The Curriculum of Grade VII Junior High School

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. 2 Modelling and Deconstructing the text This stage involves students to investigate the structural patterns and language features of the model and to compare the model with other examples of the text type. There are some activities which can be applied and drawn on the table below: Table 2.3 Activities at each level of language Feez and Joyce, 1998: 30 3 Joint Constructions of the Text Joint construction of the text steps asks students to begin by giving their contribution in the construction of whole examples of the text type then teachers will gradually reduce the contribution to text construction as the students get closer to being able to face the text type independently. Then, some activities can be applied in this stage such as question discussion session, skeleton keys, jigsaw information gap activities, small group construction of the texts, dicto-glos, and self also pair assessment. This step highlights that there are some negotiation between teachers and Type of Activities Kind of Activities Text-Level Activities Presentation activities using some device such as OHT , board, etc. Sorting, matching, and labelling activities Activities focusing on cohesive devises such as sets of related lexical items, conjunction, modality , reference like semantic maps, vocabulary networks etc. Clause- Level Activities Presentation and Practice activities relating to the grammatical features of the texts. Expression Level Activities Oral-aural pronunciation, decoding, spelling, handwriting or typing practice. students, not domination by the teachers. Moreover, teachers should provide the gradual reduce scaffolding to the students during joint constructing the texts. 4 Independent Constructions of the Text Independent construction of the text involves students to work independently with the text. Their performances are used to be the achievement assessment to the teacher. Some activities can be applied in independent construction of the text in writing such as the writing tasks which demand the students to draft also present their whole texts. 5 Linking to Related Texts Linking to Related texts required students to investigate on how or what they have learnt during class then they link to the other texts in the same or similar contexts also imagine future or past cycles material that they get during cycles of teaching and learning. Teachers can apply some activities related such as comparing the use of text type across the different field, researching other text types used in the same field, role playing what happens if the same text type is used by people in different roles and relationship etc. The model of genre based approach can be drawn in a cycle which is suggested by Hammond, et.al 1992 below: