Processes of Writing Theories of Writing

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2. Teaching Writing

a. Differences between L1 and L2 Writing

Writing is a complicated skill which has many aspects to consider in making a good one. There are some obstacles that are faced by second language learners in learning writing. English is a foreign language in Indonesia so many students find it difficult in learning writing. Therefore, teachers have to find ways in order to teach them effectively. Related to second language writing, Silva 1993: 688 in Weigle 2002:36 states the differences between first and second language writing. He finds that writing in a second language tends to be more constrained, more difficult, and less effective than first language. Silva 1993: 657 in Brown 2001: 339 also states that second language writers do less planning, and less fluent in writing use fewer words, less accurate made errors, and less effective in stating goals and organizing material. Weigle 2002:36 states that second language writers may find difficulties in the cognitive process of writing because of the limited language proficiency. They often find problems in grammar rules that is different from their first language and limited vocabulary mastery that become the obstacles in expressing their ideas. These will also affect the content of their writing that cannot be fully expressed. Second language learners also have limited linguistic resources. Because of this reason, they may be disadvantaged by the social and cultural factors where 15 they may not have awareness of the social and cultural uses of writing in the second language and the appropriate ways to express some functions Weigle 2012: 36. Cultural and social factors are very important for writersto be learned in order to be able to convey the message to the readers. Understanding the social and cultural factors will also help the writers to make a good readable text. Considering these differences, Silva 1993: 670 in Brown 2001: 339 gives some pedagogical implications. They are a it is important to determine appropriate approaches to writing instruction for L2 writers in different contexts, b writing teachers need to be equipped to deal effectively with the sociocultural and linguistic differences of L2 students, and c the assessment of L2 writing may need to take into account the fundamental differences between most L1 and L2 writing. Because English is a foreign language in Indonesia, there are limited sources of English that can be found by students. Therefore, teachers have to consider some implications above in teaching writing. In summary, writing in second language is more difficult and complicated. As English is a foreign language in Indonesia, students also find many difficulties in producing good writing. Teachers have to applyappropriate approaches and equip the students with many writing aspects when teaching writing. 16

b. Strategies in Teaching Writing

Writing is one of four skills that teachers has to teach to students. In order to make the students to be able to produce good writing, teachers have to be able to implement good strategies in teaching them. Harmer 2004: 11 proposes some strategies that need to be considered when teaching writing. 1. The way teachers get students to plan Teachers should encourage students to think about what they are going to write by planning the content and the sequence of what they will put down on paper. There are some ways in doing this. The most common ways are brainstorming and guided task. Brainstorming can be done in pairs or groups to do a discussion. Guided task includes activities which leads the students for a forthcoming task. Besides encourage students about the content, teachers also should encourage them about the purpose and the audience of their writing. 2. The way teachers encourage students to draft, reflect, and revise Students need to be encouraged to reflect what they have written and learn to believe that their drafts are not their final products. They still have to reflect and revise it. Students can work together in pairs or groups to respond to each other’s ideas both in terms of language and content, make suggestions for changes, and contribute to the success of the finished product. 3. The way teachers respond to students’ writing There are some ways for teachers to respond to students’ writing. The first is respond to a work in progress. It can be applied when the activities are