3. Purpose of Writing
When we write a book or an article we will have to know the purpose of writing. The purpose of writing is to express ones thoughts feelings, ideas,
arguments, etc... on a piece of paper. This type of expression comes in many forms such as essays, research papers, poems, and in some cases drawings. And
the purposes of writing as assessment; as an aid to critical thinking, understanding and memory; to extend students’ learning beyond lectures and other formal
meetings; to improve students’ communication skills; and to train students as future professionals in particular disciplines
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. The whole process of writing even a paper, from the beginning to the end, can
be complicated, and sometimes, even discouraging. A paper begins with ideas and planning, and then is drafted into a structural form i.e. paragraphs, poems, etc...;
the whole is revised and edited until it is clear. The point of writing is to have something to say and to make a difference in
saying it. Rarely, however, is impact the focus in writing instruction in English class.
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The task demands in the writing make a further point about authentic writing. It should have great empathy for the reader and pay close attention to
context.
4. Types of Writing taught in SMU
In the teaching of writing there are types of literature that should be known by teacher mostly who will teach at Senior High School. In applying School Based
Curriculum, when teaching, a teacher can use any method as long as it suits the students needs, characteristics, and facilities the school has, so that the
results of learning will be the most effective. The role of model texts,
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Caroline Coffin, et. al, Teaching Academic Writing, London: Routledge, 2003, p.20
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Grant Wiggins Hopewell, Real-World Writing: Making Purpose and Audience Matter, New Jersey, n. p., n. d.
particularly Writing ones can be clearly seen through the scope of English subject, as stated in the school based curriculum 2007, which covers
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: a. Discourse competence, that is the competence to understand andor
produce texts, both speaking and written, which is realized in the four language skills: listening, speaking, reading, and writing to achieve the
informational literacy. b. Interpreting and producing various short functional texts and monologue
of various genres: procedure, descriptive, recount, narrative, report, news- item, analytical exposition, hortatory exposition, spoof, explanation,
discussion, review, public speaking. The gradation of material can be seen through lexico-grammar used and the text development.
c.
Supporting competencies: linguistic competence using grammar, lexical items, pronunciation, punctuation appropriately, socio-cultural competence
using appropriate expressions in various context of situations, strategic competence overcoming problems when CB Communication breakdown
occurs so that communication does not stop, and actional competence conveying and understanding communicative intent by performing and
interpreting speech and speech act sets School Based Curriculum, 2007: 308. From curriculum above explains that discourse competence is the competence
to understand how to produce the texts both speaking and written. The students are expected to know the four competencies such as writing, reading, speaking
and listening. The second is interpreting and producing short functional text, the students are asked to produce short functional text with different gender. It makes
students has competent in mastering the English language especially in writing
knowledge. For writing knowledge, Students are asked to make a short text with different genre such as procedure, descriptive, recount, narrative, report, news-
items, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking. The last is supporting competencies, after the student
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Dwi Rukmini, Speaking Model Texts in Texbooks for Senior High School, BAHASA DAN SENI
, Tahun 37, Nomor 1, Februari 2009, p. 47
understand about four competencies and produce various short functional texts. The student must pay attention all about linguistic competence grammar, lexical
items, punctuation appropriately, socio-cultural competence appropriate expression in various context of situation, strategic competence communication
doesn’t stop before overcoming problems, and actional competence, when we will communicate to other people we must understand what we will show to our
interlocutors by performing, interpreting and speech act sets. Three elements above can support the learning activities of students in
learning the English language and it can support the students in their competencies.
B. Recount Text
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