Teaching Teenagers Teaching and Learning Writing in Junior High Schools

2 Meaning- Focused Output The different genre of text is encountered by students during writing so that this principle can be applied to give students doing lots of writing activity in different kind of genre. The given practices will bring experience and meaning for the students in order to face the real situation happened. 3 Language- focused Learning This principle aims to develop the students‟ language ability through some steps in the writing process even sub processes mentioned earlier. The teacher can have awareness of sub processes and process that will help him or her to identify the st udents‟ source of difficulty during writing. 4 Fluency Development Students are expected to increase their writing speed so that they can be simply writing at reasonable speed. Teachers can be applied this principle through repetitive activities and writing essays with familiar material. Teachers can involve some activities in teaching learning writing process for example doing free writing, outlining, matching, and writing marathon, and many others. After that, the integrated skills also can be done by teachers such as the students write review based on the book or article what they have read. Teachers can also use some interesting media and techniques including games, group work, and many others. These will attract the students‟ attention during writing. Related to this, Brown 2000:346 lists nine principles for designing writing techniques. they are applying some practices that can develop students as good writers, using the process and product approach in the same proportion, explaining the background of culture and literacy to be involved in writing, then, using reading activities to support writing, supplying many authentic writing activities, applying some stages of writing, such as prewriting, drafting, and revising stages, trying to provide interactive techniques in writing, responding to and correcting the result of students„ writing, next, giving students with instruction on the theoretical, formal conventions of writing. Later, when designing the writing task, teachers need to pay attention more on the gap between students‟ present knowledge and the demands of the learning task. Consequently, Nations 2009:95-110 states that there are some kinds of tasks that can be designed for teaching learning writing process in order to solve the gap . They are: 1 Experience Task Experience task aims to narrow the gap. The task can be done through the developing or using students‟ previous experience planned. Several effects had been got during implementing this task such as the students do not need to think overloaded on what they want to write, then the task requires the students to concentrate specific more on what they want to write , and a normal language activity in a normal way can be performed successfully by students. Then, there are some activities which include to this task and can be done by teachers such as draw-write, linked-skills, partial writing, ten perfect sentences, and setting the teachers‟ questions. 2 Shared Task Shared task aims to get students to help each other cross the gap. A pair or group work can be done in order to finish the task together. Then, this task happens as the students‟ language proficiency are different each other. As the result, the task requires students in helping each other when finishing their task. There are some activities which include to the shared task and can be done by the teacher such as group composition, group-class composition, dicto- glos, and blackboard composition. 3 Guided Task Guided task aims to link the gap by providing the support of exercises and focus guidance. This task will effect to narrow on what the students should require, to sequence and to grade the task given, to give successful chances so that the students can finish the task required easily. There are several types of guided task such as answering questions, doing correction, doing completions, ordering, doing word formation. 4 Independent Task Independent task will leave students to rely on their own resources. It requires the students to work individually without any helping effort and is said to be good as the task will provide the reasonable challenges which have some difficulties so that the students will face them outside the classroom. This task can be done by teachers after doing the strategies from the experience, shared, and guided task. Related to this explanations above, he also adds that teachers should deal with developing the awareness of designing the task based on some possible approaches and to make the students becoming aware through several activities helped which will engage the gap between the students‟ present knowledge and knowledge to do the task.