Kegiatan Belajar 3

Learning Activity 3

Genre-Based Approach

dalam Pembelajaran Writing

Genre-Based Approach

in the Teaching of Writing

3.1 Pendahulan

Dalam Kegiatan Belajar 1 dan Kegiatan Belajar 2, telah dibahas pendekatan pembelajaran
writing, yaitu product versus process approach, implementasi Contextual Teaching and Learning
(CTL) dalam pembelajaran writing. Product approach, sesuai dengan namanya, adalah
pendekatan mengajar yang berfokus pada hasil yang ditunjukkan pembelajar (produk) tanpa
mementingkan prosesdan konteks social yang melatarbelakangi kegiatan menulis tersebut.
Process approach berbeda dengan product approach yang mengutamakan hasil. Dalam process
approach, pembelajaran writing dilaksanakan melalui serangkaian tahapan menulis : pre writing,
drafting, revising, dan editing. Masing-masing tahap memiliki tujuan yang berbeda. Pre-writing
merupakan tahap awal yang bertujuan untuk mempersiapkan pembelajar dengan bekal untuk
menulis (berupa pengembangan topik, kosa kata dan struktur kalimat yang diperlukan, sedangkan
drafting adalah tahap mulai menulis teksnya. Setelah selesai dan mendapat masukan, baik dari
teman atau guru, maka tahap selanjutnya adalah revising, yaitu memperbaiki tulisan yang biasanya
berfokus pada isinya. Akhirnya jika sudah selesai revising, tahap editing berfokus pada hal
mekanis (bisa juga bahasa), antara lain tanda baca, ejaan, penggunaan huruf besar.

From the previous learning activity 1 and 2, we have discussed the teaching of writing approaches,
namely product versus process approach, Contextual Teaching and Learning (CTL)
implementation in the teaching of writing. Product approach is a learning approach that focuses
on the presented students’ output (products) without considering the process and social context
that led to the writing activity. On the other hand, Process approach, unlike product approach
which focuses on the output, the teaching of writing is undertaken throughout several writing
steps: pre writing, drafting, revising, and editing. Each step has different purpose. Pre-writing is
the first step to prepare students on how to read such as developing the topic, vocabularies, and
grammatical structure. Meanwhile, drafting is the steps where students start to write the script.
After finishing and consulting the script to either friends or teacher, the next step is revising, which
requires students to improves the content. Finally, the last step is editing that focuses on the
mechanical things (includes the languages), which are punctuation, spelling, and capitalization.

42
 Pendekatan CTL dalam writing memberikan muatan otentisitas berkomunikasi dalam
bahasa tulis, yang maksudnya adalah bahwa kegiatan belajar di kelas harus dikaitkan dengan
kegiatan berkomunikasi yang “sesungguhnya” dalam kehidupan nyata. Hal ini untuk merespon
kebutuhan berkomunikasi dalam kehidupan nyata yang kurang diperhatikan dalam kelas
konvensional. Kegiatan berbahasa dalam kelas konvensional tidak memperhatikan konteks,
namun semata-mata berupa latihan menghasilkan bahasa yang secara gramatika benar. Kadang-
kadang kegiatan berbahasa kurang alami, dan bahkan tidak terjadi di dunia nyata. Misalnya
menulis mendeskripsikan ruang kelas, padahal semua tahu keadaan ruang kelas tersebut. Untuk
keperluan apa mendeskripsikan keadaan kelas dengan fasilitasnya di depan teman-teman yang
sudah tahu semuanya? Dalam dunia nyata keadaan seperti tidak lazim (kegiatan berbahasa tidak
otentik). Dalam kehidupan nyata, seseorang merasa perlu mendeskrisikan kelas pasti dengan
tujuan tertentu. Misalnya kelasnya sudah tua dan banyak kerusakan bangku dan kursi, oleh karena
itu siswa menulis untuk mengusulkan renovasi kelas. Tujuan mendeskripsikan kedaan kelas adalah
untuk meyakinkan pembaca bahwa kelas perlu direnovasi karena sudah tidak nyaman untuk
belajar. Itulah yang disampaikan CTL bahwa konteks perlu dijadikan landasan dalam kegiatan
berbahasa.

The CTL approach in writing provides the authenticity of commutating in written language, which
means that the learning activities in the classroom must be associated with the “real-life”
communicating activities. This is conducted as a response to the lack of attention to real-life
communication in conventional classrooms. Speaking activities in a conventional classroom, not
paying attention to the context, it rather focuses on the grammatically-correct language.
Sometimes, the speaking is less natural and does not even take place in the real world. For
example, students are assigned to write and describe the classroom even though other students
know exactly the classroom condition. Why explaining the classroom condition and facilities that
are clearly seen and acknowledged by other students? In real-life communication, one must
describe the classroom for certain purposes. Therefore, students can explain how the class is old,
several tables and chairs are broken, thus the students will write to suggest for class renovation.
The purposes of describing the classroom condition is convincing the readers that the class need a
renovation because it is no longer comfortable for learning. This is the purpose of CTL, which
shows that context is important to become a foundation in speaking acitivities.

3.2 Genre-Based Approach

Dalam Kegiatan Belajar 3 ini, Saudara akan belajar bagaimana mengajar writing
menggunakan Genre-Based Approach (GBA). GBA adalah kerangka pembelajaran bahasa yang
berbasis jenis-jenis teks yang perlu dipelajari pembelajar. Pembelajarannya melalui siklus yang
terdiri atas 4 tahap: Buildong Knowledge of the Field (BKoF), Modelling of the Text (MoT), Joint
Construction of the Text (JCoT), dan Independent Construction of the Text (ICoT). Langkah-

43
langkah tahapan belajar tersebut mulai direkomendasikan dalam Kurikulum 2004 (KBK) di
sekolah-sekolah (Agustin, 2006).

In this learning activity, you will learn how to teach writing using Genre-Based Approach (GBA).
GBA is the language learning framework which based on the types of texts that students need to
learn. This learning activity is conducted through a cycle which consists of 4 stages: Building
Knowledge of the Field (BKoF), Modelling of the Text (MoT), Joint Construction of the Text
(JCoT), dan Independent Construction of the Text (ICoT). Those learning stages has been
recommended in schools since the 2004 curriculum (KBK) (Agustin, 2006)

Masing-masing tahap dalam GBA memiliki tujuan, atau kegiatan yang berbeda. Tahap
BKoF bertujuan untuk membekali pembelajar dengan pengetahuan tentang topik yang akan ditulis,
kosa kata yang akan diperlukan, frase, dan kalimat. Tahap MoT adalah tahap melihat contoh teks,
termasuk fitur kebahasaan yang digunakan, tujuan/fungsi social teks, dan struktur generic teks.
Tahap JCoT adalah tahap memulai belajar menulis dengan bekerjasama, atau menulis kolaboratif,
misalnya dalam bentuk berpasangan, berkelompok, atau klasikal dengan bimbingan guru. Dalam
tahap ini intrevensi guru dan teman dalam proses belajar bermanfaat untuk saling member
masukan. Tahap terakhir adalah ICoT, yaitu saat pembelajar mulai menulis secara independent
namun masih perlu mendapat masukan dari teman sejawat. Jadi dalam proses belajar melalui
siklus bertahap tersebut memrlukan peran guru sebagai pembimbing pada keseluruhan tahap.
Prinsip dalam GBA adalah bahwa pembelajaran writing adalah melalui proses dalam pembelajaran
eksplisit. Untuk lebih jelsnya, bagaimana guru berperan dalam pembelajaran eksplisit, dapat
dilihat pada siklus GBA pada Diagram 3.1 berikut ini.

Each of the GBA has its own purposes and different activities. The BKoF stage aims to provide
students with the knowledge of the topic they will write, vocabularies, phrases, and sentenced
required. The MoT stage looks at the text examples, including language features used,
purpose/function of social texts, and texts general structure. The JCoT stage requires students to
start collaboration writing, for example, works in pair, group, and classic teacher’s guidance. In
this stage, teachers and friends interventions is required to give feedback to each other. Lastly,
ICoT stage requires students to start write independently, yet still need other friends feedbacks.
Overall, the role of teachers as advisors is important during these learning stages. The principles of
GBA is that the teaching of writing goes through the process of explicit learning. For more details
on the GBA approach, the role of students during the explicit learning can bee seen in the GBA
cycle in Diagram 3.1 below.

44
Diagram 3.1 Siklus Pembelajaran Genre-Based Approach.

Diagram 3.1 Genre-Based Approach Learning Cycle

Pada Gambar 3.1 tampak bahwa langkah-langkah pembelajaran writing melalui melalui
proses 4 tahap dalam siklus dengan bimbingan guru. Guru mengajar secara eksplisit untuk
membawa pembelajar ke tahap-tahap membangun kompetensi menulis. Mengenai berapa lama
waktu yang diperlukan untuk membimbing pembelajar di sekolah atau perguruan tinggi untuk
sampai pada independent construction dan siap untuk dinilai, tergantung pada kompleksitas teks
yang ditulis dan kecepatan belajar siswa.

The Diagram 3.1 above indicates the 4 steps of the teaching of writing in a cycle of teachers
guidance. They explicitly teach student on how to guide them through the process of building the
writing competence. Regarding the length of time required to guide students at schools and
universities to get to stage of independent construction and ready to be assessed, it depends on
how complex the texts are written and how fast students learn.

Untuk lebih jelasnya Skenario pada Tabel 3.1 berikut ini menyajikan contoh desain
pembelajaran yang memerlukan waktu cukup lama, minimal 5 pertemuan. Proses ini telah
diimplementasikan dalam kelas Argumentative Writing di perguruan tinggi (Mukminatien, 2013).
Dalam proses ini BKoF dan MoT digabung dalam satu kesatuan karena pada dasarnya dua tahap
iti tak terpisahkan.

45
For more details on the Scenario in the Table 3.1, here are provided the example of the learning
design which requires enough time that are 5 meetings minimum. This process has been
implemented in Argumentative Writing course in college (Mukminaten, 2013). In this process,
BKoF and MoT are combined as this steps are inseparable.

-------------------------------------------------------------------------------------------------

The Teaching Scenario

Description : The students are going to learn to write an argumenttaive essay to respond an
issue whether the construction of nuclear power plants should continue.
Model Text : Animal Right (an authentic essay by unknown from the internet).
Issue : The construction of nuclear power plants should continue.
Goal : The students are able to write an argumentative essay presenting their point of
view whether the construction of nuclear power plants should continue.

The Scenario of Teaching to Write an Argumentative Essay

Stage Purpose Activities Time
Stage 1 Learn the features of an 1. Reading a model for 4x50’
Modeling and argumentative essay (the understanding the issue. (2
Building generic structure) and 2. Using an argumenttaive meetings
knowledge of the knowledge of language scaffold: students analyse the
field (MoT & (structure and features of an argumentative
BKoF) vocabulary) essay to identify the author’s
combined Sentence patterns, thesis, the refutation, the
tenses, subject-verb logical reasoning (a line of
agreement, modality and reasoning), and conclusion.
technical terms. 3. Identifying language use:
how meaning is expressed
using the language (covering
structure and vocabulary)
4. Listing the author’s reasons
and the opponents’ (pro and
cont)
5. Developing thinking skills:
the structure of syllogism for
reasoning
Stage 2 Apply their knowledge 1. Given an issue (e.g the 4 x 50’
Joint Constuction to practice developing an construction of nuclear
of the Text argument collaboratively power plans should
(JCoT) with fellow learners and continue), the students make
teacher. a list of reasons for both sides
(pro and cont).
2. Chosing one side (taking a
stand), students write a good
introductory paragraph
(introduce the topic, write
general statements for
background, and then write
the thesis statement.
3. Class discussion by teachers
focusing on components of
introsduction and the
language.

46
 4. Develop a complete essay
(first draft)
5. Group conference for
feedback from the teacher
Stage 3 To identify the 1. After revising the 2 x 50’
Independent individual students’ introductory paragraph,the
Construction ability in writing an students develop it into an
argumentative essay effective argumentative essay
when there is no by Feedback from the teacher
intervention from fellow 2. Revising and editing.
learners and the teacher.
When the product is
satisfactory, formal
achievement assessment
may be done. But it
contains a lot of
probelms, another
practice is necessary

Contoh skenario pembelajaran di atas adalah contoh implementasi GBA pada mahasiswa
yang cukup memadai kompetensi berbahasanya serta logika berpikirnya. Apabila
diimplementasikan ke kelompok yang kurang kompetensinya (slow learners) mungkin perlu
waktu lebih lama. Selain itu BkOf dan MoT digabung karena beberapa alasan. Pertama, Building
knowledge lebih mengena bila berdasarkan contoh essay yang utuh. Jadi saat membahas
topik/issue, struktur bahasa,kosa kata, struktur generic sudah sekaligus langsung mencermati
model. Dan BKoF dan MoT memang kegiatan recursive; kembali ke tahap sebelumnya bila
diperlukan.

The learning scenario above is the implementation of GBA for students who have been competent
in language and logical thinking. If this scenario is implemented to students who are less
competence (slow learners), it may take longer. Furthermore, BKoF and MoT are combined for
some important reasons. First, Building knowledge are more efficient if it is based in full-written
essay examples. Thus, when discussing the topic or he issue, the language structure, vocabulary,
and generic structure are directly observing the model. And BKoF and MoT is, indeed, a recursive
activity, which look at the previous steps whenever it is required.

The implication of genre-based approach to academic writing in the instructional program is that it
encourages reading and writing multiple texts in various genres. As a consequence, teachers
should be explicit in teaching how language works to make meaning , or what kind of linguistic
forms characterize different genres (Badger and White, 2000). Therefore, it is important for
teachers to choose a suitable approach focussing on rhetorical consciousness raising to familiarizie
the students with the features of a particular genre.

47
 Dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing, proses pemerolehan
teks hampir tidak mungkin karena pajanan alami sangat langka, kecuali sekolah memang mampu
menyediakan bahan bacaan di luar pembelajaran di kelas yang memadai,misalnya extensive
reading activities. Oleh karena itu perlu pembelajaran explicit demi mengembangkan keterampilan
menulis.
In the context of learning English as Foreign Language, the acquisition text process is almost
impossible to happen due to the extremely rare exposure, unless the schools are capable to provide
enough reading materials outside the learning activities, namely extensive reading activities.
Therefore, explicit learning is required in order to develop writing skills.

Proses belajar dalam GBA merupakan alur yang berlangsung berurutan namun masing-masing
tahap tidak terpisah sama sekali. Tahap-tahap tersebut juga fleksibel sehingga memungkinkan
pembelajar untuk kembali ke tahap sebelumnya, lalu melanjutkan kembali ke tahap berikutnya
sampai tuntas. Proses terbimbing seperti itu cocok untuk membawa pembelajar mulai dari tingkat
pemahaman (memperoleh pengetahuan, kemudian mempraktekkan pengetahuannya, dan akhirnya
menghasilkan argumentasi yang berisi keterampilan memberikan argumen atau alasan logis atas
pendapatnya tentang suatu isu. Dengan demikian kompetensi memberikan alasan logis dan
berpikir kritis terbangun sesuai denga target tujuan pembelajaran
The GBA learning process is a sequently plot and each steps are inseparable. The steps are also
flexible that allow students to go back to the previous step, then continue on the next step until
they finish. Those guided process fit to lead the students starting from the level of understanding
(acquire knowledge, then practicing it and finally, deliver the argumentation which involves the
argumentation skills or logical reasons for an opinion of an issue). Hence, the competence of
delivering logical reason and critical thinking are constructed in accordance with the learning
goals.

LATIHAN 3
Exercise 3
Setelah Saudara belajar pendekatan pembelajaran writing kerjakanlah tugas berikut ini.
Dalam pembelajaran writing, CTL dan GBA memiliki kesamaan kegiatan dalam proses belajar,
hanya istilahnya berbeda. Pada kolom kiri, ada 7 elemen CTL, Tulislah kegiatan dari sesuai
dengan tahapan dalam GBA pada kolom kanan. No 1 sudah diisi untuk contoh.
After you finished learning the teaching of writing approach, finish the task below.
In the teaching if writing, CTL and GBA have the same activities during the learning process, only
the terms are different. On the left column, there are 7 element of CTL. Write down the
appropriate activities based on the GBA steps in the reight column No.1 which has been provided
as an example.

Persamaan antara CTL dan GBA

48
 Similarities between CTL and GBA
CTL GBA Penjelasan Explanation
1. Inquiry MoT Observing dan questioning (sebagai bentuk kegiatan
inquiry) terjadi di MoT
Observing and questioning (as the .form of the
inquiry activity) happened in MoT
2. Questioning MoT

3. Constructivism MoT

4. Learning Community JCoT

5. Authentic Assessment -

6. Modelling MoT

7. Reflection - Tidak disebutkan secara eksplisit

Not specifically mentioned

49