Teaching Writing Writing a. The Definition of Writing

students’ writing ability determined by the writing product. Some years ago, teache rs believe that students’ writing skills can be said excellent if the product is excellent and vice versa. Thus, the students need to meet certain standards of prescribed English rhetorical style, reflect accurate grammar, and be organized in conformity with what the audience would consider to be conventional. Meanwhile another approach, that focuses on processes, allows students to do something wrong in order to be a better writer. This approach does not focus only on final product from the students, but also concerns with the processes that students experienced Brown, 2011. Brown adapting from Shih 1986 states some characteristics of process approaches i.e.: a Focus on the process of writing that leads to the final written products b Help students writers to understand their own composing process c Help them to build repertoires of strategies of prewriting, drafting, and rewriting d Give students time to write and rewrite e Place central importance on the process of revision f Let students discover what they want to say as they write g Give students feedback throughout the composing process not just on the final product as they attempt to bring their expression closer and closer to intention h Encourage feedback from both the instructor and peers i Include individual conferences between teacher and student during the process of composition. Brown, 2001

c. Writing in High School in Indonesia

The needs of the high school students in Indonesia are determined based on the curriculum in Indonesia. From the curriculum, the competence standard and basic competence defined. Because the focus of this research is on the second semester of tenth grade students, the competence standard and basic competence that will be used is: Table 2.1: The standard of competence and basic competence Standard of Competence Basic Competence Menulis 12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item

2. Genre-based Approach

Due to its nature, the genre-based approach GBA has been confused with the product approach which involves imitating, copying, transforming models provided by the teacher and emphasizing the error free final product Nunan, 1999, and the process approach which focuses on the process of producing a piece of writing from the prewriting stage to the revising state to the final writing regardless of the time it takes Nunan, 1999. Genre-based approach is actually an integration of the product approach and the process approach Badger and White, 2000. In the genre approach, the knowledge of language is intimately attached to a social purpose, and more focus is on the viewpoint of the reader than on that of the writer. Writing is mostly viewed as the students’