TEACHING WRITING

SRIHIDAYANTI
1402162
Tuesday, 11 November 2014

Reasons for teaching writing

Writing gives students more thinking time
than they get when they attempt
spontaneous conversation. This allows them
more opportunity for language processing
that is thinking about the language

Writing for
Learning
Writing is used as a
practice tool to
help students
practise and work
with language they
have been studying

Writing for
Writing
It is directed at
developing the
students skills as
writers

Genre is a type of
writing which
members of a
discourse community
would instantly
recognize for what it
was

Genre Analysis
It help students to see how typical text
Within a genre are constructed, and this
knowledge will help them construct
appropriate texts of their own

WRITING
PROCESS

Planning

Draftin
g

Editin
g

Reviewi
ng

Final
Final version
version

Many Students Cannot or Do Not Want to

Write
Why ?
Lack of
confidence
Boring
Nothing to say

What should teachers do?

Teachers need to engage students with
activities which are easy and enjoyable
to take part in, so that writing
activities not only become a normal
part of classroom life but also present
opportunities for students to achieve
almost instant success.

How to correct written work?

Avoid the over correction
Teacher has to achieve a balance
between being accurate and truthful
Treating the students sensitively and
sympathetically
Teachers need to react not just to the
form but also to the content of what
students have written

Students handwriting
Teachers cannot ask students to change their
handwriting style, but they can correct neatness
and legibility
Teachers can show examples of certain letters and
demonstrate the strokes necessary for making
those shapes
Teacher can ask students to write in the air to give
them confidence or to trace letters on lined paper
which demonstrates the position and height of
letters before going on to imitative them.

THE ROLES OF THE TEACHER

Motivator
Motivate the students
Creating the right conditions

for

the

generation of ideas

Persuading students of the usefulness of the

activity

Encouraging students to make as much

effort as possible for maximum benefit

Suggest lines to those who cannot think of

anything or prompt them with our new ideas

Resource
Teacher should be
ready
to
supply
information
and
language
where
necessary

Feedback
Provider
Respond positively and encouragingly to
the content of what the students have
written
When offering correction, teachers will
choose what and how much to focus on
based on what students need at this
particular stage of their studies and on
the tasks they have undertaken

RELATED THEORIES FROM

OTHER BOOKS
Tompkins (2008) states that considering the form or genre is
one of the most important things in writing. Student need to
try out with a number of varieties of writing genres and
investigate the purpose and the formats of these forms.
Brown (2001) states that there is nothing wrong with attention
to teaching product because it is still the concern of teachers,
but it will be better if we began to develop what is now term in
the process approach to writing.

 Another opinion from Johnson (2001:288) states process writing is today an accepted, indeed
common approach. In it, attention is focus on the process writer go through when producing
texts, and these are practiced on class. It means that, writing process is more important than
writing product.
Students creative writing can be included in a newsletter. For example, short stories, poetry or
an editorial. As teachers and students who publish their own newsletter, participants can achieve
a great sense of accomplishment and pride and learn lessons about writing with a purpose and
to an audience , in this case one that they know will read and appreciate their effort (Gebhard,
2009:219).
What to do with habit-building writing. Harmer (2007) states that one of the purposes for the
writing activities is to give students engaging writing tasks that will help them become fluent
writers. The benefit of successful production has for students confidence as writers.

RELATED RESEARCH REPORT

Laksmi (2006) states The writing process approach has formed the foundation
for writing instruction. There are several positive points that can be listed when
the writing process approach is implemented.

First, the approach empowers the teacher in the sense that, just as the
students are to experience the recursive process of writing, the teacher is
encouraged to really write him/herself.

Second, the stages that the students undergo also help them develop other
language skills.

Third, the approach has created an atmosphere in which the students learn to
work in collaboration with their friends or to foster a cooperative learning.

Ho (2006) concludes The process approach seems to be an effective

approach even at as low a level as in the primary school. Process
writing seems to be a feasible solution to heightening the writing
abilities and confidence of students, especially those who have
higher English proficiency and those at the upper primary level. It
means the process approach can be apply in all proficiency level.

Critical Analysis
Writing skill is one of the main skills that should be mastered by the
students, besides reading, speaking, and listening. Therefore, in teaching
writing teacher should be more focus on the writing process than the
writing product because it is an effective approach to improve students
writing skill and we can see these improvements through process.
Writing is a productive skill in written form and it has relation with other
language skill. For that reason, writing could also develop another
language skill such as reading, speaking and listening because they are
related each other and cannot be separated.

 Students should be familiar with a wide variety of genres

text because it is impossible for them to write if they
cannot analyze what kind of genre will be used in their
writing. They can read many kinds of writing genres from
many sources, such as from book, magazine, newspaper,
letter, internet etc.

CONCLUSION
Teachers need to consider issues about writing genres,
writing process and building the writing habit in order to
help students write successfully and enthusiastically.
There are many teaching media and tool that can be used
in teaching writing, such as through instant writing,
music, picture, newspaper, magazines, brochures and
guide, poetry, collaborative writing, writing to each other,
writing in other genres, etc.

 In giving feedback of students writing, it is better for

teacher to not-over correction because it is can have a
very demotivating them. Teacher has to achieve a
balance between being accurate and truthful and
treating students sensitively and sympathetically
Related to the students handwriting, teacher cannot
ask students to change their handwriting style, but is
possible for teacher to encourage neatness and
legibility

REFERENCES
Brown, H.D. 2001.Teaching by Principles 2nd ed. San Fransisco: Longman.

Gebhard, J.G. 2009. Teaching English as a Foreign or Second Language 2 nd ed. United states: The University of
Michigan Press.
Harmer, J. 2007(a). The Practice of English Language Teaching 4 th ed. Cambridge:Pearson Longman.
Harmer, J. 2007. How To Teach Writing. Malaysia:Longman.
Harmer, J. 2007(b). How To Teach English. China:Pearson Longman.
Ho, B. 2006. Effectiveness of using the process approach to teach writing in six Hong Kong primary
classroom. Working Papers in English and Communication, 17(1), pp. 1-52.
Johnson, K. 2001. An Introduction To Foreign Language Learning and Teaching. Malaysia: Pearson Longman.
Laksmi, E.D. 2006. Scaffolding Students Writing in EFL Class: Implementing Process Approach. TEFLIN
Journal,17(2), pp.144-156.
Tompkins, G.E. 2008. Teaching Writing Balancing Process and Product. New Jersey: Pearson Prentice Hall.

Thank
you

Tuesday, 11 November 2014