11 8.
Appropriately accomplishing the communicative functions of written texts according to form and purpose.
9. Conveying links and connections between events, and communicates such
relation as main idea, supporting idea, new information, given information, generalization, and exemplification.
10. Distinguishing between literal and implied meanings when writing.
11. Correctly conveying culturally specific references in the context of the
written text. 12.
Developing and using 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.
d. The Subskills of writing
Writing involves some subskills. Some of these are related to accuracy, for example, using the forms of language. Writing accurately involves spelling
correctly, forming letters correctly, writing legibly, punctuating correctly, using correct layouts, choosing the right vocabulary, using grammar correctly, joining
sentences correctly and using paragraphs correctly. But writing is not only about accuracy. It is also about having a message and
communicating it successfully to other people. To do this, the students need to
12 have enough ideas, organize them all well and express them all in an appropriate
style. The teachers should be observed about the subskills. When teaching writing
they need to focus on both accuracy and building up and communicating a message. By encouraging the students to use the writing process the teachers
help them to be creative and to develop their idea or their message, for example,
what they want to say in their writing. 2.
Teaching Writing in Junior High School
One area of English writing at junior high school is that students can understand and produce a short functional texts and short essay on the form of
procedure, descriptive, narrative, and recount Depdiknas, 2006 .
In this study, the researcher focused on teaching writing in Junior High Schools.
According to 2006 Curriculum, writing in Junior High School focus on short functional texts and simple essay in daily life. It means that the students are
expected to able to write short functional texts and simple essay, such as narrative, recount, descriptive, etc. This is the standard and basic competence of
grade VIII semester 2 in Junior High Schools.
13
Grade Semester
Standard of competency Basic competency
VIII 2
12. Expressing meaning
of short functional text and simple essay
in daily life in the form of recount and
narrative. 12.2 Expressing meaning
of short functional text and simple essay in
daily life knowledge usage accurately,
fluently, and understandably in the
form of recount and narrative.
Harmer 2007 argues that in teaching writing, teachers should check some important points like: language use, punctuation, spelling, repetition of word and
lay out. There are four reasons for teaching writing to students as English as a foreign language such as: reinforcement, language development, learning style,
writing as a skill. Teacher roles are also important in teaching writing. The role of teacher must
be one of facilitator and coach, not an authoritative director and arbiter. This facilitative role of the writing teachers has inspired research on the role of the
teacher as a response to students’ writing. As a facilitator, the teacher offers guidance in helping students to engage in the thinking process of composing but,
in a spirit of respect for student opinion, must not impose his or her thoughts on student writing.
14 Harmer 2001: 261 proposes three teachers roles during the writing teach
and the learning process. The first role is that the teacher becomes a motivator for the students. In this role the functions of the teacher are to motivate the
student and to create the beneficial condition for the students in composing the writing. The teacher also persuades the students of the usefulness of this activity
and the last encourage them to give the best effort to get the best result. The second role of the teacher in the writing learning process is a resource.
The teacher should give the students some information to be their input in order to enrich their knowledge in composing their writing. Offering the advice and
suggestion is needed to be done by the teacher too. Finally, the last role is feedback provider. This role is very important for the students. In this role, the
teacher should give the correction about the writing of the students, and give them appropriate feedback based on the students need to write.
Writing is one of the four language skills. That means it involves producing language rather than receiving it. Very simply, writing involves communicating a
message something to say by making signs on a page. Writing involves several sub skills. Some of these are related to accuracy, i.e. using the correct forms of
language. The essences of teaching are guiding and facilitating students to work. This is
supported by Brown 2000: 7 who proposes that “teach is guiding and facilitating learning, enabling the learner to learn, and setting the conditions for
