Typically, according to Yan 2005: 20, the teaching procedures for the process genre approach divided into the following six steps: 1 preparation, 2
modeling, 3 planning, 4 joint construction, 5 independent constructing, and 6 revising.
D. Teachers’ Competence Required to the Implementation of GBA
1. The Nature of Competence
It is better to distinguish first between competence and performance because they are two terms inseparable and correlated each other. Scientists and
philosophers have operated with the basic distinction between the two terms such as: competence refers to ones underlying knowledge of a system, event, or fact. It
is nonobsevable ability to do and perform something. Performance is the overtly observable and concrete manifestation or realization of competence. It is an actual
activity in doing something Brown, 1994: 31 and Brown 2000: 30.
Savignon also defines competence as a presumed underlined ability, while performance is the overt manifestation of that ability. Competence shows what
one knows, and performance is what one does. Savignon, 1997: 15. In relation to language, Brown pointed that
competence is ones underlying knowledge of the system of a language _ its rules of grammar, its vocabulary, all the pieces of language and how those
pieces fit together, performance is actual production speaking, writing or the comprehension listening, reading of linguistic events Brown, 2000:
31.
It seems that competence and performance cannot separable, because they are correlated. Thereby performance is observable, and is only through
performance that competence can be developed, maintained, and evaluated.
2. The Competence of Teachers
Teachers’ competence refers to the ability to teach. According to Mulyasa 2005: 26, teachers’ responsibility is not only to inform and transfer knowledge
to the learner, but should be trained to be a facilitator to the learner. In describing teachers’ skills, it is possible to compare teachers according to whether they are
trained or untrained and whether they are novice or experienced.
Richard 2001: 210 also writes that the training dimension refers to possession or professional qualification in language teaching; and experienced
refers to classroom experience. Teachers’ knowledge of teaching can be achieved by participating educational training program and by experience in teaching.
Competencies offers one way teachers can be evaluated and also suggest that a teaching knowledge can be devised and agreed upon. According to Ornstein
and Lesley, there are ten competencies that the teachers are expected to exhibit:
a plan instruction at variety of cognitive level; b can state pupil
outcomes in behavioral terms; c identifies and evaluates learning problems of students; d knows how to organize and use appropriate instructional
materials; e uses a variety of instructional strategies; f uses convergent and divergent inquiry strategies; g establishes transitions and sequences in
instructional that are varied; h modifies instructional activities to accommodate learner needs; i demonstrate ability to work with individuals,
small groups, and large groups; and j demonstrate knowledge in the subject areas Ornstein and Lesley, 2000: 51-2.
3. Components of Teachers’ Knowledge.
