October: Genre pedagogy to lead students to a high stake of learning

Guest speaker: Inggy Yuliani Pribady
Date: Friday, October 5th, 2012
Title: GENRE PEDAGOGY TO LEAD STUDENTS’ TO A HIGH STAKE OF LEARNING: STUDENTS’ VOICE AND CRITICAL THINKING ABOUT ENVIRONMENT ISSUES THROUGH NEWS ITEM WRITING

BIO:

Inggy Yuliani Pribady holds a Master of English Education degree from Indonesia University of Education. She is an English teacher at 2 Junior High School in Bandung, Indonesia. She presented her research paper at National Seminar on Foreign Language Teaching 2011, Malaysia and at CamTesol 2012 in Phnom Penh, Cambodia.She also has got a scholarship to have training and present her paper at ISCF 39, 2012 in Sydney Australia. Her research interests include language learning strategies and sociocultural factors in foreign language acquisition.

Abstract:
Genre pedagogies have drawn on Systemic Functional Linguistic theory, which views language as a social semiotic system, i.e. a resource for making meaning in social context (Eggins & Martin 2002). It is the idea that the grammar of the English Language is a system to facilitate certain kinds of social and interpersonal interaction, represent ideas about the world and connect these ideas and interaction into meaningful text and make them relevant to their context (Halliday, 1978:12). This paper aims to describe ways in which appropriate scaffolding teaching and learning activities in genre pedagogy can be provided to guide the students to shape their ideas critically to the issues of environment in their writing. The scaffolding takes the form of a particular sequence of activities known as teaching and learning cycle which are Building Knowledge of The field, Modeling of the Text, Join construction and Independent Construction.

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