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readers. However, the ability of choosing correct vocabulary and understand the use of transitional sentences is also taken into accounts.
In the third semester students are expected to have a good command of writing by looking at their ability to construct a well organized paragraphs and
become more aware of the aspects that embedded within a good paragraphs such as the paragraphs coherentness, and the use of cohesive devices through the use of
different text types. In writing 3 there are three major text types or genres that are being explored they are descriptive, narrative, and expository as well as the
subsidiary text types that follows. The syllabus that is used for teaching and learning writing text types was a task based syllabus Brown: 1995:7. A task
based syllabus is a syllabus with the coverage of the core materials or learning materials concerning different task that must be achieved by the students such as
writing description, reporting experiences, or instructions; and these task will very beneficial later in a more complex of language use.
Creative writing began at semester 4, where students are expected to write essays. This subjects will be require the basic knowledge of the previous three
semesters, this creative writing continues to writing 6 with which the preparation of the thesis writing is the main focus.
2.1.4 Teaching Writing
Many development of teaching practices have evolved throughout time, this is the direct consequences of research and practices, social conventions and
even political directives but in most cases generic teaching practices are the result of research and developments based upon a particular theory. Hence, teaching
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practices is an evolving body of knowledge. The teaching of writing is without a doubt influenced by new methods developed from ever changing research.
Current teaching practices as stated in is developed since the literacy demands of society, schools and employers have been evolving, to keep pace with increasing
technological change. Literate people now need to be able to engage with a diverse range of print, electronic and visual texts. The teaching of writing must
continue to respond to these changing literacy demands. As teachers continue to build their understanding of language and the way
it is learnt, they develop and refine the way they teach language. At the same time, they incorporate useful elements of earlier approaches into their current teaching
practice. The teaching of writing practices has been evolving through time. Traditionally concept of teaching writing is as the process of scaffolding fixed
structure in the students mind, the elaboration of the concept is that the fixed structure which is represented in students mind can be used to built blocks of
knowledge and skills. Teaching to write would begin with the smallest components of language,
such as individual words, and continue with the writing of individual sentences and finally writing composition. This approach can increase students awareness
of language structure. The teacher who presumably has experience in structured writing able to control the writing text produced by his or her students. In order to
construct a good piece of writing in such method, students knowledge of individual components of writing must be represented in their piece of writing and
the teacher must be able to recognize those individual components and judge
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whether the students final work achieve predetermined accuracy or well connected to each other.
Furthermore, the students part taking in the process of writing is also to be valued as much as the accuracy of the final piece of writing. This method was
known as the process writing approach it aimed to build on the knowledge, skills about writing that students brought with them to school. It encouraged teachers to
set up classrooms rich in the structure of the written language. The emphasis was students chose what they want to write about regardless of formal letter formation
provided by their teachers, hence students get the to improve their existing knowledge that they acquire outside of the classroom context.
This method proven effective for encouraging students to write since students get to write based on familiar topic that they encounter on daily basis. In
other words process writing methodology was learner centered, since the focal point of the approach was the students socio-cognitive development. The role of
the teacher, however, was not to take responsibility of the students final product but merely a facilitator and motivator for the students. Teachers may facilitate
students by providing conferencing, in which students were assisted to draft their work, edit, proofread, and may even publish their work. The process writing
approach emphasize on the process undergo by the students during the construction of a text, the approach composed of many elements delivered in
series of steps or sequential manner. The notion of such approach is that students able to build their existing
knowledge just like building a house. They start from the ground and continue to
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progress to the top. Hence, students will be expected to construct and reconstruct their text should they fail to meet the goal set by the teachers. This process was
considered to be much more effective in arousing students attention to each stage of writing such as drafting, editing, and proofreading process from which a
written text emerges. The process writing approach was right in line to the current view of
language learning where it is considered as natural learning, the notion is based on the condition under which children learn oral language at home. Students are
encouraged to write for real purposes and demonstration by the teacher was valued as an effective teaching strategy. However, teachers found that the writing
of many students was lack in creativity, as students fail to write text that would be familiar to their existence knowledge in particular language that is used in
everyday spoken interactions. Also, the texts typically produced were not the kinds of texts which would support learning in the subject areas as students
progressed through school. It became apparent that many students needed more to expand the repertoire of language choices available to them as they drafted texts.
Educators, particularly those who belief in the view of communicative competence in language learning sought a model of language that would make it
possible to talk to students explicitly about language and its use. This approach to the teaching of writing became known as the genre approach. Genres are
descriptions of text structures and language features which are typically used to achieve different social purposes. This concept helps students expand their
language repertoire and skills in writing texts.
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The advantages of genre approaches are seen in the recognition of the value of learning about typical text structures and related grammatical features. The
important feature of our current approach to writing, however, is that it is based on a view of language which recognizes that texts are socially constructed.
Students need to be able to compose texts with critical understanding of social contexts and how meaning is constructed. This emphasis on critical understanding
as well as social purpose is what distinguishes the current approach from others.
2.1.5 Genre
