Due to its complexity, having an adequate writing ability is become a must-comprehended skill by the Senior High School
Students.
1. Concept of Writing
According to Harmer, there are many reasons for getting students to write, both in and outside the class. Firstly writing
gives them more „thinking time‟ they get when they attempt spontaneous conversation. This allows them more opportunity for
language processing, that is thinking about the language whether they are involved in study or activation.
When thinking about writing, it is helpful to make a distinction between writing-for-learning and writing-for-writing.
The example of the activity of writing-for-learning is writing used as a practice tool to help student practice and work with
language they have been studying. For example, students are asked to write five sentences using a given structure, or using five
of the new words or phrase they have been learning.
Writing-for-writing, on the other hand, is directed at developing the student‟s skill as writers. In other words, the main
purpose is that students should become better at writing, whatever kind of writing they might be. There are good „real life‟ reasons
for getting students to write such things as emails, letter, and reports. It is clear that the way the teacher organize student‟s
writing, and the way the teacher offer advice and correction will be different, depending what kind of writing students are
involved in.
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The concept asserted by harmer seems to be in line on what the writer wanted to focus. It is about the writing-for-writing in
which student are hoped to be better at writing skill. And mastering a particular skill can be achieved by presenting a good
tool related to the real life activity such as writing on the social media or micro-blogging.
29
Jeremy Harmer, How to teach English Edinburgh Gate: Pearson Education Limited, 2007, p. 112.
2. Genres in Writing
One of the teacher‟s decisions about what to get students to write will depend on what genres the teacher think students need
to write in. A genre is a type of writing which members of a discourse community would instantly recognize for what it was.
One of the decisions that the English teacher need to make, therefore, is which genres are important andor engaging for the
students.
By giving genre analysis, students are helped to see how typical texts within a genre are constructed, and this Knowledge
will help them construct appropriate text of their own. Such guided writing will help students produce appropriate text even
with fairy limited English. However, as their language level improves, the teacher need to make sure that their writing begins
to express their own creativity within a genre, rather than imitating it.
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Furthermore, in the more reflective context in Indonesia, in accordance to the current curriculum so called School based
Curriculum there are several genres need to be comprehended by the Senior high students they are; descriptive, narrative,
spoofrecount,
procedur, report, news item, anecdote, exposition,
explanation, discussion, commentary, and review.
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And particularly, the genres chosen by the writer are both recount and
narrative. Since both are genres should be mastered by the tenth grade students beside other genres like descriptive, procedure,
and news item text.
Related to the use of genre in writing, in this present study the writer tries to select two kinds of genres recount and narrative.
The writer thought that these both genres are more engaging for the tenth grade student to take a part in collaborative writing.
Since in the activity, they are asked to share their personal experience and autobiography alet another student to give editing
30
Ibid., p. 113.
31
Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, Kurikulum 2004, Standar Kompetensi Mata Pelajaran
Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliyah, Jakarta: Pusat Kurikulum Balitbang Diknas, 2003, p. 17.
or correction on their writing. Peer editing and correction will be the major activity among the students.
3. The Purposes of Teaching Writing
