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CHAPTER IIREVIEW OF RELATED LITERATURE

A. Process of WritingWriting is the process of expressing ideas from the writer to the reader; the reader understands what the writer means in his writing. According to Teitelbaun (1996), there are eight stages in writing process they are: Targeting, Gathering Information, Brainstorming, Filtering Organizing, Drafting, Revising, and Finalizing.First, targeting is the process of determining who will be the audience of the writing text. If you are writing, you are writing to do something and you cannot accomplish that purpose without keeping it clearly in your mind. Second, gathering information is the process of getting information related to the topic which will be written. The different sources of information are useful for different purposes and the writer need to choose sources wisely. Third, brainstorming is the process of generating as many ideas as possible without worrying the ideas are good or not, the writer can make decision about the ideas which will be written later. Fourth, filtering is the process of looking what ideas which will be written based on ideas in brainstorming process. Fifth, organizing is the process of grouping ideas related to each part of ideas which will be written. Sixth, drafting is the process of selecting ideas which will be written. Seventh, revising is the process of going back over the draft and improving it, it thus producing a new draft. In this section, there are two useful strategies can be done by the writer, the writer get comments from other people on the draft and put it down for a day or two and then reread it. Last, finalizing is the process of dealing the detail of grammar, mechanics, and format of the writing.Writing is the process of transferring idea in written. In other opinion, Reid (1994: 14) says that the processes of writing paragraph are as follows:1. Choosing a subject2. Identifying the audience3. Narrowing the subject to a topic.4. Collecting some ideas about the topic5. Listing details about some most important one you want to communicate6. Stating the main idea of paragraph.7. Writing the paragraph by using the detail listed 8. Limiting the ideas into the most important ones.For the writers are important to take a note that writing is a process not a product. This means that writing is never complete; that is, it is always possible to review and revise and review and revise again. Alice (1999: 3) states that the writing processes are as follows:Stage I: PrewritingStep 1: Choosing and narrowing a topicStep 2: BrainstormingStage II: The Writing Process Planning (Outlining) -Step 1: Making Sub-listsStep 2: Writing the topic sentenceStep 3: OutliningStage III: The Writing Process Writing and Revising Draft Step 1: Writing the first rough draftStep 2: Revising content and organizationStep 3: Proofreading the second draftStep 4: Writing the final copy to hand it Stages In Writing

3. Writing2. OrganizingGetting Ideas

5. Editing4. Revising

Sharing Feedback Sharing FeedbackIn addition, Langan (1988: 22-34) asserts that writing has some of stages to build written form effectively, as follows:1. Pre writingPre writing is first stage in writing process and it is as a way to think on paper and to gradually discovery just what ideas you want to develop. Pre writing that stage will help you to think, develop a topic and get word on paper. There some techniques that writer uses in prewriting like: free writing, questioning, make a list and preparing a scratch outline and important thing that by pre writing, the writer free to write something based on their ideas. According to Oshima and Hogue (1999:3) in pre writing will focus not only in choosing and narrowing the topic, the writer free to choose the topic and after that they must narrow it, but also in pre writing writer can generate ideas based on that topic. In pre writing, there are three techniques to brainstorm the ideas namely: Listing is brainstorming techniques in which you think about topic quickly make a list of whatever word or phrases come into mind. Second, Free Writing is a brainstorming technique activity that writes freely about the topic. The purpose of free writing is to generate as many ideas as possible and to write without worrying about appropriateness, grammar, spelling, logic, and organization and writer more free to writing down their ideas. Third, Clustering is another brainstorming activity that you generate ideas about the topic by drawing a balloon around it.2. Writing a draftIn writing a draft, the writer should prepare to put in additional thought and detail that did not emerge during pre writing. Thought writing a draft, the writer can complete what they not show in prom pre writing.3. RevisingRevising is a much stage in writing process as pre writing, outlining and going the first draft. Revising mean rewriting a paper on what has already done. It means that rewriting is one of way to revise the written form to correct grammar, spelling, vocabulary, punctuation and all things. By revising, the write will fix the mistakes and errors from what they write. Furthermore, according to Sudiyarto (2007: 149) revising and editing a paper is the next step you will do after the writing process is completed. There are three main areas that writer should pay attention in revising the written form, they are:a. Content and OrganizationYou have to make sure that:1) The introduction is interesting and it explain what the paper is about2) The introduction contains a clear thesis statement3) The body of the paper is organized in a logical way4) You do not write anything which is irrelevant to your topic5) You have explained all your ideas clearly6) The conclusion, synthesizes and clarifies important information and reinforces the thesis statementb. StyleYou have to check that:1) All paragraphs are well-developed2) You use variety of ways to begin your paragraph to avoid boring repetition3) Each paragraph has one topic sentence in it all paragraph are well-connected by the appropriate transitional sentences4) All the word your use are correct and convey you meaning clearly5) You avoid using too many words without specific and concrete meaning, such as it, someone, and everyone.6) You use the correct grammar7) You use the correct pronunciation8) All the words are spelled correctlyc. FormatYou have to ensure that:1) Your paper has the correct margins, spacing, heading and sections2) You have followed the correct guidelines for typing3) You include all necessary parts, as required( including abstract and table of contain)Clearly, writing is a kind of communication through written text. In the process of this communication, the writer should be able to consider the person who will be the reader and how to make the written text easy to read and understandable.Writing is not an easy work to do, since in writing, the writers are expected to understand many indicator in order to make communicative writing and understandable. According to Brown (1994: 342-343) there are six indicators which will be investigated in writing it is content, organization, discourse, syntax, vocabulary and mechanic. On the other hand, Jacobs (1981: 90) said that there are five components of writing. First, content; he applies several descriptors: knowledgeable, substantive, through development of thesis, and relevant to assigned topic. Second, organization; he applies six descriptors: fluent expression, ideas clearly stated or supported, succinct, well organize, logical sequencing, and cohesive. Third, vocabulary; he also states vocabulary into four descriptors; sophisticated range; effective word/idiom choice and usage; word form mastery; appropriate register. Fourth, language Use; consist of eight descriptors: effective complex construction; few error of agreement, tense, number, word order/ function, articles, pronouns, preparation. The last one is mechanics; described about demonstrates mastery of conventions, few error of spellings, punctuations, capitalization, paragraphing and handwriting. Bellow are the categories of scoring these aspects are:Table 2:Indicator and score of writing based on jacob

CONTENT

ScoreLevelCriteria

30-27Excellent to Very Good: knowledgeable; substantive; thorough development of thesis; relevant to assigned topic

26-22Good to Average: some knowledge of subject; adequate range; limited development of thesis; mostly relevant to topic, but lacks detail

21-17Fair to Poor: limited knowledge of subject; little substance; inadequate development of topic

16-13Very Poor: does not show knowledge of subject; non-substantive; not pertinent; or not enough to evaluate

ORGANIZATIONScoreLevelCriteria

20-18Excellent to Very Good: fluent expression; ideas clearly stated/supported; succinct; well organized; logical sequencing; cohesive

17-14Good to Average: somewhat choppy; loosely organized but main ideas stand out; limited support; logical but incomplete sequencing

13-10Fair to Poor: non-fluent; ideas confused or disconnected; lacks logical sequencing and development

9-7Very Poor: does not communicate; no organization; or not enough to evaluate

VOCABULARYScoreLevelCriteria

20-18Excellent to Very Good: sophisticated range; effective word/idiom choice and usage; word form mastery; appropriate register

17-14Good to Average: adequate range; occasional errors of word/idiom form; choice; usage but meaning not obscured

13-10Fair to Poor: limited range; frequent errors of word/form; choice usage; meaning confused or obscured

9-7Very Poor: essentially translation; little knowledge of English vocabulary; idioms, word form, or not enough to evaluate

LANGUAGE

USEScoreLevelCriteria

25-22Excellent to Very Good: effective complex construction; few errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions

21-18Good to Average: effective but simple construction; minor problems in complex constructions; several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured

17-11Fair to Poor: major problems in simple/complex constructions; frequent errors of negations, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletions; meaning confused or obscured

10-5Very Poor: virtually no mastery of sentence construction rules; dominated by errors; doesnt communicate, or not enough to evaluate

MECHANICSScoreLevelCriteria

5Excellent to Very Good: demonstrates mastery of conventions; few errors of spelling, punctuations, capitalizations, paragraphing

4Good to Average: occasional errors of spelling, punctuation, capitalizations, paragraphing, but meaning not obscured

3Fair to Poor: frequent errors of spelling, punctuation, capitalizations, paragraphing, poor handwriting, meaning confused or obscured

2Very Poor: no mastery of conventions; dominated by errors of spelling, punctuation, capitalizations, paragraphing, handwriting illegible; or not enough to evaluate

(Quoted from: Jacobs, L. Holly. Testing ESL Composition: A Practical Approach. London: Prentice Hall. 1981: 90)

B. Product OrrientiedAccording to Harmer (2008: 325) product orriented means that the main thing to be focussed in laerning is product rather than the process of writing itself. Compositions were to supported to (a) meet certain standards of prescribed English rhetorical style (b) reflect accurate grammar, and (c) be organized in conformity with what the audience would consider to be conventional. A good deal of attention was placed on model compositions that students would emulate and on how well a students final product measured up against a list of criteria that included content, organization, vocabulary use, grammatical use, and mechanical considerations such as spelling and punctuation.

C. The purpose of writing The following are four general writing purposes and one can join two or more in a piece of writing:0. To informTo inform someone of something is the most common purpose. This kind of writing is also called informative writing. Informative writing focuses on the readers attention upon the objective world, object, events, and ideas, not dealing with feeling or attitudes toward them, examples: news account, encyclopedia articles, laboratory and scientific reports, textbook, articles in professional journals, etc.0. To express yourself,Expressing writing emphasizes on the writers feelings and reactions to the world: people, object, event and ideas, examples of expressing writing are diaries, personal letters.0. To persuade.In persuasive writing the writer persuades someone to believe or to do something. This writing aims to sway the readers opinion or attitudes, arouse the reader to action or bring about a particular response. Persuasive writing depends much upon the use of evidence and logical reasoning, examples of this writing are, advertisement, political speeches and editorial

0. To entertainThis writing is only meant to entertain the reader. The writer tries to attract the reader attention and makes them forgetting their problems. This writing brings the reader to other world. Examples of this writing are fictions, comedies, comics and anecdotes.

D. Written CompetenceCommunicating in written language requires different understanding about the contexts of situation i n which written style is used. This style is usually used when people do not have the opportunity to meet and talk; they do not share the contexts of situation; there are things that are not recoverable so that nearly everything has to be written down. A fiction such as Harry Potter is a good example of how contexts of situation are described in great details. This poses a great challenge in English education in this country especially because the government regulation says that school graduates are expected to be able to write in English (Depdiknas 2005).According to Brown (1994:325) some characteristics of written language, there are:a. PermanenceOnce something is written down and delivered in its final form to its intended audience, the writer abdicates a certain power: power to emend, to clarify, to withdraw. That prospect is the single most significant contributor to making writing a very scary operation. Student writers often feel that the act of releasing a written work to an instructor is not unlike putting yourself in front of a firing squad. Therefore, whatever to can do as a teacher and guide and facilitator to help your students revise and ravine their work before final submission will help to give them confidence in their work.b. Production timeThe good news is that, give appropriate stretches of time, a writer can indeed become a good writer by developing efficient processes for achieve and student writing within time limits, or writing for display as noted in the previous section (examination writing, for example). So, one of your goals, especially if you are teaching in an EAP context, would be to train your students to make the possible use of such time limitations. This may mean sacrificing some process time, bit with sufficient training in process writing, combined with practice in display writing, you can help your students to deal with time limitations.c. DistanceOne of the thorniest problems writer face is anticipating their audience. That anticipation ranges from general audience character to how specific words and phrase and sentences and paragraphs are going to be empathy, in that good writers can read their own writing from the perspective of the mind of the targeted audience. Writers need to be able to predict the audiences general knowledge, cultural and literary schemata, specific subject-matter knowledge, and very importantly, how their choice of language will be interpreted.d. OrthographyEverything from simple greetings to extremely complex ideas are captured thorough the manipulation of a few dozen letters and other written symbols. Sometimes we take for granted the mastering of the mechanics of English writing by our students. If students are non-literate in the native language, you must begin at the very beginning with fundamentals of reading and writing.e. ComplexityThe complexity of written as opposed to spoken-language was illustrated. Writer must learn how to remove redundancy (which may not jibe with their first language rhetorical tradition). How to combine sentences, how to make references to other elements in a text, how to create syntactic and lexical variety, and much more. f. VocabularyWriting places a heavier on vocabulary use than does speaking. Good writer will learn to take advantage of the richness of English vocabulary.g. FormalityWhether a students is filling out a questionnaire or writing a full blown essay, the conventions of each form must be followed. For ESL students, the most difficult and complex convention occur in academic writing where students have to learn how to describe, explain, compare, contrast, illustrate, defend, criticize, and argue.1. Discourse Analysis Discourse analysis is the examination of language use by members of a speech community. It involves looking at both language form and language functions and includes the study of both spoken interaction and written texts. It identifies linguistic features that characterize different genres as well social and cultural factors that aid in our interpretation and understanding of different texts and types of talk. A discourse analysis of written texts might include a study of topic development and cohesion across the sentences, while an analysis of spoken language might focus on these aspects plus turn taking practices, opening and closing sequences of social encounters, or narrative structure.The study of discourse has developed in a variety of disciplines sociolinguistics, anthropology, sociology, and social psychology. Thus discourse analysis takes different theoretical perspectives and analytic approaches: speech act theory interactional sociolinguistics, ethnography of communication, pragmatics, conversation analysis, and variation analysis. Although each approach emphasizes different aspects of language use, they all view language as social interaction. This digest focuses on the application of discourse analysis to second language teaching and learning. It provides examples of how teachers can improve their teaching practices by investigating actual language use both in and out of the classroom, and how students can learn language through exposure to different types of discourse. (Douglas: 2011)2. The Concept Genre Based ApproachThere are three concepts of Genre Based Approach in language teaching (Rozimela in Emil, 2007) namely English for Specific Purpose (ESP), North American Rhetoric Studies and Australian Systemic Functional Linguistics (SFL). However, Systemic Functional Linguistic (SFL) concept has a great influence toward teaching English as a foreign language setting in Indonesia. Genre Based Approach based on SFL was firstly developed in Australia and now is adapted in CBC. Christie in Emil (2007) says that genre should be explicitly taught and learned in order that the students have the control of appropriate written genres. In other words, the teachers should be aware of their ways in teaching. Sometimes the teachers should create situations in which students can reinvent the wheel of a genre (Coe in Emil, 2007).Related to this, Christie in Emil (2005) states that the teachers should give various kinds of genres to the students in language teaching and learning process. By using various kinds of genres the teachers can guide the students better when they learn. Furthermore, Refnaldi (2005) says that by using valued genres, the teachers provide the students with an explicit of linguistic choices, both within and beyond the sentences. Genre-Based Approach acknowledges that writing takes place in social situation and reflects a particular purpose and that learning can happen consciously through imitation and analysis that facilitates explicit instruction. This approach also gives an understanding how different text requires different structure. Genre-Based Approach in teaching and learning process expects the students to be able to identify the form of genre with the different social function, generic structure and lexico grammatical features.There are number of definitions regarding communicative competence. But the communicative competence model offered by Celce- Murcia et. al. (in Depdiknas, 2003) has been chosen as the model delineating what it is that the learners need to achieve at the end of program. Celce- Murcia et. al. suggest that in order to communicate effectively in a language, one needs to possess linguistic competence, socio-cultural competence, actional competence strategic competence, and ultimately, discourse competence (Depdiknas: 2003). The schema of communicative competence according to Celce-Murcia et. al. as follows (Depdiknas: 2003)Figure 1 : Model of Communicative Competence According to Celce-Murcia et. al

Following Celce-Murcia et. al., the ultimate communicative competence is discourse competence. Having discourse competence means being able to participate in communication or being able to participate in the creation of text because communicating (orally or written) is creating texts in different context (Depdiknas: 2003). Communicative competence according to Savignon in Getreda Yosmi (2008) that should be achieved by language learners are:a. Linguistic competence is the mastery of linguistic code, the ability touse the grammar, syntax, and vocabulary of a language.b. Sociolinguistic competence knows how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. It requires an understanding of social context in which language is used.c. Discourse competence is the ability to interpret to interpret a series of sentence and the larger context and how to construct longer stretches of language so that the parts make up a coherent whole.d. Strategic competence knows how to recognize and fix communication breakdowns, how to work around gaps in ones knowledge of the language, and how to learn more about the language and in the context. It is strategies that one uses to compensate for imperfect knowledge of rules.In the early stages of language learning, teacher and students may want to keep in mind the goal of communicative efficiency: That learners should be able to make themselves understood, using their current proficiency to the fullest. The students acquire language proficiency by learning the language and use it to communicate whether in written and also spoken form.Generally, in teaching English, especially in using GBA, teachers usually encounter with constraints when talking about communicative competence. These constraint includes: (1) the strategy how to make the students speak up, (2) how to make them understand a reading text easily, and (3) how to make them write a short text correctly. Hopefully teachers are able to plan an effective instructional materials, implemented it in language teaching, and the all the goals are achieved by the students.3. The Genre-Based Approach in Teaching WritingDerewianka (1990) have identified four stages, named the Curriculum Cycle, through which a particular text type can be made explicit to students. The four stages of the Curriculum Cycle are: Stage (1) developing control of the genre, Stage (2) Modeling the text type, Stage (3) Joint construction, Stage (4) Independent Construction of text.Cope and Kalantzis (in Yan, 2004) propose three phases in Genre-Based approach in teaching writing. First, the target genre is modeled for the students. Second, the teacher and students jointly construct a text. Each student independently constructs the last, a text. Meanwhile, Yan (2004) modified six teaching writing procedures based on genre approach model:

a. PreparationThe teacher begins preparing the students to write by defining a situation that will require a written text and placing it within a specific genre, such as a persuasive essay arguing for or against an issue of current interest. This activities the schemata and allows students to anticipate the structural features of this genre.b. Modeling and reinforcingIn this step the teacher introduces a model of the genre and lets students consider the social purpose of the text, including who the audience will be. Next, the teacher discuses how the text is structured and how its organization develops to accomplish its purpose. The students may do some comparisons with order texts to reinforce what they have learned about the particular genre.c. PlanningIn this step the teacher introduced a model of the genre and lets students schemata about the topic, including brainstorming, discussing, and reading a associated material. The aim is to help the students develop and interest in the topic by relating it to their experience.d. Joint constructingDuring this step, which will facilitate later independent composing, the teacher and students work together to begin writing a text. While doing so, the teacher uses the writing processes of brainstorming, drafting and revising. The students contribute information and ideas, and the teacher writes the generated text on the blackboard or computer. The final draft provides a model for students to refer to whom they work on their individual compositions.e. Independent constructingAt this point students have examined model text and have jointly constructed a text in the genre. They now undertake the task of composing their own text on a related topic. Class time can be set-aside for students to compose independently so that the teacher is available to help, clarify, or consult about the process. The writing task can be continued as a homework assignment.f. RevisingStudents eventually will have a draft that wills undergo final revision and editing. This does not necessarily mean that teachers have to collect all the papers and mark them one by one, students may check, discuss, and evaluate their work with follow students, as the teacher again guides and facilitates. The teacher may make an effort to publish the students work, which will impart a sense of achievement and motivate the students to become better writers.According to Derewianka (1994), the Genre-Based Approach suggests that students should be familiarized with the genre before they can write appropriately in it. So, a typical writing lesson includes three phases: deconstruction, joint construction and independent constructions. At the deconstruction phase, the teacher provides a model text and leads students to an understanding of the purpose and features of the genre through exposure to exploration of the text. At the joint construction phase, the teacher provides a topic for the class to write collaboratively in the chose genre. Here, teachers still guides while the students take a more active part in the learning activity. Independent construction is the phase where students have a more complete sense of ownership of their composition because they plan and write all by themselves. It is an opportunity for students to apply their built-up knowledge and to exploit the genre with more confidence. Clearly, each phase helps the students move towards a deeper understanding and greater control of the chose genre. When necessary, the class can return to deconstruction after independent construction so that the phase forms a cycle.Each genre is likely to develop different aspects of a pupils linguistic competence; work in each genre is likely to enable each pupil to demonstrate particular achievements and development needs; working on a variety of genres, help teachers to address a broad range of the aims of the English curriculum (Jon Davison and Jane Dawson, 1998:135-136)4. The Teaching Writing in Curriculum CycleThe teaching learning process is an interaction between the teachers and the students which have some components namely goal, students and teachers, materials, methods and evaluation. This process will be successful when all the components support each other. Other components such a curriculum, infrastructure and environment also influence whether the students are successful or not in teaching learning process.Based on this reason, Depdiknas tries to increase the result of teaching learning by doing the revision of the curriculum. Therefore, Depdiknas has applied the teaching learning process by using two cycles and changing the use of class into grade. There are some theories related to this application that was proposed by Hammond et.al, Martin and Susan Feez. From the three theories related to the application of teaching learning cycle based on Genre Approach, the researcher chooses the theories teaching learning cycle proposed by Hammond et.al to be applied in teaching learning process to increase students writing competence. It has similar ideas and the same objectives related to the new curriculum (KTSP). Besides, Genre-based approach is used in this theory. Based on Helena in Hammond et al (2004), classroom programming based on four stages and two cycles which are aimed at providing support for learner as they move from spoken to written texts. The four stages are:Stage one: Building the Context or Field of the topic or text typeStage two: Modeling of the Genre under focusStage three: Joint Construction of TextStage four: Independent Construction of the TextIn the classroom, however, the division of the cycle into stages is not always the same. When one stage is considered complicated, this stage can take longer time than the rest. The proposed table is as follows:

Figure 2 : Cycles and Stages of Learning The following table describes the cycle of teaching learning (Depdiknas, 2004): However, teachers may begin the steps at any point depending on the students need. Hammond et.al in Depdiknas states there are two cycles in teaching learning as follows:a. Oral CycleIn this cycle, the teaching learning focuses on oral form but written form is allowed to do. There are four steps in oral form as follows:

1) Building Knowledge of FieldAt this first stage, the teachers build the background knowledge of the students. For example, they will write a text of fried noodle. Teachers invite the students to participate by using vocabularies needed in producing the text, using nouns, conjunctions and structures. The student may use other words out of the topic enlarge their vocabularies. Both the students and the teachers also have a class discussion and talk about the expression used in the text such as giving instruction, introducing, giving information or opinion and also lexico grammatical features related to the topic being discussed. Another activity is sharing ideas or experiences with the students. 2) Modeling of TextAt this stage, the teachers introduce a model of a text of conversation and ask the students to find the concept of genre based on the text or conversation. Teachers will use some English features like imperative, modals, introduce transactional conversation and interpersonal conversation. They also invite the students to read the text or present the conversation in front of the class. So, in reading conversation the students also listen and speak. Besides comprehending the meaning of the text, reading focuses on comprehending the function of the text and structure. Furthermore, a teacher introduces generic structures of the text whether they are recount, narrative, descriptive, report or procedure and lexico grammatical feature of the text.3) Join Construction of TextAt this stage, the students work in group or in pairs to make a conversation or simple text. They will have a class discussion and the teacher will lead them. Therefore, the teacher and the students develop the text together and share the ideas. It is expected that their knowledge at first stage will lead them to create a new text or modify them into similar text or into new form. While sharing ideas with the students, the teacher also discuss about schematic structure and lexica grammatical features in constructing the text. 4) Independent Construction of Text Finally, the teachers let the students create a text or conversation individually. They may find a new topic that they want effectively. Teacher suggests the students to use knowledge that they get on previous stages. After preparing the text, the students present their work and the teachers lead them how to present the text correctly in front of the class. b. Written CycleIn this cycle, the teaching learning process focuses on written form. After mastering the oral form, the students will learn the written form. Some steps of written cycles are:

1) Building Knowledge of FieldAt this first stage, the teachers build the students knowledge and review the previous topic. Both teachers and the students also talk about structure and relevant vocabularies in written form. 2) Modeling of TextAt this stage, the students are introduced to the text in written form. Both the teachers and the students may have a class discussion and talk about the kinds of the text whether they are narrative, recount or descriptive text. 3) Joint Construction of TextAfter giving of a model, the teachers ask the students to make the first draft of the text. The ideas can be experiencing, doing brainstorming or reading magazine or newspaper. The topics are free for every group. There some steps of doing a text in JCOT: a) Collect the ideas, for example identification, then description, or orientation, first event, second event, then orientation. However, it depends on the text types. b) Check all of the information including time, action arrangement, conjunction and place.c) Determine the sentence to express detail informationd) Arrange the words on good coherence paragraphe) Check the choosing word and tenses4) Independent Construction of Text Finally, the students will make a text by themselves or work independently. They may ask the teacher when they find problems to make the text in written form based on the genre they have learned.

E. Teaching Written In Junior High SchoolIn the process of teaching writing, teachers no longer merely concern with the text produced by the students but also how this text has been produced. Finachiarro and Bonomo (1973) argue that the teacher in teaching writing should teach: (1) The sound spelling correspondences, (2) The mechanics of the writing, (3) Letter of writing, formal or informal, (4) Practical, functional writing, outlining, summarizing, (5) The organization and the expression of the idea, (6) The differences between speaking and writing.According to Reimes (1983), in producing a piece of writing, a writer has to deal with context, syntax, mechanics, organization, word choice, purpose, audience, and the writing processes. Meanwhile, writing process involves four steps: getting ideas, getting started, writing drafts and revising.Similarly, Nation (1989) proposes an approach by looking at the skills being involved in process, and to define the sub skills as stages in the process. The writing process contains gathering ideas, organizing ideas, write ideas to text and then reviewing.In teaching writing, Nunan (1999) mentions two different views that can be seen by the teacher toward students writing. They are product approach and process approach. The product approach means the writing focused on the final result of the writing; letter composition, essay, letter, story and so on. The teachers will see outcome is readable, grammatically correct, and obeys discourse convention such as main topics, supporting details.While in the process approach, the writing focuses on the means of the final product created. The teacher will start out by viewing the ideas that redefined, develop, and transformed. And motivation plays such as an important role in the process. The students have to have motivation to carry out the product of writing well. In English curriculum, Kurikulum Tingkat SatuanPendidikan (2006), for Junior high school, writing is placed in the fourth skill which has to be mastered by the students. For year ten students of Junior high school, the standard of competencies for writing is expressing meaning in short functional text and simple essay in the form of narrative, descriptive and recount daily life context.The basic competencies are:a. Expressing meaning in form of short functional text (for example announcement, advertisement, invitation, etc.) formal or informal accurately, fluently and acceptable by using various written form in daily life context.b. Expressing meaning and rhetorical stages in simple essay accurately, fluently and acceptable in daily life context in form of narrative, descriptive and recount text type.

While, the activities done in writing are:a. To make an announcement individually and publish it.b. To make narrative, news or descriptive text draft by doing chain writing a paragraph that illustrates something.c. To conduct peer correction to review the draft.d. To rewrite the reviewed-draft.

The indicators of the above competences are:a. Using reported speech sentences to deliver news.b. Using simple present tense to make a description.c. Using adverbial clause in writing a narration.d. Producing narrative text.e. Producing description text.

The process of teaching learning of English at the Junior High School focuses on the students ability to communicate in daily lives. So the students are demanded to apply their knowledge into real life. For grade eight of the Junior High School, the students have to understand the text and use it in real situation. In KTSP, learning a language is started with oral to written form where each cycle consists of four steps; Building Knowledge of the Field (BKoF), Modeling of Text (MoT), Joint Construction of Text (JCoT), and Independent Construction of Text (ICoT). For grade eight of the Junior High School use type of genre, consist of: Descriptive text, narrative text, recount text and the focus of the research is descriptive textand below one of the lessons planthe learned from descriptive text in junior high school.

1. The Nature of Text and ContextThere are three variables belonging to context of situation namely field, tenor and mode (Halliday, 1985: 24). Fields indicates the types of activity in which a text operates its context and ideas. Tenor handles the status and role relationship of the participants, while mode is concerned with the channel of communication whether it is spoken or written. These three contexts of situation variables determine the chosen language style and lexis. The context of culture determines the place where the functioned language occurs. This context then produces genres in which types of genres will be varied within culture where the language is functioned. In short, this context leads the functioned language in classification of genres.Figure 3. The Relationship of Text and Context

CULTUREGenre

SITUATIONWho is involved(Tenor)Subject Matter Chanel (Mode) (Field)REGISTER

TEXT

(Taken From Depdiknas: 2004)It can be concluded that text is language that is functioned. The functioned language is then realized through two contexts, context of situation and context of culture. The context of situation regards to situations where the language is realized in which it is determined by three variables, namely field, tenor and mode. Further, the context of situation can be specified through register, the variation of language that occurs in the variation of context of situation itself.2. Type of genre

Several definitions of the concept of genre as it is used in the area of language teaching and learning have been presented. Martin in Refnaldi quoted from ulfatmi (2012:14) defines genre as a goal-oriented, staged social process. Genre are social processes because members of a culture interact to achieve them; they are goal-oriented because they have evolved to achieve things; and staged because meanings are made in steps and it usually takes writers more than one step to reach their goals. Besides that Nunan in his book Language Teaching Methodology (1991: 44) states that the term genre refers to a purposeful socially-constructed, communicative event.Genres also have accompanying schematic or generic structures, that is, typical beginning, middle, and end. Thus, genres are staged, culturally purposeful activities that, as Jim Martin argue users of a language draw on to get things done. Examples of genres examined in this perspective include recounts, procedures, reports, narratives, descriptions, expositions, and observations, that is, descriptions of the texts that emphasize the stages through which they move to achieve their particular goal. Following to (Depdiknas: 2003) there are kind of genre in curriculum from Junior High School until Senior High school.GENRESOCIALFUNCTIONGENERIC STRUCTURESIGNIFICANT LEXICOGRAMATICALFEATURE

RECOUNTTo retell eventsfor the purposeof informing orentertaining

Orientation: providesthe setting andintroduces participants Events: tell whathappened, in whatsequence. Re-orientation:optional-closure ofevents Focus on specificParticipants Use of materialprocesses Circumstances of timeand place Use of past tense Focus on temporalsequence.

REPORT

To describe theway things are,with referenceto a range ofnatural, manmadeand socialphenomena inourenvironment.

General classification:tells what thephenomenon underdiscussion is. Description tells whatthe phenomenon underdiscussion is like interms of (1) parts, (2)qualities, (3) habits orbehaviors, if living; uses,if non-natural.Focus on GenericParticipants. Use of RelationalProcesses to state whatis and that which it is. Use of simple presenttense (unless extinct). No temporal sequence.

DISCUSSION

To present (atleast) twopoints of viewabout an issue.

Issue:- Statement- Preview Arguments for andagainst or Statement ofdiffering points ofview.- Point- Elaboration Conclusion orRecommendation.

Focus on generichuman and generic nonhumanParticipants. Use of:- Material Processes,e.g. has produced,have developed, tofeed.- Relational Processes,e.g., is, could have,cause, are.

GENRESOCIAL FUNCTION GENERIC STRUCTURESIGNIFICANT LEXICOGRAMATICALFEATURE

- Mental Processes, e.g.,feel. Use of Comparative:contrastive andConsequentialconjunctions. Reasoning expressed asverbs and nouns (abstraction).

EXPLANATIONTo explain theprocessesinvolved in theformation orworkings ofnatural orsocio culturalPhenomena.

A general statement toposition the reader. A sequencedexplanation of why orhow something occurs.

Focus on generic, nonhumanParticipants. Use mainly of Materialand RelationalProcesses. Use mainly of temporaland causalCircumstances andConjunctions. Some use of Passivevoice to get Themeright.

EXPOSTIONTo persuade thereader orlistener thatsomething s thecase.

ThesisPosition: Introducestopic and indicateswritersposition. Preview:Outlines the mainarguments to bepresented. ArgumentsPoint: restates mainarguments outlined inPreview. Elaboration:develops and supportseach Point/argument Reiteration: restates writers position.Focus on generichuman and non-humanParticipants. Use of simple presenttense. Use of RelationalProcesses. Use of Internalconjunction to stateargument Reasoning throughCausal Conjunction ornominalization.

NEWS

ITEMTo informreaders,listeners orviewers aboutevents of theday which areconsiderednewsworthy orimportant

Newsworthy Event(s):recounts the event insummary form Background Events:elaborate whathappened, to whom, inwhat circumstances. Sources: comments byparticipants in,witnesses to andauthorities expert onthe event.

Short, telegraphicinformation about storycaptured in headline. Use of Material Processesto retell the event(in the text below, manyof the Material Processesare nominalised). Use of projecting VerbalProcesses in Sourcesstage. Focus on Circumstances(e.g. mostly withinQualifiers).

GENRE

SOCIAL FUNCTION

GENERIC STRUCTURE

SIGNIFICANT LEXICOGRAMATICALFEATURE

EXPOSITIONHARTATORYExposition(Hortatory)To persuade thereader orlistener thatsomethingshould orshould not bethe case.

Thesis: announcementof issue concern. Arguments: reasons forconcern, leading torecommendation. Recommendation:statement of whatought or ought not tohappen.

Focus on generichuman and non-humanParticipants, except forspeaker or writerreferring to self. Use of:- Mental Processes: tostate what writerthinks or feels aboutissue, e.g. realize,feel, appreciate.- Material Processes:to state whathappens, e.g., ispolluting, drive,travel, spend, shouldbe treated.- Relational Processes:to state what is orshould be, e.g.,doesnt seem to havebeen, is Use of simple presentTense

ANECDOTETo share withothers anaccount of anunusual oramusingincident.

Abstract: signals theretelling of an unusualincident. Orientation: sets thescene. Crisis: provides detailsof the unusual incident Reaction: reaction tocrises Coda: optional -reflection on orevaluation of theincident.Use of exclamations,rhetorical questions andintensifiers (really, very,quite, etc.) to point upthe significance of theevents. Use of material Processesto tell whathappened. Use of temporalconjunctions.

NARRATIVETo amuse,entertain and todeal with actualor vicariousexperience indifferent ways;Narratives dealwith Orientation: sets thescene and introducesthe participants. Evaluation: a steppingback to evaluate theplight. Complication: a crisisarises. Resolution: the crisis isresolved, for better orfor worse. Re-orientation: Focus on specific andusually individualizedParticipants. Use of Material Processes(and in this text,Behavioral and VerbalProcesses. Use of RelationalProcesses and MentalProcesses. Use of temporalconjunctions and

GENRE

SOCIAL FUNCTION

GENERIC STRUCTURE

SIGNIFICANT LEXICOGRAMATICALFEATURE

problematiceventswhich lead to acrisis or turningpoint of somekind, which inturn finds aresolution.optional

temporal Circumstances. Use of past tense.

PROCEDURETo describe howsomething isaccomplishedthrough asequence ofactions or steps.

Goal Materials (not requiredfor all Proceduraltexts). Steps 1-n (i.e., Goalfollowed by a series ofsteps oriented toachieving the Goal).

Focus on generalizedhuman agents. Use of simple presenttense, often Imperative. Use mainly of temporalconjunctions (ornumbering to indicatesequence). Use mainly of MaterialProcesses.

DESCRITIONTo describe aparticularperson, place orthing.Identification:Identifies phenomenonto be described. Description: describesparts, qualities,characteristics.Focus on specificParticipants Use of Attributive andIdentifying Processes. Frequent use of Epithetsand Classifiers innominal groups. Use of simple present tense

REVIEWTo critiquean art work,event for apublicaudience. Suchworks of artincludemovies, TVshows,books, plays,operas,recordings,exhibitions,concerts andballets.

Orientation: places thework in its general andparticular context,often by comparing itwith others of its kindor through analoguewith a non-art objector event. Interpretive Recount:summaries the plotand/or provides anaccount of how thereviewed rendition ofthe work came intobeing; is optional, butif present, oftenrecursive. Evaluation: providesan evaluation of thework and/or itsperformance orFocus on ParticularParticipants. Direct expression ofoptions through use ofAttitudinal Epithets innominal groups ;qualitative Attributesand Affective MentalProcesses. Use of elaborating andextending clause andgroup complexes topackage the information. Use of metaphoricallanguage (e.g., The witwas there, dexterouslyping ponged to and fro

GENRE

SOCIAL FUNCTION

GENERIC STRUCTURE

SIGNIFICANT LEXICOGRAMATICALFEATURE

production; is usuallyrecursive. Evaluative Summation:provides a kind ofpunch line which sumsup the reviewersopinion of the artevent as a whole; isoptional.

The eight grade Junior High School students are required to understand well the following genres: Recount, Descriptive, and Narrative. Each genre has different social function, generic structure and significance features. The following are the social purposes, schematic structures and lexico grammatical features of Recount, Descriptive, and Narrative. a. Recount1) Social FunctionTo retell events for the purpose of informing or entertaining.2) Generic structure:a) Orientation: provides the setting and introduces participants.b) Events: tell what happened, in what sequence.c) Re-orientation: optional-closure of events.3) Significant Lexico grammatical Featuresa) Focus on specific participantsb) Use of material processesc) Circumstances of time and placed) Use of past tensee) Focus on temporal sequenceb. Descriptive1) Social FunctionTo describe a particular person, place or thing.2) Generic structure:a) Identification: identifies phenomenon to be described.b) Description: describes parts, qualities, characteristics3) Significant Lexico Grammatical Featuresa) Focus on specific participantsb) Use of attributive and identifying processes c) Frequent use of epithets and classifiers in nominal groups. d) Use of simple present tensec. Narrative1) Social FunctionTo amuse, entertain and to deal with actual or vicarious experience in different ways; narratives deal with problematic events which lead to a crisis or turning point of some kind, which it turn finds a resolution. 2) Generic structure:a) Orientation: sets the scene and introduces the participants.b) Evaluation: a stepping back to evaluate the plightc) Complication: a crisis arisesd) Resolution: the crisis is resolved, for better or for worse.e) Re-orientation: optional.3) Significant Lexico Grammatical Featuresa) Focus on specific and usually individualized participantsb) Use of material processes c) Use of relational processes, and mental processes.d) Use of temporal conjunctions, and temporal circumstances. e) Use of past tense.From the three genres above, the researcher chooses only one genre in this study that is recount text, because of limited time to do this research.

F. Relevance StudiesThere have been some researchers studying genre based in the language learning classroom. A study was conducted by Darmansyah (2011) found that the teachers tend to use several modeling activities in joint construction phase: it was also found that there is a significant shift in the focus of teaching writing using the Genre Based Approach and the other written procedure or approach previously used.Suparno (2010) studied the implementation of Genre-based Approach at MTsN Kalijambe Sragen. The objective of the current study is to describe the teaching learning process at MTsN Kalijambe Sragen using Genre-based Approach. The result of this research shows in the learning objectives, model of syllabus, the material of teaching, the classroom procedure, classroom activities and the problem faced by the teacher. The goal of teaching English is to enable the students in understanding English as means of communication and active in practicing English. The classroom procedure consists of two patterns. The first patterns are BKOF, MOT, JCOT, and ICOT. The second patterns are BKOF, MOT, and ICOT. The classroom activities consist of the activities during BKOF, namely asking question and giving explanation. The activity during MOT is giving model text. The activity during JCOT is group work and the activities during ICOT are giving task in the classroom and giving the task as homework. The writer also found the problems faced by the teacher, namely lack of students activity, student vocabulary and pronunciation, different capability of the student, difficulties in managing the class, and the lack of time. The teacher of MTsN Kalijambe Sragen does not always use the stages of Genre-based Approach in teaching English.Fatmawati (2009) described the learning cycle of Genre-based Approach in teaching writing, clarifying the teacher and student roles of Genre-based Approach in teaching writing, and explaining the problems faced by the teacher in implementing the Genre-based Approach in teaching writing. The result of the research shows that the learning cycle of classroom teaching learning process the teacher applies written cycle, The problems faced by the teacher in BKOF are the passive students and students ability in under average, MOT such as the students have difficulty to understand the teachers explanation. However, they do not care the teachers instruction and passively in responding. In short the students have difficulty to focus and concentrate on teaching learning process. The problems faced by the teacher in JCOT are unclear elaboration of the teacher, no correction from the teacher in students worksheet, and waiting for friends work. In ICOT the problems faced by the teacher are not maintaining the time allotment and students irresponsibly in conducting.Ribeiro (2006) has also studied about Effectiveness of Genre-Based Approach in Graduate School telling that the teacher must possess not only textual and knowledge, but also social and cultural knowledge, and this may be difficult to acquire if the instructor does not use that genre often or has never used it. The reality found by the writer rather deviates with the ideal that the teacher often ignore both of correlating the text to the social context and involving students experience in process of teaching and learning.

G. Conceptual frame workBased on the fundamental concept from this research, researcher thought that it was necessary to describe the framework of this study. It can be drown up as follows:

TeacherStudents

Four stagesTeaching writing process

BKOF

Teaching writing through Genre Based Approach

MOT

JCOTTeacher teaching writing based on kind of the text

ICOT

Students writing skill

New English about Curriculum that we called KTSP is implemented to answer the unsastifactory result of the previous curriculum in English teaching and learning context. Therefore, Genre Based Approach is regarded approriete to be implemented in English teaching. Consequenly, a reserach about the Uncertainty in The Teaching and Laerning Process of Writing at Junior High School 9 Solok Selatan. The procedure leraning activity were: teacher explain the students to knpw basic theory of the genres of text: Recount, Descriptive, and Narrative, to be able to analyze the social function, schematic structure and significant grammatical patterns of texts and to be able to write texts based on genres consist of four stage BKOF, MOT, JCOT, and ICOT. Finally, the researcher will found the answer research question.

H. Hypothesis Hypothesis of this research is students ability in writing descriptive text is low because the teacher didnt use the appropriate method in teaching.

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