scored separately, and then dimension scores are added to determine an overall score. Weigle 2002:114 states
that in analytic scoring, scripts are rated on several aspects of writing or criteria rather than a single score
depending on the purpose of the assessment. Analytic rubrics provide more detailed information
about students’ writing ability because when using analytic scoring, teachers use different aspects, such as:
content, organization, mechanics, or grammar that can be information about the students’ writing ability.
3 Point to be assessed The writing aspects are aspects which were assessed in this
research. The writing aspects include content, organization, vocabulary, language use, and mechanics. In the content aspect, the
students’ writing should relevant to the points of the text that is used. It also should match the purpose of explanation text. Then, in
the term of organization aspect, it should be well- organized. Then, in vocabulary aspect, the students’ should choose the appropriate
words to make the sentences. While in terms of the language use, it should show few errors of agreement, tenses, articles, pronouns,
and prepositions. The last, in mechanics aspect, it should demonstrate mastery of conventions which shows few errors of
spelling, punctuation, and capitalization.
3. Teaching Writing in Senior High School
a. Writing in Senior High School
The focus of teaching English in senior high school is to achieve informational level, since the students are prepared to continue their study
to a higher education level. From what is described in BNSP Badan Standar Nasional Pendidikan, the aims English lesson in senior high
school are: 1 Developing communicative competence in oral and written form to
achieve the level of informational literacy 2 Having awareness about the nature and importance of English to
improve the nation’s competiveness in the global community. 3 Developing an understanding of students about the relationship
between the languages with culture. In fact, writing in senior high school has several rules. Those rules
are based on Standard of Competency and Basic Competences of English curriculum of English for Senior High School. In this case, the researcher
collected the research data at SMA Negeri 2 Sleman which dealt with the curriculum that is used in standardized school. She focused on Grade XII
in the first semester. The Standard of Competency and Basic Competences of writing for the Grade XII in the first semester is presented below.
Table 1: Standard of Competency and Basic Competences of Writing Skill for Senior High School Students at the Grade XII
Semester One Standar Kompetensi
Kompetensi Dasar Menulis
6. narrative, explanation dan discussion secara
akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari 6.1
Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari
6.2 Mengungkapkan makna dan langkah retorika
dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation,
dan discussion.
From the table above, the researcher can conclude that the standard of competency of writing in senior high school is producing the meaning
of simple writing production related to several text types in written form in the context of daily life and academic purposes to interact with the
environment. In this case, the researcher focused on one text type that was explanation text.
The important case of teaching writing in senior high school is also about the students’ age range. The age range of students in senior high
school is between fifteen and eighteen that is also called as puberty Brown, 2001:91. It makes them categorized into teenager learners who
are in the age of transition, confusion, self-consciousness, growing and changing bodies and minds. They also have developed their attention
spans as the result of their intellectual maturation but those can be easily shortened sine there are many diversions within teenagers’ life.
As the result, the characteristics of teenagers stated previously will become teachers’ concerns in teaching their students. According to Brown
2001:92, one of the most important concerns of the secondary school teacher is to keep self-esteem high by 1 avoiding embarrassment of
students at all costs 2 affirming each person’s talents and strengths 3 allowing mistakes and other errors to be accepted 4 de-emphasizing
competition between classmates, and 5 encouraging small-group work where risks can be taken more easily by a teen.
In summary, the teaching of writing focused on the explanation text. The decision was based on the standard of competency and basic
competence of the Grade XII in the first semester. The teaching of writing also focused on the psychological condition of the students. Thus, the
teaching of writing can be done effectively.
b. The Genre Approach Text-Based Syllabus Design
In daily life, people cannot be separated with the text. When people are having a communication, they are producing a text. When they read or
listen something, people try to grasp the information from what they read or listen. Thus, the text should be understandable. Text are where the
symbols of language both spoken and written, meaning implicit and explicit, the knowledge and understanding of speakers, listeners, readers
and writers all comes together. Linguist defines the word “text” as the
stretch of corrected spoken or written language that is capable of being discussed and analyzed as a single entity. Eyres: 111
Text is needed to be taught in school. The text-types that the students study in school need to be linked and contextualised with the
topics or real-life social activities which have direct relevance to student needs. According to Feez and Joyce 1998: 85- 86 in the Certificates in
Spoken and Written English there are following families of text types. The families of text types are presented in the next page.
Table 2: Families of text types Types of
the Text Texts
Exchanges Simple exchanges relating to information and goods and
services Complex or problematic exchanges
Casual conversation
Forms Simple formatted texts
Complex formatted texts
Procedures Instructions
Procedures Protocols
Information texts
Descriptions Explanation
Reports Directives
Texts which combine more than one of these text-type
Story text Narratives
Recounts
Persuasive texts
Opinion texts Expositions
Discussion
