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2 Planning
It is time for a writer to decide a topic which considers its purpose, readers, point of view and writing format to compose a writing product.
3 Drafting
In this stage, a writer emphasizes the content and meaning rather than mechanics and conventions. A writer puts down his ideas and thoughts,
composes rough drafts based on pre-writing and planning activities and considerations. A writer also has to determine what to include, exclude, and
make initial decisions about how these ideas will be organized. 4
Post-Writing As the final activity in a writing process, a writer has to rework the written
drafts and polish them for the presentation or publication. Based on the theories presented above, it can be formulated that writing is an act
of putting letters, symbols, numbers, or words on paper to communicate, express, provide, persuade, and explain ideas to readers. To be able to achieve the intended
purposes of writing, one should master some aspects of writing competence: content, organization, grammar, mechanics, and style.
d. Teaching Writing Competence
Writing is a real-life reality. It is in social, work or study situations. Teaching writing on EFL is to get things done and to form and maintain social relationships. In
reality, the teacher can teach the students such as letter, journals, notes, instructions, essays, reports, menus. Teaching writing is a way of conveying messages or just to
keep a record of what is in our mind.
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Adamson 2006: 208 states that in a recent research study, teaching writing in English language teaching classroom is considered as a means to consolidate
language. Students very often write from someone else’s ideas. It is “writing as language learning”. In this stage, students are given a topic for building up their
writing. Moreover, in the English language-teaching classroom, especially in traditional pedagogy, the teacher gives a topic or selection of topics, a set of
requirements, and a time limit. The students finish the task within the time limit and hand in the product. The students’ work is evaluated based on the accuracy of the
final product. In English language teaching, a communicative approach to teach writing is very
crucial since it is a means to consolidate language used in learning English as a foreign language. Therefore, to motivate students, communicative approach to teach
writing is necessary to engage them in some act of communication. In other words, internet tasks that have some communicative elements can be used to motivate
students. According to Adamson 2006: 212, in teaching writing, a communicative element should include: 1 accuracy; 2 a certain target structures; 3 enough
preparation before the writing stage; 4 sense of audience; 5 sense of internality; 6 creativity; 7 inventing their own; and 8 not test-oriented.
In gaining the intended goals of teaching writing, there are some processes that a teacher should follow. Brown 1994: 320-321 summarizes that teaching writing
process should: 1 focus on the process of writing that leads to the final written products; 2 help student writers understand their own composing process; 3 help
students build repertoires of strategies for prewriting, drafting, and rewriting: 4 give
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students time to write and rewrite; 5 place central importance on the process of revision; 6 let students discover what they want to say as they write; 7 give
students feedback throughout the composing process not just on the final product to consider as they attempt to bring their expression closer and closer to intention; 8
encourage feedback both from the instructor and peers; and 9 include individual conferences between teacher and student during the process of composition.
To achieve the goal of teaching writing, of course, practices will make them perfect. The more the students practice writing with a systematic and graded way, the
better the results will be in that the students will sharpen their sensitivity in choosing the diction, using the appropriate grammar as well as the writing styles and genres. In
this process, a student-centered activity will give the students more chances to improve their writing by the guidance of the lecturers functioning themselves as the
facilitators and guides. In order to gain the goal of teaching writing skill, there are some systematic
techniques applied in the classroom. 1
Controlled Writing It has several advantages and is possible to use in all levels of competence.
Controlled writing makes it possible to teach one of things at one time while a teacher focuses on students’ conscious attention on the critical features of
the language pattern. Controlled writing also gives students maximum practice in writing correct forms of the language; therefore, consequently,
correcting is easy to do.
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2 Directed Composition
A number of activities could be listed under this heading. However, in most case, it will not be necessary to give a specific example of each type of
exercises. Many of these exercises could be done as group activities. 3
Guided Composition Azis 1998: 130-138 mentions that the steps in teaching guided
composition are: a
selecting a topic within vocabulary and structural range of students or a teacher can select one to work together,
b discussing orally the ideas to be included in the composition,
c determining vocabulary items and grammatical patterns needed to
develop the ideas, d
preparing a brief outline organizing the decided ideas. for the best result, work out the outline in class with students. write the final outline
on the board, e
having each student write the first sentence of his composition in class and checking as many as possible and have one or two student read or
write on the board, f
having students write their composition that follow the outline and utilize the vocabulary and grammatical patterns and the writing could
be completed in class or at home. it is recommended that the students write in class so a teacher can give his individual help needed,
g collecting the composition,
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h returning the composition to the students and have them revise their
mistakes. 4
Free Writing Free writing allows a student to develop his own idea and create his own
writing style as he chooses. It is also possible that the teacher supplies and provides the topic or subject of the composition.
e. Writing Genres
