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and meaningful. The feedback consists of comments and corrections to make improvement on students’ writing. Fourth, clarifying the teachers’ and the
students’ selves and how students’ writing will be evaluated. Since students feel that the evaluation of their writing is completely subjective, it is important to the
teacher to develop a rubric, a kind of scoring grid, that elaborates the elements of writing that are to be evaluated.
2.1.2.5 Learning to Write
There are some techniques presented by Sokolik as quoted by Nunan 2003: 96-99 due to the writing teaching-learning process. These techniques are
parts of the process of writing. The first technique is called as invention techniques. Invention techniques consist of brainstorming the students list all the
ideas they can think of related to the topic, word mapping the students begin their writing with an idea at the top or centre of a blank piece of paper, then think
of related ideas or words and draw relationships with a series of boxes, circles, and arrows, and quick writing the students begin their writing with a topic, then
write a composition without any corrections, and or stopping. The second technique is the writing process itself. It consists of drafting
after the students are given a certain topic, it is their job to make their first draft of writing, feedback after the students’ first draft is finished, it is teacher’s job to
give comments and corrections to improve students’ writing, revising after the students receive comments from the teacher they have to revise their writing, the
last, proofreading and editing. Sokolik states that before the final draft is turned in for evaluation, the students should read the mistakes in spelling, grammar,
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punctuation, and so forth. It is important for the students to proofread and edit on their own work as much as possible.
2.1.2.6 Good Writing
Accuracy in writing is very important. It needs much attention. Both the writer and the reader should pay attention to this. The accuracy of a writing can be
valued from spelling, grammatical mistakes, vocabulary, and the content of the writing itself. If the writing is accurate then the writing is good Rivers, 1968:
258-260.
2.1.3 Media in Teaching Writing
Media comes from the word medium, which means any person, material, or event that establishes conditions which enable the learner to acquire
knowledge, skills, and attitudes Gerlach and Ely, 1980.
2.1.3.1 Kinds of Media in Teaching Writing
There are various types of media that can be used in teaching writing. Media used in the teaching-learning process sometimes is called as visual aid.
Many types of visual aids are used to support the teaching-learning process. The media in the teaching-learning process was chosen based on its potential for
implementing a certain stated object Gerlach and Ely, 1980: 240-243. The following are kinds of media in teaching writing which are presented by Gerlach
and Ely 1980: 247-249. First, still picture which is defined as a record or a copy of a real object or event which may be larger or smaller than the object or event it
represents. An example of still pictures is photograph. Second, audio recording
