The Roles of Teachers in Writing

26 2 developing students’ awareness of the importance of English in improving Indonesia’s competitiveness at the world’s level, 3 developing students’ understanding on the relationship between cultures and language. Related to school based curriculum, National Education Department has proposed the aim of teaching writing in junior high school and also the standard competence and basic competence that can be used by teachers in teaching writing. Based on Peraturan Menteri Pendidikan Nasional Republik Indonesia Permendiknas Nomor 23 Tahun 2006, the aim of teaching and learning writing in junior high school is to make students able to express meanings in interpersonal and transactional language, either informally or formally, in the form of recount, narrative, procedure, descriptive, and report in the daily life context. Furthermore, the standard of competence and the basic competence of Grade VIII students of junior high school in the second semester are presented as follows. Table 2.1: Standard of Competence and Basic Competence of Junior High School Students Grade VIII Semester 2 Standard of competence Basic competence 12. Expressing meanings of written functional texts and short simple essays in the form of recount and narrative texts to interact with the closest environment. 12.1 Expressing meanings of short functional text using written language accurately, fluently, and acceptably in daily life contexts. 12.2 Expressing meanings and rhetorical steps within short essays using written language accurately, fluently, and acceptably in daily life contexts in the form of recount and narrative texts 27 The curriculum in SMPN 2 Wonosari was developed based on School- Based Curriculum SBC. Based on the standard of competence and the basic competence above, Grade VIII students in the second semester are expected to be able to express meaning in the form of recount, narrative texts and some short functional texts such as announcement, advertisement and invitation. In this research, the researcher focused on one type of texts only which was narrative texts. Table 2.1: Microskills and Basic Competence in the Research Microskills Basic Competence 1 Produce graphemes and orthographic patterns of English. 2 Produce writing at an efficient rate of speed to suit the purpose. 3 Produce an acceptable core of words and use appropriate word order patterns. 4 Use acceptable grammatical systems e.g. tense, agreement, pluralization, patterns, and rules. 5 Express a particular meaning in different grammatical forms. 6 Use cohesive devices in written discourse. 12.2 Expressing meanings and rhetorical steps within short essays using written language accurately, fluently, and acceptably in daily life contexts in the form of recount and narrative texts

g. Text-Based Instruction

Text-based instruction TBI, also known as a genre-based approach, sees communicative competence as involving the mastery of different text types Richards, 2006:36. Furthermore, he states that a text is used in specific contexts in specific ways. It can be in the form of casual conversation, conversational exchange, and telephone calls. He says that all the uses of language can be 28 considered as a text in that it exists as a unified whole with beginning, middle, and end, it confirms to norms of organization and content, and it draws on appropriate grammar and vocabulary. Feez and Joyce 1998 in Richard 2006:36 states TBI involves some activities: 1 Teaching explicitly about structures and grammatical features of spoken and written texts 2 Linking spoken and written texts to cultural context of their use 3 Designing units of works which focus on developing skills in relation to whole texts 4 Providing students with guided practice as they develop language skills for meaningful communication through whole texts. Furthermore, they proposes some phases of Text-Base Approach. They are: 1 Building the Context In this stage, students are introduced to the social context of an authentic model of the text type being studied. They also explore features of the general cultural context in which the text type is used and the social purpose of the text. They also explore the context of the situation by investigating the register of a model text. 2 Modeling and Deconstructing the Text In this stage, students investigate the structural pattern and language feature of the model and compare the model with other examples of the same text type.