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Defination of Writing

Writing is part of four skill in English. Writing needs not only the knowledge on the

linguistic organization of written discourse but also the creativity of the writers to movefrom concepts, ideas to written texts (Richards, 1990:100). Therefore the teachers should

give the students some practices to move their concepts, and ideas to written texts.

B. Theoretical BasisIn the context of EFL,there are commonly three approaches to writing (Badger and

White, 2000).

- Product Approaches

Product approaches are named so because the focus is essentially on the ability to

produce correct text or products (Richards, 1990: 106). In these approaches, learning to

write mainly involve linguistic knowledge and the vocabulary choices, syntactic

patterns. Controlled writing, guided writing and free writing are some techniques used in

the teaching of writing. And also the teacher preparing topic for his students.- Process Approaches

When product approaches concentrate on the form and structure of writing, process

approaches focus on how writer create writing that has form and structure (Richard,

1990: 108). In the process approaches, the teaching of writing involve a number of

writing stages, namely prewriting, drafting, revising and editing.

- Genre Approaches

According to Agustien (2006) In the genre-based approaches, the teaching of writing

there are 4 stages.

1. BKoF (Building Knowledge of the Field) where teachers and students build cultural

context, share experiences, discuss vocabulary, grammatical patterns and so on.

2. Modeling of Text (MoT) where students are exposed to written text to develop reading

skills.

3. Join Construction of Text (JCoT). At this stage they try to develop written text with their

peers and with the help from the teachers.

4. Independent Construction of Text (ICoT). At this stage they write texts independently in

the stage.

C. Process Genre Approach

According to Badge and White (2000: 157-158) In process genre approach,

writing is viewed as involving knowledge about language (as in genre and product

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approaches), knowledge of context in which writing happens and especially the

purpose for the writing (as in genre approaches), and skills in using language (as in

process approaches).The process genre approach model also describe that writing

development happens by drawing out the learner potential (as in genre approaches)

and by providing input to which the learner respond (as in product and genre

approaches).

D. Implementation of Process Genre Approach in the Classroom

Principally, the stages in implementing process genre approach are divided into

three stages.

1. Modeling of Text, where students are exposed to a reading text by which students can be

facilitated in understanding the context and the purpose the writers address. The function

its make students understand the form and functions of language in a text.

2. Joint Construction of Text, where teacher would draft a text on the board with the

sentence coming from the students, and would give confidence to students that their

opinions are meaningful. Given such as a demonstration, the students learn how to make

a draft.

3. Independent Construction of Text, the students to write independently.