Seeing Genre-Based Approach Implementation in the 2006 and the 2013 Indonesia Secondary English Curriculum  

Oleh:

Saputra, Erwin Rahayu ; Sihombing, Ronauli

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 14 : Konferensi Linguistik Tahunan Atma Jaya Keempat Belas, page 212-126.
Topik: Genre based approach; The 2006 dan 2013 curriculum; Implementation
Fulltext: hal 212-216.pdf (18.75MB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 14 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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Though adopting systemic functional linguistic (SFL) theory, the 2006 and 2013 Indonesia secondary Curricula are seen as different things due to the existence of different approach to teaching English namely genre-based approach (GBA) in the 2006 Curriculum and scientific approach (SA) in the 2013 Curriculum. However, as several experts in ELT claim that the concept of SA is not relevant to the language teaching, the people in charge attempt to accommodate both GBA and SA. This is demonstrated through the training documents in which SA elements are accommodated in the stages of GBA (see Agustien, 2014). Although a lot of studies have discussed the implementation of GBA in Indonesia (e.g. Emilia, 2005; (Emilia, Hermawan, & Tati, 2008; Nisak, 2008; Hawa, 2008; Yosefa, 2009), they do not include the implementation across the curricula. To that point, employing multiple case study qualitative design, the study documented in this paper draws insights of the implementation of GBA in both the 2006 and the 2013 Curricula by involving two English teachers from two secondary schools in West Java applying each curriculum in their practice. Data collected from non-participant classroom observations and semi-structured interviews toward the teacher were analyzed using thematic analysis to follow Parker (2005) and Braun & Clarke (2006) based on the theory of GBA from Callaghan & Rothery (1988), Derewianka (1990), Green (1992), Cornish (1992), Rothery (1996) and Thai (2009). The valid and reliable data were systematically transcribed, organized, coded, thematically categorized, synthesized, and interpreted to answer the research question of this study. The findings demonstrated that the teacher applying GBA in the 2006 Curriculum conducted three of four stages of the approach suggested by the theory namely building knowledge of the field, modeling of the text, and independent construction of the text, with various activities in each step. Meanwhile, the teacher applying GBA in the 2013 Curriculum conducted all stages of GBA suggested by the theory covering building knowledge of the field, modeling of the text, joint construction of the text, and independent construction of the text. This variation supports the idea of flexibility of GBA as mentioned by Emilia (2010). It therefore can be concluded that the teachers implemented GBA in different ways across the curricula.

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