The following are some activities that can be conducted in every stage proposed by Richard and Renandya 2002:316-319. They are:
a. Planning
In this stage, some activities such as group brainstorming, clustering, rapid free writing, and WH-questions can be provided for learning experiences
to encourage the students to write. b.
Drafting The activity was focused on the fluency of writing without taking
consideration with grammatical accuracy or the neatness of draft. It means that the focus of the students is not grammatical accuracy but they have to
write fluently to convey their messages to the reader. c.
Revising Students recheck and reexamine what they have written to see how
effectively they deliver their idea to the reader. d.
Editing Students are engaged in tidying up their texts because they prepare the
final draft for evaluation by teacher. They edit their own work or their
peer’s work especially in grammar, spelling, punctuation, diction, sentence structure, etc.
On the other hand, there are some experts believe that writing process do not occur in a linear sequence. Krashen in Richard and Renandya 2002:315
proposes that writing a draft may be interrupted by more planning, and revision. The process may lead to reformulation in earlier stages.
2. Teaching Writing
Raimes 1983:3 states that writing is the effort of expressing ideas and using the constant of eye, hand, and brain in a unique way to reinforce learning.
Writing is not only seen as a way of recording thoughts, feelings, and ideas, but it is the key of generating and exploring new thoughts and ideas. Moreover, writing
can offer more opportunities to learn English. It can offer students considerable opportunities to increase their vocabularies, to refine their knowledge of grammar,
and to develop their understanding of how things are best expressed and how their message is understood Littlejohn, 1991:79. Therefore, teaching writing is
important to help the students on how to improve their competence in writing aspects and how to produce text independently.
According to Hyland 2009:10, process of teaching writing do not only emphasize a writer as an independent producer of texts, but it goes further to
address the issue what teachers should do to help learners performing a writing task in term of producing a text. It means that teachers need competence in
managing and handling the problems in the classroom to make an effective teaching writing. The following outlines are the explanation about principles of
designing writing techniques, roles of the teachers and approaches to teaching writing that can be used by teachers in the classroom in order to achieve the
learning objectives and to encourage students’ motivation.
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