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2. The way teachers encourage students to draft, reflect, and revise
The teachers need to encourage students to reflect what they have written, to treat the first drafts as first attempts not as finished product. One
way to encourage students’ drafts, reflect, and revise is by collaborative writing. In this process, they will work collaboratively with their classmates
in order to produces a good writing. They will respond to each other’s drafts in terms of language and content and give suggestions to each other. They
will share any ideas that are significant to their writing. Finally, their contribution will create a good finished product.
3. The way teachers respond students’ writing
There are several ways to respond the students’ writing. The first way the teachers can do is responding to a work-in-progress. It is applied when a
teacher is talking to a student in a group while the others are still working on their own. The second way is giving reformulation to them. In this way, the
teacher can make written comments or write their own version of a good writing for the students draft after they read them. It will be crucial for the
students as a comparison with their work. The last way is conducting peer response. It will be really pleasant for them because they can discuss together.
It means that each student will get suggestion as what they need.
c. Teaching Writing Using Pictures
Picture can stimulate students’ creativity, especially in writing. Pictures work in provoking their imagination and creativity so that they can produce a
good piece of writing. Harmer 2004:67 explains that some situations,
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grammar and vocabulary work can be particularly presented by pictures. Furthermore, when they look at the picture, each student will have their own
imagination inside the picture. Starting from that, they will have something an idea to write.
According to Harmer 2004:67, there are various ways to use pictures as media to teach writing. Describing pictures, suspect and object, writing a
postcard, portraits, and story tasks are some ways to use pictures as the media in the use two of them. Describing pictures and story tasks are selected to be
used during implementation. Describing pictures is the simplest way in using pictures as media to
teach writing. In these activities, they are asked to describe someone or something. They write the description on a piece of paper. The teachers can
conduct a really simple game. The students are only given short time to see the pictures and to write the description. They will have a kind of
competition. A student who can write the description of the picture shown fast may raise her or his hand as quick as possible. It must be very appropriate
to start the class. This activity is considered as brainstorming for them. It will be very engaging for students.
The second way that is going to use is story tasks. Harmer 2004:69 writes that there are several different story tasks students may undertake.
They are dramatic pictures, a series of pictures of random objects, a series of pictures in sequence of headline or caption. However, there will only be two
of them.
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1. A series of pictures of random objects
Students are shown a set of random objects, such as a tree, a house, a car, a boy, a cow, and an old man. Then they are assigned to write a text
containing all those objects. The text has to connect one picture to the other.
2. A series of pictures in sequence
It is easy for students. In this activity, they are faced with sequence of picture. What they have to do is to write a story based on their own
imagination or idea the pictures as a clue.
3. Teaching Writing in Junior High School
a. Writing in Junior High School
The teachers rarely use some interesting media. They usually give the students examples of any kind of texts that will be learned on that day.
However, they seldom have a class discussion about the text. They are directly asked to write a text in writing after the teachers show the examples.
They do not have enough chance to sharpen their writing ability. This situation is one of the causes why they still find difficulties in developing
ideas. The researcher will only deal with the eighth grade students of class
VIII B. in the first semester in the academic year of 20132014. Standard of competency of writing as in Indonesian English Curriculum for the eighth
grade students in the first semester in National Standardized School cover:
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