Teachers’ Conception on Teaching Vocabulary through Genre Based Approach

This dissertation analyzes how the teacher conception on teaching vocabulary through Genre based approach. Teacher vocabulary focused on memorization technique word list and direct translation exercise. The purpose of this study are to analyze how teachers implement vocabulary instruction within the Genre based approach, to explore the teacher conception of teaching vocabulary within the Genre based approach, and to investigate the factors that shape teachers’ conception of vocabulary within the Genre based approach. The research design of this study is descriptive qualitative. The techniques of collecting the data are observation, interview, and video recording, and the instrument of collecting the data are recorder, field notes, and interview question. The data analysis of this study are data reduction, data display, and drawing onclusion. The result of this study are the ways that the teachers applied in teaching vocabulary within the genre based approached can be characterized based on various perspective level of the vocabulary, number of vocabulary in, and technique used to teach vocabulary.The teachers’ conception of teaching vocabulary within the Genre based approach used Biddle theory are formative experience, training experience, teacher properties, and classroom behavior. The reason underlying the teachers’ conception of teaching vocabulary are the teacher possesses a balanced conception of vocabulary, the teacher demonstrates deep reflective practice, the teacher show adaptive expertise, the teacher foster a socially and emotionally safe classroom environment.