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(c) understanding the channel of communication being used, for example, using
the telephone, speaking face-to-face with members of an interview panel.

The teacher then brings students into some context-building activities.
The context-building activities include: (a) Presenting the context through

pictures, audio-visual materials, excursion, field-trip, etc.; (b) Establishing the

social purpose through discussion or surveys; (c) Cross-cultural activities; (d)
Related research activities; and (e) Comparing the model text with other texts of

the same or contrastive type, such as, comparing a job interview with a complex
spoken exchange involving close friend, a work colleague, or a stranger in service

encounter (Feez, 2002).

2) Modeling and deconstructing the text
This stage is designed to introduce and familiarize students with the

discussion genre, so they could read it and deconstruct it. It is also aimed at
building up students‘ understanding of the purpose, overall structure and language

features of the genre. According to Emilia (2005: 153), the activities of the

modeling for students in this stage are: (1) familiarizing students with the function
and social context of the discussion genre; (2) presenting the schematic structure

of the discussion genre; (3) presenting a model text of a discussion genre; and (4)
presenting other texts in the discussion genre.

a. Familiarizing students with the function and social context of the discussion
genre. The first step is familiarizing the students with the power of the

discussed genre in the social context of English (which takes a similar form in

Indonesian) and the current Indonesian context (DSP in Emilia, 2005: 140).
b. Presenting the schematic structure of the discussion genre. The second step is

presenting and explicitly explaining the schematic structure of discussion genre
on an overhead transparency.

c. Presenting a model text of a discussion genre. The teacher creates the title of
the text. The teacher and students then collaboratively identified the purpose,

the schematic structure, the function of each stage in the model text and the

linguistic features, as displayed at the right of the text.
d. Presenting other texts in the discussion genre. This stage, the teacher gives

students the texts other than texts of genre given in advance.

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