20 are also expected to have conscious plans for dealing with the parts of
writing process. The students have to be aware of clarity and fluency in producing the writing script. Furthermore, the teachers should provide and
arrange feedbacks in order to encourage and improve the students‟ writings.
d Fluency development
Nation 2009 states this principle enlightens about writing speed. Students should increase their writing speed so that they are able to write
very simple material in a reasonable speed. Fluency development can be done through repetitive activities of writing.
3 Teaching Technique
In order to help students to reach the goals in writing, the teachers are supposed to find the technique in delivering the lesson. According to Raimes
1983, to teach writing the teachers have to know the purposes of the techniques used in teaching writing:
1. To communicate with a reader
2. To express ideas without the pressure of face-to-face
communication 3.
To explore the subject 4.
To record experience 5.
To become familiar with the conventions of written English discourse text
According to Dhand 2008, the techniques of teaching are activities which are used day to day for a particular lesson. These activities or techniques affect to
the learners‟ understanding of the process. Moreover, the techniques used must have the potential to enhance and enrich the learning experience.
21 Furthermore, Dhand 2008 adds the teachers possibly will find, with
experience, more than a single technique. The teachers will experience the most appropriate and effective technique by practicing some techniques first. The
successful teaching techniques depend on the successful planning also.
2. Text
– Based Approach
In this section, the researcher discusses the approach that is used in this study. There are two major parts in this section: the definition of the text
–based approach and also the implementing of the text
–based approach.
a. The Definition of Text
– Based Approach
In this research, the researcher uses text –based approach. Text-based
approach which has also been known as genre approach is an approach which is employed based on the need of English language teacher to teach whole texts.
According to Feez and Joyce 2002, primarily concern of the text –based
approach is what learners do with the language. Moreover, Feez and Joyce 2002 state,
“A text–based approach is concerned with units of discourse called texts” p.4.
Moreover, Feez and Joyce 2002 explain that this approach is based on an approach which involves teaching about structures and grammatical features of
spoken and written texts explicitly, relating the spoken and written texts to the social and cultural contexts of its use, developing units of work which focus on
building the skills in relation to the whole texts, arranging the guided practice to the students as they develop language skills for meaningful communication based
22 on the whole texts. In this research, the researcher employs this approach since the
researcher has to teach the students who deal with several kinds of texts.
b. The Implementation of Text-based Approach
The implementation of text-based approach in this research is based on the teaching and learning cycle from Feez and Joyce 2002. The cycle consists of
five stages. 1
Building the context In this stage, firstly, the students are introduced to the social context of the
text-type being learned; building their knowledge of the topic of the texts given. Secondly, the students explore the features of the general cultural context and the
social purposes of the texts given. In this stage, the students can be invited to compare between the text learned and the other related texts.
2 Modeling and deconstructing the text
In this stage, the students discussed the texts given. They investigate the structural pattern and language features of the model texts. The teachers start
using the technique in teaching the text. The activities in this stage are proposed by Feez and Joyce 2002, p.30:
“Text-level activities: focusing on cohesive devices such as sets of related lexical items, conjunction, modality, reference e.g.
semantic maps, vocabulary networks, cloze, transparency overlays, etc.
Clause-level activities: presentation and practice activities relating to the grammatical features of the text.
Expression-level activities: oral-aural, pronunciation, decoding, spelling, handwriting or typing practice as needed for the use of
the text-
type.”
23 3
Joint construction of the text The students are given chances to contribute to the construction of the text
examples. The teachers reduce the contribution of the text in order to prepare the students to the next stage: independent stage. In this stage, the activities proposed
by Feez Joyce 2002, p.30 are all in direct quotation: a.
Teacher questioning, discussing and editing whole construction, then scribing onto board or OHT
b. Skeleton text
c. Jigsaw and information gap activities
d. Small group construction of texts
e. Dictogloss
f. Self-assessment and peer- assessment activities
4 Independent construction of the text
In this stage, the students work individually. They compose the texts which have learnt individually. The students make their drafts as their individual writing
product. 5
Linking to the related texts In this stage, the activities invite the students to reflect what they have learnt
in the text discussed during the lesson. The activities proposed by Feez and Joyce 2002, p.31 in this stage are: in direct quotation
a. Comparing the use of the text-type across different fields
b. Researching other text-types used in the same field
c. Role- playing what happens if the same text-type is used by people
with different roles and relationships d.
Comparing spoken and written models of the same text-type e.
Researching how a key language feature used in this text-type is used in other text-types.
24
3. Narrative Text
In this section, the researcher discusses the definition, the communicative purposes, the generic structure, and the grammatical features of narrative text.
a. The Definition of Narrative Text
Doyle, Goh, and Zhang 2004 state that narratives are storis which consist of sequence of events. “Narratives have many complex structures although they
share many of basic future we have identified in recount” p.60. In other words, narrative is a text that tells a story rather than tells the series of past experience;
this is why narrative differs from recount text. Moreover, narrative consists of more complex generic structures than recount.
According to Guzzetti, “Narratives are stories that are most often written to entertain and excite the reader. A story usually has a beginning, a middle, and an
end as a goal based. Narratives have an internal structure that usually consists of several main components including characters, setting, the
me, plot and resolution” 2002, p.386.
Guzzetti 2002 states that the examples of narratives are short stories, novels, folktales, tall tales, myths, fables,legends, fantasies, and science fiction.
b. The Communicative Purpose of Narrative Text
The basic purpose is to amuse the reader. It is supported by Gerot and Wignell 1995 who state that the purpose of narrative texts is to relate an
amusing or unusual experience in an entertaining way. Besides, Knapp and Watkins 2005 state that narrative texts have purpose to entertain the readers.
25 It is also used as a powerful social role. This second purpose of Knapp and
Watkins relate to the purpose which is stated by Doyle et al. 2004 that narrative texts have didactic and satirical purpose. It can be used as educational text.
c. Generic Structure of Narrative Text
