The document discusses the genre-based approach to teaching writing. It defines genre as a text type that has a specific social purpose and communication event. The genre-based approach focuses on systematically teaching writing within social contexts. It aims to develop students' literacy skills by analyzing how different genres are structured and can be produced for various purposes. The document provides examples of genres like recounts and narratives. It also outlines the steps to implement the genre-based approach in the classroom, such as selecting genres, analyzing conventions, modeling, practice, and assessment. As an example, it describes how this approach could be applied to teaching the genre of the short story.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

20. Suggestion, Comment,and
Additing Information

21. Thank You