#ole(#oletextstexts


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MMethodology:ethodology:is based on a model of teachingis based on a model of teaching

and learning in which the learnerand learning in which the learner

gradually gains increasinggradually gains increasing

control ofcontrol of text-typestext-types


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Text-based SyllabusText-based Syllabus

"s p&"!a&"ly 'o$'e&$ed ("t#"s p&"!a&"ly 'o$'e&$ed ("t#(#at lea&$e&s do ("t# la$)ua)e+(#at lea&$e&s do ("t# la$)ua)e+

"+e+"+e+ (#at t#ey do ("t# (#ole(#at t#ey do ("t# (#oletexts "$ 'o$texttexts "$ 'o$text

A text-based syllabusA text-based syllabus

"s 'o$'e&$ed ("t#"s 'o$'e&$ed ("t#$"ts o$"ts od"s'ou&sed"s'ou&se'alled'alledtete


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Text-based Syllabus design draws on theText-based Syllabus design draws on thesystemic functional model of language.systemic functional model of language.

T#e !a"$ 'o$'epts:T#e !a"$ 'o$'epts: La$)ua)e "s a &esou&'e o&La$)ua)e "s a &esou&'e o& makingmakingmeaningmeaning

T#e &esou&'e o la$)ua)e 'o$s"sts o a setT#e &esou&'e o la$)ua)e 'o$s"sts o a set

oo interrelated systeminterrelated system La$)ua)e use&sLa$)ua)e use&s draw on this resourcedraw on this resourceea'#ea'#

t"!e t#ey use la$)ua)et"!e t#ey use la$)ua)e

Language users create textsLanguage users create textsto !a*eto !a*e

!ea$"$)!ea$"$)

TextsTextsa&e s#aped bya&e s#aped by the social contextthe social context"$"$

(#"'# t#ey a&e used(#"'# t#ey a&e used

The social contextThe social context"s s#aped by"s s#aped by people us"$)people us"$)t#e la$)ua)et#e la$)ua)e


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The most effective methodologyThe most effective methodology

for implementing a text-asedfor implementing a text-ased

sylla!s is thesylla!s is the

GENRE/LTER!"# !$$R%!"&GENRE/LTER!"# !$$R%!"& , t(o. 'y'les, t(o. 'y'leso&alo&al a$da$d

(&"tte$(&"tte$ Ea'# 'y'le 'o$s"sts oEa'# 'y'le 'o$s"sts o 00

ou&. sta)esou&. sta)es::1+1+ 2u"ld"$) 3$o(led)e o 4"eld2u"ld"$) 3$o(led)e o 4"eld

,+,+ 5odel"$) o Text5odel"$) o Text

6+6+7o"$t Co$st&u't"o$ o Text7o"$t Co$st&u't"o$ o Text

0+0+ I$depe$de$t Co$st&u't"o$ o TextI$depe$de$t Co$st&u't"o$ o Text


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GENRE/LITERACYGENRE/LITERACY

APPROACHAPPROACH

BUILDINGBUILDING

KNOWLEDGEKNOWLEDGE

OF THE FIELDOF THE FIELD

(TEXT)(TEXT)

MODELLING OF TEXTMODELLING OF TEXTJOINTJOINTCONSTRUCTIONCONSTRUCTION

OF TEXTOF TEXT

INDEPENDENTINDEPENDENT

CONSTRUCTIONCONSTRUCTIONOF TEXTOF TEXT


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1.1. BBUILDINGUILDING KKNOWLEDGENOWLEDGE OOF THEF THE FFIELDIELD

StudentsStudents are introduced to theare introduced to the socialsocial

contextcontextof the textof the text

explore theexplore the culturalculturalcontextcontextandandsocialsocialpurposepurposeof the text-typeof the text-type

are exposed to the relevantare exposed to the relevant

vocabularyvocabularyandand grammaticalgrammaticalpatternspatterns

are exposed to theare exposed to the genericgenericfeaturesfeaturesof the textof the text


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2.2.mmodelingodelingooffttextextStudentsStudents

n!est"#te t$en!est"#te t$e structural patternsstructural patterns#nd#ndlanguage featureslanguage features%& t$e '%de%& t$e '%de

comparecomparet$e '%de t$t$e '%de t$ %t$e* e+#',es%t$e* e+#',es%&%&t$e te+t-t.,et$e te+t-t.,e


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3.3.JJOINTOINTCCONSTRUCTIONONSTRUCTION

OOFFTHETHETTEXTEXTStude$ts be)"$ toStude$ts be)"$ to

'o$t&"bute'o$t&"buteto t#eto t#e'o$st&u't"o$'o$st&u't"o$o t#e (#oleo t#e (#ole

exa!ples o t#eexa!ples o t#etexttext--typetype

Stude$ts (o&* "$Stude$ts (o&* "$'ollabo&at"o$'ollabo&at"o$"$ pa"&s o&"$ pa"&s o&

s!all )&oup-(o&*.s!all )&oup-(o&*.


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4.4. IIndependentndependent

CConstructiononstruction ooff TTextext

Stude$ts (o&*Stude$ts (o&*

"$depe$de$tly"$depe$de$tly("t#("t#

t#e textt#e text


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3u&890 /3u&890 /

323323To develop te !t"de#t!$To develop te !t"de#t!$COMMUNICATI%E COMPETENCE&COMMUNICATI%E COMPETENCE&

COMMUNICATI/ECOMMUNICATI/E

APPROACHAPPROACH

GENRE APPROACHGENRE APPROACH

Grammatical CompetenceSocio-linguistic CompetenceDiscourse CompetenceStrategic Competence

( C#n#e #nd S#n0 1234 )

Discourse CompetenceActional CompetenceLinguistic CompetenceSocio-cultural CompetenceStrategic Competence

(Ce5e-Mu*5#0 et #0 1226)


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COMMUNICATIVECOMMUNICATIVE

APPROACHAPPROACHA$ app&oa'# to o&e")$ o&A$ app&oa'# to o&e")$ o&

se'o$d la$)ua)e tea'#"$)se'o$d la$)ua)e tea'#"$)

(#"'# e!p#as"es t#at t#e )oal(#"'# e!p#as"es t#at t#e )oalo la$)ua)e lea&$"$) "so la$)ua)e lea&$"$) "s

??

COMMUNICATIVECOMMUNICATIVE

COMPETENCECOMPETENCERichards, J.C. et al. 199. Longman Dictiona! o" Lang#ag$T$ac%ing an& A''(i$& Ling#i)tic)* !"#L$%&'a%


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THE PRINCIPLESTHE PRINCIPLES oo

CO55;NICATI


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Wa(s $) Achie*i%& the O+ecti*es#Wa(s $) Achie*i%& the O+ecti*es#

1.1. Use natural English (theUse natural English (the

teacher and the students)teacher and the students)

2.2. Use language unctions inUse language unctions inappropriate situationsappropriate situations

!.!. "ocus on meaning rather than"ocus on meaning rather than

ormorm

#.#.Teacher as acilitatorTeacher as acilitator

$.$. %tudent&oriented activities%tudent&oriented activities


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Than' ouThan' out*s good to +et*s good to +eimportantimportant,,+ut it*s+ut it*s

important to +eimportant to +e

goodgood

genre-based approach.ppt

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