students‟ language proficiency are different each other. As the result, the task requires students in helping each other when finishing their task. There are some activities which
include to the shared task and can be done by the teacher such as group composition, group-class composition, dicto- glos, and blackboard composition.
3 Guided Task
Guided task aims to link the gap by providing the support of exercises and focus guidance. This task will effect to narrow on what the students should require, to
sequence and to grade the task given, to give successful chances so that the students can finish the task required easily. There are several types of guided task such as answering
questions, doing correction, doing completions, ordering, doing word formation. 4
Independent Task Independent task will leave students to rely on their own resources. It requires the
students to work individually without any helping effort and is said to be good as the task will provide the reasonable challenges which have some difficulties so that the
students will face them outside the classroom. This task can be done by teachers after doing the strategies from the experience, shared, and guided task.
Related to this explanations above, he also adds that teachers should deal with developing the awareness of designing the task based on some possible approaches and
to make the students becoming aware through several activities helped which will engage the gap between the students‟ present knowledge and knowledge to do the task.
c. The Curriculum of Grade VII Junior High School
Currently, the Indonesian government imposed on the 2013 curriculum use. This new curriculum is considered as the way getting closer to Indonesian moral value
nowadays. Additionally, it highlights some points related to developing literacy. First, students should be familiar with organizing some kinds of texts which are systematic,
logic, and effective through the practice of creating the texts. Second, the rules of organizing texts are introduced to students so they are not confused in the process of
making the texts. Third, students should be familiar too with expressing themselves and their knowledge by using the convinced language spontaneously. Then, the government
adds some elements that can be guidance for teacher in conducting their class. These elements include the Core Competence
Kompetensi Inti
and Basic Competence
Kompetensi Dasar
. These two elements cover some performances that the students should achieve and the material used. Based on 2013 curriculum, the seventh grade
students in junior high school are required to achieve and to perform certain genre while studying English in class. The genres include instructional text including short notice,
warning, caution and descriptive texts. The following table below shows in detail the Core Competence and Basic Competence of the English 2013 Curriculum concerning
writing of descriptive texts.
Table 2.2
KI
–
KD SMP Kelas VII, Kurikulum 2013
Documents of Indonesian Ministry of Education
Core Competence
Kompetensi Inti
Basic Competence
Basic Competence
Core Competence 3: Understands knowledge factual,
conceptual, and procedural based on the knowing feel desire about the science
knowledge, technology, arts, cultures, related to phenomena and events looked in
the eyes.
KI 3: Memahami pengetahuan faktual, konseptual, dan prosedural berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata
Core Competence 4: Tries, processes, and presents in concrete domain using,
disentangling, combining , modifying and creating and abstract domain writing,
reading, counting, drawing and composing accordance to what have been learned in
school and other similar resource in view points or theories.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret menggunakan,
mengurai, merangkai, memodifikasi, dan membuat dan ranah abstrak menulis,
membaca, menghitung, menggambar, dan mengarang sesuai dengan yang dipelajari
di sekolah dan sumber lain yang sama dalam sudut pandangteori.
3.10 Understands social function, text organization, and language features from
the descriptive text which explains and asks about person, animal, and thing in
short and simple descriptions accordance to the context used.
3.10 Memahami fungsi sosial, struktur teks,dan unsur kebahasaan
dari teks deskriptif dengan menyatakan dan menanyakan
tentang deskripsi orang, binatang, dan benda, sangat
pendek dan sederhana, sesuai dengan konteks penggunaannya .
4.12 Gets meaning in spoken and written short simple descriptive text
4.12 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat
pendek dan sederhana.
4.13 Creates spoken and written short simple descriptive text about person,
animal, and thing with paying attention to the social function, text organization, and
language features rightly and contextually.
4.13 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan
sederhana tentang orang, binatang, dan benda, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
d. Writing Teaching Learning Cycle
In approaching the target language learning from the perspective text, teachers can apply a teaching method which becomes the student way in developing their
knowledge and skill to deal with certain kinds of texts in social situational contexts. Henceforth, the genre based approach can be used to be one of scaffolding way to
students in developing their writing ability. While teachers teach writing, the grammatical structure mastery of individual sentence and vocabulary are commonly be
emphasised. Students are required to write sentence or short paragraph correctly, however they usually have difficulties during sustaining argument in writing a complete
sentence or article. Hyland 1990 in Kongpetch 2006 found that the EFL and ESL students get the problem related to their background experience in writing. This
problem makes them inadequate understanding of how texts are organised. Later, some researchers found that the genre-based approach can be the way to
solve the problem mentioned formerly. This approach was initially developed in Australia and done by some experts such as Martin and Rothery 1980-1981.
Hammond and Derewianka 2001:186-193 define that the genre based approach as the way language and literacy education create the combination of understanding genre and
genre teaching together in the writing class. Tangpermpoon 2008 adds that the genre based approach focuses to incorporate the knowledge of particular genre and its
communicative purpose so that learners could be helped in producing their written product to others in the same discourse community.
According to Badger and White 2002:153-160, the particular purposes in some social situations are reflected by the genre based approach and students can
acquire the writing skills consciously by doing imitate and analyse of each genre. They also stated that the genre based approach is viewed as the extension of product oriented
approach which gives learners opportunities in studying a wide variety of writing patterns.
Therefore, it can be concluded that the genre based approach can be found as the way to solve students while learning to control different oral or written register
happened. The implemented of genre based approach has the purpose to make the students able to write in different ways and purpose as they are regarded to have lot of
practice with various genre nowadays. Furthermore, Feez and Joyce 1998:28-33 propose that the implementation of
genre based approach is involved through some stages presented following: 1
Building the Context In this step, students are introduced to the social context of an authentic model of
text type being studied then they do some exploration related to the features, the social purposes, and context of situation allied the use of register in this text type. There are
some context building activities that teachers can apply such as presenting the context via pictures, audio visual material, realia; establishing the social purpose through some
discussions and survey activities; then doing cross cultural studies and related research activities; the last activity is comparing two different texts.
