effectively, but must also pay greater attention to the social context in which the interaction takes place. Then, role-playing and simulation become important
techniques for creating social situation and relationships. Activities of this type are called social interaction activities.
3. Writing
a. What is writing
Nowadays, writing is very important in some aspects. When people learn a second language, they learn to communicate with other people: to understand
them, talk to them, read what they have written, and write to them. Learning how to communicate when other persons is not right there in front of us, listening to
our words and looking at our gestures and facial expressions becomes an integral
part of participating fully in a new cultural setting Raimes, 1983: 3.
Tiedt states that writing is a method of expressing ideas about any subject content 1989: 1. Baskoff says that a student writing a composition faces three
problems: what to say, how to organize, and how to say 1969: 3. The topic of the composition, which is something within the student’s personal experience or
knowledge, provides him of what to say. Clifford supports the ideas by presenting a diagram of the components of
the writing process 1991: 41-42. The diagram of the component of the writing process is shown in Figure 2.3.
Figure 2.3: The Main Components of the Writing Process Clifford, 1991: 41
The circle, on the left, refers to the initial stage in writing to write, which is to generate messages, the ideas, and the contents. The second circle, on the
right, refers to organizing these ideas to suit the purpose. The final circle, at the bottom, refers to the tools used to convey this desired message, e.g., the
vocabulary, syntax, morphology, punctuation, etc.
b. Teacher Roles
According to Harmer 2007: 329, teachers need to help students build the writing habit so that students recognize writing as being a normal part of
classroom practice. Hence, Harmer 330-331 states when teacher ask students to write, the ones that are especially important are as a motivator, as a resource, and
as a feedback provider.
GENERATING THE
MESSAGE ORGANIZING
THE IDEAS
FINDING THE LANGUAGE AND
WRITING CONVENTIONS
GRAMMAR, VOCABULARY,
PUNCTUATION, ETC.
1 Motivator
The teacher will motivate the students to make paragraphs by creating the right condition for generating ideas. The teacher persuades the students to
make useful activity in class. The teacher also encourages the students to make as much effort as possible for maximum benefit Harmer, 2007: 330
2 Resource
According to Harmer 330, the teacher should be ready to supply information and language where necessary. The students could believe that
the teacher are always available and be prepared to look at their work, offering advice and suggestion.
3 Feedback provider
Feedback provider is an important actor in the writing process. The teacher task is to ‘respond positively and encouragingly to the content of what the
students have written’ 331. The teacher will consider the correction based on the students’ need.
c. General Principle for Teaching Writing
