Background of the Study

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CHAPTER I INTRODUCTION

A. Background of the Study

As an effort to develop the education in Indonesia, government of Indonesia decides the Government Regulation No. 192005 about the national standard of education. It is the minimum criteria about the education system in Indonesia. The content is about the standard of content, process, graduated competence, teacher, and materials for education, cost, and evaluation. It has function as a basic of planning, action and controlling the education to reach good quality of education. It has purpose to ensure the national quality of education with educate the society and create prestige of Indonesian nature. In order to the general purpose can be reached, the directions are broken down into the curriculum in each level of education. In education context of English, it has function as media to communicate in order to get information. And in daily activity, English language has function as a media to build the interpersonal relationship, exchange the information, and also to get aesthetic of language in an English culture. English lesson has three major functions. Firstly, English develops the communicative skill either written or orally. Communicative skills involve listening, speaking, writing and reading skill. Then, it is to raise the conscious of learners about the nature and the important of English language as one of the foreign language that become the main media in learning process. And the last 1 2 function is to develop the understanding of learners about the relationship of language and culture. Because of the function of la nguage, a curriculum of language must able to prepare the learners to get the competence. It will make the learners able to reflect their experience and the other experiences reveal the idea and feeling and also to understand many kind of language situation. The competence is called by Communicative Competence . Savignon 1983: 10 states: The notion of communicative competence goes beyond narrowly defined linguistics and learning psychology to the fields of anthropology and sociology. It looks at language not as individual behavior but as one of many symbolic systems that members of a society use for communication among themselves. They state that language is a communication and not only a rule. Therefore, the implication is that the language model of competence as a model that prepares the learners to communicate using language in the social environment. Celce draws the competence into: Strategic Competence Discourse competence Socio-cultural competence Actional Competence Linguistic Competence 3 Picture 1: Communicative Competence Model from Celce-Murcia, et al. This picture shows that the main competence is discourse competence. It means that when a people communicate to other people either written or orally, they must involve in a discourse, an event of communication that caused by the topic that communicated, interpersonal relationship and the culture of communication. Discourse competence will be gotten by learners if only the y get the supporter competence. They are linguistic competence, actional competence, socio cultural competence and strategic competence. All the competence must be had by learners in order to they can make a good result of learning. For example in writing process, that the purpose is to reveal some meaning interpersonal, ideational and textual in a written form that include the goal of communication, structural of text and certain linguistic. As Christie 1999: 759 states that “the functional nature of language is theorized in three metafunction: ideational, interpersonal and textual”. Ideational is grammar for representing the world. The interpersonal is grammar for enacting social relationship such as asking, request, asserting control, or ordering. Thus interpersonal is very much about interaction between human beings, society and culture. Textual is grammar for binding linguistic elements together into broader text. Byrne 1997: 1 defines “Writing is producing sequence of sentences arranged in a particular order and linked together in certain ways”. In reality, people always communicate to each other. They not only communicate with spoken language but 4 also communicate in writing language. It is one of reasons why the people need to master writing skill well. Basically, in writing, learners are not only realizing information message or idea in a sentence in correct grammatical but also they must be packed in text formulation that conventionally have been agreed by the society. So that, the reader or audience will more easily understand the content in the texts. As for the criterion is 1 purpose, 2 rhetorical structure, 3 linguistic realization or grammatical pattern. Pardiyono, 2007: 2. In other word, as consideration of the effectiveness of using language, each written text should include these. Mastering writing skill is not easy. Problem may rise since studying writing. Tribble 1996: 12 says that learning writing skill is difficult. His statement as follows: “Learning to write in either a first or second language is one of the most difficult tasks a learner encounters. Many native speakers leave school with a poor command of writing. Learning to write is a difficult and lengthy process. One of that is induces anxiety and frustration in many learners. Learning to write is not just a question on developing a set of mechanical “orthographic skill”. It also involves learning a new set of cognitive and social relation.” The main problem faced by students when they write a text is the difficulty in realizing meaning and not in composing the words sentences. Composing word or sentence is only an effect from the problem. Therefore, the first process that must be thought in writing a text is certain the purpose. After that, the learners must be easy in writing a text and of course will ensure the effectiveness in realizing the meaning. Write text genre will make the learners easier in writing process. Genre texts explain their differentiation in each purpose and the rhetorical structure. In 5 this concept, the pattern of language use is also explaining especially about tenses and sentence pattern. Pardiyono, 2008: 2. So that, by using genre-based approach, the learners will be easier and directed to write a text. Now a days, the genre text are learned in a concept that called by Genre Based Approach. According to Pardiyono 2008: 2 “genre is defined as the type of text that have function as the frame of reference so a text can be written effectively that seen from the right purpose, choosing and composing elements text and also the right of grammatical pattern use”. The Genre Based Approach is used as approach to teach English language in Senior and Junior high school that have been included their curriculum. Genre based approach have 2 cycle. They are oral cycle and written cycle. In oral cycle, it focuses on the students’ ability in produce the language orally spoken. Whereas in written cycle focuses on the students’ ability in writing. The last product of students is about written product. Genre-based in writing cycle, is concerned with what learners do when they write. An understanding of the concept allow the teachers to identify the kind of text that students will have to write in their target occupational, academic or social contexts and to recognize their courses to meet these needs. The concept of genre enables teacher to look beyond content, composing process, and textual forms to see writing as attempt to communicate with readers-to better understand the ways that languages patterns are used to accomplish coherent, purposeful prose. Genre based approach have four stages. The first stage is building knowledge of field BKOF. The second stage is modeling of the text where the teacher gives 6 the example of the text. Next stage is joint construction of text. In this stage, teacher asks to the students to work together with their friend. The last stage is individual construction of the text. in the last stage is the stage to measure the students ability. Because of genre is the new approach that implied in teaching English language, the writer is interested to measure how far the implementation of teaching English especially in teaching writing. So the writer make a research with title “ THE IMPLEMENTATION OF TEACHING WRITING USING GENRE- BASED APPROACH: A NATURAL STUDY AT SMP AL-AZHAR 21 SOLO BARU”. This research focuses on how the implementation of teaching writing that done by the teacher that is based on Genre-based approach. It involve s the teaching learning process that happens in the classroom.

B. Problem Statement