Including Games in the Implementation of Genre-Based Approach

38 Considering that the low writing skill of the VII A students of SMP Institut Indonesia is a problem that is feasible to be dealt with, this research is focusing on the attempts to improve students‟ writing skill through the implementation of Genre-Based Approach. The use of Genre-Based Approach is based on the assumption that language is better learned in the form of a text as a whole. The use of Genre-Based Approach is also based on the consideration of bringing Vigotsky‟s scaffolding concept. ɑs this concept proposes to give materials to the students in smaller chunks —ranging from easy to difficult, from simple to complex —it gives students a sense of achievement every time they finish each task in each stage, thus boosting their self confidence and encouraging them to learn more. However, the implementation of the Genre-Based Approach, as argued by Jack C. Richards 2006, tends to be repetitive and boring over time. As an effort in avoiding the risk of students‟ getting bored, the implementation of Genre-Based Approach in this research also included games during the actions. The actions were carried out in the second semester in 2015 through May- June. The research took two cycles consisting of seven meetings. The materials were composed based on the standards stated in the 2006 curriculum so that the targets o objectives of the curriculum can be fulfilled. The actions included attempts to achieve the targets of curriculum that does not only cover English communicative skills but also character building. The conceptual framework for this study is presented in the following figure. 39 Figure 4. Conceptual Framework Target of curriculum: English communicative skills Character building Problems: Students tend to get bored easily. Students are slow learners. Students have low motivation in learning English. Teaching media is rarely used. Teaching techniques are not varied. A few problematic students who did not respect the teacher. Genre-Based Approach: Giving tasks starting from easy to difficult the scaffolding concept to give students a sense of achievement everytime they finish a simple task so that they get motivated to learn more. Using English games to make learning fun; the games that include vocabulary mastery and aspects of writing skills. Using visual media. Implementing the Genre-Based Approach, as it offers various techniques for classroom learning from assisted group works to individual works. Giving more attention to the problematic students.