Penerapan Genre Based Approach (Gba) Dalam Pembelajaran Bahasa Inggris SMPN 1 Panimbang

Abstract

Bahasa Inggris sebagai sebuah keterampilan harus dipelajari melalui tahapan yang jelas antara pemodalan, pemodelan dan latihan secara bertahap. Diperlukan suatu model pembelajaran Bahasa Inggris yang mampu memberikan pengalaman belajar tersebut. Tulisan ini betujuan untuk merefleksikan pembelajaran Bahasa Inggris dalam tema Comparing Things and Animals dengan menerapkan Genre Based Approach dengan Model Teaching Learning Cycles (TLC). Penelitian dilaksanakan di Kelas VIII F SMP 1 Panimbang, Banten dengan melibatkan 32 orang peserta didik. Data dikumpulkan dengan berbagai teknik yaitu observasi dan refleksi, penugasan dan tes, focus group discussion (FGD), dan dokumentasi. Data tersebut kemudian dianalisis dengan teknik analisis deskriptif. Dari analisis data dan refleksi pembelajaran dapat disimpulkan bahwa (1) dengan penerapan GBA dengan Model TLC peserta didik memiliki pengalaman secara bertahap dari pemberian modal pengetahuan (concept building), model, dan serangkaian latihan baik secara berkelompok maupun individu; (2) penerapan GBA juga mampu mengakomodasi unsur 4C dalam Keterampilan Pembelajaran Abad 21; (3) terjadi peningkatan tingkat ketuntasan belajar dari 39,72% dengan rata-rata 60,28 sebelum pembelajaran menjadi 87,19% dengan rata-rata 81,67 sesudah pembelajaran; (4) kedua observer memberikan penilaian postif terhadap proses pembelajaran dengan penerapan GBA dengan Model TLC.

Inquiring into A Teacher’s understanding of Genre-based Pedagogy

“…According to Walsh and Mann (2019) continuous professional learning is an opportunity to professional growth of teachers. Further, her statements highlight that learning language and learning about language is socially constructed as it is in line with the principle of a genre-based approach; learning about language, learning of language, and learning through language (Emilia, 2011;Halliday, 1985;Halliday & Hasan, 1985;Halliday & Webster, 2007). Further, it can also be assumed that teachers not only learn the theory of genre pedagogy to comprehend it but also need explicit training regarding how to teach genre as promoted in the teaching cycle of genre pedagogy.…”

“…Aligned with the principles of GBA, teachers play an instrumental part in providing explicit instruction to facilitate students' comprehension and meaning-making processes (Rothery, 1994;Rose & Martin, 2012;Suharyadi, Widiati, & Basthomi, 2021). This explicit teaching approach involves in-depth discussions on text structures and linguistic features, enabling students to master genres and understand the intricacies of textual construction (Emilia, 2011;Hyon, 1996). By delivering explicit instruction, teachers can provide essential support and scaffolding to students who may encounter challenges during the learning process.…”

“…The teaching cycle, as proposed by Derewianka (1990) and Rothery (1994), and later expanded by Feez (2002) and Martin (2010), comprises four phases: building knowledge of the field, modelling the text, joint construction, and independent construction (as cited in Emilia, 2011). This model, currently adopted in Indonesia, involves providing students with experiences to explore cultural and situational aspects of the topic (building knowledge of the field), introducing the organizational structure and linguistic features of the text (modelling the text), guiding learners in constructing texts collectively (joint construction), and empowering students to work individually on genre-based writing (independent construction).…”

“…Knowledge of learners refers to teachers' understanding of their students' backgrounds, interests, and abilities. By understanding the students, the teacher can provide explicit teaching and scaffolding (Rose & Martin, 2012;Rothery, 1994;Emilia, 2011), fitting the need of the students during the teaching of the genre. Pedagogical knowledge refers to teachers' knowledge of effective teaching strategies and methods along with the teaching cycle of genre-based pedagogy.…”