30 3
Responsive In responsive writing, learners are asked to perform at a limited discourse
level, connecting sentences into paragraph and creating a logically connected sequence of two or three paragraphs. Genres of writing include brief narratives
and descriptions, short reports, lab reports, summaries, brief responses to reading, and interpretation of charts or graphs.
4 Extensive
Extensive writing implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, a
major research project report, or even a thesis. Focus on grammatical form is limited to occasional editing or proofreading of a draft.
In this study, the suitable types of writing fall between intensive and responsive writing. Intensive writing can be used as a tool to improve the
students‟ skill to construct sentences with correct grammatical forms and becomes the fundamental to write a paragraph with correct grammar of certain tasks.
f. Writing Competence
Mosenthal 1983 notes that, “…there is no one adequate definition of
writing competence ” p. 217. Furthermore, there is no evidence that writing
contributes to writing competence; those who write more do not write better and increasing writing does not result in better writing Krashen, 1994. However, he
elaborates that writing make a different kind of contribution: writing can make you smarter. In correlation,
“…writing can aid in thinking and problem-solving Krashen, 2003 as well as positive correlations between eminence and amount
31 written among professional writers and thinkers Simonton, 1984 as cited in
Krashen Lee, 2004, p. 10. Thus, practising writing in different writing performance is expected to improve the students‟ writing competence.
6. Content-Based Instruction
The term content-based instruction CBI is commonly used to describe approaches to integrating language and content instruction, but it is not always
used in the same way Met, 1999. Nunan 2003 states that CBI refers to the teaching of language through exposure to content that is interesting and relevant
to learners p. 201. This view is supported by Brinton, Snow and Wesche 1989 who state that language is learned most effectively using content of interest and
relevance to the learner p. 14. In addition, that the content based activities accurately reflect the types of academic demands placed upon students and aim to
meet stude nts‟ needs p. 17. The materials used are authentic in the sense that
they were not originally produced for language-teaching purposes. Thus, the teachers adapt or supplement materials for language-teaching purposes by
providing students with guides and strategies to assist them in comprehending the materials. Stoller 2004 elaborates that CBI is considered successful when
learners master the language as well as understand the content and are able to discuss the content in the language in a meaningful way.
a. Model of Content-Based Instruction
Several models of content-oriented instructional provide other alternatives for integrating the language curriculum with the academic or occupational
interests of students. Commonly, there are three prototypes of content-based
