THE TEACHING OF GRAMMAR THROUGH GENRE-BASED WRITING

This study addresses the teaching of grammar through genre-based writing in senior high school. The focus is on investigating the aspects, the procedures, and the perspective underlying such as practice. Recount genre-based writing classroom instructions were chosen as social contexts for the inquiry. Empirical materials of the study were obtained from three artifacts: the subjects teaching preparation documents, classroom instructions, and responses by employing documentary, participant observation, self-report inventory (questionnaire), and interview techniques respectively. Holistic, scrutinized, and domain by domain analysis of the data has yielded the following findings. (1) The suhjccts presented two types of grammatical aspects. First, the generic structure (text level grammar) of recount text: OrientationAEvent^Re-orientation. Second, the simple past tense (word, group, and clause level grammar). (2) The subjects presented the simple past tense slightly and indirectly in the context of writing a recount text. (3) The subjects presented the simple past tense traditionally and formally. Based on emic perspective, the simple past tense was taught in solitary for the aspect is considered to characterize recount text and it contributes to granunar errors in their students texts for the most part; it was taught slightly and indirectly in the context of writing a recount text since they were mostly concerned with word forms and structures of individual sentences and that these were already taught discretely in afternoon grammar class; it was taught in traditional or formal approaches for the purpose of applicability, practicality, and suitability to their settings and writing convention. The findings denote those with whom they may concern that genie-based writing implemented at senior high schools in Indonesia at present needs cultivating.