GENRE BASED

APPROACH
Saffana Aish(1202623028) 23-B

GBA uses texts to teach language,

focusing on mastering different text types
for communicative competence. The goal
is to develop students’ literacy skills by
engaging in social processes such as
explaining, describing, and arguing.

Overview: GBA encourages students to

create meaningful texts, focusing on
structure and implementation in real-
world contexts.

Relevance: Emphasizes teacher

intervention to support student learning
in the English teaching context.

Curriculum Context

Junior High School: Descriptive,

procedure, narrative, report, recount.

High School: Descriptive, recount,

narrative, report, explanation,
procedure, analytical exposition,
news item, discussion.

Principles of GBA Stages of GBA

Awareness of Text Uniqueness: Building Knowledge of the Field

Understand each text’s uniqueness to
specific groups and contexts.
Social Activity: Language learning is
collaborative, involving teacher-student
and peer interactions.
Explicit Skill Explanation: Teachers clearly
explain the skills to be acquired.
Teacher as Expert, Student as
Apprentice: Learning occurs under the
teacher’s guidance, similar to an
apprenticeship.
Teaching Grammar: Essential for
understanding how language works,
leading to broader comprehension.
Activities: Introduce cultural context,
vocabulary, experiences, and grammar
relevant to the genre.
Modeling of the Text
Activities: Show examples of texts to
familiarize students with vocabulary,
expressions, and organizational features.
Joint Construction of the Text
Activities: Students collaborate to develop a
text with decreasing teacher guidance,
promoting peer collaboration.
Individual Construction of the Text
Activities: Students independently create a
text, demonstrating their understanding and
expressing their opinions.

Implementation of GBA
Diverse Genres: Use genres that match learners’ age,
interests, and needs.
Text Analysis: Have learners read and analyze genres before
writing.
Purpose and Audience: Identify text purpose and audience,
affecting format, style, and language.
Writing Preparation: Provide models for learners to copy and
extend.
Performance: Encourage students to perform learned skills.
Listening: Use relevant audio examples.
Support: Provide support through counseling, feedback, and
encouragement.

Problem Solving
Dictionary Use: Encourage vocabulary
memorization and usage in interactions.
Resource Optimization: Use materials from
magazines, newspapers, and the internet.
Self-Learning: Teachers seek additional
explanations and resources online and from
experienced colleagues.
Book Utilization: Read books related to English
language teaching to improve knowledge and
teaching methods.