WEEKLY JOURNAL ENTRY OF GBLP
COURSE
Meeting 1 – 20Th of October
2016
Denny Nugraha – TBI B – 7Th
Semester
The History of Genre-based Literacy Pedagogy (GBLP)
Thursday on 20Th of October was the first meeting of the
course Genre-based Literacy Pedagogy
lectured by Mr. Zakky Yavany. In this meeting, he introduced firstly that Genre-based Literacy Pedagogy (then
called GBLP) is one of lecture held in the English Language Teaching Department
of IAIN Syekh Nurjati Cirebon especially for the seventh semester students. It
previously applied with the name of GBL, but then it has been renamed to be
GBLP for its significance in the field of teaching English as a foreign
language in Indonesia. Mr. Zakky also made learning contract with us so that we
can study the course with the best result.
Before we learned about GBLP furtherly, Mr. Zakky told us about the
history and the emergence of GBLP itself. GBLP or GBL has been known as a
method in language teaching for quite some times. It was firstly developed in
Australia inspired by the Systemic
Functional Linguistic (then it called SFL). It also influenced by the
Prague school of linguistic in Europe as the new way in teaching language
especially English. Then, as it is posed in the word of ‘literacy’, GBL or GBLP
concerns with the base of text. Mr. Zakky said that the emergence of GBL was
started when M.A.K Halliday, the first founder of SFL, taught chinese with his
wife for the first time in America. Then they moved to Australia and spread out
their theory about SFL there exactly in Sydney University.
Afterwards, Mr. Zakky frankly posed us a question, How can GBL and SFL
exist in the English Language Teaching department? Then the answer came from
one of lecturer in UPI Bandung, Mrs. Emi Emilia, who studied at the Sydney
University. She then came back to UPI and taught her students about SFL and GBL
there. Several years later, one of her graduated student was employed in
English Language Teaching department of IAIN Syekh Nurjati Cirebon. So that, he
also spread out the theory of SFL and GBL here.
Then, Mr. Zakky motivated us to review about the educational curriculum
employed in Indonesian. It started with the old-style-curriculum,
new-style-curriculum, 1994-curriculum, 2004-curriculum (competence-based
curriculum), 2006-curriculum (KTSP), and finally 2013-curriculum (scientific
approach). As it has been mentioned above that GBLP is a text-based method of
English language teaching so it hopefully could increase students’ critical
thinking or critical literacy. The word ‘critical’ here means that we can
understand the text and behind the text as well.
In the end of the meeting, Mr. Zakky persuaded us to reflect our
comprehension about this course after all. He also instructed us to write this
weekly journal entry in every meeting of this course, so that we can trace our
understanding about lecture every week. Mr. Zakky also reminded us about the
essay assignment that concerns under the title of the importance of critical
literacy in teaching English in Indonesia for the fourth meeting of this
course, so we can prepare for it well.
Cirebon,
October 20Th 2016
Denny Nugraha
NIM.
1413132037
WEEKLY JOURNAL ENTRY OF GBLP
COURSE
Meeting 2 – 27Th of October
2016
Denny Nugraha – TBI B – 7Th
Semester
All About Literacy
Thursday on 27Th of October was the second meeting of the
course Genre-based Literacy Pedagogy
lectured by Mr. Zakky Yavany in the seventh semester. In this meeting, he
motivated us mainly to discuss about GBLP frameworks in English language
teaching perspectives. Mr. Zakky recalled the emergence of GBL in the world and
also the basic understanding that it is a text-based approach or method in ELT.
However, Mr. Zakky described that GBL was influenced by several terms like SFL,
visible pedagogy, ZPD (Zone of Proximal Development), and critical literacy.
Firstly, Mr. Zakky explained that the linguistic system called Systemic Functional Linguistic (SFL) is
used as the theoretical foundation for the application of GBL around the globe.
This theory of linguistic was firstly designed and developed by Halliday since
around 1970s. This mainly concerns with the perspective notion of functional
system of clauses, that analyzes speeches based on the containing infomation
and the roles of each speech parts in their semantical contribution against the
overall speeches. SFL has been known as it has many influences in the field of
language education especially in teaching writing and critical discourse
analysis. Therefore, it has the basic concept of teaching language not only the
concept of language itself.
Secondly, the term of visible pedagogy in GBL refers to the pedagogy
system proposed by Breinstain. Mr. Zakky told us that this kind of pedagogy
emphasizes that it is important to construct explicit teaching and learning
process by the direct/visible intervention from the teacher as the facilitator
for students. Furthermore, this is mostly related with the approach of
genre-based literacy as it is widely used to teach language especially English
around the world.
Next, the discussion is moved to the other framework used in GBLP is the
role of ZPD (Zone of Proximal Development)
stated by Vygotsky. Afterwards, Mr. Zakky described that it is an area of learning that
occurs when a learner is assisted by a teacher or partner with a skill set
higher than that of the subject. The teacher or partner then helps the learner
attains the skill that the student is trying to master, in hopes that the
teacher will no longer be needed for that task. This kind of support learners
receive to get the certain skill is sometimes called as scaffolding.
In the last, Mr.
Zakky persuaded us to deeply discuss about the term of critical literacy. Critical
literacy is the term for further level of literacy competence as the basis of
GBL. It has been recognized that the term was firstly described by Paul Freire
who is a brazilian educator and language theorist. The term of critical
literacy has been defined as it encourages readers to actively analyze texts
and offers strategies for what proponents describe as uncovering underlying
messages. Because GBL is a text-based approach, so that it is used as the
further framework in GBL.
Cirebon, October 27Th
2016
Denny Nugraha
NIM.
1413132037
WEEKLY JOURNAL ENTRY OF GBLP
COURSE
Meeting 3 – 1St of
November 2016
Denny Nugraha – TBI B – 7Th
Semester
Critical Literacy on Language Curriculum in Indonesia
Tuesday on 1St of November was the third meeting of
Genre-based literacy pedagogy course lectured by Mr. Zakky in this semester. In
this meeting, he directed us to keep in touch with the subject of genre-based
literacy in Indonesia. The discussion led to the existing language curriculum
development and also the emergence of critical literacy in educational
institutions. Those things were brought into the discussion by the first group
who was responsible to do with this meeting. The topic has two majors of
presentation, they were namely literacy and curriculum.
In the beginning of the presentation session, the first speaker of the
first group explained about the terms of literacy generally. As it had been
presented that literacy is a broad and still largely unexplored terrain with
many entrances and exits. So many experts around the globe such as linguists,
psychologists, sociologists, anthropologists, educators, administrators, and
other specialists have made familiar trails without necessarily crossing each
other’s path. The explanation then moved to the terms definition from Frenda
about literacy, literacy in the interactional world, literacy in Indonesia, and
the critical literacy. The main point was that literacy is not viewed as being
able to master the skill of reading and writing, but it is actually a huge
dimension of human in the world. Thus, it nowadays had been largely used as
autonomous set of skill, as applied and situated interaction, as learning
process and also as text.
Then, the next speaker delivered under the term of curriculum in its
function as the model and control of education system. The topic furtherly
divided into two specific presentation about the reason of curriculum
foundation and the foundation of approach. There were some reason why
curriculum is needed and used to do such things. They were the politics system,
economy system, culture system, and social system. Afterwards, the foundation
of approach was such as behaviourism (1947-1964), communicative and skill
process (1975-1994), and contextual and communicative process (2004-2013). The
change was done to periodically set out the better improvement.
As it was concluded by our discussion with Mr. Zakky that literacy is
just like boats and telescopes, useful but not restricted to utilitarian ends.
To teach reading and writing as if their most important uses were for
completing tax returns and job applications is like using a telescope as a
doorstop. Reading and writing can be used for exploration, experience and
discovery. They create worlds. As I often have talked both reading and writing
generate possibilities and ideas for the individual which might otherwise never
exist.
Cirebon, November 1St
2016
Denny Nugraha
NIM.
1413132037
WEEKLY JOURNAL ENTRY OF GBLP
COURSE
Meeting 4 – 10Th of
November 2016
Denny Nugraha – TBI B – 7Th
Semester
The Emergence of Genre-based
Literacy in Australia and Its Implication to Some TEFL’s in Indonesia
Thursday on 10Th of November was the fourth meeting of
Genre-based literacy pedagogy course lectured by Mr. Zakky in this semester. In
this meeting, he greeted us in the room of 204 nicely to keep in touch with the
subject of genre-based literacy pedagogy in Indonesia. The discussion led to the
existing genre-based literacy in Australia and also the factors of its
influence to some TEFL in educational institutions in Indonesia. Those things
were brought into the discussion by the second group who was responsible to do
presentation with this meeting. The topic has two majors of presentation
session, they were namely the emergence of genre-based literacy in Australia
and its implication to some TEFL in Indonesia.
In the beginning of the meeting, the class was started by the
second group who has responsibility to present their topic at that time. It had
turned to the group activity that every individuals of the group who presented
has shared about the emergence of genre-based literacy in Australia and the
effects of genre-based literacy in some of TEFL institutions in Indonesia. The
group had provided a useful handout for every student so that we were as the
audiences could understand their presentation session. It has been explained
that the meaningfulness of genre-based literacy in Indonesia and primarily in
Australia.
Afterwads, it was told by the second presenter that there are some
key terms/stages of genre-based literacy. Those key terms were about namely
building knowledge of the text (BKOF), modelling of text (MOT), joint
construction of text (JCOT), and independent construction of text (ICOT).
Several identified problems were brought to the application of GBL and then
they had been answered in the question session. The next presenter (the third
presenter) shared about some implications of genre-based in the intitutions of
TEFL in Indonesia.
Finally, before the class closed, Mr. Zakky has reminded us that
genre-based literacy has been viewed as the improvement or innovation in
English language teaching. So that, we are as the candidate of future English
teachers should comprehend the approach and its implication of students’
improvement. At last, it was our responsibility to make a better teaching
through this approach for all students in Indonesia.
Cirebon, November 10Th
2016
Denny Nugraha
NIM.
1413132037
WEEKLY JOURNAL ENTRY OF GBLP
COURSE
Meeting 5 – 17Th of
November 2016
Denny Nugraha – TBI B – 7Th
Semester
The Roles of SFL (Systemic
Functional linguistics), ZPD (Zone of Proximal Development), and Visible-Invisible
Pedagogy
Thursday on 17Th of November was the fifth meeting of the Genre-based Literacy Pedagogy course
lectured by Mr. Zakky Yavany in this seventh semester. In this meeting, he
primarily got started to prepare for the activities this evening. Then, he also
motivated us mainly to make a deep discussion about the roles of SFL, ZPD, and
the visible-invisible pedagogy in the frame of genre-based literacy pedagogy.
Mr. Zakky had reminded us for the goals of GBL and its roles related to those things
mentioned above in English language teaching and learning. Thus, the discussion
of this meeting was drawn into three majors of presentation session – the roles
of SFL, ZPD, and the visible-invisible pedagogy – were brought by the third
group who was responsible to do so.
Firstly, the first presenter of the third group explained about a
distinctive linguistic system called Systemic
Functional Linguistic (SFL). This theory was firstly claimed and developed
by Halliday around 1970s that has been known as it has many influences and
benefits in the field of language education particularly in developing teaching
techniques. In practice, this notion requires some things to be taken into
consideration of language instruction namely teacher, students, learning
activities, reference (curriculum), semiotic mode (language), metalanguage
(tehnical terms), and competencies/skills. So that, the roles of SFL in
language teaching were lying on the term of classroom discourse that is a
situated language communication scheme between teacher and students in the
classroom. Therefore, it means that “teaching any skill or subject involves
teaching through language” (Rose, Martin 2012:18). Thus teaching any subject
requires a good knowledge of language, its system and structure. Not only this,
the teacher should be competent in using metalanguage (to speak about language
itself, especially in teaching literacy) and technical language (technical
terms) of the discipline he/she represents.
Secondly, the discussion was continued by the second speaker to the next
explanation that was about the role of ZPD (Zone
of Proximal Development) stated by Vygotsky (1978). Afterwards, the theory
was described that it
was an area of learning that occurs when a learner is assisted by a teacher or
partner with a skill set higher than that of the subject. According to Vigotsky
(1978), the zone of proximal development (ZPD) has been defined as "the
distance between the actual developmental level as determined by independent
problem solving and the level of potential development as determined through
problem solving under adult guidance, or in collaboration with more capable
peers". It can be concluded that it
was an area of learning that occurs when a learner is assisted by a teacher or
peer with a skill set higher than that of the subject. The teacher or peer then
helps the learner attains the skill that the student is trying to master, in
hopes that the teacher will no longer be needed for that task. This kind of
support learners receive to get the certain skill is sometimes called as scaffolding. So, it can be said that the
roles of ZPD were to gain learners’ interest in the task, to demonstrate the
task, to control learners’ level of frustation, to emphasize certain aspects
that will help with solution, and to make the task simple.
Lastly, the presentation session was led by the third
presenter to the term of visible and invisible pedagogy proposed by Breinstain.
It was told that visible pedagogy was kind of pedagogy emphasizes that it is
important to construct explicit teaching and learning process by the direct
intervention from the teacher as the facilitator for students. Furthermore, the
invisible pedagogy was a concept that already existed before the collective,
exploring education beyond the boundaries of curriculum and considering
pedagogical elements that hadn’t been addressed in the learning-teaching
experience until now. According to Bernstein (1971), he described
classification as the degree of maintenance between boundaries and curricula
contents (areas of knowledge and subject). The role of visible pedagogies can
be viewed as it has emphasized between acquisition and competence: the teacher
controls the structure in which students communicate, and there is oneway
transfer of information directly from the teacher to the students with minimum
or no student discussion.
Cirebon, November 17Th
2016
Denny Nugraha
NIM.
1413132037
WEEKLY JOURNAL ENTRY OF GBLP
COURSE
Meeting 6 – 24Th of
November 2016
Denny Nugraha – TBI B – 7Th
Semester
Genre-based Literacy Pedagogy
Teaching Procedure in Teaching Four Skills of English
Thursday on 24Th of November was the sixth meeting of
Genre-based literacy pedagogy course lectured by Mr. Zakky Yavany in this
semester. This evening, he initiated to start the course with us in the room of
203 with the subject of genre-based literacy pedagogy teaching procedure in
teaching four skills of English. The presentation was then led under the
mentioned topic/subject by the fourth group who had to do with the discussion
process of this meeting. Things that were brought into the discussion were
particularly related with the term of genre-based approach and teaching the
basic four skills of English mastery by the students. The topic has four majors
of presentation session, they were namely the procedure of genre-based approach
in teaching writing, teaching reading, teaching speaking, and teaching
listening.
First of all, the first presenter of the fourth group explained about the
teaching-learning cycle in the four stages of genre-based approach. The
procedure of this cycle was based upon the name of procedural genre i.e.,
Building Knowledge of The Field (BKOF), Modelling of Text (MOT), Joint
Construction of The Text (JCOT), and at the final is Independent Construction
of The Text (ICOT). In the first place, the stage of genre-based procedure
(BKOF) is to introduce the social function of the text. Then, the stage
continues to the second procedure that is namely to give a model of the text
that is being explored. Next, the stage of JCOT is applied in order to make a
group activity of students together in constructing the text that has been
given its model by the teacher. In practice, this stage can be omitted if the
time is not enough to complete all procedures. Furthermore, the procedure can
then be moved to constructs the text independently by students (ICOT). This
final stage merely can be such an assessment or evaluation of the students’ activity.
Secondly, the genre-based approach is linked to the four skills of
English as the basis of learning outcomes. In teaching writing, the teacher
firstly introduces the social context of an authentic model of the text type
being studied by the students. Then, the teacher provides the students with as
many model texts as possible to draw out the significant features of the genre.
Afterwards, the teacher provides support and scaffolding while the students
collect and organize the information necessary to write their own text.
Furthermore, students are given time to write their own texts and the teacher
is still expected to provide appropriate assistance and explicit support. So
that, by the end of the teaching, students are encouraged to do a reflection based
on their activity by writing their own story during the genre-based writing
instruction.
Third, in teaching reading, the beginning stages (BKOF and MOT) are
similar with those in teaching writing. But, in joint construction of the text,
the students can work in group and discuss to answer the questions provided by
the text. Meanwhile, in the next stage, in independent construction of the
text, most of English teachers do a discussion together with their students in
order to look back of students’ task that had been done by them.
Then, genre-based approach also has its advantage and significance in the
teaching speaking skill. This has to do with the goal of teaching speaking that
students are expected to be able to communicate both orally and in a written
form in different contexts with different functions properly. The stages of
this approach here are: 1) Teacher selects and introduces appropriate words and
sentences according to the proper social setting, audiences, situations, and
subject matter (BKOF). 2) Teacher gives an organization of language use as a
means of expressing values and judgments as the model for the students (MOT).
3) Teacher encourage students to use appropriate words and sentences being
studied through discussion, role play, simulations, informtion gap,
brainstorming, and or story-telling (JCOT/ICOT).
Lastly, it has been known that genre-based are one of approaches used to
promote various text types to students. However, it is also relevant with the
teaching of listening as well as the other skill. Like in the teaching
speaking, it is regularly similar by the stage of BKOF and MOT. In the stage of
JCOT/ICOT of teaching listening, students can work together in pairs or groups
doing structured task of predicting (listening for specific information or
listening for detailed information), and or jigsaw listening (listening for
text constructions). Therefore, the learning activities can be differently
various and the teacher can choose any activity based on students’
comprehension level.
Cirebon, November 24Th
2016
Denny Nugraha
NIM.
1413132037
WEEKLY JOURNAL ENTRY OF GBLP
COURSE
Meeting 7 – 8Th of
December 2016
Denny Nugraha – TBI B – 7Th
Semester
Reading to Learn
Thursday on 8Th of December was the seventh meeting of the Genre-based Literacy Pedagogy course
lectured by Mr. Zakky Yavany in this seventh semester. In this meeting, he had
talked before the class that he would be late to open the course. But, the
presentation session was started as usual as the previous meeting. This meeting
actually was a make-up meeting because last week Mr. Zakky had not been able to
conduct the course in that evening. As a result, the meeting was delayed a
week. In this evening, the presentation session was opened by the fifth group
who had their responsibility to do so. The topic that was brought by the group
was about the reading to learn strategy in English teaching. Then, the
discussion of the topic was followed by some subtopics namely the theories of
the strategy, the scaffolding teaching cycle, and the key components of the
reading to learn strategy.
The first explanation by the first presenter of the group was that some
theories employed by the reading to learn strategy were the systemic functional
theory of language (Halliday, 1975; 1994), the scaffolding teaching and
learning theory (Vygotsky, 1978), and the visible pedagogy theory (Bernstein,
1990). The strategy was developed firstly addressing to the Aboriginal students
in Australia by Brian Gray, Wendy Cowey, and David Rose (1998). Through the
scaffolding literacy pedagogy, they designed the strategy to enable students at
every level of education, ages, grades and areas of study to read and write
successfully. Then, the systemic functional theory of language is applied to
build and develop not only the knowledge of language patterns and structures
but also the principles of equity, social justice, and critical thinking.
Furthermore, this strategy requires teachers to adopt the visible pedagogy that
puts the classroom practice within the explicit teaching skills of reading and
writing.
In the next turn of the presentation session, the second presenter
delivered about the scaffolding teaching cycle of reading to learn strategy.
This emphasized that the strategy was based on the scaffolding principles
through developing teacher’s pedagogical, textual, and linguistic knowledge and
skills. In addition, according to Rose (2006) that the principles of reading to
learn strategy are namely; 1) reading is a fundamental mode of learning in
primary and secondary school, 2) all students can and should be taught the same
level of skill in reading and writing, 3) learning takes place when the teacher
support students to do the learning tasks. Accordingly, there are at least
three levels of the scaffolding teaching cycle used in reading to learn
strategy. The first level is that the teacher prepares a class for reading and
comprehending the selected texts (can be both the story and the factual lessons
sequences) based on the curriculum. Then, the second level is to encourage the
teacher to deepen the students’ comprehension of those selected written texts
from everyday understanding to more technical and complex understanding. The
last level is that the teacher provides higher support for students with low
literacy level or for those who are inexperinced with the language patterns or
structures in the selected texts to manipulate and practice spelling letter
sound correspondences and fluent writing.
Moreover, the last explanation by the second presenter was about the key
components of reading to learn strategy. There are four key components of the
strategy that the teacher should deal with. Those are namely the knowledge
about language and pedagogy, careful planning of classroom interactions,
implementation of reading to learn, and assessment of the students’ progress. Correspondingly,
the teacher should be aware that his/her knowledge in planning, implementing,
and evaluating the strategy requires high level skills in the text analysis
(language) and classroom teaching (pedagogy). Then, the teacher should plan
carefully how the classroom interactions will be to ensure that all students
can actively participate in the class. Next is that in the implementation, the
teacher is encouraged to conduct
two or three reading to learn teaching cycles per term/meeting. The last key is
that the teacher has the opportunity to assess students’ progress and
achievement in reading and writing, so that their development can be known and
tracked by the teacher.
Cirebon, December 8Th
2016
Denny Nugraha
NIM.
1413132037
WEEKLY JOURNAL ENTRY OF GBLP
COURSE
Meeting 8 – 15Th of
December 2016
Denny Nugraha – TBI B – 7Th
Semester
Process Writing – Product Writing – Genre-based Writing
Thursday on 15Th of December was the eighth meeting of the Genre-based Literacy Pedagogy course
lectured by Mr. Zakky Yavany in this semester. In this meeting, the course was
started on the same schedule like the last week meeting. Previously, Mr. Zakky
had told us that we should change the recent schedule because it took our time nearly
late and because of our concern that it would not be good to conduct the course
in the evening. But, then he canceled the change and stayed in the same
schedule. As a result, the course still remained at 4 p.m this evening. Along
with the opening of this meeting, the sixth group was delivering the next topic
of presentation session based on their responsibility. The topic presented was
about the teaching writing in the framework of genre-based literacy in English
teaching. Then, the discussion of the topic given was divided into three
subtopics, namely the process writing, product writing, and genre-based
writing.
The first subtopic that was directly explained by the first presenter of
the group was the significance of process writing. This approach of teaching writing
emphasized that writing is a process which takes lots of time rather than in
limited short time. The process is in focus while the result is considered
since the creation, then through some of revisions or editing, and finally it
can be accepted. In line with this, process writing provokes more thoughtful
writing instead of the result/product-oriented writing. It is because the
process emerges students’ writing towards communication of ideas, feelings, and
also experiences. In addition, process writing can be different in its
implementation, but commonly the process refers to some activities such as
pre-writing, drafting, revising, proof-reading, and then publishing. These
forms of process represent the stages of process writing.
In the next turn of discussion, the explanation served then by the second
presenter was about the product writing. In this product-oriented writing, the
teaching writing’s goal is just to make students to create a text based on
their knowledge of the selected topic under the consideration of a limited time
given by the teacher. It doesn’t matter whether they have already a plan of
their writing or not. The writing result then is evaluated according to several
criteria as the assessment of students’ product writing, such as coherence,
unity, grammaticallity, relevance to the topic, etc. The students’ critical
thinking is simply emphasized in this kind of writing activity. Therefore, it
aims to know how they connect ideas related with the topic and how they place
their connected ideas to make readers easy to understand their writing.
The last presenter then delivered the last subtopic of the presentation
session that was mainly about the genre-based writing. In this approach, the
students are encouraged to know first about the social functions provided by
different kinds of genre or text. As a result, the objectives of writing are
more visible than another approaches of writing. However, it deemphasizes
students’ creativity in writing. This is because they should be cautious about
generic structures and language features of a genre they want to write. These
things are treated as if they limit the students’ concern in developing and
connecting ideas in order to create originality. So that, the approach
indicates that students should build their basis first in writing before they
enter the ‘creative’ stage.
Cirebon, December 15Th
2016
Denny Nugraha
NIM.
1413132037
WEEKLY JOURNAL ENTRY OF GBLP
COURSE
Meeting 9 – 22Nd of
December 2016
Denny Nugraha – TBI B – 7Th
Semester
Eliciting Students’ Talk in Teaching English as Foreign
Language
Thursday on 22Nd of December was the ninth meeting of the Genre-based Literacy Pedagogy course in
this semester lectured by Mr. Zakky Yavany. This meeting was began at 4 p.m as
usual based on the schedule in the earlier of the class. At first, there was no
class actually this evening. Because of his workshop, Mr. Zakky had told us the
previous day that the class would be on Friday morning or afternoon. But, he
decided to make the course due to consideration that the workshop would be
ended at around 3 p.m. Thus, the course was not changed. However, the next day
would be the last meeting of this course anyway. In this meeting, the seventh
group was responsible to do the presentation session under the topic of
eliciting students’ talk in teaching English as foreign language. The
discussion about the topic then was divided into two subtopics of explanation,
they were namely message vs errors and free & controlled activities and the
lesson stages & advantages/disadvantages of eliciting students’ talk.
The first presenter explained the first subtopic that was about eliciting
students’ talk through ‘message vs errors’ perspective. This is simply based on
the goal of communicative approach that emphasizes to increase student-talk and
decrease teacher-talk in a classroom discourse. In this eliciting techbique,
the teacher create activities that engage and encourage students in a
meaningful interaction where their attention is focused more on what they say
about a topic given by their teacher than on how they say it. The topic is
given through questions from the teacher. Thus, it doesn’t matter if students
do errors in delivering their ideas, but instead of correcting the mistakes,
the teacher should give the easy questions rather than the difficult ones. This
is to make them easier to understand the questions and so they can connect and
convey the messages of their ideas with the topic.
Furthermore, the eliciting student-talk technique is further maximized by
having activities that involve pair work and group work, as these will engage
all students in speaking. The activities firstly are recalling information
(background knowledge) related with the material being learnt. When the
students are able to arouse their past information, then so they are ready to
get engaged with the classroom discourse context created by teacher’s stimuli.
So that, they can involve in eliciting activities. In addition, the activities
can be divided into free and controlled activities. In free activities,
students are encouraged to simply think about the topic and then say anything
about it according to their own personal/individual ideas. This implies that
meaningful learning is the focus and the teacher should not make them
stressful. Then, the controlled activities motivate students to exchange ideas
and make corrections or improvements in a collective or group controlled by the
teacher. Accordingly, both in free and controlled activities, student-talk
should be dominant in classroom discourse and the activities given by the
teacher should move from simple to complex.
In the next explanation presented by the last presenter, the subtopics given
were about the lesson stages and advantages/disadvantages of eliciting
student-talk technique. The lesson stages are made in teacher’s planning
(lesson plan). The stages help to focus students’ attention and make them think,
to make connection between what they already know and what they will learn, and
to assess what students already know thereby making the easier to adapt the
presentation to an appropriate level. Moreover, there are some advantages and
disadvantages of eliciting student-talk technique. The advantages are that it
is able to maintain students alert, to help teacher to find out what they are
already know, and to show them how things work out for themselves. Then, the
disadvantages are that the technique can take a long time and then a fact that
there can be only one student who can dominate answering to teacher’s
questions/stimuli.
Cirebon, December 22Nd
2016
Denny Nugraha
NIM.
1413132037
WEEKLY JOURNAL ENTRY OF GBLP COURSE
Meeting 10 – 23Rd of
December 2016
Denny Nugraha – TBI B – 7Th
Semester
Introduction
Friday on 23Rd of December was the tenth meeting of the Genre-based Literacy Pedagogy course in
this semester lectured by Mr. Zakky Yavany. This meeting was the another
make-up class as the result of changes on the fixed schedule. Actually, there
should be only one group who was responsible to do the presentation and
discussion session today. But, Mr. Zakky said that this meeting should be the
last meeting of this course. Because of that, so there were two groups who
presented their topics in this meeting, they were namely the eighth and ninth
group. The eighth group delivered a topic about teaching listening in
genre-based approach (henceforth: GBA) and the last group (ninth group)
presented about teaching speaking in GBA. The subtopics presented by the eighth
were namely the term of listening, aspects in listening activities, and three
principles of teaching listening through GBA. Then, the last group presented
some subtopics, that were about the role of speaking in GBA, the GBA in
speaking, and the implementation of GBA in teaching speaking. Here the
elaboration will firstly explain about the presentation session and simulation
session of the eighth group, and then move to the presentation session from the
last group (ninth group).
Teaching Listening using
Genre-based Approach
The first presenter of the eighth group explained about the term of
teaching listening in genre-based approach. Listening is the ability to
identify and understand what others are saying. This involves understanding a
speaker's accent or pronunciation, his grammar and his vocabulary, and grasping
his meaning (Howatt and Dakin). In terms of the genre-based approach, teaching
listening requires the teacher and students to actively involved in analyze the
spoken classrom discourse from a certain source of sounds. There are abundant
sources of genre in everyday’s life that can be the interests or concerns as
well as texts in teaching reading or writing for the teacher and students. For
example, it can be the airport’s announcement, train station, advertisements,
dialogues or conversations, school’s notification, etc. While listening the
recording of a genre, students are encouraged to be aware of the discourse
markers, transitions used, place, people involved, and the situation or context
of the monologue or dialogue. Therefore, listening is not a passive activity
which then ignores the social aspects of it.
Afterwards, the second speaker of the group delivered the next subtopic
that was about aspects in listening activities. As it has been explained above
that listening requires students to actively involve when they concern with the
information and social messages in the recording provided by the teacher. In
the implementation of teaching listening through the genre-based approach,
there are several aspects to concern by the teacher and students. Those are
namely the difference between hearing and listening the sounds, understanding
about the stress and intonation, the ability to make prediction based on the
recording, understanding of colloquial vocabularies, listening under the
condition of fatigueness, understanding of different accents, and the use of
visual and oral environment clues.
Then, the last presenter of this group explained about the three
principles of listening activities in genre-based approach. According to Cope
and Kalantzis (2003) in Yan (2005), in teaching language using GBA teachers
should follow at list three principles, such as: 1) The target genre is modeled
for the students at their level of understanding, 2) The given text (written or
spoken) is jointly constructed by the teacher and students, and 3) The text is
independently constructed by each individual student. Thus, the learning
process could still be based on the four stages of GBA, namely building
knowledge of the field, modelling of text, joint construction of text, and
independent construction of text.
Genre-based Approach in Teaching
Speaking
After the eighth group closed their presentation session and also the simulation
performance, then the last group directly opened for their presentation
session. The first presenter of the last group delivered about the role of
speaking activities in GBA. Speaking plays an important role in communication
as well as teaching English since it is natural development of communication
and also the international language. This idea is in line with Wolfe &
Nevills (2004) who found out that speaking and listening come before reading
and writing, and the process of speaking is natural. This is also supported by
some other researchers such as Endah (2008) and Purnomo (2009) proved that GBA
is relevant to teach speaking. Some of the principles of GBA are not in
contrast with those of speaking role. One of the most obvious ones is the idea
of GBA that students are expected to be able to communicate both orally and in
written form in different contexts and different functions properly.
Furthermore, the second presenter explained about the genre-based
approach in teaching speaking. Genre-based approach is one of approaches in
language teaching and learning process especially in English as foreign
language in which students are engaged to learn about social functions, generic
structures, and language features of a genre. In addition, according to Nunan
(2003), teaching speaking involves producing the English speech sounds and
sounds patterns, using words and sentence stress-intonation patterns-and the
rhythm, selecting appropriate words and sentences based on the proper social
setting-audience-situation-and subject matter, organizing thoughts in a
meaningful and logical sequence, and using language as a means of expressing
values and judgments. Therefore, it can be concluded that there is a common
relationship between teaching reading and the significances of genre-based
approach.
Lastly, the last subtopic presented by the last speaker of the group was
about the implementation of teaching speking based on the genre-based approach.
Speaking activities may vary and different each other, as Kayi (2006) noted
that there are some activities to promote speaking, namely through discussion,
role play, story-telling, picture-narrating, debate, speech etc. According to
DSP (Disadvantaged School Program) in New South Wales, Australia, the
curriculum cycle of GBA mainly consists of three first steps namely modeling,
joint negotiation of text, and independent construction of text. However, in
Indonesia, the implementation of teaching speaking through GBA is based on the
four-cycle of learning process; first stage (BKoF) focuses on building up a new
information or introducing students to the topic in focus; second stage (MoT)
involves introducing students to an example of the text type in focus, context
(shared experience) and text (schematic structure and language features); third
stage (JCoT) encourages students to be familiar with all of the features of a
particular genre, the teacher and students work together to construct speaking;
the last stage (ICoT), in this stage students are ready to work independently
to produce their own speaking within the selected genre.
Cirebon, December 23Rd
2016
Denny Nugraha
NIM.
1413132037
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