Genre-Based Approach: Its Contribution to The Quality of Teaching And Learning Process
Abstract
The article aims at describing the implementation of Genre-Based Approach (GBA) in the teaching of English and identifying its contribution to the quality of teaching and learning process. A naturalistic inquiry was conducted at the eleventh grade of a Senior High School in Central Java, Indonesia. The findings of the study suggest that GBA contributes positively to the teaching and learning process in that it helps developing learners’ productive skills. Nevertheless, insufficient scaffolding during the learning process resulted in learners’ skills which are superficial rather than communicative in nature. Such insufficient scaffolding is arguably related to inappropriate activities during the joint construction stage, partial application of the Curriculum Cycle, and the absence of integrated grammar teaching during the teaching and learning process. Contextual factors such as the lack of planning and inadequate teacher training are of major contribution to the phenomenon.
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