REACHING THE GOAL OF ELT IN INDONESIA THROUGH UNDERSTANDING THE COMPETENCY AND GENRE-BASED TEACHING

Yeni Rozimela

Abstract


Change of English high school curriculum in Indonesia brings about challenges and difficulties in the implementation.  It often requires a shift on ‘what’ and ‘how’ to teach. Thus, it is not uncommon to find out that teachers are demanded to improve their cognition and to change their view on these two aspects. As teachers, we are key players in any teaching innovation change and innovation (Fullan in Markee, 1997), our thorough understanding about these is essential. Since 2004, the high school curricula have given attention to the development of the four language skills realized in several selected genres proportionally, which also to some extent affects a change in higher education curriculum for English teaching. To realize the goal of the curriculum, an understanding of language competence of the four language skills and genres is important, so that we understand what have to be taught and what instructional materials have to be prepared. We also have to be skillful and creative to apply techniques and strategies of teaching in line with an approach having principles of developing the competencies.  This paper will discuss three main points: 1) communicative competence, 2) what and why genres, and 3) alternative teaching approaches. The discussion is expected to give an idea for self-appraisal and improvement to reach the goal of ELT in Indonesia. 


Keywords


communicative competence, genres, teaching approaches

Full Text:

PDF

References


Bazerman, C. 1997. The life of Genre, the life in the classroom. In W.Bishop and H. Ostrom (eds.), Genre and Writing Issues, arguments, and alternatives. Porthmouth, NJ: Boynton/Cook, 19-26.

Bazerman, C., A. Bonini, & D. Figueredo. 2009. Editor’s Introduction. In Charles Bazerman, Adair Bonini, and Debora Figueiredo (2009 Eds.), Genre in Changing World. Indiana: Parlor Press, pp. i-ix..

Bhatia, V. K. 1993. Analysing Genre: Language Use in Professional Settings. London: Longman.

Burns, A. (2001). Genre-Based Approaches to Writing and Beginning Adult ESL Learners. In C. N. Candlin and N. Mercer. (Eds.), English Language Teaching in Its Social Context, pp. 200-207. London: Rourledge.

Butt, David. 2000. Using Functional Grammar: An explorer’s guide. Sydney, NSW: National Centre for English Language Teaching and Research.

Callaghan, M. and J. Rothery. (1993). Teaching Factual Writing: a Genre-Based Approach. Erskingville, NSW: Metropolitan East Disadvantaged Program.

Callaghan, M. P. Knapp., and G. Noble. (1993). Genre in Practice. In B. Cope and M. Kalantzis (Eds.), The Powers of Literacy: A Genre Approach to Teaching Writing, pp. 179- 202. London: The Falmer Press.

Canale, M., and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), pp. 1-47.

Carter, M., M. Ferzli , and E. Wiebe. (2004). Teaching Genre to English First- Language Adults: A Study of the Laboratory Report. Research in the Teaching of English, 38 (4), pp. 395- 419.

Christie, F. (1992). Preparation of Teachers for Teaching English Literacy: What Constitutes Essential Knowledge? In N. Bird and J. Harris (Eds.), Quilt and Quill: Achieving and Maintaining Quality in Language Teaching and Learning, pp.222-239. Hongkong: Institute of Language in Education.

Christie, F. (1999). Genre Theory and ESL Teaching: A systemic Functional Perspective. TESOL Quarterly, 33, 759-763.

Cope, B. and M. Kalantzis. (Eds.). (1993). The Power of Literacy: A Genre Approach to Teaching Writing. Bristol, PA: Falmer Press.

Coutinho, M.A. and F. Miranda. 2009. To Describe Genres. Problems and Strategies. In Charles Bazerman, Adair Bonini, and Debora Figueiredo (2009 Eds.). Genre in Changing World. Indiana: Parlor Press, pp. 35-55.

Derewianka, B. (2003). Trends and Issues in Genre-Based Approaches. RELC, 34 (2), pp. 133-154.

Feez, S. (2002). Heritage and Innovation in Second Language Education. In A. M. Johns, (Ed.), Genre in the Classroom: Multiple Perspectives, pp. 43-69. Marwah, NJ: Lawrence Erlbaum Associates, Publishers.

Feez, S. and H. Joyce. (1998). Text-Based Syllabus Design. Sydney: National Center for English Language Teaching.

Finocchiaro, M., and C. Brumfit. 1983. The Functional-Notional Approach: From Theory to Practice. New York: Oxford University Press.

Flowerdew, L. (2000). Using a Genre-Based Framework to Teach Organisational Structure in Academic Writing. ELT Journal, 54,pp.369-378)

Freedman, A. and P. Medway. 1994. Intorduction: New Views of Genre and Their Implications for Education. In Aviva Freeman and Peter Medway (Eds.). Learning and Teaching Genre. Porthsmouth, NH: Boyton/Cook Publishers, Heinemann , pp 1-22.

Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann.

Gilbert, P. (1990). Authorizing disadvantage: authorship and creativity in the language classroom. In F. Christie (Ed.), Literacy for a Changing World, pp.54-78. Victoria: ACER

Grabe, W. and R.B. Kaplan. 1996. Theory and Practice of Writing. London: Longman.

Halliday, M.A.K and C. Matthiessen. (2004). An Introduction to Functional Grammar (3rd). London: Arnold.

Halliday, M.A.K. 1978. Language as Social Semiotic. London: Edward Arnold.

Hammond, J. (1990). Is learning to read and write the same as learning to speak?. In F. Christie (Ed.), Literacy for a Changing World, pp.26-53. Australia: ACER.

Hammond, J. (2001). Scaffolding and Language. In J. Hammond (Ed.), Scaffolding: Teaching and

Learning in Language and Literacy, pp.15-30. Education. Sydney: Primary English Teaching Association., pp.

Henry, A. and R. L. Roseberry. (1998). An Evaluation of a Genre-Based Approach to the Teaching of EAP/ESP Writing. TESOL Quarterly , 32 (1). pp. 147-156.

Hicks, D. (1997). Working through Discourse Genres in School. Research in the Teaching of English, 31(4), pp. 459-468.

Hiep, P. H. 2005. “Imported” communicative language teaching implications for local teachers. English Teaching Forum, 43:4, pp. 2-9.

Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12 (1), pp. 17-29.

Hyland, Ken. 2004. Genre and second language writing. Ann Harbor: The University of Michigan Press.

Hymes, D. 1972. On communicative competence. In J.B. Pride and J. Holmes (Eds.), Sociolinguistics. Harmondsworth: Penguin, pp. 269-293.

Johns, A. M. (1997). Text, Role, and Context: Developing Academic Literacies. Cambridge: Cambridge University Press.

Johns, Ann. M. 2008. Genre Awareness for the novice academic student: An ongoing quest. Language Teaching, 41:2, 237-252, http://journals.cambridge. org.ezproxy.lib. monash. edu.au. doi: 10.1017/S0261444807004892.

Kress, G. (1987). Genre in a Social Theory of Language: A Reply to John Dixon. In I. Reid (Ed.), The Place of Genre in Learning: Current Debates, pp.35-45. Australia: Center for Studies in Literacy Education Deakin University.

Littlewood, W. 1981. Communicative Language Teaching. Cambridge: Cambridge University Press.

Martin, J. R. 1985. Factual Writing: Exploring and Challenging Social Reality. Melbourne: Deakin University Press.

Martin, Jim. 1997. Analysing genre: Functional parameters. In F. Christie and J.R Martin (Eds.), Genre and institutions: Social processes in the workplace and school, pp. 161-86. London: Continuum.

Martin, JR. (1999). Mentoring semogenesis: ‘genre-based’ literacy pedagogy. In F. Christie (Ed.), Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes, pp. 123-155.

London: Cassell.

Paltridge, B. 2001. Genre and the Language Learning Class. Ann Arbor: The University of Michigan Press.

Richards, J.C., and T. Rodgers. 2001. Approaches and Methods in Language Teaching (2nd). Cambridge: Cambridge University Press.

Sato, K., and R. Kleinsasser. 1999. Communicative Language Teaching (CLT): Practical understandings. The Modern Language Journal, 83:4, pp. 494-517.

Savignon, S. J. 2001. Communicative Language Teaching for the Twenty-First Century. In Marianne Celce-Marcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed.), pp.13-28. Boston: Heinle & Heinle.

Suyanto, K. (2001). Pengembangan Kurikulum Bahasa Indonesia. Jurnal Pendidikan, 6 THN.XXVIII, pp. 26-33.

Swales, J.M. 1990. Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.

Thompson, G. 1996. Some misconceptions about communicative language teaching. ELT Journal, 50:1, pp. 9-15.

Wennerstorm, A. (2003). Discourse Analysis in the Language Classroom, Volume 2. Genres of Writing. USA: The University of Michigan Press.

Whitney, A. E, M. Ridgeman, and G. Masquelier. 2011. Beyond “Is his OK?”: High School Writers Building Understandings of Genre. Journal of Adolescent & Adult Literacy 54, 7: 525-533. http://callisto 10.ggimg.com/imgsrv/FastPDF/UBER1 /RangeFetch. doi: 10.1598 / JAAL.54.7.6.

Wollman- Bonilla, J T. (2000). Teaching science writing to first graders: Genre learning and Recontextualization. Research in the Teaching of English, 35(1), pp.1-12. Retrieved 1 July 2002 from http://proquest. umi.com/pgdlink.

Yu, L. 2001. Communicative Language Teaching in China: Progress and resistance. TESOL Quarterly, 35:1, pp. 194-197.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Proceedings of ISELT FBS Universitas Negeri Padang



This Proceedings is Currently indexed by:

Google Scholar.

The Proceedings of International Seminar on English Language and Teaching is registered at LIPI