Page 38 - BUKU SYNOPSIS

plays an important function in social context to achieve communicative

goals. TBI encourages language development by utilizing several text

genres in a social context.

According to Richards and Rogers, several theories support TBI

implementation. Initially, a language will be acquired explicitly through

conscious learning. The genre-based method exposes students to language

based on the communication context. Students are expected to comprehend

organizational features underlying various textual structural patterns easily.

Next, teachers facilitate authentic learning by demonstrating the text model

to produce a new text during the teaching process. Lastly, learning depends

on the scaffolded support provided by the teacher to assist students in

creating texts that are comprehensible.

In general, the theories underpinning the TBI recommend that

teachers teach how to construct a text for communicative purposes by

displaying a model of the text prior to the creation of a new text. This

mimicry model will indirectly enhance students' language and content

knowledge in order to facilitate their textual composition. The writer

employs the text as a language function if the intended messages are

conveyed to the readers. It indicates that the author can convey and connect

his ideas in a text in a way that engages the reader.

Regarding the function of the language underpinning the TBI,

several scholars design the teaching of learning cycle of TBI. For example

Feez (1999) formulates the procedure into; building the context, modeling

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