The Students’ Responses to Writing Skills Writing Skills

14 make their writing become more interesting. If it gives positive response for students, students will follow every comment and fix their texts appropriately as requested. Besides, the students‟ response is also known from the process of revising, editing and proofreading their writing as a revision process Sommers, 1982. Therefore, the teacher‟s comment encourage students to concentrate more on their writing, so they can decide what is most important and what is least important. According to Heaton 1975, the writing skills require mastery not only of grammatical and rhetorical devices but also of conceptual and judgement elements. Grammatical skills are the ability to write correct sentence since grammar is a description of structure of a language and the way in which linguistics units, including words and phrase which are combined to produce sentences in language Nunan, 2003. It is different with stylistic skills because according to Scott 2014, it gives students a greater critical awareness of the creative possibilities of language. It is also the ability to manipulate sentence and use language effectively Heaton, 1975. Moreover, it helps students to provide in-depth analysis of a wide range of writing and includes practical exercises to develop writing skills. The other skills is mechanical skills which are the ability to use correctly those peculiar to the written language e.g. punctuation and spelling. According to Heaton 1975, it is the basic fundamental skills that the students need to perform while judgement skill is the ability to write in an appropriate manner for a particular purpose, including the ability to select, organize and order PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 15 the information. Furthermore, the writing skills that have been explained can apply across grade levels among students. In the teaching and learning process, an effective writing practice is expected. Effective writing practices have a proven record of success. In other words, they have been shown to be successful in enhancing students‟ writing on multiple occasions Graham, 2010. Primary sources for such practices are scientific studies examining the effectiveness of specific teaching techniques. They provide a trustworthy approach for identifying an effective practice, such as investigations that provide direct evidence both that the intervention works and of how much confidence can be placed in its effect. In connection with this, teacher, as the facilitator, should help learner to foster their autonomy through the use of group-work and pair-work and by acting as more of resource than a transmitter of knowledge Harmer, 2007. Besides, in order to be able to respond, the students need to see things or explain orally even though it will take time to brainstorm ideas and draft a piece of writing. According to Harmer 2007, with the teacher‟s help in reviewing and editing their writing in various ways, the students will be more focused on generating more ideas, re-drafting, re-editing and so on. For that reason, if teachers want their students to master their language skills, teachers need to make learning activities enjoyable, which will make teaching more enjoyable too and far less exhausting Bright and McGregor, 1973. According to Rubin and Thompson 1982, there are some characteristics of learner in the learning activity and good learner characteristics are students who