15 Because writing takes longer than conversation, for example, there is usually time
for discussion with individual students, or students working in pairs or groups.
3. Feedback Provider
Giving feedback on writing tasks demands a special care. Teachers should respond positively and encouragingly to the content of what the students have
written. When offering correction, the teachers choose what and how much to focus on based on what students’ need at this particular stage of their studies and
on the tasks they have undertaken.
d. The Principles of Teaching Writing
Brown 2004: 346-357 points out that there are nine principles in teaching
writing.
1 Incorporate practices of “good” writers
2 Balance process and product
3 Account for culturalliterary backgrounds
4 Connect reading and writing
5 Provide as much authentic writing as possible
6 Frame your techniques in terms of prewriting, drafting, and revising
stages. 7
Strive to offer techniques that are as interactive as possible 8
Sensitively apply methods of responding to and correcting your students’ writing.
9 Clearly instruct students on the rhetorical, formal conventions of writing.
e. Teaching Writing in Junior High School
BSNP 2006 states that the levels of literation of English for Junior High School are:
16
a. Performative
The first level is the performative level where learners are able to write what they say or to say what is written. According to Wells in Agustien 2009,
performative level is tacitly assumed that written messages differ from spoken messages only in the medium employed for communication. In this level, the
students are able to read, write, listen and speak in the symbols shown. For example, when the students are asked to read an English text, they can read it
without any mispronounced.
b. Functional
According to Wells in Agustien 2009, to be literate is to be able as a member of that particular society to cope with the demands of everyday life that
involve written language. So, functional level would be a reasonable literacy target for junior high school. In this level, students are able to use the language to
meet their needs in their daily life, such as reading a newspaper, manual book, writing simple narrative, descriptions, reports, and recounts. Here, students are
required to reach this level in which they can have a communication in spoken and written in a daily life.
c. Informational
