GENRE-BASED INSTRUCTION (GBI)

GENRE-BASED INSTRUCTION (GBI)

Genre-Based Instruction (GBI) is teaching language based on results of genre analysis. GBI is similar to a process approach to teaching writing. GBI is the Zone of Proximal Development (ZPD) is the zones between what Vygotsky calls “actual” development (what the learner can do independently) and “potential” development (what the learner can do in the future, with the help of others now). The text types given for Junior High School level are procedure, descriptive, recount, narrative, and report. GBI where teaching and learning is based on the result of genre analysis and which focus on the understanding and production of selected genres of texts and was first popularized as teaching technique for writing skill ( a modified process approach).

THE PURPOSES OF GENRE-BASED INSTRUCTION (GBI)

• The students can development of speaking and listening skills.
• The students can development of the ability to use written language.
• The students can development of the vocabulary.
•  The students can development to the ability to read English correctly.

THE PROCEDURES OF THE LESSON WITH GENRE-BASED INSTRUCTION (GBI)

1. Teacher 1

• Opening the lesson (GREETING and MOTIVATION).
•  The material 1 definition of the kinds of texts.

1. Procedure text is the text that explains how something works or how to use instruction or operation manuals. Example: how to use video and to make food.

Generic structure:

• Goal
• Material needed
• Steps or methods

2. Descriptive text is a text which says what a person or a think is like. Its purpose is to describe a particular person place or thing. Example: my cat and my favorite place

Generic structure:

•  Identification
• Description

3. Recount text is a text which retells events or experiences in the past. Example: my holiday.

Generic structure:

• Orientation
• Events
•  Re-orientation

4. Narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problems.

Generic structure:

•  Orientation
• Complication
•  Resolution
• Re-orientation

5. Report text is a text which presents information about something as it is.

It is as a result of systematic observation an analysis.

Generic structure:

• General classification
• Description

2. Teacher 2

• Read the examples of descriptive texts.
• The students must listen by the teacher about the passages.
•  Teacher orders to the students to re-write the passages.
• The students must read loudly the re-write the passages.

1. Spinach 

  Spinach is a vegetable, green colored leaves that can be eaten, its ordinary spinach can be cooked in a way to make her soup, spinach contains vitamins, eating spinach with our bodies become stronger because spinach contains iron, spinach can be found in the country of Indonesia, we can enjoy the spinach if we lived in Indonesia, the Indonesian is a lot some tasty food processing, because the spinach was delicious, so many people who love her.

2. Computer

  Computer is an electronic device that is now beginning to develop until now computers have sophisticated look, there are several components in their system, monitor, CPU, mouse and keyboard, computer on its antiquity only to calculate but now computers can already be used to do anything what, among its photo editing, typing, explore the virtual world via the Internet, and many more, can be found in a computer store in electronic or internet cafes. all can use a computer from children, to the elderly also can use the computer, the computer does bring benefits.

3. Teacher 3

•  Give a game about the descriptive texts.

4. Teacher 4

•  Give example to describe people or thing.
• Teacher orders to the students describing their friends.

5. Teacher 5

•  Give conclusion about the material.
• Review the material.
• Give tasks to the students.
•  Closing the lesson (CLOSING).

TECHNIQUE GENRE-BASED INSTRUCTION (GBI)

1. Start with building knowledge of the field (BKF) where teachers and students build cultural context, share experiences, discuss vocabulary, grammatical patterns and so on.
2. The second stage is modeling of text (MT) where students listen to statements of short functional text, conversation, and monologues that are geared around a certain communicative purpose.
3. The third stage joins construction text (JCT), this text try to develop spoken text with their peers and with the help from the teachers.
4.  The final stage is independent construction of text (ICT), the stage; students are expected to be able to speak spontaneously or to carry our monologues that are aimed at giving directions or showing ways to do things.