Mohammad Fajar Mediyawan Gintings

Katrina Tour, Group 3 Wednesday 02.00 pm.

EDF4610 Assignment 3: Critical Essay

The Effectiveness of Genre-Based Approach (GBA) in Promoting Students’ Writing

Skill in Indonesia

Introduction
Broad Opening
In the teaching of English, writing has the least attention in Indonesian schools. It stems from
the difficulties to develop and learn writing in English since exposure to English is limited.

Specific Opening
In concern with this problem, Genre-Based Approach (GBA) is adopted by Indonesia with
the publish of 2004 curriculum (Departemen Pendidikan Nasional [Depdiknas], 2003).
Nonetheless, although the changes of approach in the curriculum, Indonesian secondary
education teachers keep the focus on grammar which was the approach of the very early
English curriculum of Indonesia. However, it would be improper to accuse this phenomenon
as the result of GBA inadequate approach of teaching English, especially writing.

Thesis Statement
Hence, I am going to argue that genre-based approach is effective in enhancing students
writing skills in EFL context of Indonesia.

Overview of Arguments
In order to support this argument, the essay will critically present two major benefits of GBA
in promoting students’ writing skill in Indonesia or particularly EFL context.

1. Practical Writing Skill (Argument 1)

Topic Sentence
The first aspect that demonstrates the effectiveness of GBA is the offer of practical language
knowledge in writing skill.

Explanation
In the first principle of GBA, it is stated that aim of writing is to accomplish social purposes
which are particular to the contexts of language use (Hyland, 2007).

Evidence
In order to achieve this, Hyland (2007) further explained that GBA provides exposures to
socially acknowledged criteria in writing various texts. As the results, students are going to
possess the writing skill which will function effectively in a social situation.
Link
In conclusion, GBA attempts to equip students with practical resources of language that
could be utilised for real world communication.

2. Confidence in Writing (Srgument 2)

Topic Sentence
The next principles result in the build of students’ confidence in writing.

Explanation
GBA implementation consists of three stages of writing cycles, which are Deconstruction,
Joint Construction and Independent construction (Martin & Rose as cited in de Oliviera &
Lan, 2014). Those writing cycles represent the “learning to write is a social activity” principle
(Hyland, 2007) which requires a supportive environment in the process of writing.

Evidence
In the earlier stage of GBA, which is deconstruction, students are exposed to some models
or examples of the text type being learned. In this stage, the activity consists of
deconstructions of model texts and discussion of text structure, language features and social
purpose of a certain genre (de Oliviera and Lan, 2014; Emilia, 2011). The objective of this
activity is to familiarise learners with English text types and purposes that in their life, as a
non-native, they never even encounter one (Kim & Kim, 2005; Simon, 2015). Move to the
stage of joint construction, students are invited to write the genre they have engage in the
modelling stage with the aid of teachers.

Link
In summary, GBA builds students confidence through reinforcing setting of explicit writing
cycles which provide students the opportunity to develop their current language knowledge
as they progress on writing (Cornelius & Cotsworth, 2015; Hyland, 2007).

Conclusion
Restate Problem or Position/Thesis Statement
In this article, I have argued there are three major benefits of GBA derived from the key
principles of genre pedagogy.

Summary of Key points/argument

The benefits are, first, GBA offers the practicality of language knowledge being taught for
students being prepared to engage effectively in social settings. Second, GBA establishes
students’ confidence in writing English, a language which does not belong to first language
or even second in Indonesia.
Conclusion
Based on the benefits explained through the essay, I would like to conclude that Genre-
Based Approach is effective in promoting students’ writing skills in Indonesia or EFL
contexts.

References
Cornelius, S., & Cotsworth, B. (2015). Genre Analysis and Genre-based Approaches to EFL
Writing: A Critical Analysis. 15-21. Retrieved September 20, 2016, from
https://www.kansai-u.ac.jp
de Oliviera, L. C., & Lan, S.-W. (2014). Writing science in an upper elementary classroom: a
genre-based approach to teaching English language learners. Journal of Second
Language Writing, 25, 23-39. doi:10.1016/j.jslw.2014.05.001
Depdiknas. (2003). Kompetensi Dasar Mata Pelajaran Bahasa Inggris SMA & MA. Jakarta:
Balitbang Depdiknas.
Emilia, E. (2011). Teaching Academic Writing: A Critical Genre-Based Approach in an EFL
Context. Frankfurt: Lambert Academic Publishing.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of
Second Language Writing, 148-164.
Kim, M. (2006). Genre-Based approach to teaching writing. TESOL Working Paper Series 4
(2), 33-39. Retrieved September 20, 2016, from http://www.hpu.edu
Kim, Y., & Kim, J. (2005). Teaching Korean University Writing Class: Balancing the Process
and the Genre Approach. ASIAN EFL Journal, 7(2), 1-15. Retrieved September 20,
2016, from http://www.asian-efl-journal.com
Myskow, G., & Gordon, K. (2010). A Focus on Purpose: Using Genre approach in an EFL
writing class. ELT Journal, 64(3), 283-292. doi:doi:10.1093/elt/ccp057