\
a. Developing a Text in KTSP
Referring to the latest curriculum, KTSP Kurikulum Tingkat Satuan Pendidikan
Curriculum at the School Level, students should be able to communicate in English Badan Standar Nasional Pendidikan, 2006: 134. What
is meant by to communicate here is to communicate in verbal and in written form, to understand and convey information, thoughts, and feelings and to develop
science, technology, and culture. The communication is realized through four language skills, i.e. listening, speaking, reading and writing skills.
This study focuses on the students’ writing skill. The second of the three high school curriculum scopes states:
kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk
procedure, descriptive, recount, narrative, report, news item, analytical exposition, spoof, explanation,
discussion, review, public speaking. Gradasi bahan ajar tampak dalam penggunaan kosakata, tata bahasa, dan langkah-langkah retorika
Badan Standar Nasional Pendidikan
, 2006: 135. It is clear that high school students should be able to write many genres in
English. The students are expected to produce short texts, monologs, and essays in the form of a procedure, descriptive, recount, narrative, report, news item,
analytical exposition, spoof, explanation, discussion, review, and public speaking. The curriculum also states that the teaching material gradation appears in using
vocabulary, grammar, and rhetorical structure to produce certain form of text. Rhetorical structure refers to ‘the underlying structure which accounts for the
organization of a TEXT or a DISCOURSE’ Richards, Platt, and Weber, 1985:251. Thus, this study investigates the students’ vocabulary, grammar and
rhetorical structuregeneric structure. 8
\
b. The Importance of a Genre in Developing a Text
The latest curriculum, KTSP Kurikulum Tingkat Satuan Pendidikan Curriculum at the School Level implies that senior high school students should
be able to write many genres in English Badan Standar Nasional Pendidikan, 2006: 135. It means that to develop a text, students should know the genre of the
text. Thus, a genre is important for students to understand. Similar to KTSP, Department of Education Training and the Arts of Queensland http:
education.qld.gov.au2007 states that a genre is important in developing a text as the department states that students “need lots of exposure to, and experience with,
a wide range of written genres to be able to master them with relative ease”. To conclude, genres need to be taught to students to develop texts.
Before going further, it would be better to know what a genre is. Mcquillan 2000: 319 mentions that a genre is “a literary type or style.”
Furthermore, a genre is also “the name given to the type of the text” Hardy and Klarwein, 1990: 14. Thus, a genre is a text type. Hardy and Klarwein 1990: 2
also state that every genre “has a number of obligatory parts – those parts have a characteristic order” and “has identifiable grammatical features.” It is clear that a
genre has a number of obligatory patterns concerning the characteristic order and the grammatical features. In brief, a genre is a text type that has obligatory
patterns concerning the characteristic order generic structure and the grammatical features linguistic features.
It is also important to know that one genre is different from another. The Certificate in Spoken and Written English CSWE, the most widely used TESOL
9 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
\ Teaching of English to Speakers of Other Languages curriculum in Australia has
features of text types that highlight how one text-type is different from another Feez, 2002: 84. For example, recounts tend to use the past tense and make more
use of action verbs while descriptions tend to use the present tense and make more use of the verbs ‘to be’ and ‘to have’ Feez, 2002: 84. It is clear that genre of
recount is different from descriptive genre. The differences are comprised of each genre’s characteristic patterns. These characteristic patterns are actually the
generic structure and linguistic elements, as Nunan 1999: 280 mentions “linguists are studying different text and discourse types in an effort to identify
their underlying generic structure, and the linguistic elements that characterize them.” In brief, every genre has its features or characteristic patterns, which are
the genre’s generic structure and linguistic elements, which make one genre differ from another.
c. Contextual Factors of a Text
Kategori