c. Types of Writing Performance
Brown 2004:220 divides a written performance into four categories that capture the range of written production. The categories are as follows.
1 Imitative
In this category, a learner must attain skills in the fundamental, basic tasks of writing letters, words, punctuation, and brief sentences.
2 Intensive controlled
This category captures the writing skill in producing appropriate vocabulary within a context, collocation, and idioms, and correct
grammatical features up to length of a sentence. 3
Responsive In this writing category, assessment tasks require learners to perform
at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs. Genres
of writing include brief narrative and descriptions, short reports, summaries, brief responses to reading, and interpretations of charts or graphs.
4 Extensive
This extensive writing implies successful management of all the processes and strategies for all purposes, up to the length of an essay, a term
paper, a major research project report, or a thesis. Some English learners in the beginning level from young children to adults need basic training and
assessment of imitative writing. The writing activities in imitative level
include making letters, words, and simple sentences. The next level is extensive writing which focuses on grammar, vocabulary, or sentence
formation, not necessarily to convey meaning. In the responsive and extensive writing, the activity is more complex because they allow students
to do open- ended task. In this case, students of junior high school are supposed to master responsive writing.
2. Teaching Writing a. Teaching Writing in Junior High School
Teaching writing for students of junior high school is one of the important things that have to be done well. It is because English is one of the
compulsory subjects that have to be taught for students of junior high school level. English learning in Junior High school is aimed at making the students
gain the functional level that is to communicate written and orally in solving daily problems. One scope of English learning at junior high school is that
students can understand and produce a short functional text and short essay in the form of procedure, descriptive, narrative and recount Depdiknas
2006. Therefore, in teaching writing in junior high school level, students are expected to be able to write short functional texts in the forms of four text
types. This research focused on one of writing competencies in the school English curriculum. The expected writing competency which is taken from
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