The implementation of genre-based approach in the teaching of english at SMA N 1 Karanganyar and its effects in promoting students’ critical thinking (A Naturalistic Study at SMA Negeri 1 Karanganyar in 2009)
Hetty Herawati - S890907011 - Sekolah Pascasarjana
The objective of the research is to get clear description of the implementation of Genre-Based Approach in the teaching of English, to know the effects of the implementation of Genre-Based Approach in promoting high school students’ critical thinking skill and to figure out the influence of this critical thinking skill on developing student’s attitudes to think critically or reasonably to the extent that students are able to carefully examine experience, assess knowledge and ideas, and to weigh arguments before reaching a balanced judgment.
The research was conducted in SMA Negeri 1 Karanganyar, Central Java province form June 2008-February 2009. It’s a qualitative research in the form of naturalistic study. The subjects of the research were the teaching and learning activities of English in SMA Negeri 1 Karanganyar using Genre-Based Approach.
The data of this thesis were taken from several techniques including non participant observation, in-depth interview, and document analysis. In analyzing the qualitative data, the writer conducted the constant comparative method for deriving the theory through: comparing incidents applicable to each category, integrating categories and their properties, delimiting the theory, and writing the theory.
The result compiled from the information collected shows as follows: firstly, the application of GBA which is viewed from five dimensions. It appeared from the research that the objectives, the model of syllabus, the strategy and procedure of the teaching and learning activity, especially the teaching and learning of Hortatory Exposition and Discussion Genre, the teachers’ and students’ roles were relevant with those which are recommended by GBA. Secondly, this approach has good influence to improve students’ language proficiency through understanding of different text types. The improvements can be identified in the improvement of students’ participation in speaking and writing class. Thirdly, this approach also shows that the implementation of GBA is promoting students’ critical thinking abilities, proven by the students’ ability in constructing arguments, both in spoken and written form of communication. Fourthly, the implementation of GBA enhances teachers teaching strategies in the teaching of English and critical thinking.
The research findings of this study implied that the implementation of GBA in the teaching of English improves students’ English competences and critical thinking. Therefore teachers need to develop their understanding, profession competence, their knowledge and skill to be able to conduct and create effective language classroom and at the same time to teach student thinking skill, critical thinking particularly.