The document discusses a genre-based approach to teaching writing to low proficiency EFL students. It defines genre-based approach and describes a study that used this approach with 32 secondary students in Hong Kong who had learning disabilities. The approach involved modeling texts, jointly constructing texts, and independent construction. Through experiencing language in activities, students learned to understand texts in context and identify generic stages and lexico-grammatical features of genres. The study found the genre-based approach helped students organize their writing when combined with activity-based teaching methods.

1. Current Approach in ELT
Teaching Practice:
Genre-Based Approach (GBA)
By 2nd Group

2. PRESENTERS:
• Eni Widiyanti (2223111097)
• Munjiah (2223111228)
• Naury Amilia Qisti (2223111073)

3. OUTLINE
• Definition of Genre-Based Approach (GBA)
• Journal Discussion:
“A Genre-Based Literacy Pedagogy: Teaching
Writing to Low Proficiency EFL Students”

4. DEFINITION OF GBA
Genre is a purposeful, socially constructed oral or
written communicative event, such as narrative, a
casual conversation, a poem, a recipe, or a
description. Different genres are characterized by a
particular structure or stages, and grammatical
forms that reflect the communicative purpose of
the genre in question. (Nunan, 1999:308)

5. The Routledge Encyclopedia of Language Teaching
and Learning has defined the genre approach as a
framework for language instruction based on
examples of a particular genre. The genre
framework supports students’ writing with
generalized, systematic guiding principles about
how to produce meaningful passages.

6. General Overview of the Journal
Title
A Genre Based Literacy Pedagogy:
Teaching Writing to Low Proficiency EFL
Students by Arthur Firkins, Gail Forey, and Sima
Sengupta. (forthcoming, Oct 2007) English
Language Teaching Journal .

7. Participant
The participants are 32 students of EFL students
in secondary college (11-18 years old) who have a
Learning Disability (LD) in The Hong Kong
Polytechnic University.

8. Methodology
Observation
Result of the observation was writing was
particular area of difficulty. The research team
decided to focus on strategies that would enhance
the student’s English language writing.

9. Genre Based Approach
The approach is based on a teaching-learning cycle
which involves three strategies:
1. Modeling a text
2. Joint construction of a text
3. Independent construction of a text
(Painter:1986)

11. Contextual Reshaping of The Genre
Based Approach
• The Genre Based Approach is used to aid students in
organizational skills and it needs to be combined with
Practical Activity Based Approach.
• The emphasis of instruction was on “doing”.
i.e. understanding the texts within the context of the
topic through experiencing the language by physically
being involved in activities. So the students, through the
different learning experiences were “living the text”.

12. The Implementation of GBA in
Teaching Procedural Genre
{ Goal  Steps 1- n  (results)}
Theme : Making a Halloween mask
Goal : to make a mask to wear to a Halloween party
Steps : Activity that involved to make a Halloween mask
Materials : tools and resources needed

13. Learning Cycle of Teaching Procedural
Genre
• Modelling :
▫ Getting students to recognise how the text functions in
real life.
• Joint Construction:
▫ The students jointly constructed a procedural text and
revised vocabulary and language patterns.
▫ Familiarize students with the characteristic of the
genre
• Independent Construction:
▫ Students are independently construct a procedural
written text to ensure their understanding of the
elements of the genre

14. Figure of Student worksheet

15. Feedback of GBA in Teaching Writing
Students are able to:
▫ Have cognitive awareness that language is part of
complete text that occurs within an identifiable
context
▫ Understand that texts are related to real world
contexts
▫ Identify and discuss the generic stages of both
genres and construct these texts
▫ Identify certain lexico-grammatical features and
patterns within two genres

16. Evaluation of GBA Approach in this
Study
• It is needed to adjust the approach with students needs
and educational situation
• Students are need more time to practice language skills
and establish vocabulary
• Combine GBA with other explicit methodologies, in
assisting students to organize their writing
• Especially for students with LD, GBA needs to be paired
with teaching methodologies utilized within special
education.
• The use of code switching between L1 and L2 was a
particularly strategy to bridge difficult concepts and
reinforce the instructions for activities

17. Conclusion of this study
The study implies that marrying the Genre-based
Approach and an activity-based teaching method is
suitable for teaching writing to students with
Learning Disabilities (LD). It clearly helps students
to organize their writing and understand the
nature of the text.

18. Reflection
• GBA can be applied in Indonesia as long as the
material in Indonesia curriculum suit this
approach.
• The teaching methodology that support GBA
should be adjusted and modified according to
the students’ needs and
• To plan the activity involved should contextually
appropriate with students’ level of proficiency

19. Thank You