3 Feedback provider
As a feedback provider, an English teacher should give encouraging responses to the students’ writing. When offering correction,
the teacher should choose what and how much to focus on based on what the students need at this particular of their studies, and on the tasks they
have undertaken. It can be inferred that helping students become self-sufficient,
competent, and confident writers is not an easy task, but it is easier to accomplish by recognizing the key roles as a teacher is the teaching and
learning process. The three important roles are the key point of the teachers to succeed the teaching process especially in teaching writing.
The success of teaching writing then depends on how the teachers can play their three functions effectively. Therefore, it is very worth considering for
the teachers to combine these significances when they are teaching.
b. Types of Classroom Writing Performance
There are five major categories of classroom writing performances proposed by Brown 2004: 343. They are further explained as follows.
1 Imitative or writing down
This type of writing performance usually can be implemented at the beginning level of learning to write. Students are asked to write down the
English letters, words, and sentences in order to learn the conventions of the orthographic code through dictation. The teacher reads a short
paragraph while students write it down what they hear. They imitate the written product as a form of task to go over their basic skills in writing.
2 Intensive or controlled
In this kind of writing performance, the students have to produce proper vocabulary in a certain context, collocation and idioms, and correct
grammatical features in the sentences. It doesn’t allow much creativity on the part of the writer. For example, in the controlled writing, the students
may change the verbs into proper ones. Another form of controlled writing is a dicto-comp. it allows the students to rewrite the paragraph to the best
of their recollection of the reading. Alternatively, the teacher can put key words from the paragraph in sequence as cues for the students.
3 Self-writing
Self-writing allows the students to write using their own words. There are some of activities that promote self-writing are note-taking,
diary, and journal writing. 4
Real writing
In the real writing, the students perform their writing as the genuine communication of messages to an audience in need of those messages. The
kinds of activities included in real writing are writing a letter, fulfilling a form and writing a simple message.
At the very beginning level, students may start to write the basic activity in writing such as the imitative writing. During the activity, the
students may make letters, words and simple sentences through dictation.
The next level of writing, the students may carry out intensive or controlled writing. This activity focuses on grammar, vocabulary or
sentence formation and not necessarily to convey meaning. Moving on to the next level, the students will be engaged in more complex activity in
writing in which they are asked to produce a good piece of writing using the better skills than the previous activities.
c. Feedback
Feedback is essential for encouraging students to keep their goals in mind Nation : 2009. It means that it is important to provide them with
feedback about the effectiveness of their writing so that the students can carry on the idea of their writing. Feedback is widely seen as important for
encouraging and consolidating learning and it is also regarded as an essential factor in the writing context. Therefore, it is used as a way to
respond to students’ writing to help them enhance their writing skills.
1 Feedback on written work
Harmer 2007: 147 provides some techniques used in giving feedback on students’ writing.
a Responding
Responding to students’ works can be considered as one of giving feedback on their writing. The response on the students’ work can be used
as means of feedback which motivates them when it is done constructively. The feedback given can be seen as responding to students work rather than
