students, not domination by the teachers. Moreover, teachers should provide the gradual reduce scaffolding to the students during joint constructing the texts.
4 Independent Constructions of the Text
Independent construction of the text involves students to work independently with the text. Their performances are used to be the achievement assessment to the teacher.
Some activities can be applied in independent construction of the text in writing such as the writing tasks which demand the students to draft also present their whole texts.
5 Linking to Related Texts
Linking to Related texts required students to investigate on how or what they have learnt during class then they link to the other texts in the same or similar contexts also
imagine future or past cycles material that they get during cycles of teaching and learning. Teachers can apply some activities related such as comparing the use of text
type across the different field, researching other text types used in the same field, role playing what happens if the same text type is used by people in different roles and
relationship etc. The model of genre based approach can be drawn in a cycle which is
suggested by Hammond, et.al 1992 below:
Figure 2.2 Teaching Learning Cycle Hammond, et.al 1992
As stated before, the Indonesian government had just proposed the 2013 implemented to seventh grader students of junior high school. The 2013 curriculum
implementation brings to the scientific approach steps used when doing teaching learning process. Based on BSNP, this approach emphasizes some important steps that
can be drawn:
Figure 2.3 Teaching and Learning Steps Using Scientific Approach
Documents of Indonesian Ministry of Education
According to Suyitno 2010, the steps of scientific approach have been explained above:
1. Observing, students are asked to listen or to read some material objects such as
text that have been learning. 2.
Formulate Question, this step requires students to ask and limit information items that they want to know for example in producing text.
3. Associating step requires students to firstly collect data or Information. The data
related to the formulated questions are collected by the students using various techniques such as doing observations, interview, and reading book. After that,
they analyse data or information. These data collections are processed in order to answer the formulated questions.
4. Experimenting, students are asked to have experiment on what they have got on
previous steps based on the answer of formulated questions such as in producing
texts, they can create text to express ideas or thoughts through some activities for example guided productions, and free productions.
5. Networking, this step requires students to present their work and to make
comment on what they have created through the experiment steps. In addition, since the scientific approach compares to genre based approach,
they actually have similar steps that can be drawn in this table below:
Table 2.4 The Comparison Scientific Approach and Genre Based Approach
Scientific Method Genre Based Approach
Observe BKOF
Formulate Questions MOT
Associating Collect
DataInformation MOT
Analyse Data
Information Experimenting
Create Texts JCOT
ICOT Networking
LCOT
e. The Roles of Teachers in Teaching and Learning Writing Process
During the process of teaching and learning writing, the teacher can apply some roles which are suggested by Harmer 2007:330 explained as follow:
1. The Motivator
As the motivator, teachers can encourage students to think and make effort as possible on what they want to write, before the students are asked to write.
2. The Resource
When students find the difficulties to express some words and expression being used into their first draft, teachers as the resource should be ready to supply information
and language used. 3.
The Feedback Provider After students produce their final written, teachers as the feedback provider should
give reaction and respond positively even receptively to the content of what their final written product.
f. Writing Assessment
The need of writing is no longer assumed as basically as the way to record the speech and to reinforce grammatical also lexical features of language. Some research
had found the uniqueness of writing activity as a skills whose is own features and conventions. The uniqueness may come from the situations in Indonesian teaching class
when the teacher knows the students‟ difficulties in writing to foreign language. This brings to the fact that the assessment of writing which teachers did is not got simple.
The first step that teachers can do in assessing is setting a clear objectives and criteria. The criteria include handwriting ability, word spelling, writing sentences that are
grammatically correct, paragraph construction and other criteria. These criteria should be known by students so that they can pay more attention to the genre of their written
language during producing step. Then, the micro and macro skills of writing can be used by teachers in stating the objective precisely.
In assessing students, the scoring rubrics offered by Cael 2011 from Seattle Community Collage and 2013 Curriculum are adapted. She offered the simple scoring
rubrics for the level 3 students writing rubrics included number of sentences which students can write, ideas, vocabulary used, punctuation also grammar. These criteria can
be drawn in her table below:
Table 2.5 Final Level 3 Student Rubrics, Cael Seattle Central Company Collage
Level 3 Completion
Aspects 1 needs
improveme nt
2 developing 3 competent
4 exceptional
Writing Can write 1-
4 Sentences Can write 5-7
sentences Can write 8-10
sentences of different kinds
Can write 8-10 sentences of
different kinds
Punctuation, Capitalization,
and Spelling Makes
many mistakes in
punctuation ,
capitalizatio n, and
spelling Makes some
mistakes in punctuation ,
capitalization, and spelling
Makes a few mistakes in
punctuation , capitalization, and
spelling Makes almost no
mistake in punctuation
,capitalization, and spelling
Vocabulary Words
Uses only a few simple
and common
words often with
mistakes Uses some simple
and common words and makes
some mistakes Uses many simple
and common words and makes only
few mistakes Uses simple and
common words well. Tries to use difficult
word
Ideas Ideas do
not connect to the topic
Ideas only sometimes
connect to the topic
Ideas usually connect to the topic
Sentences are all connected to the
topic
Grammar see details below
Makes many
mistakes in grammar
Makes some mistakes in
grammar Makes a few
mistakes in grammar
Makes almost no mistake in grammar
Table 2.6 Grammar Level 3 for Student Rubric, Cael Seattle Central Company Collage
Sentences Simple sentences with subject and verbs
Negative sentences YesNo Question
Information Question Wh- Question Verbs
Be Verbs Present continuous Tense
Simple Present Tense Other
Pronouns Demonstrative This ThatTheseThose
Count and Uncountable nouns Articles aan and the
Possessive Pronoun e.g my, his, her, their, the boy‟s , Bob‟s
Basic Adjective Adverbs of frequency e.g. always, never, sometimes, often,
etc There is, there are
Meanwhile 2013 curriculum offers some criteria which are the coherence sentences, word choices and writing, idea, and grammatical accuracy can be assessed.
These criteria can be drawn on the table underneath:
