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and deconstructing the text, joint construction of the text, independent
construction of the text, and linking related text.

1) Building knowledge of the field
This stage aims to build the knowledge of students about topics that will

be written. The activities of this stage differ with the building knowledge of the

text. Many teachers think that building knowledge of the field aims to explain the
text that will be written by students such us explaining the generic structure and

linguistic features of the texts, but it is inappropriate. If doing so, the teachers do
not apply the building knowledge of the field but applying the building knowledge

of the text (Emilia, 2011: 33).
Widodo (2006: 26) said that the activating students‘ schema is essential

for students to know something about the topic so that they are able to develop it

easily into a complete essay. Activating the schema engages student writers in a
brainstorming activity that encourage them to think of what they already know

about the topic they are going to write on (Anderson, 2003). To do this, a teacher

might ask leading questions or provide students with some information in the
form of brochures, newspapers or web-pages to read in order to help them get

more information about what they already know or even what they do not know
yet. In this stage student:

a. Students are introduced to the social context of an authentic model of the text-
type being studied.

b. Students explore features of the general cultural context in which the text type

is used and the social purposes of the text-type achieves.
c. Students explore the immediate context of situation by investigating the

register of a model text which has been selected on the basic of the course
objective and learner need.

Feez & Joyce (2002: 29) state that in doing an exploration of register
involves; (a) building knowledge of the topic of the model text and knowledge of

the social activity in which this text is used, for instance, the social activity of job

seeking within a topic of the text; (b) understanding the roles and relationships of
the people using the text and how these are established and maintained, for

instance, the relationship between a job-seeker and a prospective employer; and

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