23 say English, we may wish to learn, and this in spite of the many years
which are frequently devoted to the development of the skill.
a. Teaching Writing Skills.
Cristopher Tribble 1996: p.103 states there are two significant qualities associated with a person’s capacity to write successfully, they
are: 1
the extent to which a writer is able to draw on a range of appropriate process when he or she is engaged in the creation of
written texts, and 2
the extent of a writer’s knowledge of the way in which context and content influence the genres of writing that are typical of
particular communicative events. When learners have to take time to develop a text without a set
theme, some techniques should exist here. Then White and Arndt 1991: p.4 describe the techniques as generating, focusing, and
structuring. Generating activities helps learner find out what they want to write about and to overcome imaginative blocks. This technique will
be effective in language learning classrooms as they provide a practical purpose for discussion and by helping learners to share their
experiences can lead to increased motivation for individual writers. The next one is focusing. Focusing activities help learners to
identify priorities in what they have to say. Not only can such activities
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24 help writers to give emphasis to the most important parts of their
argument, they can also assist in ensuring that what is being written about will be relevant to potential reader. The last one is structuring
which can help learners to review the way in which they are organizing their texts so that they will communicate affectively with potential
readers. There are several approaches in order to conduct writing.
Christopher Tribble 1996: p.38, 103 divides the approaches into four steps.
1 Prewriting: brainstorming, specifying the task, planning and
outlining, collecting data, making notes, and encouraging the participation no answer is wrong.
2 Drafting: producing a rough draft, getting students’ thought on
paper. 3
Editing and Revising: reorganizing, shifting emphasis, focusing information and style for your readership, and
checking grammar 4
Publishing.
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25 Here is the picture of the process.
Prewriting
Drafting
Editing Revising
Publishing
Figure 2.2. Christopher Tribble’ Writing Process 1996
When a teacher wants to deal with the writing process, the most important to remember is that the process should engage the students’
interests in writing as well improve their quality of writing. Here what the teacher needs to do is to make the writing contextualized, writing
personal experiences or taking from the closest object around the students.
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26
b. Teaching Writing for Elementary School Students
