The document discusses the genre-based approach (GBA) to teaching language, highlighting its foundation in genre analysis and emphasizing the teacher's role in developing students' awareness of various text types. It outlines the GBA models and challenges encountered in its implementation in Indonesia, such as misinterpretation of teaching cycles and limited student-teacher interaction. The conclusion stresses the necessity for teachers to adapt and be creative in overcoming these challenges, particularly in the context of pandemic and post-pandemic teaching.

1. GENRE-BASED
APPROACH
Widya Nur Faradina
nim: 2210099
EFL METHODOLOGY

2. GBA is teaching language based on result
of genre analysis, the study of how
language is used within particular setting
and is concerned with the form of
language use in relation to meaning
(Swales, 1990; Bhatia, 1993)
GENRE-BASED
APPROACH (GBA)
Genre-based approach is defined
as an approach that uses texts as
a means of learning language
Genre = text types
Deng, Chen, and Zan (2014)
(Emilia, 2011)

4. PROCESS APPROACH GENRE-BASED APPROACH
(Emilia, 2011)

5. Emilia, 2014

6. BASIC PRINCIPLES OF GBA
Teachers’roletodevelopstudents’awarenessoftexttypes
Learninglanguagebygenre-basedapproachemphasizes
theexplicitteaching
Theprincipleofscaffoldingrole
Languagelearningisasocialprocess
Teachinggrammarisessential.
(Emilia, 2011)

7. GBA MODEL BY ROTHERY
Negotiating Field
Deconstruction
Joint Construction
Independent Construction
(Emilia, 2011)

8. GBA MODEL BY MARTIN
Deconstruction
Joint Construction
Independent Construction
(Emilia, 2011)

9. GBA MODEL BY DEREWIANKA
Building of Knowledge
Supported reading
Modelling/ deconstruction
Joint Construction
Independent use of genre
Derewianka,

10. ImplementingGBA in the
Classroom
Building Knowledge about the Topic
(BKOT)
Modelling of Text (MoT)
Joint Construction Phase (JCOT)
Individual Construction
(Emilia, 2011)

11. STUDIES ON GBA
RAHAYU
AND ULFA
(2022),
KARTIKA-NINGSIH
AND GUNAWAN
(2019),
CHOLIFA,
PUSTIKA, &
WINANTA (2022).

12. Analysis
Challenges and problems discovered in implementing the
GBA in Indonesian context
Misinterpretation of implementing
the teaching cycle of GBA.
Bad time management of teacher
Less consideration regarding the
judgement of complexity of the text
suitable for the level of students.
Technical problem on learning via online.
less creativity of students.
limited teacher-students interaction

13. Genre-based approach can be applied in
a broader context of learners
The importance of teacher's role
the teacher needs to pay attention on
facing the challenge and problem on the
teaching cycle of GBA implementation in
pandemic and post-pandemic situation.
CONCLUSION