Levels and Types of Error

14 correctness of writing rather than on how the writers create well-formed writing, the composing processes are ignored. In contrast to the product-oriented approach, the process approach is seen as a more effective teaching writing approach. Hyland 2003 stated that this type emphasizes the writer as an independent producer of texts. This approach focuses on the steps involved in planning, drafting, and revising; it gives the learners better control on the content and form of what they write Hyland, 2003. Nunan 1999 suggested that this approach focuses less on a perfect final draft. The writers are encouraged to get their ideas onto composition without being frightened of formal convention in the beginning stages. They then share their work with classssmates, getting feedback on the ideas before revising. It could be inferred that there will never be the perfect text, but that one can get closer to perfection through the process writing stages. This research hopefully can be beneficial for the English teacher. It is expected that the teacher may rely on process approach. Before an effective product is created, the students can get involve through appropriate stages in the process of writing. Balancing process and product, the sudents also can not lose sight of the ultimate goal: a clear, well-organized, effective composition. It will makes them realize that everything leading up to the final product is worth the effort.

c. The Principles of Teaching Writing

In teaching writing skill, the teacher is required to understand and perform the classroom principles and tasks. Thus, the students can learnt best in 15 writing. In this section, the researcher needs to review some basic ideas in teaching writing. As stated by Brown 2007 and Nunan 2003, there are a few principles that every teacher should consider while planning a writing course. These principles can be adapted to the many different learning situations. First, the teacher makes the students understand the reasons for writing. Second, the teacher connects reading and writing. The third one is providing many opportunities for students to write. The fourth one is making feedback helpful and meaningful. Lastly, the teacher frames the techniques in terms of prewriting, drafting, and revising stages. First, the beginning stage gets the teacher to make the students understand the reasons for writing. They identify why they are writing. Here, the teacher directs the students to focus on the goal or main ifdea of writing. Second, good writing skills usually develop from extensive reading. The students learn to write by observing what they are going to write. By reading ad studying a variety of relevant types of text, the students can gain important insights or references about how they should write and about the subject matter that may become the topic of their writing. Third, the teacher should provide many opportunities for students to write. Writing almost always improves with a good deal of practice. Therefore, the teacher should evaluate the lesson plans: how much time is spent for discussing writing and how much time is spent for writing activity. Fourth, the teacher should make feedback helpful and meaningful. Here, the teacher can have the students to share their work with their partners. They suppose