1. Genre-Based Approach and the Competence-Based Curriculum

2. Government Regulations
The level of achievement in every curriculum is stated in terms of competence.
The learning process is carried out by developing reading and writing culture.
The competence for language subjects should emphasise the ability to read and write suitable for the levels of education.
the standards of competence for high schools are aimed at increasing / improving the learners’ intelligence, knowledge, personality, integrity, and life skills in order to live independently and to pursue further education

3. The Great Expectations
Explicit in the regulation is the government commitment to improve the nation’s literacy level because literacy is the key to learning any other subjects, and language education is supposed to deliver the big expectations.
Implicit in the regulations is the expectation that language education, including English education, is expected to develop communicative competence or the ability to communicate in spoken or written language so that learners will possess the so called social skills.

4. Socio-Cultural Theories
Pedagogically motivated model of communicative competence (Celce-Murcia et al.)
Model of language seen from social semiotic perspective (M.A.K. Halliday)
Socio-cultural theories of learning (Vygotsky, Bruner etc.)
Language education is literacy education.

5. Competence
Socio –
Cultural Comp.
Competence
Strategic
Discourse
Competence
Actional Comp.
Linguistic Comp..

6. TEXT CULTURE Genre (Purpose) Situation Who is involved? (Tenor)
Subject matter Channel
(Field) (Mode)
Register
TEXT

7. Interactive discourse
Zone of Proximal Development
Independent
Learning zone
Teacher
intervention
Peer-peer
interaction
Interactive
discourse

8. Literacy Levels Epistemic Level Informational Level Functional Level
Performative Level

9. Genre Teaching
Explicit. Makes clear what is to be learned to facilitate the acquisition of writing skills
Systematic. Provides a coherent framework for focusing on both language and contexts
Needs-based. Ensures that course objectives and content are derived from students needs
Supportive. Gives teacher a central role in scaffolding student learning and creativity
Empowering. Provides access to the patterns and possibilities of variation in valued texts
Critical. Provides the resources for students to understand and challenge valued discourses
Consciousness raising. Increases teacher awareness of texts and confidently advise students on their writing (Hayland 2004: 10-11)

11. Literacy Principles Interpretation Collaboration Convention
Cultural Knowledge
Problem Solving
Reflection
Language USE

12. Good luck!