38 c. Types of written language
There are hundreds of different type of written texts, a much larger variety than found in spoken texts. Each of the types listed of below
represent a genre of written language. Each has certain rules or conventions for its manifestation, and we are thus able immediately to
identify a genre to know what to look for within the text. Below are types of written text;
1 Nonfictions, editorials, essays, articles, etc. 2 Fiction novels, sort stories, jokes, drama, poetry.
3 Letters, personal, business. 4 Greeting cards
5 Diaries, journals 6 Recipes
7 Manuals 8 Menus
9 Advertisements 10 Invitations
f. Teaching Reading in Junior High School
Based on Curriculum mount set of education one of aims study language English in junior high school is improving communicative skill
in English language during the type oral although writing. Communication skill is cover speaking, reading, writing, and listening. The four
competences are hope the able draw up and supply the student of junior high school for continue stage level education.
39 The use of curriculum adult the orientation at competence, that
mean the student demand own certain competence or proficiency as the result process study in the school. Competence always calls curriculum
mount set of education. Competence is general skill dominate, because graduated or level education.
Junior high school students have special characteristics, Brown 2001: 92 states that “the terrible teens” are in an age of transition,
confusion, self-consciousness, and growing and changing bodies and minds. Teens are in a condition between childhood and adulthood and
therefore a very special set of considerations applies to teaching them. Here some considerations.
a. Intellectual capacity adds abstract operational thought around the age of twelve. Therefore, some sophisticated intellectual
processing is increasingly possible. b. Attention spans are lengthening as a result of intellectual
maturation but, once again, with many diversions present in a teenager‟s life, those potential attention spans can easily be
shortened. c. Varieties of sensory input are still important but, again, increasing
capacities for abstraction lessen the essential nature of appealing to all five senses.
40 d. Factors surrounding ego, self-image, and self-esteem are at their
pinnacle. Teens are ultra-sensitive to how others perceive their changing physical and emotional selves along with their mental
capabilities. One of the most important concern of the secondary school teacher is to keep self-esteem high by
1 avoiding embarrassmentof students at all costs, 2
affirming each person‟s talents and strengths, 3 allowing mistakes and other errors to be accepted,
4 de-emphasizing competition between classmates, and 5 encouraging small group work where risks can be taken
more easily by a teen. Secondary school students are of course becoming increasingly adult-
like in their ability to make those occasional diversions from the “here and now” nature of immediate communicative contexts to dwell on a grammar
point or vocabulary item. As in teaching adults, are must be taken not to insult them with stilted language or to bore them with over analysis.
7. The Magazine
