Significance of the Study

10 writing quality, and use appropriate writing instructions based on their need analysis to experience a feeling of success in their writing. 3 Language-focused Learning This principle considers that students should be aware of the parts of writing process and have to deal with it. They should give attention on clarity, fluency, and spelling in English writing and other ethical issues involved in writing. This principle also demands the teacher to give appropriate feedback that encourages and improves students’ writing. 4 Fluency Development This principle considers that students should be able to increase their speed in writing to produce simple writing at a reasonable time. The teacher can help the students by giving the simple familiar topic in writing assignment. On the other hand, Hyland 2013: 1 says that the main activities of EFLESL writing teachers include conceptualizing, planning, and delivering courses. An English teacher should make sure that the method, material, and learning activities he uses in teaching writing to the students guided by both practical and theoretical knowledge. Hyland’s opinion is supported by Read and Hays. Read and Hays 2013 say that effective writing instruction needs a good writing model, good examples, opportunities for doing revisions, and authentic feedback. Teachers have to give students more opportunities to write, give individualized and specific feedback, and provide instructions that emphasize on the writing process not the writing product. 11 From what those experts said, it can be seen that teacher needs to give brief explanation, opportunities to write, correct examples, correction, and feedback in teaching and learning process to improve students’ writing performance. Moreover, Moss in Davison and Dowson 2003: 149 states that teachers have to be able to explain and give strong reasons about the function and positioning of writing activities in the sequence of a lesson. Sometimes, the teacher needs to deepen or emphasize the students’ understanding on using other micro-skills such as speaking, listening or reading to develop students’ achievement in writing. For example, in the beginning of the lesson the teacher can use reading skill as the input in producing writing. As mentioned above, in teaching writing teacher should emphasize more in writing process not in writing product. However, writing has some components that should be presented in the final product of writing. Raimes 1983: 4-11 propose a diagram that shows what writers have to deal with in producing a piece of writing: Figure 1: Producing a piece of writing 12 Therefore, Raimes suggests six approaches that can be used by teachers in teaching writing. Those as follows: 1 The Controlled-to-Free Approach emphasizes more on accuracy than fluency. This approach stresses on grammar mastery, syntax, mechanics, etc. 2 The Free-Writing Approach emphasizes on quantity of writing rather than quality. This approach demands intermediate-level students to focus on content and fluency. Once students have ideas and write it down, the other aspect of writing such as grammatical accuracy, organization, and the rest will gradually follow. 3 The Paragraph-Pattern Approach emphasizes on the generic structure or organization of the paragraphs on the selected text type. This approach refers to the principle that in different cultures people construct or communicate with other people differently. So even a student organizes their paragraphs well in their first language, they still need to see, analyze, and practice particular English features of a piece of writing. 4 The Grammar-Syntax-Organization Approach emphasizes the need in working simultaneously on more than one of the writing features since writing cannot be seen as composed of separate skills which are learned one by one. 5 The Communicative Approach emphasizes the purpose of writing and the audience for it. This approach leads the students to think the purpose of their writing and the audience or reader of their writing. The classroom activity can bring the students themselves as the real classroom readers in the assignment. And the last one, 6 The Process Approach has been well known approach in teaching writing recently. This approach emphasizes more on the writing process than the writing product. The students do not write on a given topic in a restricted time.