d. Editing Final Drafting At this stage, the students are focused on tidying up their work as
they prepared the final draft to be evaluated by the teacher. The main activity done by the students at this stage is editing their mistakes on the
grammar, the spelling, the punctuation, the sentences and the diction.
B. Teaching Writing 1. Principles of Language Teaching
Teachers may try to use various approaches to teach English and then select an appropriate approach which is suitable for their classes. It is
necessary to connect teachers experiences during the teaching and learning process with the theory of teaching derived from research so that it will help
the teachers comprehend when to use a certain technique, with whom it will work, how to adapt it for the students, and how to judge its effectiveness.
Brown 2001:55-70 suggests twelve teaching principles that must be taken into consideration by the teachers during the language teaching. They will be
classified into three parts as explained below. a. Cognitive Principle
1 Automaticity Children acquire language subconsciously. Through an inductive process
of exposure to language input and opportunity to experiment with output, they appear to learn languages without thinking about them. Both adults and
children must sooner or later move away from processing language unit by unit, piece by piece, focusing closely on each and finally improving to a form
of high-speed, automatic processing. 2 The Anticipation of Rewards
According to Skinner in Brown 2001: 57-58, the anticipation of reward is the most powerful factor in directing ones behaviour. Everything people do
is inspired and driven by a goal. During the teaching and learning process, a reward can be in the form of praise for a correct response e.g.
“Very good.” or “Nice job” and appropriate grades or scores or other public recognition.
However, the teacher should carefully use a reward to motivate the students because rewards can lead to the followings: 1 Make learners become
dependent on the rewards, 2 Make the students have the habit to look for their teacher only for their rewards, 3 The students will fail to develop their
own intrinsic motivation to learn. Therefore, teachers may consider the following things to be implemented in the classroom:
a Provide an optimal degree of immediate verbal praise and
encouragement to students as a short-term reward. b
Encourage students to reward each other with compliments and supportive action.
c Short-term reminders of progress may help the students perceive their
development in class with low motivation. d
Display enthusiasm and excitement during the teaching and learning process.
e Explain the long-term rewards in learning English such as the
academic benefits of knowing English.
3 Meaningful Learning Meaningful learning happens when new information is lined with the
existing structures and memory systems. It creates stronger retention than rote learning in which new information does not connect with ones existing
cognitive. Teachers can avoid the pitfalls of rote learning taking in isolated pieces of information that are not connected with one’s existing cognitive
structure such as too much grammar explanation, abstract principles and theories, drilling and memorization, activities whose purposes are not clear
and do not contribute to accomplishing the goals of a lesson, a unit, or a course, and techniques that are so mechanical that students focus on the
mechanics instead of on the language or meanings. Some implications that a teacher can do in the classroom include
: Appealing to the students’ interests, academic goals, and career goals; attempting to anchor a new topic or concept
being introduced in students’ existing knowledge and background so that it becomes associated with something the students already know; avoiding
pitfalls of rote learning like too much grammar explanation, too much abstract principles and theories, too much drilling and memorization, and activities
without clear purposes. 4 Intrinsic Motivation
The most powerful rewards are those that are intrinsically motivated within the learner. Because the behaviour stems from needs, wants, or desires
within oneself, the behaviour itself is self-rewarding. Therefore, no externally administered reward is necessary. At the class, the learners may perform the
