11 efficacy. The researcher needs these theories to make sure that learners can use
Text Types Board according to their needs. That activity indicates self-regulation.
e. Text Types of Reading and Writing
According to Rotter and Bendl 1998, there are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition,
procedure, discussion, review, anecdote spoof, news item. In this study, according to Kurikulum 2013, text types that would be learned by junior high school
students are only narrative, recount, descriptive, report, and procedure text. Based on Rotter and Bendl 1998, n
arrative’s social function is to tell stories or past events and entertain the readers. The generic structure of the text is
orientation, complication, and resolution. Recount text is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the
readers. The generic structure is orientation, events, and reorientation. Rotter and Bendl 1998 also stated that descriptive text is texts which
function to describe a particular person, place, or thing. The generic structure is identification and description. Report text is a text which presents information
about something as it is. It is as a result of systematic observation analysis. The generic structure is general classification and description. Procedure is a text that
is designed to describe how something is achieved through the sequence of actions or steps.
f. Teaching Reading and Writing Technique
When teachers deliver the text types material, they have to use the reading and writing techniques for text type material. According to www.nclrc.orgin using
12 the teaching reading techniques, teachers should be pay attention to several
elements. The first one is focused on the reading process. To accomplish this goal,
instructors focus on the process of reading rather than on its product. When students read the text types the reading process takes an important role especially
for identifying the type of the text. Second, the instruction in reading strategies is not an add-on, but rather an
integral part of the use of reading activities in the language classroom. The challenges emerge here because teacher should be able to help their students
become effective readers by teaching them how to use strategies before, during, and after reading.
Third, reading activity for students should be able to stimulate their communicative competence through classroom and homework reading activities.
This step becomes the next challenge for teachers because they have to resemble or be real-life reading tasks that involve meaningful communication using
English text types. Learning English text types is not only talk about reading but also
producing written text related to English text types. According to Verner 2009
there are several techniques that teachers may use for teaching English text types.
The first one is brainstorming. The object in brainstorming is to compile as large a list as possible of potential examples for a given topic. The challenge for
teacher is how to stimulate their idea by providing several examples of English
text types.
