37 that the implementation of scaffold
ing concept increased the students‟ confidence level and the approach encouraged a positive attitude towards writing.
As mentioned earlier, studies in the implementation of the Genre-Based Approach reveal a positive contribution of the GBA on the teaching of writing.
However, Hyejeong Ahn 2011 suggested viewing the implementation of the Genre-Based Approach on the perspectives of the students since a little emphasis
has been put on this. Regarding this, this action research included English games in the teaching
and learning process for the sake of benefiting students. The objective of the use of games is to avoid the possibility of
students‟ getting bored as Jack C. Richards 2006 argued that the implementation of Genre-Based Approach in teaching
English brings a risk that the process of teaching and learning will be repetitive and boring over time.
C. CONCEPTUAL FRAMEWORK
Teaching language needs to take into consideration many factors that may influence the process of teaching, such as the teacher, the learners and the
environment. If one factor does not support the teaching and learning process, the goal of teaching and learning will likely be difficult to achieve. If such problem
occurs, there must be an effort to solve the problem and improve teaching and learning quality. Action research then is conducted as an attempt to deal with
problems found in the classroom context.
38 Considering that the low writing skill of the VII A students of SMP
Institut Indonesia is a problem that is feasible to be dealt with, this research is focusing on the attempts
to improve students‟ writing skill through the implementation of Genre-Based Approach. The use of Genre-Based Approach is
based on the assumption that language is better learned in the form of a text as a whole. The use of Genre-Based Approach is also based on the consideration of
bringing Vigotsky‟s scaffolding concept. ɑs this concept proposes to give materials to the students in smaller chunks
—ranging from easy to difficult, from simple to complex
—it gives students a sense of achievement every time they finish each task in each stage, thus boosting their self confidence and encouraging
them to learn more. However, the implementation of the Genre-Based Approach, as argued by
Jack C. Richards 2006, tends to be repetitive and boring over time. As an effort in
avoiding the risk of students‟ getting bored, the implementation of Genre-Based Approach in this research also included games during the actions.
The actions were carried out in the second semester in 2015 through May- June. The research took two cycles consisting of seven meetings. The materials
were composed based on the standards stated in the 2006 curriculum so that the targets o objectives of the curriculum can be fulfilled. The actions included
attempts to achieve the targets of curriculum that does not only cover English communicative skills but also character building. The conceptual framework for
this study is presented in the following figure.
