In short, according to Kurikulum 2006, there are two types of text which are narrative and recount text that have to be learned by
students of grade 8 in the second semester. In writing a recount text, students need to write the text with the appropriate structure and
grammar feature as required.
b. Students’ Characteristics
Teaching and learning process can be meaningful if the teacher provides appropriate teaching style and activities for the learners.
The overall teaching and learning processes have to be suitable with the learners’ level of ability and age. In terms of age, there are
several levels of learners. According to Harmer 2007: 81, there are three age differences of learners. They are young children,
adolescent and adult. Junior High School is the next level after elementary school
and the students registered in a Junior High School are mostly between 13 and 14 years old. Brown 2001: 92 mentions that the
“young adults”, “teens” and high school-age children whose age range between twelve eighteen or so. Thus, Junior High School
students can be called adolescent learners. Teaching adolescents is so challenging since they are in the
age of transition, confusion, self-consciousness, growth, and challenging bodies and minds Brown, 2001: 92. In teaching
adolescent, as stated in Harmer 2001: 39, there are some important things to be considered. Students must be encouraged to respond to
text and situations with their own thoughts and experience, rather than just answering questions and doing abstract learning activities.
And also, they are encouraged to be able to discuss abstract issues and, with teacher’s guidance, to provoke intellectual activity by
being aware of contrasting ideas and concepts they can resolves for themselves.
In brief, there are several age levels possessed by learners. Since there are some age differences within the students, teachers
have to provide various appropriate learning activities to deal with the characteristics of each age level so the objective of the teaching
and learning process will be effectively achieved.
c. Teacher’s Roles in Writing
A teacher has numerous roles that have to be done in a writing learning process. In teaching writing, there are three main roles of a
teacher. According to Harmer 2007: 330, the three main roles are that a teacher has to be a motivator, resource, and feedback provider.
The explanations are as follows: 1 Motivator
The motivator role of the teacher includes creating right conditions for the generation of ideas, persuading students of the
usefulness of the activity, and encouraging them to make as much effort as possible.
2 Resource Since the process of writing is longer than speaking, the
discussion between a student and other students or a student with the teacher will usually occur. Therefore, the teacher has to
be available and prepared to look students’ progress and to offer advices and suggestions in constructive and wise way.
3 Feedback provider The teacher should respond positively and encouragingly
to the content of what the students have written. The teacher will choose what and how much to focus on when offering
correction. Added to this, research by Brinko 1993 and Hyland and Hyland 2006 shows that feedback enables students to
assess their performance, modify their behavior and transfer their understanding Hyland, 2009: 96. Harmer 2007: 147
proposes several way of giving students feedback. They are described in the following points.
a Responding When the teachers respond to a final written product
such as an essay or project, teachers can say what they like, how they feel about the text and what they think the
students may do next time if they want to write something similar.
b Correcting In correcting mistakes, teachers can write the code in
the body or in the margin of text. Teachers can also put ticks against good points and underline the problems.
Writing summary what is appropriate and what needs correcting is also possible at the end of student’s work.
c Finishing the paper process The goal of giving students feedback may be varied.
Written feedback is designed not just to give an assessment of the students’ work, but also to teach and help. The use of
symbols and codes are aimed to make the students are able to identify their mistakes. Then, they are in a position to
correct them. If the students make changes on the work that is corrected by the teacher, it means that the feedback is
finished and successful. Added to this, Nation 2009: 139 mentions that
feedback can be written or spoken or a combination of these. Spoken feedback allows a dialogue to exist between
the writer and the source of feedback and it may also more effective in getting the writer’s attention than written
feedback. Meanwhile, written feedback provides a lasting
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
