language structure. Raimes 1983 as cited in Musthafa 1994:5 defines writing as a set of decision-making process involving an intricate choice of
grammar, syntax, mechanics, organization, word choice, purpose, audience, content and the writing procedure.
In the English foreign language classes, reading and writing tasks often depend on each other. Sometimes reading is used as a preparation for a
writing task. In writing classes, reading is indeed the most frequently used method of providing input. This is either because teachers use models that
suggest this method, because they select texts on the subject of the composition.
a. Process writing
The teacher’s role is to guide students through the writing process, avoiding an emphasis on form to help them develop strategies for generating,
drafting, and refining ideas. This is achieved through setting prewriting activities to generate ideas about the content and structure, encouraging
brainstorming and outlining, requiring multiple drafts, giving feedback, seeking text level revisions, facilitating peer responses, and delaying surface
corrections until the final editing Raimes, 1992. Gardner and Johnson 1997 describe the stages of the writing process:
‘Writing is a fluid process created by writers as they work. Accomplished writers move back and forth between the stages of the
process, both consciously and unconsciously. Young writers, however, benefit from the structure and security of following the writing process
in their writing.’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Prewriting.
• Students generate ideas for writing: brainstorming; reading
literature; creating life maps, webs, and story charts; developing word banks; deciding on form, audience, voice, and purpose as well as through teacher
motivation. For example, instead of telling the students Write a composition about your holiday, the instructions could be Write a postcard to a friend
about how you are spending your holiday. Some examples:
Audience Purpose Form
The general public To report an accident medical histories
A newspaper article Peers or the lecturer. To provide information on your medical lab.
Report A
patient and
doctor To complain about tooth ache and faulty medicine
A letter
Samples of pre-writing tools: First
draft Second
draft Third
draft Beginning
Ending Topictitle
Why I got toothache
My teeth The way to avoid
toothache Looking after my
teeth
The outline can help prepare students in writing a description e.g., My tooth, where the different branches represent the different
paragraphs e.g., my healthy teeth, how I look after my teeth, why I got toothache.
•
•
•
•
•
•
Rough Draft.
Students get their ideas on paper. They write without concern for conventions. Written work does not have to be neat; it is a sloppy
copy..
Reread.
Students proof their own work by reading aloud and reading for comprehension.
Share with a Peer Revisor.
Students share and make suggestions for improvement: asking who, what, when, where, why, and how questions about parts of the
story the peer does not yet understand; looking for better words; and talking about how to make the work better.
Revise.
Improve what the narrative says and how it says it: write additions, imagery, and details. Take out unnecessary work. Use peer suggestions
to improve. Clarify.
Editing.
Work together on editing for mechanics and spelling. Make sure the work is goof proof.
Final Draft.
Students produce their final copy to discuss with the teacher and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
write a final draft.
• Publishing.
Students publish their written pieces: sending their work to publishers; reading their finished story aloud, making books. This is a
time to celebrate This process of writing will introduce students to some principles and
techniques of the writing process. Process writing is an approach to teaching
writing, which tries to simulate the process that many writers go through in their native language. In this way it does not only focus on the final product
but also on the stages along the way, such as gathering ideas, noting them down, reorganizing and rephrasing the ideas and preparing a final, accurate
version. In other words, process writing marks a shift from exclusive emphasis on the products of writing to an emphasis on the process of writing
and on interactive learning between lecturer and students, and among students themselves.
Hyland, 2002.
b. Error Analysis
