2 Correcting According to Harmer 1998, correction helps students to clarify their
understanding on the meaning and construction of the language. Some teachers use codes and put them in the body of the writing itself, or in a corresponding
margin. This makes the correction much neater, less threatening, and considerably more helpful than random marks or comments. Frequently, the uses of symbols as
indirect feedback on students’ writing refer to the students’ errors, such as word order, spelling, or verb tense.
3 Involving students Feedback on the writer
’s work does not only come from teachers. The teachers can also encourage students to give feedback to each other. It has positive
effect on group cohesion. Muncie in Harmer 2007: 150 states that students are much more likely to be provoked into thinking about what they are writing if the
feedback comes from one of their peers.
c. Approaches in Teaching Writing
In teaching writing, teachers should apply the appropriate approaches so that the students are able to produce a good writing easily. Teachers need a
number of different approaches to the practice of writing skills both in and outside classroom in teaching writing. There are two main approaches which are product-
oriented approach and process-oriented approach. The product-oriented approach is emphasized mostly
on students’ final products of writing. When concentrating on the product, teachers are only
interested in the aims of a task and in the end of product. If teachers focus on
process, they pay attention to the various stages that any pieces of writing go through. It includes spending time with learners on pre-writing phase, editing, re-
drafting, and producing final version of their work. In conclusion, the product-approach focuses on the final product, while the
process-oriented approach concerns more on the process of how the students develop ideas and formulate them into effective writing works. Harmer
2001:258 states “the various stages may well involve discussion, research,
language study, and considerable amount of interaction between teacher and students, between the students themselves so that when process writing is handled
appropriately it stretches across the whole curriculum.” Therefore, the process-
oriented approach can symbolize the teaching writing process regarding to the curriculum.
d. Teaching Writing in Junior High School
Talking about teaching writing in Junior High school, there are several things need to take into account. The first one is the curriculum implemented in
the school. The word “curriculum” is defined in various ways by experts but they
have the common meaning. Brown 1995:19 defines a curriculum as a series of activities that contribute to the growth of consensus among the staff, faculty,
administration, and students. This series of curriculum activities will provide a framework that helps teachers to accomplish whatever combination of teaching
activities is most suitable in their professional judgment for a given situation, that is, a framework that helps the students to learn as efficiently and effectively as
possible in the given situation. While, Feez and Joyze 1998: 9 states that a
