Những lợi ích và hạn chế của đường hướng dựa vào thể loại đối với việc dạy viết cho học sinh lớp 10 trường THPT Tân trào, Tuyên Quang

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDY – VNU
POST – GRADUATE FACULTY





BÙI THỊ THU HUYỀN



THE BENEFITS AND LIMITATIONS OF A GENRE – BASED APPROACH TO
TEACHING WRITING TO GRADE 10 STUDENTS IN TAN TRAO HIGH
SCHOOL, TUYEN QUANG PROVINCE

(Những lợi ích và hạn chế của đường hướng dựa vào thể loại đối với việc dạy viết cho
học sinh lớp 10 trường THPT Tân trào, Tuyên Quang )

M.A Minor Thesis


Field: English Methodology
Code: 601410







Ha Noi - 2012

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TABLE OF CONTENTS
CONTENTS
PAGE
Acknowledgements
i
Abstract
ii
Table of contents
iii,iv,v,vi
Lists of abbreviations
vii
Lists of tables and figers
viii
INTRODUCTION
1. Rationale
1
2. Purposes of the Study
1-2
3. Research Questions
2
4. Scope of the Study
2

5. Research Method
2
6. Design of the Study
2-3
7. Summary
3
DEVELOPMENT
CHAPTER 1.LITERATURE REVIEW
1.1. Theoretical Backgrounds of Writing
3

3
1.1.1. Definitions
3-4



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1.1.2. Role of writing skill in Foreign Language Learning
4-5
1.2. Theoretical Backgrounds of Genre-Based Approach (G.B.A)
6
1.2.1. Why choose a genre based approach to teaching writing ?
6-7
1.2.2. Definitions
7-8
1.2.3. Genre-Based Approach (G.B.A)
8
1.2.4 Basic Principles of G.B.A

8-9-10
1.2.5. The curriculum cycle of G.B.A
10-11
1.2.5.1. Building knowledge of the field
11-12
1.2.5.2 .Modeling of the Text
12
1.2.5.3. Join Construction of the Text
13-14
1.2.5.4. Independent construction of the Text
14-15-16-17
1.3. Theoretical backgrounds of narrative text
17-18
1.4. Benefits and limitations of GBA
19-20-21
1.4.1. Benefits of GBA
19-20
1.4.2. Limitations of GBA
20
1.5. Conclusion
21
CHAPTER 2.THE STUDY
2.1. The setting of the study
21
21
2.1.1. The context
21

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2.1.2. The writing program of the grade 10 students
21
2.1.3. The participants
22
2.2. The Experimental program
23
2.2.1. Materials
23
2.2.2. Activities
23
2.2.3. Role of the teacher and the students
23-24
2.3. Data collection
24
2.3.1. Data collection Instruments
24
2.3.1.1. Pre-test and Post-test
24
2.3.1.2. Pre- and –Post Questionnaires
24
2.3.1.3. Teacher‟s and students‟ observation
25
2.3.2. Data collection Procedures
25
2.3.2.1.Before the experimental treatment
25
2.3.2.2.During the experimental treatment
25

2.3.2.3.After the experimental treatment
25-26
2.4. Data Analysis
26
2.4.1. Data Analysis of Pre -and - Post Tests
26
2.4.1.1. The two groups‟ writing performance before the experiment
26-27



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2.4.1.2. The two groups‟ writing performance after the experiment
27-28
2.4.1.3. The experimental groups‟ improvement in writing proficiency
29-30
2.4.2. Data Analysis of Questionnaires
30
2.4.2.1. Students‟ attitude to writing before and after the experiment
30-31-32-33
2.4.2.2. Students‟ participation before and after the program.
33-34-35
2.5. Summary
35
CHAPTER 3.DICUSSION THE RESEARCH QUESTIONS
35
3.1. Discussion of the Research Questions
35
3.1.1. Benefits of G.B.A on students‟ writing proficiency

35-36-37
3.1.2. Limitations of G.B.A to teaching writing
37-38
3.2. Summary
38-39
CONCLUSION
39
1.The benefits and limitations of the genre-based approach in teaching
writing to my own students.
39-40
2.Limitations of the study
40
3.Implications for further research
40-41
References
I, II, III
Appendix 1: Sore writing , rating scale
IV, V, VI
Appendix 2: Pre-questionnaire
VII, VIII



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Appendix 3:Post-questionnaire
IX, X
Appendix 4: Lesson Plan
XI,XII,XIII,
XIV,XV

LIST OF ABBREVIATIONS

L2: Second language
GBA: Genre based approach
ELL: English language learning
X: Mean
SD: Standard deviation
N: Number case
D f: Degree of freedom
α : Probability












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LIST OF TABLES AND FIGURES

Table 1.The activities done in the teaching learning using GBA
Table 2 .Checklist of writing tasks in English textbook 10
Table 3.Pre-test descriptive statistics
Table 4.Post-test descriptive statistics
Table 5.Pre-post test descriptive statistics of experimental group
Table 6.Students‟ interest in writing skill
Table 7.Students‟ opinions of writing in English
Table 8. Students‟ preferences for form of activities
Table 9.Students‟ participation in writing lessons
Figure 1: Pre-test results of both groups
Figure 2: Post-test results of both groups
Figure 3: Pre- post test results of experimental group










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INTRODUCTION
1. Rationale
Many language teachers in Vietnam are aware that teaching writing is more
difficult than teaching other language skills. This is cultural interference due to the
difference in the style of literacy and rhetorical patterns of expression in their native

language and the target language. Consequently, when students write in English, they do
not create the text themselves; they only translate their thoughts word by words from their
native language into English, often with grammatically incorrect results.
In my school, both teachers and students are faced with many difficulties in
teaching and learning the writing skills. First, according to the curriculum of the MOET,
there are three English lessons per weeks for the students in high school, and the level of
the students is pre-intermediate when entering high school but in fact, many of them are
not good at the four skills, especially writing. Second, each of the lessons lasts 45
minutes. The students have to read the model, study the text type and write their writing
in such a short time so they cannot practice well. Another important reason is the fact that
in the final examination, the students always do MCQs instead of writing sentences.
Therefore in teaching and testing, the teachers usually use MCQs to measure their
knowledge and skills. In writing lessons, the students are helped with vocabulary, model,
grammar but they encounter great difficulty in applying them in their writing as well as
using the correct text type in their work. Besides, the opportunity of self-correction and
classmates‟ evaluation is also lacked. This causes students‟ failure to improve their skill.
For these reasons, the students can rarely produce a good piece of writing.
In order to solve these obstacles, I‟ll try to introduce a genre-based approach in
teaching writing for the grade 10 students at Tan Trao High School in Tuyen Quang
province, where I have been teaching. Although it is new to Vietnamese teachers and
learners, the approach has been proved an effective method in improving learners‟ writing
abilities.
2. Purposes of the Study



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The purpose of this study was to investigate the benefits and limitations of using a
genre-based approach on improving the students‟ writing skill and motivating students to

write a narrative text and to explore their attitudes towards learning to write with this
approach.
3. Research Questions
In order to find out the fact whether a genre-based approach improves students‟
writing proficiency and motivates them to learn, this study was designed with the
following questions:
1. What are benefits of a genre-based approach to teaching writing to grade 10 students
in Tan Trao High school in Tuyen Quang province ?
2. What are limitations of a genre-based approach to teaching writing to grade 10
students in Tan Trao High school in Tuyen Quang province ?
4. Scope of the Study
The study was carried out only the grade 10 students of Tan Trao High school in
Tuyen Quang province. These students were measured their writing narrative proficiency
in correlation to the application of an experimental GBA
5. Research Method
The first method applied in this study is a quasi-experimental which involves the
three components of experiments according to Selinger and Shohamy (1989): the
population (the grade 10 students at Tan Trao High school), the treatment (GBA
activities), and the measurement of the treatment (t-test).
In addition, pre and post-questionnaires were delivered to students who took part in
the Genre based approach class as a supporting tool to obtain their change in attitude
towards writing. What is more, observation was also employed during the teaching time
to recognize the participation of students in the control group and the experimental group.
6. Design of the Study



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The study is composed of three main parts: Introduction, Development which

consists of three chapters, and conclusion.
The Introduction gives an overview of the study with the rationale for the research,
the aims, and the research hypothesis and research questions of the study. It also narrows
the scope, presents the research methods and outlines the content of the study.
The Development includes three chapters:
Chapter one presents the literature review relevant to the study including the
theoretical background of wring and a genre-based approach.
Chapter two contains the setting of the study, the experimental program, the
collection and analysis of the data for the research.
Chapter three discusses the research questions
The Conclusion presents a discussion of the major findings. It also provides some
limitations and suggestions for further study.
7. Summary
The first part has given an overview of the study including the background, the
purpose as well as the research hypothesis and questions of the study. Also all research
method employed to get data and the designs of the study have been presented. In the next
part, a theoretical framework for the study will be discussed.










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DEVELOPMENT

CHAPTER 1.LITERATURE REVIEW
1.1. Theoretical Backgrounds of Writing
1.1.1. Definitions
Writing has been defined in a variety of ways, which shows a lack of consensus as to
what it is, and reflects the complexity of the writing process. Traditionally, researchers
focused mainly on form and the final product while current researchers on writing
emphasize the writing process and strategies which are utilized by the writers to attain the
final product.
According to Byrne (1991), writing can be seen as an “act of forming graphic symbols‟‟;
that is letters or the combination of letters. Simply, writing is like “making marks on the
flat surface of some kinds ‟‟ (p.1).Lannon (1989) made a conflicting definition that
writing, in fact, is a far more complicated process than the production of graphic symbols.
It is “ a process of transforming the material discovered by research inspiration, accident,
trial and error, or whatever into a message with a definite meaning…, a process of
deliberate decision‟‟ (p.9). From another view of writing, Murray (1978: 29) and Perl
(1979:43) defined writing as “a creative discovery procedure characterized by the
dynamic interplay of content and language: the use of language to explore beyond the
known content.‟‟ Writing can also be seen as a social process by Candlin and Hyland
(1999).They has asserted that “writing is therefore an engagement in a social process,
where the production of texts reflects methodologies, arguments and rhetorical strategies
constructed to engage colleagues and persuade them of the claims that are made ‟‟
(p.107). As for Tribble, writing is “a language skills which is difficult to acquire” (1996:
3).He also stressed that writing “normally requires some forms of instruction‟‟ and that “it
is not a skills that is readily picked up by exposure‟‟ (1996: 11). Harris (1993: 10)
affirmed that writing is a process that occurs over a period of time, particularly if we take
into account the sometime extended periods of thinking that precede creating an initial
draft;. From my personal experience as a classroom teacher, I share with Rivers‟

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definition (1981) that “writing is not a skill that can be learned or developed in isolation
but it should be taught and developed in cooperation with other skills and aspects of the
language studied‟‟.
1.1.2. Role of writing in English language teaching and learning
From the concepts declared above, it can be inferred that writing is essential to
enhance language acquisition as the process of communicating ideas and critical thinking
as writing need focused thoughts and intellectual capacities.
As part of language acquisition, Rothery in Sawyer and Watson (1987) describes
Writing as the following: Firstly, it provides the students with records and notes of work,
which they may need to use for their own revision purposes or for developing a more
extensive project of some kind. Secondly, it is used to test both students‟ understanding of
work and his or her ability to develop a particular kind of genre.
Therefore, writing becomes essential and useful to be taught to the students of EFL
to enhance their language mastery, to their ability in producing certain kind of genre and
to develop their critical thinking. Harmer (1998) states some reasons why writing should
be taught to students. The first reason is reinforcement-students will benefit greatly from
seeing language written down. The visual demonstration of language construction is
invaluable for both the understanding of how it all fits together and as an aid to
committing the new language development. It is the actual process of writing that helps
students learn as they go along. The mental activity they have to go through in order to
construct proper written text is all part of the ongoing learning experience. The third
reason is learning style-writing is appropriate for students that needs time to produce
language. It can also be a quite reflective activity. The last reason is writing as a skill-
writing is one of the four skills that must be mastered by students. Students need to know
how to write letters, how to put written reports together, how to reply advertisements, etc.
However, writing is not very easy to do (Alwasilah, 2002; Nunan, 1999).
Students find it difficult to produce a good and well arranged text. To help the students to
write, they should be taught to write through a process. Students should be taught undergo

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the process of writing where the students learn to write through stages in order to
overcome the students‟ difficulties in writing. One of the method which is regarded as a
suitable method to teaching writing is the genre based approach. This approach helps
students become more successful writers and readers of academic and workplace text (
Hyon, 1996:700 cited in Emilia, 2005:61); and to help students make sense of not only
the structure of the texts but also a wide range of compositional concerns (Brook, 200
cited in Emillia, 2005:61). More theories about Genre Based approach will discussed
below.
1.2. Theoretical Backgrounds of Genre-Based Approach (G.B.A)
1.2.1. Why choose a genre based approach to teaching writing?
Over the last few decades, there have been numerous L2 writing pedagogies
developed to improve students‟ writing proficiency. In the 1970s and for the most of the
1980s, experts were primarily interested in the process approach which focus on
developing students‟ linguistic skills through pre- writing activities such as planning,
drafting, editing and revising (Badger&White,200;Feez,2002;Muncie,2002).In the last
1980s and the 1990s, however, theoretical interest in writing instruction shifted to a genre
approach that considers writing as a purposeful act and focus on the analysis of the
contextual situation in which writing takes place (Atkison,2003;Cheng,2006, 2007, 2008;
Hyland, 2003a, 2004b, 2007, Johns, 2003; Paltridge, 1996, 200, 2001, 2002, 2007;
Swami,2008). The genre approach was developed in response to the criticism of the
limitations of the process approach which left students to find the recurring text structures
for themselves through experimentation and exploration. Feez (2002) argue that the Genre
approach specifically compensated for this deficit. Patridge (2007) also claim that many
writing conventions would remain opaque for L2 learners unless teachers brought these
forms and patterns of language use to their conscious awareness. He (2007) claimed that

since drafting, planning and editing were only a part of the entire writing process the
process approach was deficient as it did not provide students with clear guides in how to
construct different kinds of written texts.



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Instead the genre approach, particularly at the early learning stage, emphasizes on
developing the students‟ awareness of reoccurring textural structures. The teacher‟s active
involvement, through explicit explanation of the contextual dimension, can scaffold for
students the distinctive use of the language appropriate to the various genres (Henry &
Roseberry,1998). When L2 students are left to discover for themselves the complexities
of how language works in different genres, they are likely to be thrown back on the
discourse conventions of their own cultures (Christie, 1999). Then they may fail to
produce texts that are either contextually adequate or educationally valued in the
Australian context (Freedman, 1993, 1999; Freedman & Medways, 1994).
The beneficial aspects of the genre approach have been asserted by a significant
number of genre theorists. For example, the genre approach enables students to make
sense of the world around them and to become aware of writing as a tool that can be used
and manipulated (Kay & Dudley-Evans, 1998). As Paltridge (2001) claims the genre
approach focuses on increasing students‟ awareness of different ways of organizing
information in writing, by discussing distinctive features of different purposeful texts. As
a result of this process, students systemically acquire a meta-linguistic awareness of the
English language, which empowers them to manipulate information and accomplish
different purposes through writing.
Furthermore, it is also claimed that the genre approach provides students with the
confidence to handle „„real world ‟‟ writing as it improves students‟ attitudes and desire
toward language teaching (Swami, 2008). Many arguments have been forward in support
of genre as an organizing principle for the development of L2 learning programs which is

why it is arguably the most established and popular writing approach in Australian school
context.
1.2.2. Definitions
Genre , according to Martin (1998, cited in Callaghan and Rothery ,1998:25 ) is
defined as a staged , goal oriented social process achieved primarily through language
.Martin , Christie - Rothery, ( 1987;59 ),Christie, ( 1991:236 ), Martin ( 2004: 4 ) in



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Emilia (2005) declare that genres are social processes because members of culture interact
with each other to achieve the goal oriented .It is a staged because it usually takes more
than one step to achieve their goals.
The term genre could be explained in relation to the meaning of a text (Christie,
2005: 233), which is identified by Biber (1998, cited in Paltrige, 1996 ) as a class of texts
having similarities in linguistic forms regardless of the genre. In this sense, a text is
designed as many meaningful stretch of language, either in oral or written form
(Derewianka, 2004 ) and its held together cohesively, through meaning ( Feez and Joyce,
2004:4 ) ; whether a stretch of language is a text or not , it has had nothing to do with its
size or form. It has had nothing to do with the meaning of the stretch of language working
together as unified whole for example, the single word stop on a road sign is a text,
because it can stand as a unified whole.
1.2.3. Genre-Based Approach (G.B.A)
GBA teaching writing, which based on Systemic Functional Linguistics developed
by Halliday ( 1994 ) has been developed mainly in Australia (John, 2002:5 ).Then the
GBA becomes increasingly influential in the field of teaching of English .This approach
has been adopted in primary, secondary, tertiary, professional and community teaching
programs for the native speakers of English as well as ESL and EFL learners(
Derewianka, 2003:133 ).In relation to the teaching of English in EFL context, the GBA

has been adopted as a part of the centralization of the 2006 English curriculum.
The GBA came out as a result of combination of Halliday‟s functional model of
language and Vygotsky‟s Zone Proximal Development (ZPD) and Brunner‟s scaffolding.
Both Halliday and Vygotsky regard language as a semiotic tool .They united in their
interest in the part that language plays in the development of the individual as a member
of particular culture.
GBA is the approach to teaching genres moving through certain stages such as
Building knowledge of Field, Modeling, Joint Construction and Independent Construction
of the Text. The combination of the stages is called the Curriculum Cycle (Derewiankia,



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2004:6). In this approach, teaching and learning focus on the understanding and
production of selected genres of texts
1.2.4. Basic Principles of Genre-Based Approach
Genre-Based Approach as mentioned earlier is a kind of approach to teaching
language .It has several basic principles. According to Emilia ( 2005 ) the basic of GBA
involves three aspects of language learning as social activity, explicit teaching and
apprenticeship teaching.
The first principle is language learning as a social activity. According to Fees and
Joyce (1998:24 ) language learning is a social activity and is the outcome of collaboration
between the teacher and the students and between student and other students in the group.
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. Under this
principle, Derewianka (1990) and Butt et al (2000) state that language learning in the
Genre-based approach should result in three outcomes, such as students learn language,
students learn through language and students learn about language.
The second principle is learning requires explicit teaching. Explicit teaching is

teaching language to encourage students to use the language in real context .Regarding
this principle, Gibbons provides a comprehensive concept of explicit teaching in
ESL/EFL.
Teachers are suggested to teach explicitly in relation to what is being studied, why
it is being studied and what will be expected from the students at the end of the course
(Gibbons, 2002: 52- 60 ).The role of teachers is to use methodologies which collaborate
with the students in the learning process .The teacher intervene where necessary in the
learning process to support students as they build knowledge and skills which have been
negotiated. In short, the GBA is concern with providing students with explicit knowledge
about language. The teachers are suggested to be more explicit in teaching: how language
works to make meaning; the text organization and linguistics forms that characterize
different genre .According to Christie (1991:254-255), the Genre theories argue that



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educators have a responsibility to intervene in the learning process and teaching should be
seen as a deliberate act, one in which the teacher takes a overtly interventionist role.
The last principle is concerning the apprenticeship teaching. Under this principle,
learning is collaboration between teacher and student with the teacher taking on an
authoritative role similar to that of expert supporting an apprentice (Feez and Joyce,
1998:26). The collaboration always involves language in the form of a dialogue between
teacher and student. Brunner (1986:74, cited in Feez and Joyce, 2005:26) used the term
scaffolding to describe the teacher‟s role in the learning collaboration. Gibbons (2002:10)
declares that scaffolding is a kind of help that assists learners to move new skills,
concepts or levels of understanding.
Another concept related to this principle is the Zone proximal Development which
refers to the gap between a level of independent and a level of potential performance.
Vygotsky (1978 in Gibbons, 2002:10 ) says that zone proximal development refers to

distance between actual development as determined through problem solving under adult
guidance or in collaboration with more capable peers. Vygotsky‟s concepts on learning
have been used in genre-based approach through the notion of the curriculum cycle .This
is a simple model for developing complete lesson units or cycles around text types or
genres to be taught.
1.2.5. The curriculum cycle of Genre-Based Approach
As mentioned earlier, teaching based on genre approach moves through certain
stages known as curriculum cycles. The curriculum cycles are an important aspect to draw
students‟ attention to recognize and analyze the salient schematic structures and linguistic
features of a genre (Macken-Horarik, 2002, Gibbons, 2002).Teachers are suggested to
take account of the cycle and implement it appropriately.
There are several models of curriculum cycles in genre-based approach. Cope and
Kalantzis (1993:10) mention three phrases of the cycle of teaching and learning:
1) Modeling; students are exposed to a number of texts that exemplify the genre in
question.



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2) Joint Negotiation of a class Text; the students participate in the process of writing a
text, guided by the teacher.
3) Independent construction of a Text; the students independently construct their own
texts.
Meanwhile, Derewianka (2004: 6-9 ) and Gibbons ( 2002: 60-67 ) states four phrases in
GBA:
1. Building knowledge of the field; the aim of this stage is to build up students‟
background knowledge of the topic.
2 .Modeling of the Text; the students are exposed to a number of texts that exemplify the
genre in question.

3. Join Construction of the Text; the students are ready to think about writing.
4. Independent construction of the Text; the students write their own text.
Regarding several models of Genre-based approach cycle as mentioned above, this
study uses the four stage models of GBA: Building knowledge of the field (BKOF),
Modeling of the text (MOT), Join Construction of the Text (JCOT) and Independent
construction of the Text (ICOT).These models has been used in Indonesia; the 2006
English Curriculum. The four stages are: Building knowledge of the field (BKOF),
Modeling of the text (MOT), Join Construction of the Text (JCOT) and Independent
construction of the Text (ICOT).The four stages will be discussed as follows:
1.2.5.1. Building knowledge of the field
This stage is the first cycle of GBA which is aimed at building up background
knowledge; so the focus is primarily on the content of the topic ( Gibbons, 2002:61).In
this stage teachers are suggested to encourage students to read relevant material to genre
discussed, viewing pictures and taking part in role play .Teacher also needs to highlight
the expression and vocabularies used in the text( Feez, 2002 ).If necessary, the teacher
may translate the vocabularies into the students‟ first language to nurture students‟



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understandings that their language pattern is different from the pattern of English(Firkin,
2007; Elimia, 2008).
In the stage of BKOF, Derewianka (1990) argues that it would be better for teachers
to introduce more than one text to build up students‟ understanding of the genre taught.
The teachers give opportunities to students to experience and explore the cultural and
situational aspects of the social context of the text. According to Gibbons (2002), the
stage of building knowledge of the field is a time consuming stage as many relevant text
should be presented to build the students knowledge of the genre discussed.
1.2.5.2 .Modeling of the text

The second stage of GBA is modeling of the text. In this stage, the students are
exposed to a number of texts that exemplify the genre in questions .This stage is text
exploration aimed at familiarizing learners with the target text type or genre and to draw
attention to organizational and linguistic features commonly found in the texts belonging
to it ( Butt et al, 2001 ).In this study the target text type is narrative.
In the modeling of the Text, Derewianka (2004) declares that modeling involves
introducing the purpose and the features of the text. Similar to Derewianka , Burns (1990)
declares the modeling involves discussion of the cultural and social purpose of the genre
and sharing experience with in that context , followed by example of a model text.
Macken-Horarik (1989) also add that modeling includes teachers build up the context
relevant to the field of inquiry and provides learners with model of the generic in focus
the context, the social purpose, the prototypical element of structure and the distinctive
language feature.
The activities involved in this stage are such as familiarizing students with
purpose and social function of the text and presenting schematic structure of the text. In
this stage the schematic structure of the genre is presented and explained explicitly to the
students. Having explored the social function and the schematic structure, the activities
then continued to present a model text of a genre. A model text of a genre is then
presented as a whole ( Feez and Joyce, 1998; Gibbons, 2002 ).In this part the teacher and



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the students discuss the linguistic features of the text, such as grammar, the expression,
connective words, the use of relational process and the use of punctuation. Gibbons
(2002) says that the teachers are suggested to give meaningful drills related to the
linguistic features. In conclusion, this stage is designed to familiarize students with social
purpose, generic structure and language features of particular text type by means of model
texts.

1.2.5.3. Join Construction of the Text
Having understood the social function, the schematic structure and the language
features of the text, then the students exercised to write a text collaboratively. This
activity can be jointly constructed by the whole class, by a small group, or by a teacher
and students during conferencing ( Derewianka, 1990:8 Gibbons, 2002:66).Burn (1990)
suggests that joint negotiation includes the teachers and learners in a join construction of
the text in the same genre, followed by a join construction of another text by learners
working in groups.
According to Emilia (2005, there are some activities done in this stage, such as:
*Grouping students into a group of four and familiarizing them with the task they will
do in this stage .Writing in groups‟ aims to allow the students to practice activities that
make up skill which can best nurtured by communicating with others and engaging in
dialogue. It is also intended to lead students to exchange and to examine ideas in an open
and organized way.
* Approaching each group at the start of the joint construction. It aimed to see if the
students have difficulties in starting their writing. The teacher can ask some guiding
questions to those who seemingly have difficulties.
* Observing students; development and control of the genre. The teacher encourages
the students to focus on all aspects of Writing (Gibbons, 2002) and assistance is given not
only to shape the genre but also to use language that is appropriate foe written text
(Callaghan and Rothery, 1998)



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* Consultation with each group on their draft. It is conducted in a context of shared
experience, with the teacher play as authoritative role (Derewianka, 1990).Callaghan and
Rothery (1998) declare that assistance in constructing texts is of two kinds: one might be
a direct telling of what to say and the other might be a questions and comments that

provide scaffolding for the students to make the text better. The students rewrite the
jointly constructed text and then consult again with the teacher if there are some
expressions which are not clear.
Although in this stage the teacher is still a guide, the students enter into more active
participation in learning to write genre. The teacher gradually step back further into the
role of facilitator (Gibbons, 2002:67, Feez in Johns, 2002:67).When there are not students
who need further assistance, the activities move to the independent construction of the
text.
However, this stage can be skipped if the students have had clear understanding on
the genre taught. Emilia (2005, 2008) says that in Indonesian context, the stage of joint
construction is quite problematic since only few students give contribution during this
stage.
1.2.5.4. Independent construction of the Text
Independent construction of the Text is the last stage of the cycle in GBA. In this
stage the student write their own text. Cope and Kalantzis (1993: 182 ) declares that at
this stage student work independently with the text, either spoken or written. Furthermore,
Rose (2008) adds that independently construction involves students in writing their own
text independently, using the same genre and some of language features that they have
practiced in the joint construction.
There are some activities during this stage, such as pre-writing (choosing topic,
generating and organizing idea, developing the idea), drafting ,revising and editing (
Derewianka, 2004, Macken-Horarik,1989).Similar to Derewianka and Macken-Horarik,
Callaghan and Rothery (1988:48-49) say that this stage has six steps : choosing a new
topic and researching the topic as preparation for writing, writing a draft with referring



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back to the models: including the jointly constructed text, revise the stage of genre;

consulting with the teacher about the draft, assessing the students‟ development in writing
genre, editing and publishing provide an optional final step in the teaching cycle and
getting the point where they can undertake writing a genre in a completely independent
manner.
As suggested by Callaghan and Rothery (1988) and Derewianka (2004), the
activities done in the teaching learning using Genre based approach can be concludes as
follow:
No
Stages
Activities


1



Building knowledge
of the field





-Asking some questions that are related to the
text that will be discussed.
-Developing basic understanding of the text if
most students are unfamiliar with the text.
-Reading a sample text to make the students
familiar with the feature of the text.
-Asking the students to write to check how well

the students can already use this kind of text
(diagnostic text).


2


Modeling of the text


-Present a model text on the blackboard or using
OHP.
-Discussing the social function of the text related
to the students society.
-Identifying the schematic structure (stages) and
linguistic features of the text.



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-Introducing the linguistic features of the text
directly. It can also be done by giving some
questions or careful guidance. This intended to
lead the students discover the features
themselves.

3





Join Construction of
the Text


-Researching topic, the teacher and students work
on researching skills such as note making and
finding some information from the books in the
library.
-Pooling information, the teacher guides the
students to construct their ideas and information
through charts, columns, headings etc.
-Revising the structure, the teacher can lead the
students to revise the schematics structure of the
text by referring to model text.
-Jointly constructing a text, the teacher lets the
students to contribute information and ideas in
creating a text. Teacher can guide the students in
constructing good schematic structures of the text
through questions or suggestion.
-Assessing the students‟ progress, teacher
decides group of students who can follow the

independent text or further modeling.





-Guiding the students to choose a topic.
-Giving a text model to let the students writing



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4



Independent
construction of the
Text
their drafts.
-Giving comments and suggestions to make
students‟ text accurately.
-Doing one to one conference.
-Editing or publishing the students‟ text.
Table 1: The activities done in the teaching learning using Genre based approach
1.3. Theoretical Backgrounds of narrative text
There are thousands of texts around us, the text can be classified into genre
through three characteristics, they are purpose of communication, organization structure

and language features. The purpose of communication or social function is the reason
why we speak or write or create the text. Organization structure of the text or generic
structure is the text organization or text arrangement. Language features or lexical
grammar that is such things as the grammar, vocabulary and connectors that we use.
There are six genres or types of texts that should be taught at High School. They are
narratives, recounts, expositions, explanations, description, and information reports. The
chosen genre in this study is narrative text because narrative texts are not just telling them
a story but how from the study they get something valuable for their lives. It is a moral,
lesson, or literary ending. .It can help students apply in their daily lives to live better,
more meaningful. In selecting the text to be taught to my students, I try to make content
as close as possible to their real life.
To improve writing skill, the students have to understand the purpose, types,
structure and language features of a narrative, which are shown as followed:
Purpose: Derewianka (1996, cited in Ian Bruce, 2008) emphasizes “The basic purpose of
a narrative is to entertain, i.e. to gain and hold the reader‟s interest in a story. But
narrative may also seek to reach information, to embody the writer‟s reflections on
experience, and – perhaps most important, to nourish and extend the reader‟s imagination.
The focus of the text is on a sequence of actions”.



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Types of Narrative: There are many types of narrative. They can be imaginary, factual or
a combination of both. They may include fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends, historical
narratives, ballads, slice of life or personal experience. Personal experience is one type of
the narrative text which should be taught for the tenth grade students because they could
write their experience which they met in their real life.
Structure:

Anderson (1997, cited in Narith, 2000) shows that a narrative text has main parts:
Orientation: (introduction) in which the characters, setting and time of the story are
established. They usually answer the questions: Who? When? Where?
Complication or problem: This is the event that influences what will happen in the
story.
Resolution: In resolution the characters sort out the complication of the story.
Coda (optional) – lesson from the story (a moral message)
Sequence of events: In a traditional narrative, the focus of the text is on a series of actions
which describe the characters‟ reactions to the complication.
Grammar
Specific characters with defined identifies. They can be people, animals or things that are
important to the story;
Uses detailed noun groups to create images in reader‟s mind;
Often uses time connectives to sequence events throughout the story;
Verbs focus on action, feelings, thought and speech;
Usually written in past tense (this may change during dialogue);
Written in first or third person
Language features of a narrative:
Anderson & Anderson (1995) emphasizes that the writer has to use specific forms to
describe the characters, the time words that connect events to tell when they occur, the
verbs to show the actions that happen in the story and descriptive words that portray the
characters and settings.