writing; 10 Study of modelswhich provide students with
opportunities to read, analyze, and emulate models of good writing;
11 Writing for content learning, which uses writing as a tool for
learning content material.
c. The Role of the Teacher
In teaching and learning process in the class, teachers can play many roles, just as parents are called upon to be many things to their
children. Teachers cannot be satisfied with only one role. According Rebecca Oxford in Brown 1998:166, pointed out that teacher roles are
often best described in the form of metaphors to describe a perspectrum of possibilities of teacher roles, some of which are more conducive to
creating an interactive classroom than others.Those are: 1 The teacher as controller: in this role teacher as master
controllers who determine what the students do, when they should speak, and what language forms they should use.
2 The teacher as director: some interactive classroom time can legitimately be structured in such a way that the teacher is like a
conductor of an orchestra or a director of a drama. As students engage in either rehearsed or spontaneous language
performance, it is teacher job to keep the process flowing smoothly and efficiently.
3 The teacher as manager: this metaphor captures teacher roles as one who plans lessons, modules, and courses, and who then
allows each individual player to be creative within those parameters.
4 The teacher as facilitator: a less directive role might be described as facilitating the process of learning, of making
learning easier for students: helping them to clear away roadblocks, to find short cuts, to negotiate rough terrain.
5 The teacher as resource: here teacher takes the least directive role. The implication of the resource role is that the student
takes the initiative to come to the teacher. The teacher is available for advice and counsel when to student seek it.
Teacher roles can help students to become self-sufficient, competent, and confident writers. Therefore, teachers need to know the
key role that they will play in the process of teaching. According to Urquhat 2005:58-59 the role involves two major responsibilities, creating
a conducive environment to effective writing and recognizing how the teacher’s writing practices affect the writing in your classroom. It can be
explained that creating a conducive environment to affective writing is creating the classroom environment both figurative and physical. Those
can reflect a commitment to writing and honor the writing process. In figurative sense, teachers create spaces conducive to writing when they
assign it as a task and allow the time in class for students to write. At the same time, many teachers physically organize their classrooms in ways
that help students to better engage in writing. While, affecting writing in classroom is the section when teacher focuses on the writing practices that
help students become better writers, according to the research literature, writing practices can influence include: integrating reading and writing,
using writing to learn, providing feedback, and using many example of writing text.
Based on some previous statements of teacher’s role in teaching and learning process, Burden and Byrd 1999:104 agree that during
inquiry-based learning strategy the teacher’s role is as facilitator. It because the teacher provides the data , and the students are questioned in
