The Microskills of Writing

28 Genre-Based Approach, it is based on three assumptions on language learning Feez and Joyce, 1998. The first assumption underlying the Genre-Based Approach is that language learning is a social activity. It means that language learning is the result of collaboration between the teachers and the students, and between the students and other students. Consequently, interaction is the key point in learning language, both between the teacher and the students, and among the students. The second assumption is that learning occurs more effectively if teachers are explicit about what is expected from the students. Under this assumption, there should be explicit identification of what is to be learned and what is to be assessed. In achieving the expected outcome, the role of the teacher is to use effective methods in the teaching and learning process. In addition, during the learning process teachers can assist and support students as they are building knowledge and skills. The third assumption is that the process of learning language is a series of scaffolding developmental steps which address different aspects of language. This assumption is based on Vygostky‟s theory of learning Feez Joyce, 1998. According to Vygostky, in the process of learning each learner undergoes two levels of development, i.e. “a a level of independent performance, and b a „level of potential performance‟ which is made possible through social interaction and joint cons truction with „more capable others‟ Feez and Joyce, 1998.” 29 However, there is a gap between these two levels which is called „The Zone of Proximal Development‟ ZPD. This concept of development suggests that:  If a teacher is only concerned with what students can already do with language, i.e. with their existing level of independent performance, then the students will never progress.  If a teacher supports students so that they move through the zone of proximal development to their potential level of performance, real learning and progress is possible Feez Joyce, 1998. It brings the implication that the effective teaching practices are those that encourage students to move through the ZPD. In relation to this assumption, Genre-Based Approach includes two elements, i.e. Joint construction and scaffolding. In joint construction, the teacher and students work and perform together in developing a text until the students are able to perform independently. Meanwhile, scaffolding refers to the supports provided by the teacher in order to guide students to move through their Zone of Proximal Development towards their potential level of independent performance. This scaffolding is done by providing explicit knowledge and guided practices. In the implementation, the scaffolding concept is manifested in stages of teaching known as the Cycle of Teaching and Learning. The Cycle of Teaching and Learning includes stages in which GBA is carried out. In the development of the GBA theory, the cycle of teaching and learning was introduced by Hammond et al in 1992 which includes; Building Knowledge of Field BKoF, Modeling of Text MoT, Joint Construction of Text 30 JCoT, and Independent Construction of Text ICoT. However, Feez and Joyce 1998 included one more stage in the cycle i.e. Linking to Related Texts. This research used the cycle of teaching and learning model proposed by Feez and Joyce. Figure 2. Teaching and Learning Cycle Hammond et al, 1992 a. Building the Context or Knowledge of the Field Negotiating Field This stage aims to build students‟ background knowledge about the topic they are going to write in terms of content and vocabulary. In this stage, the teacher identifies what the field is, what part of the field will be explored, what the students already know about it, what experiences and activities will be part of the exploration, and how the information from the activities will be recorded and