TEACHER'S COMPETENCE IN WRITING GENRE TEXT (A CASE STUDY ON TEACHERS TAKING TEACHER TRAINING PROFESSIONAL PROGRAM OF MUHAMMADIYAH UNIVERSITY OF SURAKARTA IN 2010)

• Main Author: SUTRIYANI, SUTRIYANI (Author)
• Format: Book
• Published: 2011.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Connect to this object online
• Notes: https://eprints.ums.ac.id/13925/1/FRONT_PAGE.pdf; https://eprints.ums.ac.id/13925/3/CHAPTER_I.pdf; https://eprints.ums.ac.id/13925/4/CHAPTER_II.pdf; https://eprints.ums.ac.id/13925/7/CHAPTER_III.pdf; https://eprints.ums.ac.id/13925/9/CHAPTER_IV.pdf; https://eprints.ums.ac.id/13925/10/CHAPTER_V.pdf; https://eprints.ums.ac.id/13925/12/BIBLIOGRAPHY.pdf; https://eprints.ums.ac.id/13925/19/APPENDIX.pdf
• Keywords: PN Literature (General)

This research paper is intended 1) to describe the teacher's discourse competence related to writing genre text, 2) to describe the teacher's linguistic competence related to writing genre text, and 3) to describe problems faced mostly by teachers. The object of this research is the teacher's competence in writing genre text. Genre texts here are recount text, discussion text, and hortatory text. The data are genre texts made by English teachers taking PLPG Program of Muhammadiyah University of Surakarta in 2010. The sources of data are taken from the written test result of English teachers taking PLPG Program of Muhammadiyah University of Surakarta in 2010. In describing the teachers' discourse and linguistic competence, the writer uses the theory of Murcia and Jacobs's scoring system that is adapted by considering the genre text elements. This research uses descriptive qualitative research since it emphasizes on answering the research questions by formal and argumentative way of thinking rather than on hypothesis test. The result of the study shows that the teachers' discourse competence in writing genre texts are 8.51% in excellent category; 15.6% in good category; 18.43% in fair category; 12.76% in poor category; and 44.68% in failed category. In addition, the teachers' linguistic competence in writing genre texts are 12.05% belongs to excellent category; 19.14% belongs to good category; 26.95%belongs to fair category, 19.85% belongs to poor category; and 21.98% belongs to failed category. The problems mostly faced by teachers are in discourse competence especially in generic structure and in linguistic competence especially in language features and vocabulary.