and the techniques in delivering the grammar practices Weaver
et al.
2001, Andrews 2006.
To build communicative writing, contexts of writing should be emphasized as well. Therefore, besides using grammar practices, developing writing skill
should also pay attention to the communicative context and meaningful purposes. It means that topics should be carefully selected in such a way that the topics can
enhance students‟ critical thinking to write contextually using appropriate grammar aspects. Hence, the grammar practices combine grammar aspects and
meaningful topics to develop students‟ writing skill.
3. Teaching and Learning Writing at University Level
Students at university level belong to adult learners. Hammer 2007 suggests that adult learners have expectations about the learning process and
already have their own set patterns of learning and a clear understanding of why they are learning and what they want to get out of it. It shows that students are
able to develop their learning strategies in the learning process. Students understand their position as students and they are aware of their responsibility in
developing their own learning process. Hammer 2007 further suggests that university students are able to deal with various activities as well as various
assessments. It means that teaching writing at university level can be optimized using different types of activities and assessments to develop students‟ writing
skills. With these two basic characteristics of adult learners, teaching writing at university level should set the learning activities and learning assessments that can
enhance students‟ learning strategies as well as students‟ writing skill. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
University students understand their learning process. It means that learning writing can be directed to autonomous learning. Learning writing at university
level is seen as reflective learning in which students intend to write and they are eager to build relationship between the students themselves and the tasks of
writing Lavelle Zuercher 2001. It means that students really need to be aware of the writing process and perceive writing itself not merely as a task but more as
intention. Lavelle and Zuercher 2001 further suggest that the activity of learning and how the students perceive the learning will affect the quality of the learning
outcome. Therefore, students who are eager to write or who intend to write will have better learning outcome since they will do more effort than the others.
Hence, to develop writing skill at university level, the grammar practices should be carefully set to meet the characteristics of university students. Deep
tasks need to be designed to facilitate the teaching writing at university level. These deep tasks emphasize on meaning, scaffolding, modeling and integrating
writing across content areas relevance Lavelle Zuercher, 2001. In other words, the writing should focus on the message, have clear organization, show
clear description and elaboration and be contextual according to the topic given. In addition, teachers at university level should provide meaningful feedback for
the writings that the students have produced Lavelle Zuercher 2001. By given feedback, students will be able to reflect on their writings, evaluate their writings,
and revise them. Hereby, the grammar practices, which are best selected as the practices to
develop writing skill, should be administered in such a way that students can enhance their autonomous and reflective learning as well as collaborative
learning. The grammar p ractices should be able to develop students‟ grammar
competence and writing skill at the same time. In addition, the grammar practices should also enable the students to collaborate with each other. Feedback, as the
additional aspect, should also exist in the implementation of grammar practices.
B. Grammatical Competence
