5 The last step is evaluating. The teacher must evaluate in every task and
activity. In evaluating the student’s works, the teacher judge their work as the final product. The teacher gives the feedback to the students in order they can
learn from their mistake and avoid it on the next task and activity.
3. The Teaching of Writing at Senior High School
According to the Regulation of National Education Ministry Permendiknas no.2, year 2006 about the standard of competences and basic
competences for English teaching-learning process which has proposed by BSNP 2006 Badan Standar Nasional Pendidikan the Senior High School students
grade X in the first semester have to pose several competences as follows.
Table 1: Standard of ompetence and Basic ompetence of Writing Skill for Senior High School Students Grade X Semester One
Standard of competence Basic competence
To express an idea in a short functional written text in the
context of daily life To express an idea in a short
functional written text e.g. announcement, advertisement,
invitation. both formally and informally in accurate,
fluent, and acceptable way, in the context of daily life
6 To express short, simple,
functional essays in the genres of recount, narrative, and
procedure in the context of daily life
To express meanings and steps of rhetorical essays in accurate,
fluent, and acceptable way using written style in the
context of daily life in the genres of
recount, narrative, and procedure
Some treatments were given in the process of teaching-learning by the researcher. The students are expected to master the materials during 6 meetings.
The researcher used the mind mapping as a technique to find its effect to the student’s writing skill.
4. Micro Skills of Writing
Micro skill in writing is about assisting the teacher to define the most appropriate criteria to assess the student’s writing. Micro-skills deal with
imitative and intensive writing. Brown 2004: 220 explains the imitative, intensive, responsive, and extensive writing. In imitative writing, they have to
gain the basic sub-skill such as vocabulary, punctuation, sentences, and spelling. Beside that, intensive writing involves vocabulary based on the context,
collocation and idioms, and correct grammatical features within sentences. The next stage is responsive writing that is involving the discourse level, for example
7 connecting and relating a sentence to other sentence or a paragraph to other
paragraph in a sequence way. Every skill has its own micro skills. Brown 2004: 343 describes the
micro skills for writing production as follows. Produce graphemes and orthographic patterns of English.
2 Produce a writing at an efficient rate of speed to suit the purpose. 3 Produce an acceptable core of the words and use appropriate word order
patterns. 4 Use acceptable grammatical system e.g., tense, agreement, and pluralisation,
patterns, and rules. 5 Express a particular meaning in different grammatical forms.
6 Use cohesive devices in written discourse. 7 Use the rhetorical forms and conventions of written discourse.
8 Appropriately accomplish the communication functions of written texts according to form and purpose.
9 Convey links and connections between events and communicate such relations as main idea, supporting idea, new formation, given information,
generalization, and exemplification. 0 Distinguish between literal and implied meanings when writing.
Correctly convey culturally specific references in the context of the written text.
8 2 Develop and use a battery of writing strategies, such as accurately assessing
the audience’s interpretation, using prewriting devices, writing with fluency in the first drafts, using paraphrases and synonyms soliciting peer and
instructor feedback. And using feedback for revising and editing.
5. Strategies in Teaching Writing
