19 interest that establish a coherence and purpose for the course or that set out the
sequence of key areas of subject matter that students will address. Further he stated that a content orientation can also form the basis of courses that focus more
on language structures and functions 2003: 16. The last focus is on genre. Genre orientation incorporates discourse and
contextual aspects of language use that may be neglected when attending to structures, functions, or processes alone Hyland, 2003: 18. Further he stated that
writing instruction begins with the purposes for communicating, then moves to the stages of a text which can express these purposes 2003: 20. Writing that
emphasizes on the genre is the main focus of this study.
5. Teaching Writing Skill
There are two approaches in teaching writing according to Nunan 1999: 272. The first is product-oriented approach. The product oriented focuses on the
final product, the coherent, error-free text Nunan, 1999: 272. This approach focuses on tasks in which students imitate, copy, and transform the model
provided by the teacher or textbook. Therefore, this approach focuses more on quality rather than quantity.
The second is process-oriented approach. This approach focuses on the steps involved in drafting and redrafting a piece of work Nunan, 1999: 272.
Moreover he stated, proponents of process writing recognize and accept the reality that there will never be the perfect text, but that one can get closer to perfection
through producing, reflecting, discussing, and reworking successive drafts of a
20 text 1999: 272. This approach focuses less on a perfect final product. Therefore,
this approach focuses more on the quantity rather than quality. This study focuses on the both writing pedagogy. In genre approach, the
students imitate the model of the text given. The genre approach also provides step by step procedure to produce a piece of writing.
6. Genre-Based Writing
Kim n.d as cited from Swales 1990 statement, genre is identified as a
class of communicative events, the members of which share some set of communicative purposes. Therefore, genre uses certain rules associated with the
writer’s communicative purposes. Further, Kim states that communicative purposes and the structural features should be identified when genres are used in
writing classes n.d: 34. Each genre has its own structural features according to its communicative purpose. Consequently, structural features are the characteristic
of a genre. The structural features consist of the generic structure and the linguistic feature. The generic structure refers to how the text is sequenced. While
the linguistic feature relates to grammar and commonly word used in the text. In the genre approach, samples of a specific genre are introduced, and
some distinctive characteristics of the given genre are pointed out so that students notice specific configurations of that genre Kim, n.d
: 1. Implementing genre approach in teaching writing takes place through imitation and exploration of the
models of the text given by the teacher. The stages of genre-based approach are
21 various. The researcher employed the teaching learning cycle proposed by Feez
and Joyce 2002.
7. The Teaching Learning Cycle
