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to boldly proceed ...ReferencesByrnes, H. (2009). Emergent L2 German writing ability in curricular context: A longitudinal study ofgrammatical metaphor. Linguistics and Education, 20(1): 50–66.Debbie, G.H. (2009). Systemic Text Analysis in the ESL Writing Classroom: Does It Work? RELC Journal,40(3): 333-359.Halliday, M. A. K. & J. R. Martin. (1993). Writing Science: Literacy and Discursive Power. London: TheFalmer Press.Halliday, M. A. K., & Matthiessen, C.M.I.M. (1999). Construing Experience though Meaning: A LanguagebasedApproach to Cognition. London: Continuum.Halliday, M. A. K. &Matthiessen, C.M.I. M.(2004). An Introduction to Functional Grammar (3rd Ed.). London:Arnold.Lakoff, G. & M. Johnson. (1980). Metaphors We Live By. Chicago: The University of Chicago Press.Marsh, H. W. et al. 2000. Late immersion and language of instruction in Hong Kong high school: Achievementgrowth in language and non-language subjects. Harvard Educational Review, 70: 302-346.Martin, J. R. & Robert, V. (1998). Reading Science: Critical and Functional Perspectives on Discourses ofScience. London: Routledge.Mohan, B., Beckett, G.H. (2003). A Functional Approach to Research on Content-Based Language Learning:Recasts in Causal Explanations. The Modern Language Journal, 87(3): 421-432.Nana, J. & Zili, C. (2004). Cognitive effects of grammatical metaphor. Foreign Language Teaching andResearch, 36 (1):25-30.Paul, M.F., Stephen, G., Stephen, T. T. (1993). Physics for Scientists and Engineers.New Jersey: Prentice Hall.Ravelli, L. (1988). Grammatical metaphor: An initial analysis. In E. Steiner & R. Veltman (eds.) .Pragmatics,Discourse and Text: Some Systemically-inspired Approaches. London: Pinter Publishers. (pp.133-147).Schleppegrell, M., Achugar, M., Oteiza, T. (2004). The Grammar of History: Enhancing Content-basedInstruction through a Functional Focus on language. TESOL Quarterly, 38(1): 67-93.Wei, H. (2008). Grammatical Metaphor: Variation in Both Form and Meaning. Journal o f PLA University o fForeign Languages, 31 (3):1-6.Zhengjun, L. & Zhong,Y. (2010). A study of Semantic relations and rankshift directions in grammaticalmetaphor, Foreign Language Teaching and Research, 42(6): 403-410.56
Papers from the 39th ISFCThe implementation of a Genre Based Approach to teachingnarrative writingInggy Yuliani PribadySMP Negeri 2 BandungJL.Sumatera No.42 bandung, West Java Indonesiainggyyuliani@gmail.comAbstractThe Genre Based Approach (GBA) has been used in Indonesia since the implementation of the 2006 Englishcurriculum. This study examines the implementation of the Genre Based Approach in teaching English as anapproach to motivate the students to learn to write a text especially in Narrative writing. The study used a casestudy research design involving one English Teacher and 30 eighth grade students in one Junior High school inBandung, Indonesia. Data included the students’ texts, which were analyzed using Systemic FunctionalGrammar (SFG), classroom observations, and interviews with both the teacher and students. The findings revealthat the teachers were successful in applying the GBA based on principles as suggested in Feez & Joyce(1998:25) Rothery (1996), Hammond et al. (1992), and Gibbons (2002). The research finding of this study alsoindicates that the implementation of GBA in teaching narrative writing made a good contribution to the qualityof the students’ writing. The students’ narrative texts improved from stage to stage in terms of schematicstructures and linguistic features. The students were also able to make a cohesive text as indicated in the varioustheme progressions in their writing. The teacher motivated the students to learn, gave feedback and correctionfor the students’ work in all stages of teaching.1. IntroductionWriting is a technology, that is, set of skills which must be practised and learned throughexperience. This implies, only that the way people learn to write is essentially different fromthe way they learn to speak, and there is no guarantee that any person will read or writewithout some assistance (Grabe & Kaplan, 1996:6). In other words, writing is not natural andit must be learned with the support of a teacher. Because of the key role they play in theteaching and learning of writing, it is important that teachers choose an approach that willdevelop students’ writing skills and knowledge without the students becoming frustrated.The genre based approach proposed by the 2006 English Curriculum in Indonesia is aneffective method to use for teaching English, especially in teaching writing. Based on thefindings of her study, Emilia (2005) has recommended that the GBA, which can enhancestudents’ critical thinking, be gradually but intensively implemented in Indonesian schools.The findings of Emilia’s study demonstrate the value of the approach in helping studentsenhance their writing skills and confirm the urgency of the gradual but intensiveimplementation of the GBA in English classrooms in Indonesia to improve the teaching ofEnglish by enabling students to use the English language in context.It is against this background that the present study was conducted. This study investigated theimplementation of the GBA in an Indonesian context, specifically in a Junior High School inBandung, Indonesia where the GBA was used to teach the writing of narrative texts. Thestudy focused on the teaching of narrative writing because narrative is the most commonlywritten story type in the English program (Christie & Derewianka, 2008:31-32). The studyattempts to answer the following questions:1. How does the teacher implement a genre-based approach to the teaching of the writingof narrative texts?2. How does the implementation of the genre-based approach affect students’development in writing narrative texts?57
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The 39th International Systemic Fun
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