Because of the importance of the English language, the government of Indonesia always aims to apply approaches that are anticipated to be appropriate for education levels and students' ability, not only in attaining knowledge but also in relation to their personality and integrity in regard to using the knowledge gained in their future day-to-day life. A genre-based approach (GBA) is used to conduct classroom instruction and genre-based learning practices. One expert, Yan, argues that this approach has been popular since the 1980s, alongside the idea that students and writers could benefit from researching various types of written language. The GBA plays an important role in overcoming students' difficulties in writing achievement. Because a descriptive quantitative method was adopted in this research, observation, document analysis (writing test), and interviews were conducted as data collection for the implementation of this GBA. After analysis of the data, the researchers came to the conclusion that this paper would be beneficial as a tutorial in helping students decide what ideas could be included in their writing, especially in classroom practice, to create meaningful texts. This GBA model can be used as a framework to enable teachers and students to develop their writing skills. It is hoped that this model can become a classroom strategy in allowing teachers and students to achieve a higher level of writing skill.
The implementation of bilingual education programs in the Indonesian secondary school context has experienced considerable changes in the last decade. In this case, the enactment of the International Standards School (ISS) program that propelled the students to experience bilingual education programs at schools was discontinued by the government in 2015. Consequently, the discontinuation of the ISS program leads to the scarcity of studies in examining the progress and effectiveness of bilingual education programs in Indonesia. At the same time, the phenomenon of private schools that offer bilingual programs has been significantly more popular after the ISS program was abolished. However, there is a lack of established instruction on how to implement bilingual programs in such schools. Therefore, this paper aims to conceptualise the implementation of bilingual education programs through the implementation of Content and Language Integrated Learning (CLIL) and Genre-Based Approach (GBA). Drawing on the relevant literature, this paper examines a new perspective in bilingual education programs by considering the suitability between CLIL and genre theory in the Indonesian secondary school context. Further, this paper also provides a unit of work/syllabus sample that incorporates both CLIL and GBA. Ultimately, future implications in responding to the enactment of bilingual education programs in Indonesia are also discussed.
Theories about political campaign communication have been based primarily on an understanding of the two-party system. Consequently, the rhetoric of third party presidential candidates has been seen as ineffective or unimportant because it violates the norms of political discourse. I maintain that this leads to a critical misunderstanding and under-appreciation for third party campaign rhetoric, since scholars too often ignore the situational barriers and perceived strategic constraints that these candidates routinely encounter. In the first two chapters of this project, I identify the purposes of third party campaigns and argue that the rhetorical style of serious minor party candidates is fundamentally different than the style of traditional incumbents and challengers. Functioning as agitators for change, third party presidential candidates use a rhetorical style that is polarizing, populist, rich in markers of authenticity, and aimed at producing public spectacle. In three additional chapters, I argue that the constraints, purposes, and rhetorical style that make third party candidates distinct from their major party counterparts means that even the most significant rhetorical moments of their campaign - the announcement statement, nomination acceptance speech, and concession - will violate the traditional norms of each genre. These differences suggest the existence of norms that are unique to third party discourse. As such, variants for each genre as they pertain to minor party candidates are described in detail, and applied to several case studies.
This paper analyses selected research article introductions of doctoral seminars in the Department of English Language and Literature, Nnamdi Azikiwe University, Awka, to determine how these academic writings follow specific formats characteristic of such genres. Specifically the work looks at the staged cognitive organisation of the selected samples in line with the requisite schematic or generic structure postulated in Bhatia (1993) and adopted by the University of Southern California (USC). Every genre is characterized by culture-bound unique structuring and communicative purposes that give it generic coherence. Research article introduction is an academic sub-genre with specified conventions characterising genres from the academic culture/community. A total of eighteen samples of research introductions were analysed, the aim being to determine whether the cognitive move structures in the samples conform with, or depart from, the conventionalized patterns of this academic sub-genre and how the pattern used in the samples enabled or militated against the writers' achievement of the desired communicative purposes. A critical reading of doctoral seminars in the Department shows lack of knowledge of the unique formatting of introductions, making this work to be anchored on English for Specific Purposes (ESP) with particular emphasis on English for Academic Purposes (EAP). The baseline of the findings is to discover the present proficiency of these group of learners, enlighten budding academics on the move structure of article introductions in order to achieve generic coherence as well as target proficiency in that sub-genre of academic writing.
The Indonesian government has adapted the genre-based approach designing curriculum, thus both English teachers and students need to master the genre aspects: the objective or social function of a text, text structure, and language features. This study aimed at describing the rhetorical pattern of Irwandi Yusuf – Nova Iriansyah's posters during the gubernatorial election in 2017. The object of this study was the strategies used to convince the argument or namely rhetorical pattern. The design of this study was descriptive qualitative research. To obtain the data the researchers used document as an instrument in this study. The result of this study revealed that the posters applied ten strategies: form-based strategy, emotion-based strategy, attention management strategy: use of dramatic statement, using repetition in the form of image and slogan, sketch model participation, detailed benefit change, self-efficacy realized via image, offer further information or services strategy: indirect offers, use slogan, refers to a broader picture, refer to the legal status of the campaign. These strategies that were implemented in the candidates' poster was to convince the message relied on the poster to the target readers. Further, the strategies implied have followed some strategy offered by Barron (2012). Therefore, different advertisement, as well as a poster from the different region, have a different pattern in organizing the ideas and in convincing the target readers. In conclusion, by exploring the rhetoric of the local advertisement, it can expand the material of teaching text structure, language feature and social function of the advertisement text from a different region or country due to the genre is socially constructed.
"Approaches to Specialized Genres provides a timely update of the field of genre studies, with 14 cutting-edge contributions split into five sections using and integrating an exceptionally wide variety of methods and perspectives (such as ESP genre research, corpus linguistics, systemic functional linguistics, ethnographic and multimodal research) to analyse genres in written, spoken, visual and auditory modes across a multiplicity of pedagogic, professional and digital settings. It highlights and illustrates the growing trend of a multiperspective and inter-theoretic approach to genre studies and demonstrates how such methodological rigour can extend our knowledge of language, in general, and genres, in particular. It also examines a rich variety of underexplored genres such as the digital genre of synchronous videoconferencing, instructional slides, video ads, engineers' training log book entries, the narrative story genres, fundraising letters and retraction notices. It demonstrates not only the prominent value of genre research, but wide applications of genre knowledge in various educational and professional domains. The book brings together experts spreading across the world, including countries in South-East Asia, Europe, America, West Africa and South America. Accordingly, it will appeal to readers of diversified socio-cultural backgrounds working in all the aforementioned inter-related fields of applied linguistics and communication studies"--
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The English portion of Indonesia's Curriculum 2013 draws heavily on the Australian experience of syllabus and curriculum development, particularly in regard to a Genre Based Approach (GBA) to language and literacy (Emilia et al, In press). In its applications, this GBA has provided significant benefits in literacy education in L1 and ESL contexts in Australia, both in teacher preparation (eg Love, 2010) and school (eg Christie, 2012) contexts, and there is a strong likelihood that similar outcomes can be achieved for English Language Teaching (ELT) in Indonesia. However, there is a danger in both contexts that pedagogic practice in the academy and in school education will 'fossilize' around the formulaic teaching of prototypical genres, rather than being responsive to more nuanced understandings of generic structures and the patterning of language choices within these.Contributing to this danger is: the pressure of national literacy testing, which in Australia explicitly evaluates students' performance in narrative and persuasion; the convenience for teachers of using codified ways of teaching genres in a time of increased demands on them; the infrastructure of the publishing industry which pre-packages resources for teachers' convenience; and the internet or schools' intranets, where 'atomistic', rather than cumulative strategies and resources are freely available.Furthermore, while there is a strong commitment at an academic level to communicative approaches to second language learning of English in both Australia and Indonesia, a challenge remains for L1 teachers in Australia, and possibly ELT teachers in Indonesia, to move beyond looking at language as simply a collection of rules and labels, even as they implement a GBA. Halliday's 1985 model of the relationship between context and the language system provides an important theoretical framework to return to as teachers continue to understand the subtleties involved in authentic and contextual language teaching and learning. A range of pedagogies have been developed in Australia using Hallidayan theory, including Humphrey's 4x4 framework, which has been trialed in some ELT contexts in Indonesia (Emilia et al, In press). By providing a 'word to text level' model (Love & Humphrey, 2012), frameworks such as this offer teachers a means to shift their orientation from the continued use of the decontextualised grammar that many had grown up with, towards an orientation that unifies discrete and potentially fragmented aspects of grammar. Such approaches allow a more nuanced GBA that goes beyond the memorisation and application of rigid text type formulas, help teachers improve their meta-semiotic language and provide a strong groundwork for students as they learn to speak and write the more complex text types required in the senior years of schooling (Christie & Derewianka, 2008; Schleppegrell, 2004).In this presentation I will outline what some of these new orientations look like in the Australian context. I will then report on outcomes from a government funded project exploring teachers' uptake of a Hallidayan oriented approach to the teaching of Persuasion, a text type that is currently the focus of the National Testing for Literacy. The design of our program with teaches drew on two key principles from Hallidayan linguistics: the principle of the metafunctions and the principle of stratification. I will focus on one teacher in this project as she shaped her pedagogy around these principles and supported her students to write engaging, as well as well-structured persuasive texts. Implications for a similarly more nuanced use of a GBA in an Indonesian ELT context could be explored following the presentation.
Comunicació presentada a: MediaEval2017 Workshop, celebrat del 13 al 15 de setembre de 2017 a Dublin, Irlanda. ; This paper provides an overview of the AcousticBrainz Genre Task organized as part of the MediaEval 2017 Benchmarking Initiative for Multimedia Evaluation. The task is focused on content-based music genre recognition using genre annotations from multiple sources and large-scale music features data available in the AcousticBrainz database. The goal of our task is to explore how the same music pieces can be annotated differently by different communities following different genre taxonomies, and how this should be addressed by content-based genre recognition systems. We present the task challenges, the employed ground-truth information and datasets, and the evaluation methodology. ; This research has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 688382 (AudioCommons).
