Genre based approach
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Genre based approach

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Genre based approach Presentation Transcript

  • 1. GENRE BASED APRROACH ( GBA ) SPOKEN WRITTEN STEP 1 : BUILDING KNOWLEDGE OF TEXT (BKOF) STEP 2 : MODELLING OF TEXT (MOT) STEP 3 : JOINT CONTRUCTION OF TEXT (JCOT) STEP 4 : INDEPENDENT CONTRUCTION OF TEXT (ICOT)PERFORMANCE PRODUCT ASSESSMENT ASSESSMENT
  • 2. KINDS OF GENRE IN GBA PROCEDURE TO DESCRIBE HOW SOMETHING IS ACCOMPLISHED OR OPERATED THROUGH A SEQUENCE OF STEPS NARATIVE TO AMUSE, ENTERTAIN AND TO DEAL WITH ACTUAL OR VICARIOUS EXPERIENCE IN DIFFERENT WAYS DESCRIPTIVE TO DESCRIBE A PARTICULAR/SPECIFIC THING THROUGH A DETAIL EXPLANATION ABOUT ITS FEATURES SPOOF RECOUNT TO RETELL EVENTS FOR THE PURPOSE OF INFORMING ANECDOTE TO SHARE WITH OTHERS AN ACOUNT OF UNUSUAL OR AMUSING INCIDENT REPORT TO DESCRIBE THE WAY THING ARE, WITH REFERENCE TO A RANGE OF NATURAL,MAN-MADE AND SOCIAL PHENOMENA IN OUR ENVIRONMENT
  • 3. BUILDING KNOWLEDGE OF TEXT (BKOF) Classroom tasks and activities at this stage enable the learners to :• Explore cultural similarities and differences related to the topic• Share experience relevant to the topic or text• Practice grammatical patterns relevant to the topic or text• Build up and extend vocabulary relevant to the topic or text
  • 4. • Ini merujuk pada tahap penjajagan dan pengenalan topik yang akan dibahas. Bila tema yang dipilih transportasi, misalnya, guru dan siswa terlibat dalam percakapan ihwal itu. Pada tahap ini siswa dilatih keterampilan menyimak dan berbicara. Siswa diajak bercakap-cakap cara memesan taksi atau tiket pesawat terbang lewat telepon. Singkatnya, pengalaman dan pengetahuan siswa tentang topik itu dijelajahi sebanyak mungkin. Penjelajahan ini kurang lebih sejalan dengan konsep pengaktifan skema siswa.
  • 5. MODELLING OF TEXT (MOT) Classroom tasks and activities at this stage enable learners to: Develop an understanding of the social function and purpose of the text Develop an understanding of the overall organization and development of the text, including generic structure and lexicogrammatical features
  • 6.  Tahap ini adalah pemajangan (exposure) terhadap teks percakapan, misalnya, teks pemesanan taksi. Pada tahap ini keterampilan yang dilatihkan adalah membaca, terutama membaca teks-teks singkat seperti menu makanan di restoran, cara menghidupkan kompor gas, cara memasak nasi goreng, dan sebagainya.
  • 7. JOINT CONSTRUCTION OF TEXT (JCOT) Classroom tasks and activities at this stage enable learners to : Contribute the knowledge of the field in the shared construction of text that appropriate with the social function, generic structure and lexicogrammatical features in group
  • 8.  Tahap ini didesain untuk menciptakan kolaborasi antarsiswa. Dari kolaborasi itu diharapkan muncul teks sebagi hasil gawe bareng. Mereka diasumsikan mampu berbuat itu setelah melewati dua tahap sebelumnya di atas. Misalnya, bila pada tahap sebelumnya para siswa membicarakan nasi goreng, selanjutnya mereka belajar membuat resep nasi kuning.
  • 9. INDEPENDENT CONSTRUCTION OF TEXT (ICOT) Classroom tasks and activities at this stage enable learners to : Contribute the knowledge of the field in the shared construction of text that appropriate with the social function, generic structure and lexicogrammatical features individually
  • 10.  Ini tahap tertinggi dalam penguasaan bahasa, yakni kemampuan secara mandiri memproduksi teks monolog misalnya bagaimana ia membuat bakmi goreng sebagai makanan kesukaannya. Pada tahap ini siswa juga diharapkan mampu memproduksi teks tulis, misalnya, menu bakmi itu. Pada tahap ini diharapkan terjadi text sharing dengan memajangkan teks itu dan membahasnya dalam kelas. Ini diniati sebagai bagian dari penanaman nilai positif, saling menghargai karya tulis sejawat.
  • 11. THE EMPHASIS LANGUAGE SKILLS BOTH INSPOKEN AND WRITTEN CYCLES IN EVERY STEP : 1. BKOF A. SPOKEN : SPEAKING - LISTENING B. WRITTEN : READING 2. MOT A. SPOKEN : LISTENING B. WRITTEN : READING 3. JCOT A. SPOKEN : SPEAKING B. WRITTEN : WRITING 4. ICOT A. SPOKEN : SPEAKING B. WRITTEN : WRITING
  • 12. MY PETI HAVE A NICE PET AT HOMEIT IS A TAME ANIMALIT HAS TWO LEGSIT HAS SHARP CLAWSTHE TAIL IS LONG ENOUGHTHE FEATHERS ARE VERY COLORFULTHEY ARE BLACK, RED, GREEN AND BLUEIT LIKES TO EAT SOME NUTSTHE BEAK IS BENTDO YOU KNOW WHAT ANIMAL IS THAT ?
  • 13. IT IS A PARROT
  • 14. GRAMMATICALPATTERNS : SIMPLE PRESENT TENSE ( IT IS…, IT HAS…, IT LIKES…, ETC ) NOUN PHRASE ( TAME ANIMAL, SHARP CLAWS, ETC ) ADJECTIVE (COLORFUL, BENT,SHARP,ETC) NOUN (CLAWS, LEG, NUT, BEAK, ETC )
  • 15. SOME VOCABULARIESRELEVANT TO THE TOPIC( FOR EXAMPLE : ANIMAL)  WINGS  NECK  EYES  TREE  FRUIT  CAGE  YELLOW  FLY, ETC.
  • 16. MAKE ADESCPRIPTION
  • 17. HATUR NUHUN…!!!!