Jufri Jufri


Speaking and writing are two productive language skills that should be taught by English teachers at junior and senior high schools in Indonesia as demanded by Curriculum 2013.  Based on the current syllabus, known as Kurikulum 2013, the teaching of speaking and writing at junior and senior high schools is based on genre or kinds of texts.  In this case, the students are provided with competences as stated in Core Competence   (Kompetensi Initi) and Basic Competence (Kompetensi Dasar) of the syllabus.  The objectives of speaking and writing classes are to enable the students to communicate based on the needed texts, such as transactional/interpersonal, functional and monologue texts. To gain this, a teacher should design a teaching model by selecting and using appropriate technique and teaching activities. The technique chosen will determine the teacher’s success and the students’ achievement in the class. The technique, however, is not sufficient to achieve the teaching objectives if the teacher does not prepare appropriate activities for the students. The teaching and learning activities will help the students to gain the needed competences as demanded by Kompetensi Dasar (basic competence) in the syllabus. For this purpose, in this paper the writer discusses about speaking and writing activities that can be implemented in the classroom.


Key words: Competence, Curriculum 2013, Genre, Activities


activities, competence, curriculum 2013, genre

Full Text:



Feez, Susan ans Helen Joyce. 1998. Text-Based Syllabus Design. Sydney: AMES.

Halliday, M. A. K., Hasan, R. 1989. Language, context and text: aspects of language in a social semiotic perspective. Oxford: Oxford University Press.

Harmer, Jeremy. 2007. How to Teach English.England: Longman.

Lindsay, Cora. 2010. Learning and Teaching English. New York: Oxford University Press

Louma, Sari. 2004. Assessing Speaking. New York: Cambridge University Press.

Martin, J. R. 1992. English Text: System and Structure. Amsterdam: John Benjamins.

Maxom, Michelle. 2009. Teaching English as a Foreign Language for Dummies. London: Wiley. A John Wiley and Sons, Ltd, Publication.

Murcia, Mariane Celce. 2001. Teaching English as a Second or Foreign Language. New York: Heinle and Heinle.

Nation, I.S.P. and J. Newton. 2009. Teaching ESL/EFL Listening and Speaking. New York: Routledge Taylor and Francis Group.

Nunan, David. 2003. Practice English Language Teaching. New York: McGraw-hill companies.

Pardiyono. (Ed). 2007. Pasti Bisa! Teaching Genre Based Writing: Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: CV. Andi Offset.

Scrivener, Jim. 1994. Learning Teaching: guide book for English Language Teacher. Oxford: Heinnman.

Thornbury, Scott. 2006. How to Teach Speaking. New York: Longman.

Woods, Caroline. 2005. Teaching and Assessing Skills in Foreign Languages. New York: Cambridge University Press.

Wright, Wayne E. 2010. Foundations for Teaching English Language Learners. Research, Theory, Policy and Practice. Philadelphia: Caslon Publishing.

Yan, Gou. 2004. “A Process Genre Model for Teaching Writing”. English teaching forum on-line, volume 43 no 3.retrieved on .http://www.exchanges.state.gev/forum/ vols/vol43/no3/p18.html

DOI: https://doi.org/10.24036/ld.v10i1.6329


  • There are currently no refbacks.

Copyright (c) 2016 Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa

Lingua Didaktika (Printed ISSN 1979-0457 and online ISSN 2541-0075) published by English Department of FBS Universitas Negeri Padang, Indonesia in collaboration with Indonesian English Teachers Association (IETA).

Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa is currently indexed by:


Flag Counter


View My Stats (Since August 2016)

Creative Commons License
Lingua Didaktika is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.