Genre-Based Approach The Types of Classroom Writing Performance

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a. Genre-Based Approach

Feez and Joyce in Richards 2005: 43-45 give the following description of show a text-based lesson can be implemented in class. 1 Building the Context In this stage, the students are introduced to the social context of an authentic model of the text-type being studied. The students also have to explore features of the general cultural context in which the text type is used and the social purposes the text-type achieves. And the last is the students explore the immediate context of situation by investigating the register of a model text which has been selected on the basis of the course objectives and learner need. 2 Modelling and Deconstruction the Text In this stage, the students enable to investigate the structural pattern and language features of the model. Moreover, the students also enable to compare the model with other examples of the same text-type. 3 Joint Construction of the Text In this stage, the students begin to contribute to the construction of whole examples of the text-type. Also, the teacher gradually reduces the contribution to text construction, as the students move closer to being able to control text-type independently. 4 Independent Construction of the Text In this stage, the students work independently with the text and the learner performances are used for achievement assessment. 13

5 Linking Related Text

In this stage, the students investigate how what they have learnt in the teaching and learning cycle can be related to the other texts in the same or similar context, and in the future or past cycles of teaching and learning.

b. The Types of Classroom Writing Performance

Brown 2004: 343 proposes that there are five types of classroom writing performance: 1 Imitative or Writing Down At the beginning level of learning to write, students simply ‘write down’ English letters, words, and possibly sentences in order to learn the conventions of the orthographic code. 2 Intensive or Controlled Beyond the fundamentals of imitative writing are skills in producing appropriate vocabulary within a context, collocations and idioms, and correct grammatical features up to the length of a sentence. 3 Self-Writing A significant proportion of classroom writing may be devoted to self- writing, or writing with only the self in mind as an audience. 4 Display Writing For all language students, short answer exercise, essay examination, and even research reports involve an element of display. For academically bound ESL 14 students, one of the academic skills that they need to master is a whole composition of displaying writing techniques. 5 Real writing There are three kind of real writing, those are academic writing, vocational or technical writing, and the last is personal writing.

c. The Roles of the Teacher