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Monday 22 August 2011

7 Keajaiban Simbiosis Hewan di Lautan

Evolusi -dengan pro kontranya- adalah sesuatu yang menakjubkan, tapi spesies-spesies yang secara bersama mengembangkan cara hidup saling melindungi, memberi makan, atau membersihkan pasangannya adalah suatu yang lebih spekatukler. Hiu berpasangan dengan ikan-ikan, ikan dengan udang, dan udang dengan ketimun laut (sea cucumber) dan masih banyak lagi. Inilah contoh hubungan simbiosis yang radikal dari kedalaman samudera di dunia.
1
1.Udang "cleaning-service" keliatannya bodoh, memanjat ke mulut belut laut yang tajam untuk mencari sisa-sisa makanan. Gambar-gambar di atas seperti melukiskan keberanian udang udang seaat sebelum ajalnya tiba karena dilahap belut laut, tapi sesungguhnya semua ini menunjukkan tradisi purba mereka yaitu bersih-bersih. Lagipula udang ini sudah terbiasa mencari belut laut dan ikan-ikan untuk memakan parasit-parasit di mulut mereka: mereka berkumpul di "stasiun kebersihan" dalam jumlah yang banyak. Oh, ya, kalo Anda mencari dokter gigi alternatif, sepertinya mereka bahkan sanggup pula membersihkan mulut Anda.

2.Kepiting boxing, hermit, dan jenis-jenis kepiting lainnya diketahui berteman dengan keuntungan yang aneh pada bermacam-macam spesies anemones laut bersengat. (anemones=invertebrata laut yang hidup menempel di karang). Kepiting boxing (paling atas) bergantung pada anemones dan memegang erat padanya, menjadikannya terlindungi dari predator yang mengancam. Beberapa kepiting hermit (bawah) memanggul anemones dan menempelkannya ke cangkangnya dengan tujuan menghalangi musuh-musuhnya. Hubungan ini berjalan dua arah: anemones dapat memperoleh banyak makanan karena berpindah-pindah tempat.

3.Pada gambar di bawah seekor ikan berbintik hidup bersama udang bercangkang : kayak cerita binatang buat anak-anak. Keduanya menjalani hidup bersama dan saling mengisi. Mereka menempati lubang bersama, digali oleh udang dan dilindungi oleh ikannya. Udang yang relatif tidak bisa melihat ini mempercayakan penglihatan tajam sang ikan pasangannya sebagai penjaganya dan memberi tanda padanya saat aman untuk bergerak. Ikan-ikan ini sebaliknya mengharapkan lubang yang digali oleh udang ini untuk dijadikan tempat berlindung dan istirahat yang nyaman.

4.Hiu sepertinya merupakan sekutu yang paling tidak disukai di lautan: besar, cepat, ganas, dan predator yang kejam - lalu kenapa mereka demikian toleran dengan ikan remore yang menggunakan perekat yang aneh untuk menempel pada perut hiu. Awalnya dianggap sebagai satu jenis hubungan commensalism - hubungan yang hanya menguntungkan satu pihak saja - tapi belakangan diketahui bahwa remora tidak hanya memunguti sisa-sisa makanan hiu tapi juga membersihkan parasit-parasit dari tubuh sisi bawah hiu.

5.Anglerfish adalah salah satu ikan dengan tampang paling buruk dan penghuni laut dalam yang luar biasa, mengail korban dengan pancingnya dan memasukkannya ke dalam mulut bergiginya yang menganga lebar. Untuk menarik mangsanya ikan buruk rupa ini menggunakan cahaya di kepalanya, yang ternyata adalah jutaaan bakteri yang bercahaya yang menempel di tonjolan mirip mata kail di kepalanya. Ikan-kan kecil yang tertarik dengan cahaya tersebut akan mendekatinya dan menjadi mangsanya. Sebagai catatan: Anglefish jantan punya cara unik untuk membuat sang betina tahu bahwa dialah ayah dari calon bayinya. Lalu sang jantan akan tinggal di atas betinanya sebagai parasit. Selanjutnya mereka bersama menjadi pasangan hermaphrodite dan punya anak

6.Weh, ini udang lagi? Begitulah, keluarga udang adalah salah satu yang lebih diuntungkan daripada pasangannya dari hubungan simbiotik ini. Meski bukan parasit, tidak ada untungya ditunggangi udang di punggungnya. Pembonceng-pembonceng ini dapat ditemui di atas makhluk-makhluk yang lebih besar dan bergerak lebih cepat termasuk nudibranchs dan ketimun laut (sea cucumber). Mereka menggantung dan memunguti sisa-sisa makanan ketika tunggangan mereka bergerak di dalam laut.

7.Ikan badut (clownfish) sepertinya menjadi satu-satunya spesies yang tahan terhadap efek racun dari anemones laut, bergerak bebas di dalamnya. Anemones akan melindungi ikan badut ini dan mereka akan memakan sisa-sisa yang ditinggalkan ikan ini termasuk copepods, isopods dan zooplankton. Ikan badut juga akan melindungi teritorinya dengan ganas, menjaga anemones miliknya.


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Saturday 20 August 2011

Cara Download Enterupload dengan IDM

Melanjutkan tutorial Cara Download Di Enterupload.com, sekarang Tim TheHack3r.com akan menjelaskan bagaimana cara menggunakan IDM untuk mendownload di Enterupload.com, agar proses download lebih mantab karena akselerasi bertambah...


Banyak banget fans TheHack3r.com yang komplain masalah download di Enterupload.com, terutama masalah ngga bisa pake IDM.

Sebenarnya masalah nggak bisa pake IDM hanya terletak pada tidak terintegrasinya file ekstensi ".001" atau ".__a" dengan IDM. 

Klo yang akan di DOWNLOAD itu file ekstensi ".rar" atau ekstensi file lainnya yg sudah terintegrasi dengan IDM, maka klo kita klik tombol DOWNLOAD, proses download akan langsung secara otomatis diambil alih oleh IDM, lihat gambar dibawah ini, ini adalah file subtitle yang masih dalam keadaan terkompress dengan ekstensi ".rar" :






Agar file ekstensi ".001; .002; .003; .004; dst..." serta ekstensi ".__a; .__b; .__c; .__d; dst..." dapat terintegrasi dengan sempurna di IDM, anda perlu mensettingnya secara manual melalui Setting-an pada IDM anda. Caranya adalah sebagai berikut :
  1. Pertama, buka IDM anda, masuk ke menu "Downloads" (a) --> lalu klik "Option" (b), lihat gambar dibawah ini :
  2. Langkah Kedua, setelah masuk "Option", pilih "File Types" (a), akan terlihat jelas disitu ada berbagai macam ekstensi file pada kotak putih, yg perlu anda lakukan hanya menambahkan ekstensi ".0**"serta ekstensi ".__*" atau ekstensi file lainnya (b), TAPI, Ingat ya, TANPA TANDA "." (titik) dan petik. jika ".0**" maka jadinya 0** ; jika ".__*" maka jadinya __* . Anda perlu memasukkan secara manual ekstensi2x apa saja yang akan anda Integrasikan dengan IDM. Setelah selesai memasukkan ekstensi-ekstensi itu jangan lupa klik "OK". Coba perhatikan gambar ini :
  3. SELESAI DEH,..Sekarang kita coba download file berekstensi ".001" dari enterupload.com, lihat gambar dibawah ini :
  4. Semoga bermanfaat 

Sumber tulisan dari web sebelah :
http://www.thehack3r.com/2000/09/cara-menggunakan-idm-untuk-mendownload.html




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MenuX

MenuX is the first software that can help you to customize your BlackBerry® menu with tons of feature. A great tools for System enhancement!
1. Add a Call item to your BlackBerry® menu. Easily setting up the pre-defined number and name, then you can make the call to a specific number just right on your BlackBerry® Menu. Just fill in or Insert from BlackBerry® Contact List the appropriate contact fields to add a contact to your menu. It’s so convenient and fast.
2. Add a SMS item to your BlackBerry® menu. Easily setting up the pre-defined number and name, then you can make a new SMS to a specific number just right on your BlackBerry® Menu.
3. Add an Email item to your BlackBerry® menu. Easily setting up the pre-defined number and name, then you can make a new email to a specific email address just right on your BlackBerry® Menu.
4. Add a Boost Memory item to your BlackBerry® menu. Everytime your device is slow, click the BlackBerry® menu and choose “Boost Memory”, then your device will release waste memories.
5. Add the current Time to your BlackBerry® Menu, this time menu is visible from every BlackBerry® apps like: facebook, browser, twitter,…. and more, almost every application. Now, you can watch the current time right on your BlackBerry® menu. You can also add the symbol to the item for more convenient and more funs!
6. Add an Application monitor menu item to your BlackBerry® menu. You can view the number of current running applications everytime and everywhere right on your BlackBerry® menu! You can see the total number or click to launch a list of the actual apps currently in use.
7. Add Wifi ON/OFF item to your BlackBerry® system menu for easily to switch ON/OFF the Wifi
OTA
http://goo.gl/b8rKq



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SMS Filter

The WORLD S FIRST BlackBerry® SMS Filter Application
There are many call, email filtering applications out there. This is the ONLY application that filters out SMS from a BLACKLIST.

FILTERING UNWANTED SMS.
SMS from blacklisted contacts will not appear in normal SMS viewer.
Filtered SMS are accessible from the application. Filtered SMS will auto purge when folder is full.
Installation Instruction:
  1. Download the Application
  2. Install the Application
  3. When asked to Change Permission of the Application, Save the Permission.
  4. Run the application



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Zodiak (15 Agustus - 21 Agustus 2011) - Ramalan Zodiak 2011

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRfR_TNYvWuaEWfqSf46y1Nck0dsdYnHwryGec37B7ULVFHWR5_Zc0JSWyCoFtmKBZ6mUtU03LwbP_wyrLK8S7nsQPtayxn5eoSNMeHDTEgZhgTgz5BjSpHwRBPvd2410wpTcT7TOHe0SN/s400/zodiak.jpg
Zodiak Remaja 2011, ramalan Zodiak minggu ini (15, 16, 17, 18, 19, 20, 21 Agustus 2011 ). Zodiak mingguan khusus buat pencinta zodiak (update setiap hari minggu) dari berbagai sumber yang tidak bisa dipercaya. Nah, buat kamu yang suka sekali dengan yang namanya ramalan zodiak, ngga perlu bingung-bingung lagi deh, kalau mau nyari artikel mengenai ramalan zodiak terbaru. Karena semua sudah ada di sini. Lengkap dari zodiak Aquarius, Aries, Cancer, Capricorn, Gemini, Leo, Libra, Pisces, Sagitarius, Scorpio, Taurus, sampai zodiak Virgo.

Dan untuk yang ingin mengetahui mengenai karir dan pekerjaan, silahkan cek dalam Ramalan Bintang. Oke lah kalau begitu, ngga perlu banyak ngomong, simak saja langsung bagaimana kata ramalan zodiak kamu minggu ini. Dan jangan lupa datang lagi ke blog ini minggu depan untuk mendapat kan ramalan zodiak terbaru. Cekidot..!


ZODIAK CAPRICORN (22 Desember-18 Januari)

Peruntungan: Jangan mudah percaya dengan tutur kata orang lain, apalagi terhadap orang baru yang belum lama dikenal. Jangan ambil resiko yang terlalu berbahaya hanya karena tergoda oleh segala prediksinya yang membikin hati melayang tak karuan.

Karir: Cobalah untuk lebih independen dalam membuat keputusan sehingga tak diombang-ambingkan oleh berbagai kepentingan.

Kesehatan: Tak perlu dimasukkan hati segala rongrongan dari saudara Anda sendiri sekalipun cukup membuat sakit hati Anda karena hanya akan bikin penyakit saja.

Keuangan: Tetap saja sulit untuk lepas dari pemborosan karena selalu ada saja pengeluaran yang harus dilakukan.

Asmara: Bersikaplah bijaksana terutama dalam menyikapi segala keinginannya. Jangan sampai menyinggung hatinya.

Hari Baik: Minggu, berlibur bersama keluarga.
Warna: Biru muda.

ZODIAK AQUARIUS (19 Januari-18 Februari)

Peruntungan: Berhati-hatilah karena tidak sedikit masalah timbul secara mendadak yang bikin kacau segalanya.

Karir: Bila ada masalah sebaiknya diselesaikan dengan penuh ketenangan. Tidak perlu panik ataupun berkecil hati.

Kesehatan: Jangan tinggal diam jika dirasa badan ada kejanggalan. Lebih baik segera Anda konsultasikan dengan dokter Anda sehingga bisa jelas permasalahannya.

Keuangan: Sekalipun ada dana berlebih untuk membeli barang sebaiknya Anda tak terlalu obral dalam mengeluarkan dana.

Asmara: Jangan cemas karena ini sifatnya hanya sementara saja. Yang terpenting segala ucapan perlu dijaga.

Hari Baik: Senin.
Warna: Cokelat muda.

ZODIAK PISCES (19 Februari-20 Maret)

Peruntungan: Cobalah untuk mau mengerti dan menyadari akan posisi bintang Anda saat ini yang lagi berada di bawah sehingga jika akan melangkah sebaiknya telah dipikir seribu kali agar tidak menimbulkan penyesalan di kemudian hari.

Karir: Omongan sumbang yang Anda dengar sebaiknya didiamkan saja, percuma jika ditanggapi.

Kesehatan: Hindari makan cepat saji jika kebugaran tubuh Anda sulit untuk dikendalikan.

Keuangan: Tidak ada masalah, hanya saja jangan terlalu boros untuk itu jangan menyimpang dari anggaran yang telah Anda susun.

Asmara: Tak perlu cemas dan berpikiran yang aneh-aneh karena segalanya masih bisa diatasi dengan penuh kesabaran.

Hari Baik: Senin, jadi lebih tahu kapan saat yang tepat untuk mulai.
Warna: Abu-abu.

ZODIAK ARIES (21 Maret-19 April)

Peruntungan: Segala rencana bisa berjalan dengan cukup lancar karena kemujuran masih memayungi zodiak Aries di minggu ini, hanya saja Anda harus lebih sedikit cuek terhadap lingkungan di sekitar. Tak perlu dipedulikan omongan yang memerahkan telinga.

Karir: Persoalan besar bukan berarti tak ada jalan pemecahannya, asalkan diri Anda selalu tekun dan ulet dalam berusaha.

Kesehatan: Kondisi badan lagi lemas sehingga tak heran jika gairah kerja juga menurun. Jika ada waktu senggang sebaiknya tak perlu segan untuk beristirahat saja.

Keuangan: Income di minggu ini sudah cukup membikin tenang.

Asmara: Jangan cemas, itu hanya gertak sambalnya untuk menguji kesetiaan dan rasa cinta Anda padanya.

Hari Baik: Senin.
Warna: Hitam.

ZODIAK TAURUS (20 April-20 Mei)

Peruntungan: Bangkit dan tegar dari segala tekanan-tekanan berat ini. Hindari keragu-raguan yang hanya akan memperburuk suasana saja.

Karir: Inti permasalahan saat ini dapat diselesaikan dengan sikap Anda yang tegas dan penuh keyakinan diri.

Kesehatan: Jangan terlalu mendengarkan omongan orang apalagi sampai mengabaikan nasehat dokter karena itu sangatlah beresiko tinggi.

Keuangan: Masih belum rejeki Anda, untuk itu tak perlu terlalu disesali karena masih banyak kesempatan yang akan dapat Anda raih nantinya.

Asmara: Serahkan pada Yang Di Atas kalau Anda sudah merasa tidak mampu untuk menemukan jalan keluarnya.

Hari Baik: Minggu, mengetahui kebenaran.
Warna: Merah, lebih semangat.

ZODIAK GEMINI (21 Mei-21 Juni)

Peruntungan: Jangan merasa kalah sebelum maju bertempur karena itu sama saja dengan bertindak konyol. Sekalipun minggu ini sikonnya masih tidak menguntungkan. Janganlah ambil sikap negatif yang bisa merugikan diri sendiri.

Karir: Ikuti aturan yang ada. Tak perlu Anda mencoba melanggarnya sekalipun Anda merasa aman untuk melakukan hal tersebut.

Kesehatan: Omongan yang menyakitkan hati sebaiknya tak perlu dimasukkan hati. Anggap semua itu merupakan lika-liku kehidupan yang harus dijalani dengan sabar.

Keuangan: Bila tak benar-benar penting sebaiknya jangan ambil tabungan Anda agar tak menjadi kebiasaan nantinya.

Asmara: Rupanya cobaan itu masih ada dan jangan luntur cintanya karena itu.

Hari Baik: Jumat, bertemu teman lama.
Warna: Kuning.

ZODIAK CANCER (22 Juni-22 Juli)

Peruntungan: Walaupun penuh liku-liku tajam dan menantang ternyata ada hasil yang bisa dibanggakan. Teruslah berjuang dan jangan mudah puas dengan apa yang sudah dicapai.

Karir: Jangan abaikan saran yang datang sekalipun Anda kurang bisa menerima saran tersebut.

Kesehatan: Pulang larut malam sebaiknya dihindari. Ingatlah bahwa esok hari Anda sudah harus bekerja lagi.

Keuangan: Ada saja pengeluaran di minggu ini yang tak tersangka sebelumnya.

Asmara: Jangan biarkan emosi merasuki hati Anda berdua.

Hari Baik: Jumat, buka bareng keluarga besar.
Warna: Hitam lagi, tapi tidak bosan.

ZODIAK LEO (23 Juli-22 Agustus)

Peruntungan: Tak perlu emosi dalam menghadapi segala hal yang menjengkelkan. Hadapilah semua itu dengan santai namun penuh dengan kewaspadaan dan selalu tebarkan senyum kepada mereka yang selama ini selalu merintangi.

Karir: Tetaplah tenang dalam menyikapi semua permasalahan agar imej mereka kepada Anda akan tetap positif.

Kesehatan: Jaga stamina dengan banyak berolahraga di pagi hari walau sekedar jogging. Hindari makanan berlemak apalagi kolesterol Anda ada peningkatan sehingga harus dijaga.

Keuangan: Banyaklah menabung meski di saat ini kebutuhan relatif masih sedikit.

Asmara: Tak usah lagi ribut-ribut soal cinta sebab apa sih artinya sebuah cinta jika tanpa adanya pengorbanan?

Hari Baik: Senin, sibuk tandanya banyak rezeki.
Warna: Hijau, lebih segar.

ZODIAK VIRGO (23 Agustus-22 September)

Peruntungan: Bagaimana mungkin Anda bisa maju kalau sedikit frustasi dan patah semangat. Kejar ketertinggalan Anda agar segera dapat menyamakan kedudukan.

Karir: Nama baik harus dijaga, karir sedapat mungkin terus ditingkatkan, paling tidak dipertahankan.

Kesehatan: Hindari makan yang pedas-pedas karena tampaknya perut Anda sedang sulit diajak kompromi.

Keuangan: Tampak semakin mapan sehingga keadaan seperti ini sedapat mungkin dipertahankan. Sisihkan uang lebih Anda untuk ditabung.

Asmara: Masalah Anda berdua selesaikan sendiri. Tak perlu menyertakan pihak ketiga.

Hari Baik: Senin, reuni lagi dengan buka bersama.
Warna: Kuning, lebih ceria.

ZODIAK LIBRA (23 September-23 Oktober)

Peruntungan: Memang sulit untuk menolak ajakan kerjasama tersebut tetapi dengan dalih yang tepat mereka pasti akan mengerti. Cobalah langkah Anda yang tepat itu sekalipun dalam hal ini Anda mesti mau berkorban sedikit.

Karir: Jangan pedulikan omongan orang jika Anda tak ingin kesulitan sendiri nantinya.

Kesehatan: Kebugaran tubuh harus selalu Anda perhatikan sehingga penyakit takut singgah ke badan Anda.

Keuangan: Keuangan lagi tersendat tetapi bukan berarti seret.

Asmara: Tak perlu gampang tersinggung bila dicela sebab itu merupakan spirit untuk lebih baik.

Hari Baik: Senin, awal yang baik untuk mengubah hidup Anda.
Warna: Cokelat muda, lebih fresh.

ZODIAK SCORPIO (24 Oktober-21 November)

Peruntungan: Singkirkan keraguan. Hadapilah dengan mantap apa yang sudah Anda rencanakan itu agar tercapai seperti harapan semula. Bila muncul hambatan jangan cepat putus asa sebab banyak jalan menuju kelancaran.

Karir: Hindari perasaan ragu yang tak ada untungnya itu.

Kesehatan: Walau kesehatan sudah bagus akan tetapi jika malas berolahraga Anda bisa cepat loyo dalam bekerja.

Keuangan: Masih lancar sehingga tak perlu cemas.

Asmara: Hubungan dengannya memang lagi baik, hanya saja terkadang mulut usil muncul dari teman Anda.

Hari Baik: Senin, saat mimpi menjelma nyata.
Warna: Hijau muda.

ZODIAK SAGITARIUS (22 November-21 Desember)

Peruntungan: Walaupun di minggu ini masih ada kemujuran akan tetapi persoalan-persoalan baru tampak mulai mengganggu maka dari itu bila ada problem baru cobalah disikapi dengan sungguh-sungguh.

Karir: Janganlah sekali-kali meremehkan walaupun itu persoalan kecil.

Kesehatan: Jangan anggap enteng dengan sakit kepala, walaupun biasanya diobati ala kadarnya bisa sembuh, akan tetapi di minggu ini ada baiknya jika Anda periksakan ke dokter.

Keuangan: Mulai stabil dan income juga mulai lancar tidak tersendat-sendat lagi.

Asmara: Jagalah suasana yang sudah harmonis ini. Jika ada topik pembicaraan yang bisa merusak suasana ada baiknya disimpan dulu.

Hari Baik: Rabu, pekerjaan selesai.
Warna: Cokelat tua.

Nah, bagaimana dengan ramalan zodiak kamu minggu ini?


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Thesis Chapter Six: Conclusions and Recommendations

6.1 Overview of the chapter
As stated in Chapter One, this study aimed at exploring Indonesian secondary school English teachers’ adoption of the genre-based approach for EFL teaching in their classroom. The findings have indicated that there are different levels of understanding and ways of applying this approach among those teachers who participated in this study. The research has also found that the common way of those teachers to learn about this approach is through the formal training provided by the government. Also, the findings have suggested the importance of teachers’ professional learning in transforming teachers’ practice on the genre-based approach. This chapter provides conclusions and recommendations to Indonesian teachers of English and educators on the basis of findings, sets out some significant findings in relation to the research objectives, and describes suggestions and implications for future research.

6.2 Significant conclusions from the study
The findings of this research have shown that the teachers who participated in this study do not fully understand the concept of the genre-based approach and are confused between the positive aspects of the genre-based approach and the principal pedagogical applications of genre theory in the classroom. Their limited understanding of this approach has influenced their confidence to use this approach in their classroom. In addition, there is a mismatch between the literature and most of the participants’ practical application of the genre-based approach for teaching English.
The findings have also shown the importance of teachers’ professional learning in familiarizing themselves with the genre-based approach for teaching English language. It has indicated the importance of providing teachers with formal training as an initial step to introduce innovation in the educational system. In other words, it is evident that teachers’ development is absolutely necessary for a reform to take place. However, most participants indicated that the in-service training they had, did not provide them with enough knowledge and confidence to use the genre-based approach in their teaching practice. In this respect, it has reflected the argument that “in-service teacher training does not always have a good reputation for transforming teachers’ practice” (Garcia, Flores & Gallegos, 2005, p. 37). According to the participants, the lack of the training’s continuity and follow-up program, poor delivery modes, poor devised activities and information are to blame for the failure. Therefore, it is more important to pay more attention to improve these training factors in order to be more effective in helping teachers to adapt to the reformation. For example, the activities and information given in the training should be designed in accordance with teachers’ needs and should be linked to school’s particular problems.

6.3 Recommendations
Regarding the teachers’ limited understanding of the genre-based approach, these teachers should be more active themselves in seeking more information and learning opportunities to develop their expertise in this approach. One way of doing this is by continuously conducting professional development either independently or collaboratively. Conducting independent learning, actively involving themselves in teachers’ networks or teachers’ centres and reflective learning from teaching practice using this approach are some examples of professional development available for teachers. Thus, teachers should not merely depend on the formal training provided by the government in developing their expertise in this approach. Teachers should view their professional learning not only as a learning for acquiring necessary skills for teaching but also learning that involves cognitive process, personal construction and reflective practice (Richards & Farrell, 2005).
Furthermore, in introducing a new teaching approach, particularly to in-service teachers who are the key actors in performing this task in the classroom, there arguably needs to be more than just formal training. The program itself needs to be well prepared and well designed. The improvement of the design of activities involved and information provided in the training is important. Training needs assessment and program evaluation can play an important role in order to link what teachers need and what is available on the program itself. Therefore, training needs assessment should be carried out by the training designers as the necessary preliminary step for designing the training.
The timing of the training is also a concern. The findings have indicted that most of the teachers did the training at the same time, even after the genre-based approach had been officially introduced to be applied in the classroom. Most of these teachers found it hard for them to implement the new curriculum before they were supposed to do the training. The teachers argued that they needed time to learn before they had to apply it in the classroom. Thus, the government needs to consider the right timing for the training, to provide a grace period for teacher to learn the approach before being officially obligated to introduce the curriculum.
The curriculum designers also need to consider aspects such as suitability and practicality of this particular approach to be implemented in Indonesian secondary school curriculum. This is due to the fact that the genre-based approach is an approach that is designed to develop students’ literacy skills such as reading and writing, which most of these teachers find it hard to teach due to particular learning situations and circumstances in their classrooms.
Finally, concerning the problem of unequal opportunity for teachers to enrol in the training, it has so far been hard for the government to provide in-house training for all teachers in Indonesia. This is most likely because of some limitations such as financial shortages and the large number of in-service teachers in Indonesia. Therefore, the training designers should consider other forms of training which are financially affordable and have a wider range of accessibility, such as online training and electronic training.

6.4 Suggestions and implications for further research
This research has revealed some perspectives and experiences of a small group of Indonesian English teachers concerning their adoption of a particular approach for teaching English as a foreign language in the secondary education level as mandated by the curriculum changes. Due to the scope of the issue and the limitations of the study, the results are not able to represent the generalized condition for all teachers in Indonesia. This study only looks at the experience of six teachers. In my experience as a teacher trainer, these experiences are quite common. However, further studies could focus more on the statistical analysis of the issue, perhaps using a combination of quantitative and qualitative research approaches. In addition, further research would need to be conducted with different groups of participants so that generalizations can be made.
Furthermore, since this study was carried out ‘outside’ the classroom, it is suggested that further study be conducted to investigate how the genre-based approach is being actually applied ‘inside’ the classroom.

6.5 Concluding remarks
Finally, this study has indicated that the curriculum changes in the Indonesian educational system for the teaching of English place a lot of stress and need for learning on teachers. Therefore, planning for this learning is critical for the success of the new program and the intended improvement in students’ learning.

Improving Teacher Competence

the paper discusses how this particular increase four competencies of teachers, namely (1) Competency Pedagogik, (2) Personality Competence, (3) and Social Competence (4) Professional Competence.

1. Competency Pedagogik
Based on the Law on Teachers and Lecturers, pedagogik competence is the ability of learning which include:
a.memahami students;
b.merancang and implement learning;
c.mengevaluasi study results;
d.mengembangkan themselves professionally.
The pedagogik competence is the ability of teachers and lecturers to manage the learning process of students. A teacher and lecturer who has had minimal competency pedagogik the particular field of study, science education, both learning methods, and approaches of learning. This ability Pedagogik obtained through the education process, when studied in the FKIP / IKIP (before becoming a university) that can be used as the LPTK (Institute of Labor Education Education).
So LPTK (Institute of Labor Education Education) has an important role in the ability of prospective teachers to develop competencies for pedagogik. This is because, from where prospective teachers are introduced to the world of teaching. LPTK not only teach students to master a particular field, but also teaches about the basics of psychology that is useful for students in schools in accordance with tahapannya. In addition LPTK teaches how to design a syllabus, teaching materials and create a good classroom atmosphere. For educators, the vanguard of progress in education in Indonesia. In the hands of their curriculum is described in the syllabus, teaching materials, and learning in the classroom dynamic and mencerahkan. Quality of the teachers, a curriculum change is not an issue, because the curriculum only for equipment, how the most important tool is used. In fact, according to Clandinin and Conelly teacher is basically the creator of the curriculum.
To support the efforts of teachers print quality, innovative and creative, we need to consider the paradigm of critical pedagogy dilontarkan by Colin Lankshear, Michael Peters and Michele Knobel. In Conternarratives, the work of Henry Giroux et al., They think that there are six characteristics critical pedagogy. First, education is in essence a form of social and cultural criticism. One of the goals of education is a social reconstruction. Education institutions is the media who are expected to scrutinize and improve the various issues that arise in society caused by economic factors, political, and cultural. Therefore, various problems that developed in the empirical reality is brought to the classroom for dikritisi dicarikan and exit through the process of codification context. Discussion of the results is offered and then implemented as an alternative solution. This process will not run the most if there is no critical awareness of educational practitioners, especially teachers and students.
Second, the very existence of someone associated with the wider community both in the scope of family, community, or educational institutions. That is, someone's awareness is in essence a reflection of the collective that was formed through family, community and school. For, she learned from people in surrounding areas. In the context of critical pedagogy, not berkualitasnya teacher education and human resources due to structural or cultural factors. Therefore, the education process is an effort to 'bring' about the condition of someone who he was.
Third, social facts can never be separated with ranah value. This means that the various activities that occur in reality-is an empirical manifestation or reflection of the value of the perpetrator. Therefore, according to this paradigm, there is a close relationship between the value of action, between signifier with the signified. Relationships are not always permanent (fixed) and often dimediasi by the circle of production, consumption, and social relations. Therefore, the critical reading of a social fact must always be made. For example, the theme of the book can be taught is a positive for the government to improve the intellect of the people. But for parents, teaching is a book every year because of the burden of change and expensive.
Fourth, language is central to the formation subyektifitas. In this perspective the interests, needs, and trends in a person or institution appear through the media language. On the other hand, the language is in essence a form of stress and thought that someone agreed by the community. Words that appear by a community dimaknai are not necessarily exactly the same by the other. Therefore, it is often found in people who have problems caused by the differences appear in language and culture.
Fifth, the emergence of differences in status in the community both economically and socially due to the privilese is not fair by the other party, such as the bureaucrats, politicians, and owners of capital, because of certain interests. The problem is, many community members who consider the differences that occur once only, natural, and certainly. In a critical perspective, the emergence of the difference is caused by the unfair treatment from the authorities. For that, people need to disadarkan about this condition. This does not mean that all members of society must be the same, but when I get the wealth, social status, or position is done in a reasonable and procedural, of course it will be accepted.
Finally, in the emergence of a critical perspective on public issues should be associated with other aspects. Consider the problems of only one aspect as well as to simplify the problem. The education process must be able to see the problems that arise in the community from many perspectives. For example, the number of teachers who "moonlight" outside the profession as a teacher can not be seen from the aspect of professionalism and work ethics of teachers only, but should be related to government policy issues that have not yet appreciate the teaching profession, or the low appreciation of the profession this community.
Although the critical discourse of education is quite long, but the fact is that many educational institutions to print staff's "not familiar" with this case because it is considered left-kirian. However, while many still find that the power of educators who have not been professional, creative and less critical because the more stuck on the issue tends to be mechanical and routine, and wait for commands from superiors with the pattern "the operational and technical guidelines", may be one of the causes is the case menggodok they (LPTK) is also not far from the output (teacher). Starting from this fact, there is a positive side that can be developed from the paradigm when the critical pedagogy that educators establish LPTK generated also critical.
Of the four competencies that must be owned by a teacher, as mandated by law, the pedagogical, personality, social and professional, then consider LPTK paradigm on the pedagogical competence in the organization so that this does not just provide material goods but poor technical nuances philosophical.
If prospective teachers are taught to think critically, would accept the changes and criticism, then when he was teaching the teacher will apply the same in his life. Creating a critical young generation, innovative and creative is the task of a teacher. Bring issues of social, political, economic and culture in the process of learning, is a provision for them to solve problems they will face in the future. But it will not happen without a good learning process, learning process is the determination of targets, problem solving, team work, critical analysis, debate, discussion, and so forth. The process of learning is the ability pedagogig a teacher, requires teachers to recognize children didiknya, what the advantages and disadvantages didiknya children. Designing learning environment to become more alive, with a critical spirit and pesreta students to find solutions, and provide the new information each day according to time of development, not to make the class quiet room containing the recorded lessons based on children's books in print, without question or activities that make children think creatively. So it is not only the learning but notice, and that signifies competence pedagogig teachers are common. This is why pedagogig critical to consider to improve the competency of teachers.
In addition pedagogig competence can also be developed when the prospective teachers have become teachers, for example, upgrading to, workshops, further education, education in the office, and other academic activities.
So how to improve the competency pedagogig is:
 teacher candidates are taught to think critically so that it would accept the changes and criticism.
 Teachers should improve the knowledge in the areas of political, social, economic and culture in the process of learning.
 Each prospective teacher must follow the process of education in the LPTK produce quality teachers.
 Competency pedagogig teachers can be developed through upgrading, workshops, further education, education in the office, and other academic activities.
2. Competency Personality
Teachers often seen as a figure who has the personality ideal. Therefore, the time teachers are often seen as role models or model (which should be imitated and diteladani). As a teacher must have a model of competence related to the development of the personality (personal competencies), including:
(1) associated with the ability to experience the teachings of religion in accordance with the religious dianutnya;
(2) the ability to honor and respect among religious believers;
(3) the ability to behave in accordance with the norms, rules, and the value system in society;
(4) the nature of-merit as a teacher for example, decorum and order and karma;
(5) be democratic and open to criticism and renewal.
Teachers can not say, "You must like this, not so!" Or, "Do not be like this, this is wrong!", If he can not mempratekkannya in real life. Akan strange happens when the children told students not smoking, but smoking itself is a teacher in the school environment. More and more strange, because it can not remove the cigarette, it does not prohibit students with the reason he does not understand because it is prohibited without the effort to become role models for students. In other words, try to improve every day, learning to understand yourself first is an effective way of creating restriction-ban, but teachers are not compliance for himself.
Appearance teachers, speech and speech is an example of moral teacher participants didiknya. If he can not keep sikapnya although he can teach very well, then the ideals of the nation to print the next generation of advanced, intelligent and has good morals that will not be fulfilled.
A teacher's morality is the key in improving the quality of self-competence and that must be fulfilled in order to improve the quality of education. An assumption that is supported by a research has stated that there were a significant correlation between the behavior of the faculty perceptions of student performance (Kozma, Belle, and Williams, 1978, in Jacob, 2002, h.2). So, basically subject students achievement is influenced by the competency pengajarnya.
Still dealing with the personality of competence, teachers' attitudes towards the subjects they teach are also influential, attitude towards students. Show enthusiasm (Great Spirit) to the subjects taught, that teacher is not enthusiastic for the subjects they teach that it was difficult to expect students to receive lessons are keyed. To ensure there is enthusiasm on the students is to plan the subjects may be, the way that may cause interest on the subjects the students are.
Thus, the increase competency personality can be done with the road:
 A teacher must increase their knowledge about the norms, rules of the system in society.
 A teacher should be an example that shows the example to the students.
 Show enthusiasm attitude towards what is taught! If teachers themselves do not keyed to the subjects that he teach, what may he flushed students can expect to receive what he teach?
3. Social Competence
Competence is related to the ability of teachers as members of the community and as social beings, including:
(1) the ability to interact and communicate with a colleague to improve the professional ability;
(2) the ability to recognize and understand the functions of each institution and the social;
(3) the ability to work together both individually and in groups.
Social competence, is not needed because teachers diisolasi in the classroom. Ability to bersosial can not be separated from the personality of competence, how to behave to sejawat colleagues, students and community children are very dependent on the personality of teachers themselves.
If the personality of teachers are good, the social competence akan proportionate straight. Related to social competence, there is good potential teachers learn how to be parents, both of which are not problematic and problematic. Most of the teachers to call parents if a problem, without berbasa-stale error directly told the children, the teachers' complaint without a note on the time greeting thank the parents are given to discuss improvements to the child. Receive a call from the school have made anxious parents, so it is very wise not to burden them with the carpet and hold menjelek-jelekkan students. Teachers such as this, indicates the personality and social ability are low.
So, in order to be able to develop social competence, teachers must:
 Teachers must know and understand the environment akan faces, before that can interact with both socializing.
 Teachers must know how to behave, and bertutur said fine, but the patient firmly, and how to better interact with other people.
 Sharing respect, mutual understanding, attitudes you want to work together, and so is the attitude that should be ditumbuhkan to be able to interact with the work environment
4. Professional Competence
Professional competence is the competence or ability related to the adjustment tasks Keguruan. Competency is a competency that is very important, because directly related to the performance shown. Therefore, the level keprofesionalan a teacher's competence can be seen as follows:
(1) the ability to master the foundations kependidikan, for example, will understand the purpose of education that must be achieved both national goals, the institutional, curricular and learning goals;
(2) understanding in the field of educational psychology, for example, understand the stages of development of the students, understand theories about learning;
(3) ability to control materials in accordance with the lessons of field studies diajarkannya;
(4) ability to apply the various methodologies and strategies for learning;
(5) ability to design and utilize the various media and sources of learning;
(6) ability to carry out evaluation of learning;
(7) ability in preparing the program; (ability in implementing the elements of support, such as school administration, and counseling and guidance;
(8) ability to conduct scientific research and thinking to improve performance.
As with other professions, teachers also are required for the professional. Every profession has a target to be achieved, for example, students are graduating with a target value and get a good job, or a doctor who has a target to strive to serve patients in order to improve their health. Similarly, a teacher, a teacher's target is to provide knowledge as their stock in the future, not only knowledge of the material but also knowledge of useful life for socializing.
To achieve the target, the need and business strategy, that is always looking for a good learning techniques, and are not fed growth stages learn each student. Learning strategies can be based on research on education, for example, the management class. In the school if there are students who repeatedly break duduknya, teachers will continue to warn, so that students are aware of the regulations. But based on research Becker, Thomas, Koser (1989), if teachers ignore students who leave the seat, and then praised the students who remain seated, on average students who leave the seat will be reduced. Therefore, always read the results of research on education, both learning about psychology and about how to teach, it is important to improve the ability of these teachers.
In addition it is important for teachers to continue deep into the material that he teach lessons, as they learn and teach each other. Students learn what teachers teach, but teachers also learn from the questions that arise from the students. Because it is very important for teachers to continue to read and understand the development of technology.
Creative teachers who are teachers who can use material that is around for the lesson materials, and mengaplikasikannya with the methodology of learning, and create a fun learning atmosphere. If it can be done, then there is no student who said the word "study" with a tone full load and lazy, because the "study" for their sense of adventure is keingintahuan, with a fun susana. If students receive a lesson of course pleased with the heart it will be more understandable and the results can be maximum. This is consistent with research that shows, the teachers set the class with both also tend to produce students who prefer to learn (grows & Good, 1975; Ebas & McDonald, 1976)
In order to perform tasks the teacher can develop a professional competence, the teacher is obliged:
 Merencakan learning, implement a quality process, and assess and evaluate learning outcomes.
 Improve and develop the academic qualifications and competence in line with the sustainable development of science, technology, and art;
 act objectively and not discriminatory on the basis of considerations of gender, religion, tribe, race, and physical condition, or family background, and socio-economic status of students in learning;
 uphold laws and regulations, law and code of ethics of teachers, and religious values and ethics, and
 Maintain and foster unity and nation.









Conclusion
Teachers are professional educators with the primary task of educating, teaching, guiding, directing, training, assess, and evaluate students on early childhood education path of formal education, primary education and secondary education.
The position of teachers as professionals aiming to implement the national education system and realize the goal of national education, the development potential of students to become people who believe and fear to God, have a certain noble, healthy, berilmu, skilled, creative, independent, and a citizens of a democratic and responsible.
Competence is a set of knowledge, skills and attitudes that must be owned, dihayati, and mastered by teachers or lecturers in implementing the tasks keprofesionalan.
The competence of teachers include:
1. Pedagogik competency is the ability to manage students' learning.
How to develop competency pedagogik is:
 teacher candidates are taught to think critically so that it would accept the changes and criticism.
 Teachers should improve the knowledge in the areas of political, social, economic and culture in the process of learning.
 Each prospective teacher must follow the process of education in the LPTK produce quality teachers.
 Competency pedagogig teachers can be developed through upgrading, workshops, further education, education in the office, and other academic activities.

2. Competence is the ability of the personality that dogged personality, have a certain noble, wise, and authoritative as well as the example of students.
Competency in order to develop the personality that can be done is:
 A teacher must increase their knowledge about the norms, rules of the system in society.
 A teacher should be an example that shows the example to the students.
 Show enthusiasm attitude towards what is taught! If teachers themselves do not keyed to the subjects that he teach, what may he flushed students can expect to receive what he teach?

3. Social competence is the ability of teachers to communicate and interact efficiently and effectively with students, sesame teachers, parents / guardians of students, and the surrounding communities.
To develop social competence, how is:
 Teachers must know and understand the environment akan faces, before that can interact with both socializing.
 Teachers must know how to behave, and bertutur said fine, but the patient firmly, and how to better interact with other people.
 Sharing respect, mutual understanding, attitudes you want to work together, and so is the attitude that should be ditumbuhkan to be able to interact with the work environment.



4. Professional competence is the ability to control the materials and lessons are widely depth.
Teachers can improve the professional competence, if:
 Merencakan learning, implement a quality process, and assess and evaluate learning outcomes.
 Improve and develop the academic qualifications and competence in line with the sustainable development of science, technology, and art;
 act objectively and not discriminatory on the basis of considerations of gender, religion, tribe, race, and physical condition, or family background, and socio-economic status of students in learning;
 uphold laws and regulations, law and code of ethics of teachers, and religious values and ethics, and
 Maintain and foster unity and nation.

Thesis Chapter Five: Discussions

5.1 Overview of the chapter
This chapter presents the discussion of the findings described in Chapter Four in the light of the literature presented in Chapter Two. The discussion is organised around the themes relating to teachers’ adoption of the genre-based approach in terms of the factors affecting their professional learning of the genre-based approach, which in turn affected their adoption of this approach.

5.2 Teachers’ adoption of the genre-based approach.
The discussion of teachers’ adoption of the genre-based approach focuses on particular conceptual and practical applications of genre theory in the classroom to bring to light the importance of understanding the theory in shaping the practice.

5.2.1 Conceptualisation of the genre-based approach
What was reported by the participants has shown that the concept of the genre-based approach is basically seen as teaching different types of texts to students. One participant described the importance of teaching texts that relate to students’ life and interest in the context of everyday communication, which helps them to deeply understand the context of text. Another participant argued that the core understanding of the genre-based approach is teachers’ creativity in choosing texts to be used in class. This indicates that these Indonesian teachers’ limited understanding and their confusion between the conceptual theory and the positive aspects of the genre-based approach. Therefore, it can be concluded that most of these teachers do not fully understand about the concept of the genre-based approach, which could probably affect the way they implement this approach in their classroom. However, this also indicates that these teachers have positive attitudes towards this approach in terms of its benefit in encouraging teachers’ and students’ creativity.

Only one out of six participants perceived the genre-based approach as a useful way to teach communicative purposes and structures of texts to students, such as teaching narrative texts aiming at helping students to be capable of telling a story. This perception is in accordance with the concept of pedagogical theory of the genre-based approach according to the literature as mentioned in Chapter Two. Thus, the data show that teachers have different levels of understanding about the genre-based approach for teaching English as a foreign language in the Indonesian context. Consequently, it is essential to carefully examine teachers’ circumstances and situations such as their professional learning, teaching experience and level of confidence on this approach that may affect their adoption of this approach.

5.2.2 The knowledge of genre being taught
The findings have indicated that there are different perceptions among participants regarding the knowledge of genre being taught to students. What was reported by most participants, who only had one or no training sessions in the genre-based approach, indicates that the teaching of the linguistic features of texts such as grammar and vocabulary is paramount to help students understand the content of the text. The participant also reported that factors such as students’ low level of English proficiency, learning of culture, motivation to learn and the focus on tests and the national exam, have driven them to be more concerned with teaching the grammar, vocabulary and reading comprehension to students. According to Johnson (2001), teaching English using the genre-based approach considers teaching linguistic features of texts such as grammar and vocabulary as one of its points of focus. However, what was reported by some of the participants indicates that the implementation of the genre-based approach in the Indonesian context may have been limited mainly to teaching the knowledge of grammar, vocabulary and content of the texts. From what participants have said, less attention than is expected has been given to teaching the other aspects of genre such as the communicative purpose and generic structure of texts. Therefore, this phenomenon indicates there may be a mismatch between what should be done according to the literature that suggests teaching the knowledge of genre should include the teaching of texts’ names, communicative purposes and generic structure content and context, as well as the linguistic features (Johns, cited in Macken-Horarik, 2002).
However, what was reported by one participant indicates that not all teachers misinterpreted the pedagogical focus of the genre-based approach. One out of six participants, who undertook more training sessions on this approach reported the way he used to teach the knowledge of genre and this largely revealed what has been mentioned as important in the literature. His further clarification about having this particular practice shows that making students aware of and familiar with the communicative purpose of using particular text types is as important as helping them to become capable of using the correct form of language itself.

5.2.3 The pedagogical principle of the learning activities
The data suggest that there is an agreement among all participants about the underlying principle of the pedagogical application of the genre-based approach in the classroom; that it is based on inquiry-based learning through collaborative learning. Assigning students to work in pairs or small groups are typical activities that are believed to provide students with more self confidence to share their knowledge and ideas about the topic of the text. This perception reflects one of the underlying principles of the genre-based approach, which is that language should be learned through interaction (Painter, 1986, cited in Macken-Horarik, 2002). However, there are different opinions among participants about the nature of interaction in collaborative learning itself. What was reported by most participants is that in collaborative learning, students have more chance to interact with each other and they themselves ‘discover’ and construct the knowledge of genre. This perception emphasizes the importance of inquiry-based learning that encourages students to investigate the knowledge of genre and make the discovery on their own.

5.2.4 Ways of assisting students learning
To help students in the process of the ‘discovery’, as reflected in the findings, most participants believed that teachers should limit their role to being the monitor and facilitator in the learning process. In addition, they argued that it seems to be the best way for teachers to support the students if the teachers’ interference in students’ learning process is minimised. In other words, support and assistance should be given only when students need it and ask for help. As described by the participants, it is much better for students if teachers’ assistance and support come in the form of hints rather than directly telling the key answers. Another way, as reported by one participant, is by asking them to review to what has been taught and explained in the previous learning stages as a hint for students to reach the solution to their problem themselves. In this respect, the students’ ability to do the task exactly like the model of text that was previously given and learnt, is what reflects their success in learning. This kind of practice, as argued by those who are against the genre-based approach, is a kind of prescriptive practice that could restrict students’ creativity in producing their own works (Freedman, 1993, cited in Hyon, 2002).
In addition, this perception is completely different from the pedagogical principle of the genre-based approach, which emphasizes the importance of teachers’ guidance during the learning. As language resources, teachers are expected to guide and scaffold students’ learning in a way of ‘shared experience’ until they get the understanding of the knowledge of genre and are ready to be independent and work on the related genre on their own (Painter, cited in Macken-Horarik, 2002). Only one participant indicated the importance of teachers’ interaction with students during the learning process in the form of guiding and scaffolding students in their learning process. One way of supporting and guiding students’ learning is through explicit teaching (Feez, 1998).

5.2.5 The practice of the curriculum cycle
As described by two participants, the curriculum cycle is considered to be the act of dividing the lesson into pre-activities, while-activities and post-activities. When using this teaching strategy, they give more emphasis on how the phases should be carried out rather than what should be done during the phase. This suggests that the curriculum cycle as the instructional strategy used for genre-based approach in English teaching is simply seen as a way of phasing the lesson. However, the curriculum cycle is more than just the way of dividing the lesson into several stages. It is a series of stages through which teacher and students work together to help students achieve the understanding of the knowledge of genre (Kay & Dudley-Evans, 1998).
In addition, regarding the way of treating the series of lesson stages of the curriculum cycle, the data suggest that there are different perceptions concerning the right sequence of the application of the curriculum cycle in class. Two participants perceived that they could skip the stages that they saw as unnecessary for their students. In this case, teachers are required to be flexible in the classroom situations in order to make a decision about what should be done in response to students’ needs and interests (Hill & Crévola, 1999). In contrast, the other two participants argued that the cycle should be done in an orderly sequence in which they put emphasis the time frame given for each cycle. Teachers should be able to analyse which cycle needs more time and attention than others. The latter perception is in contrast to the suggested classroom application of the curriculum cycle mentioned in the previous chapter, which does not concern how to sequence the stages correctly so much as the kind of assistance that teachers can give to students during the stages (Macken-Horarik, 2002) before gradually shifting the responsibility onto learners as they gain greater understanding of the knowledge about the text.

5.2.6 The genre-based approach as an integrated approach
What was reported by the participants shows that teachers are aware of the possibility of using the genre-based approach for teaching integrated language skills. It is agreed that the genre-based approach can accommodate the teaching of four integrated language skills and language elements such as grammar, vocabulary and pronunciation as well as teaching the content and context of the texts. Two participants reported that although they tried to integrate the four language skills in their teaching, there are primary and secondary focuses among the skills. Most of them believed that primary focus of teaching using the genre-based approach is to develop students’ productive language skills such as speaking and writing, while the secondary focus is the other skills used to help to reach the primary focus. In this way, they use the receptive skills such as listening and reading as the media to teach the targeted productive skills. This particular practice, according to Kay and Dudley-Evans (1998), is the suggested practice of the genre-based approach which was considered and developed mostly as the approach to teaching literacy skills, focusing particularly on teaching writing.
However, most participants found it hard to apply teaching integrated language skills in their classroom. Students’ low level of English proficiency, level of motivation, learning culture and the national examination are to blame for the important factors that make teachers focus more on teaching grammar, vocabulary and content comprehension of the text.

5.3 Teachers’ professional learning of the genre-based approach
What was reported by most of the participants indicates that undertaking formal training is one useful way of getting to know the genre-based approach for teaching EFL in the Indonesian curriculum. Five out of six participants in this study reported that their initial learning of the genre-based approach was through the formal training. This is an indicator that providing training is one necessary initial step for introducing an innovation to teachers.

5.3.1 Confident to implement the genre-based approach
Most participants reported that they were still not confident to implement the genre-based approach in their classroom practice despite the training. Generally, the number of training they had is to blame for the cause of the lack of confidence. Information given by the participants suggest that undertaking only one-shot training in the genre-based approach is not enough to provide them with the understanding and practical application of the genre-based approach. They reported that it is important to have enough time and opportunity for learning and reflecting on the outcome of the learning. Therefore, the feeling that they did not get enough opportunity to learn from those short training sessions created the feeling of lack of knowledge on the genre-based approach, leading to their low confidence to use it in the classroom. In this respect, as mentioned in Chapter Two, most in-service teacher training was ineffective to help teachers in adapting to the innovation in the curriculum because it was conducted as a one-shot program. One-shot training limits teachers’ opportunity to learn and to reflect on the outcome of the understanding of the theory (Ferguson & Donno, 2003). What was reported by one participant, who undertook ongoing and continuous training, supports this opinion. He claimed that the ongoing training that he had, provided him with sound knowledge and understanding of the genre-based approach and the opportunity to reflect on and develop his own teaching practice using this approach. It also increased his level of confidence to use this approach immediately after completing the training.

5.3.2 Teacher perceptions on design and components of the training
From what has been reported by the participants, there are several factors of the training that have been identified as the influential factors in shaping their confidence to implement the new approach in their teaching practice beside the number of training they had. Well planned course design and course components, such as the activities involved in the training, the information given in the training, the importance of evaluation and follow-up programs, inequalities opportunity to enrol for the training and the right timing for training, as the data suggested, are important factors in helping teachers to change their teaching attitudes.

5.3.2.1 The activities involved in the training
What was reported by most participants suggests that the training of EFL teachers’ professional knowing of the genre-based approach is not derived from the presentation of the theory only. They reported that the delivery modes of the training activities were mostly dominated by presentation of the theory of the genre-based approach. The participants argued that this did not provide them with enough understanding on both the conceptual theory and the pedagogical application of this approach in the classroom. Professional learning based on more “theory than action” (Ur, 1992) that emphasises mastering the conceptual theory first, then its practical applications, according to the participants, can not accommodate their urgent needs for adapting to the innovation in the curriculum.
The participants suggested that the delivery mode of training should be based on the presentation of theory along with its practical application. It is further argued that both should be included in one package and come together as the basis for developing the training design and components. This is in accordance with what has been proposed by Ur (1992) as a “theory of action”. In this term, the relationship between theoretical and practical components of a course is not theory being translated into practice. In this respect, the relation between theory and practice is continuously interactive in that theory can provide the analytical and conceptual apparatus for thinking about practice, while practice can provide the opportunity for the testing and assimilation of theory (Calderhead, 1988, cited in Ur, 1992).

5.3.2.2 The information given on the training
Concerning the information given on the training, most participants reported that it was a little bit irrelevant to what they needed. The participants argued that they needed the theoretical concept and practical application of the genre-based approach in the classroom. However, as reported by the participants, in the training, they were given the theoretical concept of the genre-based approach presented in the form of lecturing. In addition, they also reported that the information regarding the theoretical concept of the genre-based approach was mainly about the positive aspects of the genre-based approach compared to the other approaches that had been used for teaching language before. Therefore, when asked about their understanding of the conceptual theory of the genre-based approach and its pedagogical application, the answers given by most of the participants were only superficial and included only a rudimentary idea of the genre theory. What was reported by participants shows that these teachers were confused between the conceptual theory of the genre and the benefit of teaching the genre for students and teachers. Thus, as argued by Fullan (cited in OECD, 1982), if the course components are not linked to a particular classroom’s or school problems, the course can be said to be ineffective.
Only one participant, who reported that he had been given relevant information on the genre-based theory based on his needs, showed a deeper understanding on this matter compared to the others. Moreover, he further clarified that he never stops learning in the genre-based approach and certainly did not learn only from the formal training given by the government. He reported that he sought more information about this approach from reading books that were published in Australia. He stated that he was lucky because he had found no problems in finding sources related to this approach and had access to global sources such as the internet. What was reported indicates that motivation to keep involved in professional development and the availability of good resources to support the process of the professional development are important to help teachers in improving both their conceptual apparatus and practical understandings of a particular subject matter.

5.3.2.3 The importance of evaluation and follow-up programs
This finding indicates teachers’ professional learning does play important roles in keeping teachers up to date with the changes and innovation in the educational system and policy. However, it is also evident that such professional learning as one-shot training was shown to be inadequate without evaluation and follow-up program. What was reported by the participants has indicated the importance of course evaluation and follow-up program as a part of teachers’ professional learning; that is as the reflection vehicle upon the practical application of theory in teaching practice. In this sense, it can introduce teachers to other ways of learning such as learning as reflective practice (Richards & Farrell, 2005).

5.3.2.4 Inequality of opportunity to enrol for the training.
The issue of inequality of opportunity to enrol in the training that has been raised by four participants indicates the limitation of conducting in-house training for huge population of teachers in a big country like Indonesia. Giving priority to particular teachers in particular schools and particular areas, as reported by participants, is evident not the best choice since it can create the feeling of inequalities among teachers. This problem also indicates the importance of considering the financial factors and resources available in designing training programs.

5.3.2.5 The timing
Another issue that arose from the data is the timing of the training. What was reported indicates that most of these teachers did not have enough time to learn and reflect from the training they had. The opportunity for professional learning about this approach that came at the same time as the obligation to implement the genre-based approach was considered to be one of the contributing factors of teachers’ lack of confidence and knowledge to apply this approach in their class. What was demanded by one participant indicates the importance of an early opportunity to learn about this approach before officially applying it in the classroom for a better result in transforming the teaching practice.

5.4 Concluding remarks
What has been discussed above indicates that most teachers only understand the surface layer of the genre-based approach. It is also the same case with their implementation of this approach in the classroom. The professional learning of this approach through the in-service training provided by the government was reported as representing most of the teachers’ initial learning of this approach. However, what was reported by most participants indicates that the training they had on the genre-based approach only touched the surface of the approach. This is one of the causes to blame for their shallow understanding of the approach.
The data shows that those teachers who had only one-shot training and those who had many and ongoing training opportunities, consistently gave different perceptions and understandings on many aspects of the genre-based approach. Those who had ongoing training showed deeper understandings of this approach compared to those who only had one-shot training. The case of the teacher who had never had any formal training is even worse. Having no formal training in this approach but only independent learning on the curriculum document and decisively applied in his classroom, he misinterpreted many aspects of the approach. This indicates the importance of providing continuous formal training for teacher and the necessity of supplying understandable supporting document kits for teachers about this curriculum.
Final conclusions about the findings and recommendations based on the findings are presented in the following chapter.


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Thesis Chapter Three: Methodology

3.1 Overview of the chapter
This chapter presents the nature of this research as a qualitative study and the rationale for conducting this research using such an approach. It then describes the whole research process, including the procedures of selecting the participants as the primary source of data, of conducting an in-depth interview as the method of collecting data, and of analysing the data using coding and the content analysis. In addition, it also provides the reasons for using these particular methods for collecting the data and data analysis.

3.2 A qualitative research approach
My research aims at discovering how EFL teachers respond to their early experience in teaching using a genre approach as recommended by the current EFL curriculum in Indonesia. In this study, non-numerical data such as the teachers’ opinions, beliefs, perspectives, and experiences in using a particular approach for teaching English will be collected through in-depth, semi-structured interviews. Thus, by using this kind of data, this research is categorized as qualitative research. Johnson and Christensen (2000, p. 312) define qualitative research “as research relying primarily on the collection of qualitative data (non-numerical data such as words and pictures)”. This suggests that qualitative research is a type of research that “describes phenomena in words instead of numbers or measures” (Krathwohl, 1993, p. 740). In line with this, Denzin and Lincoln (2000, p. 8) also argue that “qualitative implies an emphasis on the qualities of entities and on the process and meaning that are not experimentally examined or measured in terms of quantity, amount, intensity or frequency”.
According to Wiersma (2000, p. 198-200), qualitative research is informed by the following principles:
• Phenomena should be viewed holistically, and complex phenomena cannot be reduced to a few factor or partitioned into independent parts.
• The researchers operate in a natural setting and to the extent possible should maintain openness about what will be observed, collected, etc., in order to avoid missing something important.
• It is the perception of those being studied that are important, and to the extent possible these perceptions are to be captured in order to obtain an accurate ‘measure’ of reality.
• A priori assumptions, and certainly a priori conclusions, are to be avoided in favour of post hoc conclusions.
• That the ‘world’, actual phenomena in the world, is perceived as described by roper (1972) as cloudlike. This implies a somewhat loosely constructed model, one in which there is flexibility in prediction, for example, and one which is not run in a mechanistic manner according to a set of law.
(Adapted from Wiersma, 2000, p. 198-200).
Qualitative research, in the definition of Minichiello et all. (1990, p.5), is designed to “capture people’s meanings, definition and descriptions of events”. It does not attempt to understand relationships, effects and causes. Instead, it seeks to “discover the nature of phenomena as humanly experienced” (Minichiello et al., 1990. p. 7). Thus, as a qualitative research, this study tries to understand the complexity of particular social phenomenon from the participants’ view point, perception and experiences on the implementation of the genre based approach and their learning experience that shape their understanding and practice of using this approach.
There are multiple methods available for conducting qualitative research. Each method provides the researcher with different opportunities and limitations. This study is conducted particularly using a case study method. Merriam (1998, p.27) defines a case study as “an intensive, holistic description and analysis of a single instance, phenomenon, or social unit”. According to Verma and Mallick (1999, p. 114) “a case study is a detailed study of an individual or a group that may be defined or an event”. In addition, there is a main benefit of a case study method, as discussed by Bell (2005) that I found suitable for the aim and manner of this research. The case study approach provides the opportunity for one aspect of a problem to be studied in depth. In my own study, the case study approach allows me to study intensively a particular case investigation of a small group of Indonesian teachers’ experience in using the genre-based approach for teaching English as Foreign language in Secondary education as a single entity, a unit around which these are boundaries. A case study provides me with the opportunity to focus on detailed exploration of and around the boundary of the informants’ experience of applying the genre based approach in their classroom by giving more attention to their individual contexts and situations. These contexts and situations might influence their perception of the genre approach and their commitment and expertise to apply it in their teaching practice during the data analysis. This justifies the rationale that this study also lends itself to a case study approach.
Despite this benefit of a case study, according to Hamel, Dufour and Fortin (1993, 23), it has basically been faulted for:
1. Its lack of representativeness of the case used as a point of observation for the social phenomenon or issues constituting the object of study; and
2. Its lack of rigor in the collection, construction, and analysis of the empirical materials that give rises to this study. This lack of rigor is linked to the problem of bias. Such bias is introduced by the subjectivity of the researcher, as well as of the field informants on whom the researcher relies to get an understanding of the case under investigation.
Therefore, these limitations are regarded as being a limitation of this study, and this will be discussed in Section 3.7 of this chapter.

3.3 In-depth interview
There are two well-known methods of collecting data that are commonly used for conducting qualitative research. The first is participant observation and the second is in-depth interviewing. The former is defined by Schensul, Schensul and LeCompte (1999, p. 91) as “a process of learning through exposure to or involvement in the day-to-day or routine activities of participants in the research setting”. The latter, according to Taylor and Bogdan (1984, p. 77), refers to “repeated face-to-face encounter between the researcher and informants directed toward understanding informants’ perspectives on their lives, experiences or situations as expressed in their own words”. Both of these methods, as discussed by Minichiello et al. (1990), are ideal methods for accessing participants’ real life experience, motives, actions, reactions, and meanings.
I conducted the research for this study using an in-depth interview as the instrument for collecting data. The in-depth interview provided me with the opportunity to understand the significance of informants’ teaching and learning experience, in this case their teaching experience using the genre-based approach for teaching integrated skills, and their learning experience of a genre-based approach and its pedagogical application in the classroom. There are a number of advantages of in-depth interviews, as discussed by Minichiello et al. (1990) and Oppenheim (1992) that I found suitable for the aims and the approach of this research.
In-depth interviews provide more control, more flexibility, and more options for collecting data. In this case, in-depth interviews that are commonly characterized by the use of open-ended questions or open-ended probes allow the respondents to say what they think with greater richness and spontaneity. In addition, in-depth interviews facilitate relaxed and friendly interaction. Since the participants and the interviewer, myself, are from the same culture and have similar professional background, this enabled ease of interchange of ideas. Furthermore, in-depth interviews enable the interviewer and the participants to listen to each others’ opinions and voice their thoughts. Moreover, in-depth interviews allow for “richer interactions and more personalised responses” (McDonough & McDonough, 1997, p. 183). Thus, the extension and enrichment of the understanding expressed can be achieved.
Despite the abovementioned benefits of in-depth interviews, Minichiello et al. (1990) argue that interviews may not be free from the limitation of bias. Therefore, to reduce that bias, further clarification of any information arising from the data analysis process was then obtained through telephone and personal conversation with individual participants. At this stage, I invited them to interpret differences and similarities addressed by other participants by asking each of them further question in relation to the diversity issues.{How did you do this?}

3.4 Selection of research participants
I carried out this research with six EFL teachers from Indonesia (2 females and 4 males). They are from different educational institutions and different regions in Indonesia. The reason for choosing participants from different educational institutions and different regions (West Indonesia and East Indonesia) was to cover the possibility that the research participants would not put the same emphasis on the teaching practice using the genre-based approach due to technical problems such as classroom settings, school infra-structures, textbooks, and teaching aids. Both genders were involved to avoid gender issues in the selection of participants.
Because my study focuses on exploring the perceptions and lived experiences of EFL teachers in implementing the genre-based approach in their classroom, the participants are expected to meet the criteria of being used to teaching English at the secondary school levels, of being familiar with the genre approach in the Indonesian EFL curriculum and possibly having had the opportunity to apply the approach in their teaching. While participating in this research, they were enrolled as postgraduate students in one of the major universities in Melbourne.
For the sake of the confidentiality of the participants, I used pseudonyms for each of them. The following table summarizes some personal information about the participants.
Purwanto Henry Selly Anton Ali Stanny
Gender Male Male Female Male Male Female
Experience 15 years 9 years 1,5 years 10 years 6 years 7 years
Region Surabaya Manado* Malang Padang Palembang Manado*
* East Indonesia
I believe that the participants provided relevant information that I needed for this research as they were all qualified teachers in the sense that they had adequate teaching experience and that they were studying in the university on a scholarship program.

3.5 Methods of collecting data
I conducted an in-depth interview with each of the participants that lasted about 40 minutes on average. The interviews were semi-structured and based on specific questions based on particular themes in relation to the purposes of the research (see Appendix 1). However, I gave the participants time to express their opinions and focus on what they were interested in. Moreover, I let them drive the interview to a certain extent, although I redirected them to my questions if I thought it was necessary. The interviews were in English with interchangeably code switching to Bahasa Indonesia and were audiotaped using both manual tape recorder and digital recorder. The permission to conduct the research as granted by the Standing Committee on Ethics in Research Involving Humans (SCERH) for research project number 2006/974.
The interviews took place with an individual participant. In these interviews, each participant was mainly asked about her/his teaching experience concerning the implementation of the genre-based approach to English teaching in Indonesia and their initial professional learning on understanding the genre-based approach and its pedagogical application in the classroom.
The results of the interviews were then transcribed and analysed. After I analysed the transcript of the interview and interpreted the meaning of the interview data, I then gave the transcripts to each of the participants and informal conversations with individual participants were conducted. Notes were taken during these conversations, as I asked them to clarify points that I might have missed or misinterpreted during the analysis. At this clarification or confirmation stage, they were also asked to comment on the findings, which was very important for the final report, since their comments might add to the information that they had provided in the previous stages of data collection. This approach to data collection employed the principle of data triangulation as “a validation strategy” (Denzin, 1978, cited in Flick, 2004, p. 178) that helps to assure “the sufficiency of the data” (Wiersma, 2000, p. 252). In this sense, this checked whether my interpretations were well founded, and whether I represented the participants’ perspectives accurately and appropriately, and whether I had made full use of any available information.

3.6 Methods of analysing data
Before the collected data were analysed, the audiotaped interviews were transcribed in English. I numbered each line to permit clear references to the data during analysis and discussion. The data then were ready for analysis. As suggested by Wiersma (2000, p. 202) qualitative data analysis “requires organisation of information and data reduction”. Data collected from in-depth interviews for instance can be disordered, unorganized, and discursive. This is also the case with the data that I collected from the interviews. I obtained extensive data which were closely related as well as unrelated to the aim of the study. This required me as the qualitative researcher to reorganize and select related information. The data reduction is necessary for the description and interpretation of the studied phenomenon. This process of organizing data and obtaining data reduction is referred to as ‘coding’, so that the researchers can see “what they have in the data” (Wiersma, 2000, p. 2003).
The stages and analysis of the data in this study mainly employed content analysis of the qualitative data. According to Merriam (1998, p. 160), “it is the content of interviews, field notes, and documents that is analysed” to find categories based on themes and recurring patterns of meaning derived from the data. In the analysis, based on the ideas provided by the participants, I identified the similarities and differences by using the process of coding to construct the themes and patterns of meanings for analysis.

3.7 Limitations of the study
Considering that the number of participants involved in this study was limited only to six Indonesian teachers who are studying in an Australian university, there is a limitation to what extent the results of this study can be generalized beyond the case under investigation. The findings reported may only be valid for the particular group and the particular context of concern. It is unlikely that they can be taken as representative of the experiences of all teachers. However, since their views may represent some similarities with other teachers’ experiences in implementing the genre-based approach for teaching language in Indonesia, they may be considered, to some extent and anecdotally, to represent a broader range of Indonesian English teachers’ experience.

3.8 Concluding remarks
Being an exploratory study, this research employs a case study method within the field of qualitative research. As the method of obtaining rich data, semi-structured interviews were conducted with six participants who were selected through purposive sampling based on certain criteria and who volunteered to participate in the study. The interview results were then categorized using coding techniques to identify the themes that emerged. These will be reported in the next chapter.