Teaching Productive Skills to the Students: a secondary Level Scenario

a. 
Planning 
 
Planning or pre-writing is an activity of writing that aimed to encourage and 
stimulate the 
students to write. Since its function is to stimulate students‟ ideas to write, 
the writing activities must be prepared to provide them learning experiences of writing, 
such as brain storming and etc. 
b. 
Drafting 
At this stage, the students will focus on the fluency of writing and write without 
having much attention to the accuracy of their works. During the process of writing, the 
students must also focus on the content and the meaning of the writing. Besides, the 
students may be encouraged to deliver their messages to different audience, such as 
peers, other classmates and etc. 
c. 
Revising 
The students review and reexamine the text to see how effectively they have 
communicated their ideas to the reader. Revising is not a simply activity of checking 
language errors but it is done to improve the content and organization of the ideas so 
the writer‟s intention is clearer for the reader. 
 
 
 
 

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d. 
Editing 
 
At this stage, the students are focused on tidying up their works as they prepare 
the final draft to be evaluated by the teacher. The main activity done by the students at 
this stage is editing their mistakes on grammar, spelling, punctuation, sentences, 
dictionetc. 
To sum up, the arrangement of the steps cannot be separated because it works 
like a wheel. Each stage in the process of writing will work in line to help the students in 
composing the text. 
2.7.10 Approaches to Teaching Writing
a. 
Product-oriented Approach 
Product oriented approach has been applied by the English teacher many years 
ago in the process of teaching writing. The concern of this approach is on the 
correctness of final products of writing. The product-oriented approach to the teaching 
of writing focuses more on the linguistic knowledge, such as the appropriate use of 
vocabulary, grammar, and language devices. Brown (2004: 335) says that in composing 
their works, students must obey three main requirements. Every composition must (1) 
meet certain standards of English rhetorical style, (2) use accurate grammar and (3) be 
organized based on the convention to make the audience find it easy to understand the 
text. 
In this approach, students‟ writing works will be measured based on some 
criteria. The scoring criteria commonly involve content, organization, grammar, 
vocabulary and writing mechanics; for example spelling and punctuation. 
Talking about the writing activities, four stages of learning writing are commonly 
done by the students in this approach. They are familiarization, controlled writing, 

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guided writing and free writing. The familiarization is aimed at making the students 
aware of certain features of particular text. In controlled and guided writing stages, the 
students practice the skills until they are ready for the free production activity.
So we can say that, the product-oriented approach puts emphasis mostly on 
students‟ final products of writing. Since final products are the concerns of this 
approach, the activities of writing are also controlled by the teachers. They need to do 
particular efforts to avoid errors in the text composition, for example by focusing more 
on the correctness of the grammar.