smoking, crimes, etc. This needs more supporting
information to make the content is academically
accepted. The key feature of this focus is the use of
mind-map where the theme becomes the central of
essay development. Through this belief, the practice
of teaching writing facilitates the emotional
dimension and intellectual dimension in which
students can explore many ideas, feel the sense of
usefulness and experience read-before-write process.
4.5 The Belief That Writing as Focus on
Creative Expression
Only one teacher has this orientation. The focus is on
students’ self-expression since many activities are
directed to give students a place for sharing their
personal aspects; hence, the students are the centre of
the writing activity. There is no rigid practice like
when the focus is on the formal system. The students
can share personal beliefs, point of view in the form
of journal writing in very positive and cooperative
environment as it is for students’ creativity, and free-
writing model (Koupaee, Rahimi & Shams, 2010).
From this orientation, teachers try to build students’
ability in doing self-construction. This belief is
focusing on text function. It leads to the effort of
making students aware of the elements of writing
including micro and macro elements. Thus, by doing
this activity, the teacher facilitates the emotional and
intellectual dimension of holistic learning.
4.6 Holistic Learning in the Practices of
Teaching Writing
The second important point to discuss is the holistic
view gaining from the teachers’ beliefs and teaching
practices. The teaching practices are identified into
four areas of the students’ needs such as spiritual,
emotional, intellectual, and physical. It is found that
the students’ spiritual needs are met when T1
understands the natural development of the students.
T2 provides time to listen students’ ideas and
problems on writing. T3 encourages students to
explore their own value in writing. T4 engages the
students into truth relationship, and provides peer
review. T5 directs students to contemplate their
personal aspects. T6 has personal conference with
students to show whether the ideas make sense or not.
T7 asks students to be good listener to other ideas. T8
facilitates with trusting relationship.
The fulfilment of the students’ emotional needs is
represented through several features. T1 give a
freedom for students to explore ideas. T2 makes
students are aware of the idea of usefulness. T4 also
give students sense of usefulness of reading and
satisfaction. T5 develops students’ sense of freedom.
T6 gives choice for realistic hope by allowing the
students to choose the topics. T7 designs a situation
where students give a respect for other choices. For
the physical need, it is identified that only T1 who
provides relaxing atmosphere through allowing
students to listen music, eat, and drink. It is
uncommon, but it helps students much. They can
learn in nice situation which later influences their
learning. The students’ intellectual need is facilitated
by T2, T3, T4, T5, T7, T8, and T9. T2 provides
teacher-student consultation. T3 creates an effective
communication while T4 lets the students to
experience decision making. T7 promotes activities to
develop students’ habit. T9 makes students feel safe
since she guarantees the students that the teacher
herself writes many writing activities.
Related to the influence of the beliefs to the
teaching practices, the researcher finds that most
teaching practices are strongly influenced by the
beliefs of teachers. The teaching practices employed
by the teachers include implicit grammar knowledge
by placing students’ grammatical accuracy as one of
criteria. The teachers’ practices on cognitive process
can be seen from the process approach applied in the
writing stages. Teachers state that they begin the class
with selecting topic, brainstorming, planning,
drafting, editing, revising, and publishing. When it
comes to writing as social activity or genre based
approach, the practice is reflected in modelling stage
where teachers give a model of essay to be analyzed
from its organization, its content, its language, and its
rhetorical features (Qian, 2010).
The practice close to focus on content is from the
activity of doing mind mapping before writing.
Teachers’ assignment assigning students to tell
themselves in writing is the close to the view that
writing is creative expression. The practice for
showing writing focuses on text function is through
long discussion on constructing topic sentence and
thesis statement, supporting sentences, and
concluding sentence. Also, it can be seen from the
writing course outline which mentions the different
texts to develop by the students.
The relationship between the beliefs and the
practices are clearly seen from the previous part of the
conclusion, moreover, this research also finds that the
two aspects correspond to the holistic teaching. The
practices done by teachers have purposes to fill
students’ needs as a whole person. The spiritual need
is given by the teachers through understanding
students’ natural development on writing skill,
listening to students, allowing students to hold their
own value, building trusting relationship through peer
reviewing on strengths and weaknesses, facilitating
students to raise their personal aspects, asking