This paper is a partial fulfillment of the dissertation undertaken with the case study of teaching writing recounts for the EFL Thai upper secondary school students with SFL genre-based approach at Hunkhapittayakom Secondary School, Hunkha District, Chainat Province, Thailand, the second semester of the academic year 2015. This study focused on the analysis of students’ generic structure development of recount writing texts through SFL perspective. Teaching of personal experience recount genre using the teaching-learning cycle of the SFL genre-based approach was employed to 26 Mattayom Suksa five students. The analysis of the students’ pretest writing texts showed that they could not control the structures of their texts in that these writing texts were non-conformed to the stages of recount writing, and the themes were sidetracked from the topic. However, when these students were exposed writing with the SFL genre-based approach, the analysis demonstrated that their personal experience recounts were positively developed with a higher degree of generic structure construction in terms of conformity when compared to the modeling texts of the literature review and the pretest texts at the commencement of the course. It was observable that all students could expand communicative details and dialogic expansion in their final personal experience recount texts from such the orientation stage, the series of the events and the re-orientation stage with some CODA, argumentative elaboration. This is argued that SFL genre-based approach helps promote the students’ understanding and writing ability about the meaning, purpose and organization of the personal experience recount texts insofar that they could independently execute the similar texts themselves in a more degree. The study suggested that the SFL genre-based approach should be promoted continuously to develop writing skill of secondary school students in all levels of education related or in other similar contexts.
Callaghan, M., & Rothery, J. (1993). Teaching factual writing. NSW: Metropolitan East Disadvantaged Schools Program, Erskineville.
Chinnawongs, S. (2001). In search of an optimal writing feedback strategy. PASAA , 3, 27- 39.
Christie, F. (2002). The development of abstrction in adolescence in subject English. In M. J. Schleppegrell, & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 45-66). Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers.
Christie, F. (2005). Language education in the priamary years. Sydney: University of New South Wales Press.
Christie, F., & Derewianka, B. (2008). School discourse: Learning to write across the year of schooling. London: Continuum.
Christie, F., & Maton, K. (2011). Disciplinarity: Functional linguistics and sociological perspectives. London: Continuum.
Christie, F., & Unsworth, L. (2006). Developing dimensions of an educational linguistics. In J. Webster, C. Matthiessen, & R. Hasan (Eds.), Continuing Discourse on Language: A Functional Perspective. London: Equinox.
Derewianka, B. (2003). Trends and issues in genre-based approach. RELC Journal , 34 (2), 133-149.
Droga, L., & Humphrey, S. (2002). Getting started with funtional grammar. Berry: Target Texts.
Foley, J. (2005). English in Thailand. RELC Journal , 36 (2), 223-234.
Gibbon, P. (2007). Scaffolding language and scaffolding learning: Teaching ESL students in mainstream classroom: Language in learning across the curriculum Reading 2nd. South of Australia: The State of South Australia: Department of Education and Children's Services.
Halliday, M. A. (1994). An introduction to function grammar. 2nd ed. London: Edward Arnold.
Halliday, M. A., & Matthiessen, C. M. (2004). An introduction to functional grammar (3rd ed.). London: Hodder Arnold.
Hammond, J., & Gibbon, P.( 2001). What is scaffolding? In Hammod, J. (eds.). Scaffolding: Teaching and learning in language and literacy education (pp. 1-14). Newtown, New South Wales: Primary English Teaching Association 2001.
Hood, S. (2006). The Persuasive Power of Prodies: Radiating Value in Academic Writing. journal of English for Academic Purposes , 5 (1), 37-49.
Hood, S. (2010). Appraisal Research: Evaluation in Academic writing. Long Palgrave: Macmillan.
Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly 30 (4): 693-722.
Johns, A. M. (Ed.). (2002). Genre in the classroom: Multiple perspectives. New Jersey: Lawrence Erlbaum Associates.
LUU, T. T. (2011). Teaching writing through genre-based approach. BELT Journal , 2 (1), 21-136.
Martin, J. R. (1993). Genre and literacy: modeling context in educational linguistics. Annual Review of Applied Linguistics , 13 (1), 141-172.
Martin, J. R. (1997). Analyzing genre: Functional parameters. Institutions: Social processs in the workplace and school (pp. 3-39). London: Cassell.
Martin, J. R., & Rose, D. (2003). Working with discourse. London: Continuum.
Martin, J., & Rose, D. (2007). Working with discourse: Meaning beyond the clause (2nd edition). London, New York: Continuum.
Martin, J. R., & Rose, D. (2008). Genre relation mapping culture. London: Equinox.
Ministry of Education (2008). The core curriculum of besic education. Bangkok, Thailand Department of Curriculum and Instruction Development.
Padgate, W. (2008). Beliefs and opinon about English writing at a Thai university. PASAA , 42, 31-54.
Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor, MI: University of Michigan Press.
Payaprom, S. (2012). The impack of genre-based aprroach on English language teaching in EFL tertiary context in Thailand, Doctor of Education Thesis. Faculty of Education, University of Wollongong.
Srinon, U. (2011). A longitudinal study of developments in the academic writing of Thai university students in the context of a genre based pedagogy, PhD thesis, the university of Adelaide, Australia.
Thompson, G. (2014). Introducing functional grammar, 3rd edition. London and New York: Routledge.
Unsworth, L. (2006). E-literature for children: Enhance digital literacy learning. London: Routledge.
Widodo, H. ( 2006). Comparative writing. Journal for Language Teaching, 28 (1): 20-32.
Wiriyachitra, A. (2002). English language teaching and learning in Thailand in this decade. ThaiTESOL Focus,, 15 (1), 4-9.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.