record that can be used to measure progress and to act as a reminder.
In short, the roles that a teacher holds in teaching writing are various. Being students’ motivator, resource and feedback
provider, a teacher needs to do the roles in a good way in order to make the writing process of the student runs effectively.
d. Presentation, Practice, Production
Presentation, Practice and Production PPP has been widely used by teachers for decades. In this method, the teacher introduces a
situation that contextualizes the language to be taught. The students then practice the language using accurate reproduction techniques
such as choral repetition, individual repetition, and cue-response drills. Later, in the production phase, the students use the new
language make sentences of their own Harmer, 2007: 64-65. Added to this, Read 1985, in Maftoon and Sarem 2012,
states that PPP uses a classic deductive approach with grammar being explicitly introduced in the presentation stage. The Target
Language TL is chosen by the teacher from syllabus. To allow students to concentrate on the TL without being distracted, material
presented is manipulated to emphasize the TL and remove reference to other language items which yet to be presented.
Being based on the grammatical accuracy, the above explanation of PPP is in line with Richards and Renandya 2002: 93-
94. They state that many traditional approaches to language teaching are based on a focus on grammatical form and a cycle of
activities that involves presentation of new language item, practice of the item under controlled conditions, and a production phase
where the learners try out the form in a more communicative context.
To conclude, it can be said that PPP is an appropriate method to aim grammatical accuracy. Students are firstly introduced the
grammar or vocabulary and then they are given practice related to the given language using certain technique. Finally, students are able
to create a product in production phase.
e. Writing Activities
There are various kinds of writing tasks which are given by the teacher in order to enhance students’ writing skill. Mc Donough,
Shaw and Masuhara 2013: 185 mention several writing activities that are usually done in teaching and learning process. The activities
are listed in the following numbers.
1 Controlled sentence construction If the focus of a language program is on the accuracy, then
the students’ writing output will be the priority. The typical approaches include:
a Providing a model sentence and asking students to construct a parallel sentence with different lexical items.
b Inserting a missing grammatical form. c Composing sentence from tabular information with a model
provided. d Joining sentence to make a short paragraph.
2 Free composition A free writing task requires learners to create an essay on
a given topic. Sometimes students are simply asked to write on personal topic such as their hobbies, holiday, interesting
experience and so on. Reading passage of the same topic is needed to be provided in the middle of the two activities as a
stimulus for a piece of writing. Thus, the writing activities like inserting missing grammatical
form and joining sentence to make a short paragraph are essential to the students’ writing accuracy. Before giving free writing task, the
teacher can essentially provide the students some texts of the same topic that they are going to be written down.
f. Grouping Students
