2. Drafting
Harmer 2004 states that drafting is a form of raw writing which needs to be revised before the final product is completed. At this stage, students with their
groups make a rough draft of their writing based on the ideas that they have discussed before. They focus on the fluency of their writing without devoting their
thoughts on the grammatical accuracy and the neatness of their draft of their writing. During the process of writing, the students must also focus on the content
and the meaning of the writing. The function of drafting itself is to make the people state the points clearly.
3. Revising
Revising is not a simply activity of checking language errors but it is done to improve global content and organization of the ideas so the writer’s intention is
clearer for the reader. In this step, the students read the draft first. The teacher gives a chance to the students to correct the draft and revise it. It is important to
check what ideas have already been included, to keep the coherence and flow of the writing, to stimulate further ideas, and to look for errors Nation, 2009:119-
120. The students in groups look at their writing and consider what improvement might be made.
4 Editing
At this stage, they prepare their final draft of their writing that then their writing will be evaluated by the teacher. They tidy up their writing. The main
activity at this stage done by the students is editing their mistakes on grammar,
spelling, punctuation, vocabulary, and capitalization. The process of editing may be taken from oral or written comments by peers or teachers.
2. Teaching Writing a. Teacher Roles in Teaching Writing
Teachers play an important role in the teaching and learning process of writing. Teachers are expected to realize their importance roles toward
students’ development in learning, particularly in writing. Teachers are required to have
various strategies and great interest when they are teaching writing to the students. Moreover, the success of students in learning writing is also determined by the
teacher’s performance in helping them learn writing. Harmer 2007:261-262 also mentions information about teacher’s roles in the teaching and learning process of
writing. They will be explained as follows. a Motivator
One of the teacher principle roles in writing task will be to motivate the students, create the right condition for the generation of ideas, persuade them of
the usefulness of the activity, and encourage them to make as much as effort as possible for maximum benefit. This may require special and prolonged effort on
the teacher part for longer process-writing sequences. b Resource
When the students are doing more extended writing tasks, the teacher must be ready to supply information and language needed by the students. Teachers
need to tell students that they are available and be prepared to look at their work as it progresses, offering advice and suggestions in a constructive and tactful way.
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