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b. Types of Consultation
In order to clarify the definition of consultation in the writing process in AEW, the researcher provides the types of consultation which are implemented in
writing class. There are three types of consultation.
1 Teacher-Class
Teacher-class consultation refers to the forum discussion which is stated by Zelko 1957 that the lectures or doing the conference in front of the larger
group. The primary purpose of this conference is educational and instructive. The lecturer gives the information or shares the knowledge and gives the instruction to
help the students to improve their writing.
2 Teacher-Group
Teacher-group consultation refers to group conference. In this type, the teacher meets more than two students. Each student has opportunity to explain
their writing topic then they get the responses or the comments from the lecturer Three Types of Conference, 1930.
3 Teacher-Student
Teacher-student consultation involves the student and the teacher to communicate directly to have discussion. It gives the student a clearer idea of
hisher strength, weaknesses and lead a revision to improve the essay in the next assignment Hyland, 2006. This type enables the student to ask the lecturer and
get more information that can support hisher essay.
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c. The Aims of Consultation
The implementation of consultation in teaching writing has some purposes for the
students’ learning process. As stated by Harrison 2004 and Brown, et al., 1996, there are four purposes of consultation.
1 Consultation helps the students to acquire the knowledge and proficiency
needed to solve the writing problems. Brown, 1996. 2
Consultation helps the lecturer to implement what they have learned to assist the students Brown, 1996.
3 Consultation is directed towards the problem identifications and
exploration to get the detail information about the solution Harrison, 1996.
4 Consultation helps the students to determine the action as a result of the
discussion from the problems Harrison, 2004. Those purposes indicate the goals of consultation that give the advantages
to students to solve their problem in writing for the academic purpose. It gives the opportunity to the students to learn more from the lecturer and get new experience
by implementing the lecturer’s suggestions.
d. The Benefits of Consultation
Since consultation in learning process has the same concept with student- teacher consultation, the researcher provides the benefits of student-teacher
conference to support the explanation of the benefits of consultation in learning process. There are four benefits of student-teacher consultation as stated by Harris
1986 as cited in Tiedt 1989.
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The teacher stimulates independent learning for the student and gives chance to take the responsibility for herhis own writing project.
2 The teacher provides the interaction with an experience as a reader and a
writer. 3
The teacher can give the instruction directly to the student then heshe has time to talk to the teacher about their writing project.
4 The instruction is directly tied to specific piece of writing which calls for
specific strategies.
4. Perception
Since the researcher studies on the students’ perception on student-teacher
consultation, the theories of perception is essentially considered to be mentioned. The theories are about the nature of perception and the factors of perception.
a. The Nature of Perception
As stated by Robbins 2001, perception is a process of individuals who organize and interpret their sensory impression in order to give a meaning to their
environment. The environment gives a stimulus to someone’s mind. The process
of perceiving a stimulus will result perception that enables someone to understand what is faced in their environment. It means that
people’s perception will influence their behaviour or act on the situation or reality.
The way someone interpret something towards the object in environment depends on seven factors including the clarity and familiarity of the stimuli,
physical characteristics, needs and value, knowledge, feelings and past experience Altman, et al, 1985. In the learning process, especially in writing, the stimuli
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