look at this............

Do you know……………..………..?

Everybody has to know.

(Written by: Cahyono,B.Y in “The Teaching of EFL writing in (Islamic) Junior High Schools in Indonesia”

 in Techniques in Teaching EFL Writing)

            In the Indonesian context of English language teaching, competence in writing is considered as important as competence in other language skills. This is evident from the inclusion of writing in the English curriculum for secondary school. At the Junior High School (JHS) level, writing is taught along with the three other languages skill, i.e, listening, speaking, and  reading. The teaching of EFL writing at JHS level aims ate developing students’ competence in expressing short simple messages for interaction with people in their environment. It also aims to develop students’ competence in writing various text types varying from functional text for some functional activities such as inviting people, requesting someone to do something, and getting things done, to different genres which include descriptive, procedure, recount, narrative and report texts (Depdiknas,2006). The functional texts are taught throughout the sic semesters. The distribution of the various types of texts taugt at Junior High Schools can be seen in Table1.

Table 1. Distribution of Text Type Taught at the JHS level

Grade	Semester		Type of texts
VII VIII IX	1 2 1 2 1 2		Functional text (meaning and rhetorical structure) Functional texts; descriptive and procedure text Functional texts; descriptive and recount text Functional texts; recount and narrative text Functional texts; procedure and report texts Functional texts; narrative and report texts
Table 2. Competence standard and basic competence for the teaching of writing at JHS level
Grade	Smt	Competence standard		Basic competence
VII VIII IX	1 2 1 2 1 2	To express meaning through functional, short, and very simple text to interact (with people) in the (students’) close environment   To express meaning through functional texts as well as through short and very simple descriptive and procedure texts to interact (with people) in the (students’) close environment  To express meaning through functional texts as well as through short and very simple descriptive and recount texts to interact (with people) in the (students’) close environment   To express meaning through functional texts as well as through short and very simple recount  and narrative texts to interact (with people) in the (students’) close environment   To express meaning through functional texts as well as through short and very simple procedure and report texts to interact (with people) in the (students’) daily life context     To express meaning through functional texts as well as through short and very simple narrative and report texts to interact (with people) in the (students’) daily life context		To express meaningful ideas through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment To express rhetorical structures through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment To express meaningful ideas through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment To express meaning and rhetorical structure  through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment ·       To express meaningful ideas through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment ·       To express meaning and rhetorical structures through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment   To express meaningful ideas through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment To express meaning and rhetorical structures through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment To express meaningful ideas through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment ·To express meaning and rhetorical structures through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment ·       To express meaningful ideas through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment ·       To express meaning and rhetorical structures through functional ,short, and very simple text using written language varieties accurately, fluently, and appropriately to interact (with people) in the (students’) close environment