2. Teaching Writing
a. Principles of Teaching Writing
There are many approaches in teaching English. A teacher can select any appropriate approach which may be proper for hisher class based on their
uniqueness. Besides the class’s uniqueness, a teacher’s experiences in a teaching and learning process will be one factor to help a teacher selects a
particular approach or a technique. According to Nation 2009: 93 -95, there are three teaching principles that must be taken into account by a teacher
during teaching writing. 1 Meaning- focused input
In meaning focused input, it is believed that a successful writing process is if the writers are well prepared for what they are going to write.
Learners should bring their experiences and knowledge during writing. Before they do writing, learners will choose a topic.
2 Meaning- focused output Learners will be expected to do lots of writing in many kinds of
writing genres in order to do practices for many aspects in the writing skills.
The aim of writing is to convey a message to reader, so the learners must be taken into account the communicative purposes during the
writing process. Writing should interest the learners.
Learners use writing for increasing their language knowledge.
Learners can use technology in order to develop the writing skills. Writing instructions should be based on careful needs analysis which
considers what the learner needs of writing are, what they can do now, and what they want to do.
3 Language focused learning. In language focused learning, a learning process focuses on the micro
skill of languages, and the parts of writing processes.
b. Teachers’ Roles in Writing
In many teaching and learning processes, teachers have a vital position in order to make a successful class. Teachers employ the important roles to
make sure the learners get the materials well. According to Harmer 2007: 330, teachers in the learning writing process have three important roles as
motivator, resources, and feedback provider. 1 Motivator
One of the important roles in teaching language is to motivate students in doing writing tasks. Teachers are expected to create the right
condition for generating ideas, persuading learners of the usefulness of the activities or encouraging them to do hard work.
2 Resources Teachers should be ready to give information and language resources
while students do the writing task and the need arises. Teachers should offer constructive advice and suggestions. In accordance to this, Brown
2001: 340 states that a tea cher’s role in teaching and learning process
is as a facilitator or as a coach. Teachers offer guidance on helping students to engage in the thinking process of the writing activity.
Teachers must not force his or her own view in order to respect students’ opinion.
3 Feedback Provider Giving feedback on writing tasks needs particular care. Nation 2009:
115 says teachers should give students positive responses and
encourage them in doing writing. Teachers will choose what and how much focus on writing while they offer a correction based on student
needs at a particular stage of a study and task. Nation 2009: 115 explains that providing writers with feedback is an important way in
encouraging writers to keep their goals and target readers in mind.
3. Learning Materials
a. Definitions of Tasks
There are many definitions of tasks suggested by many experts. Long 1985 states tasks are a piece of work undertaken for oneself or for others,
freely or for same reward. In other words, ‘tasks’ mean many things people do in everyday life, at work, at play and in between. Crooks 1989 cited in
Branden 2006: 4 says that tasks are a piece of work or activities, usually with a specified objective, undertaken as parts of an educational course, at
work, or used to elicit data for research. Added to this, Bahman Palmer 1996 cited in Branden 2006: 4 say tasks are activities that involves
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