The teaching and learning at SMP N 5 Wates in the even semester of year 20152016 is also developed based on School-Based Curriculum. Below, the
researcher presents the Standard of Competence and Basic Competence that are required to be achieved by the students in the writing skills.
Table 1 : Standard of Competence and Basic Competencies of Writing for Grade VIII in the Even Semester
Standard of Competence Basic Competence
Writing
12. Expressing meanings through very simple functional written texts and
short essays in the forms of recount and narrative texts to interact with
the surroundings. 12.1 Expressing meanings through very
simple functional written texts accurately, fluently, and
appropriately to interact with the surroundings.
12.2 Expressing meanings and rhetorical steps in very simple short essays
using written manner accurately, fluently, and appropriately to
interact with the surroundings in the forms of recount and narrative texts.
b. Learning Cycle
The researcher used genre based approach GBA to conduct this research. The genre based approach consists of five stages: building the context, modeling
and deconstructing the text, joint construction of the text, independent construction of the text, and linking to related texts. Each stage is designed with
various types of activities to achieve a different purpose within the cycle of teaching and learning. Feez and Joyce 1998: 28 illustrate the teaching and
learning cycle as follows:
Figure 2: Stages of the teachinglearning cycle
The procedure of teaching-learning process implemented can be explained as follows.
1. Building the context In this stage, students are expected to be able to build their background
knowledge of the topic they are going to write. The process of the building of background knowledge can be presented through some media, for example
pictures, audio, video, etc. 2. Modeling and deconstructing the text
In this stage, students will investigate the structural pattern and language features of the model text. This phase involves analysis and discussions about
how and why examples of a particular genre are organized to make meaning. This stage allows students to analyze the representatives of a text, its generic
structures and linguistic features. 3. Joint construction of the text
In this stage, students work together with the guidance of the teacher to create a text. The teacher gives a chance for students to practice writing in
peers or groups to share their critical thinking in creating a text. 4. Independent construction of the text
In this stage, students begin to work independently. After they obtaining the writing skills from the process of joint construction of the text, they are
expected to be able to produce a new text of a certain genre individually. 5. Linking related texts
In this stage, students relate the text they have created to other texts which have been produced before or will be produced. The teacher can ask
them to show the similarities and differences between those texts.
c. Writing Assessment
