In summary, the micro and macro skill of writing, mechanical components of writing, and cohesion and coherence of writing are important
aspects of writing. All of them have contributions in producing a good writing. Therefore, the teacher should consider teaching them to the students
in order to make their students’ writing works more accessible.
2. Teaching Writing
a. The Roles of Teacher in Writing
One of the importance issues in teaching writing is the role of teacher to improve students’ ability in writing. That is to say, the teacher’s
main role is facilitating the learning task and helping students produce well structured compositions by teaching them a step by step process
approach. Ken Hyland 2003:10 states that the process approach to teaching writing emphasizes the writer as an independent producer of
texts, but it goes further to address the issue of what teacher should do to help the learners perform a writing task. The teacher should have various
strategies in teaching writing to the students. Moreover, the success of students in learning writing is also determined by the teacher’s
performance in helping them learn writing. In addition, teaching is not just transferring the knowledge activity
but it is aimed at the behavioural change. Kimble and Garmezy in Brown 2000:7 state that learning is a permanent process of the change in
behavioural tendency and a result of reinforced practice. So, the teacher
should make sure that the students can get the beneficial of the learning to their future life.
In relation to teacher’s roles in writing process, Harmer 2007:261- 262 mentions some information about teacher’s roles in teaching and
learning process of writing. They are: 1 Motivator
In teaching writing, the teacher has to be able to be a motivator for the students. The teacher should motivate the
students by arranging the interesting learning task, creating a nice learning atmosphere, supporting students as they grow in their
writing abilities, and encouraging the students to do their best in their writing so the students can get the optimal achievement.
2 Resource Besides being a motivator, the teacher should be able to
give information and language needed by the students. The teacher should ensure the students that he she will always give them
advice and suggestion in their writing process. The teacher also must facilitate the students by giving the exercise of writing skills.
3 Feedback Provider Being a feedback provider, a teacher should respond
positively and encouragingly to the content of what the students have written. When offering correction, the teacher should choose
what and how much to focus on based on what students need at the
particular stage of their studies and on the tasks they have undertaken.
As summary, teachers hold importance roles toward the students’ success in learning writing so they have to be responsible in guiding and
facilitating the students’ writing by being good motivators, resources, and feedback providers.
b. Types of Classroom Writing Performance
According to Brown 2001, 343-346, there are five principles categories of classroom writing performance such as imitative writing,
intensive writing, self- writing, display writing, and real writing. They are explained as follows:
1 Imitative or writing down which leads students to simply write down English letters, words, or sentences in order to learn the
conventions of the orthographic code. 2 Intensive or controlled which loosens the teacher’s control but still
offers a series of stimulators. A common form of controlled writing is to present a paragraph to students in which they have to alter a
given structure throughout. is note taking 3 Self –writing which leads students to write in an element of display
writing or writing with only the self in mind as an audience. The activities of this category in classrooms are note- taking, diary, and
journal.
4 Display writing which leads students to to write in an element of display writing. Written exercises and short answer essays are the
examples of activities in this category. 5 Real writing which aims to communicate a message to an audience.
This type of writing performance can occur in the academic, vocational or technical, and personal scope.
Every beginner writer starts to write from the basic activity such as imitative writing. This kind of activity gets the students to make letters,
words, and simple sentences. The next is intensive writing which focuses on grammar, vocabulary, or sentence formation, and not necessarily to
convey the meaning. Then in next levels, the students are allowed to produce their written products in the form of texts of several pageswhich
require better skill than the previous ones.
c. Principal for Designing Writing Technique
According to Brown 2001:346-348, there are a number of specific principles for designing writing techniques. They are:
1 Incorporate practice of “good writers” Teachers should consider the various things that efficient
writers do and their technique should include some of these practices. For example, good writers should focus on a goal or
main idea in writing, let their first ideas flow onto the paper, follow a general organisational plan as they write, utilize feedback on their
