CHAPTER II THEORITICAL REVIEW A. Writing 1. The Nature of ...repository.ump.ac.id/4647/3/DIANA EKA...

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CHAPTER II

THEORITICAL REVIEW

A. Writing

1. The Nature of Writing

a. The Basic Concept of Writing

Writing is an activity or process to express ideas or opinion.

The definition of writing are variously stated by some experts.

According to Rivers (1981: 294), writing is conveying information or

expression of original ideas in a consecutive way in the new language.

Brown, (2001: 336) also claims that writing is a thinking process.

Furthermore, he states that writing can be planned and given with an

unlimited number of revisions before its release. In addition, Elbow

(1973) in Brown (2001:336) also says that writing is a two-step

process. The first process is figuring out the meaning and the second

process is putting the meaning into language. Writing represents what

we think. It is because the writing process reflect things, which stay in

the mind. The writers have to write about what they think and state in

on a paper by using correct procedure.

According to Tarigan (1985:5) writing is productive skills for

writing an indirect communication and nature of the character is very

different from that expressed by speaking directly, therefore writing is

included an ability, according to Harmer (2001:79) writing is a form of

The Effectivenes of Send..., Diana Eka Tegatingtyas, FKIP UMP 2016

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communication to deliver or to express feeling through written form.

Suparno Jonah (2006: 14) argues that writing is a series of activities

going on and involve several phases, the prepatory phase, the content

development and review, as well as revisions or improvements posts,

Jonah (2006:29) argues that writing can be used as an indirect means

of communication to others to convey information. Activities are not

easy to write because writing should be able to produce something new

and give you an idea or ideas to the reader through writing, another

definition of writing proposed by Nation (2009: 112) who states that

writing is an activity that can usefully be prepared for by work in other

skill of listening, speaking, and reading, This preparation can make it

possible for words that have been receptively to come into productive

use.

From the definition above, it can be concluded that writing is a

way to produce language that comes from our thought. It is written on

a paper or computer screen.

b. The Contradicting Character of Writing

According to Nunan (2003:88) writing is both a physical and

mental act. At the most basic level, writing is the physical act of

committing words or ideas to some medium. On the other hand,

writing is the mental work of inventing ideas, thinking about how to

express them, and organizing them into statements and paragraphs that

will be clear to reader.


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Its purpose is both to express and impress. Writers typically

serve two master (the writer and the reader): express means that the

writer desires to express an idea or feeling. On the other hand writing

is also impress to the reader, who need to have ideas expressed in

certain ways.

It is both a process and a product. The process is writer

imagines, organize, drafts, edits, reads, and rereads. This process of

writing is often cyclical, and sometimes disorderly. The product is

ultimately, what the audience sees, whether it is an instructor or wider

audience, is a product an essay, letter, story, or research report.

These contrast may seem merely like clever or convenient

ways to break down the large concept. In fact, they point to source of

many conflicts and misunderstandings about writing and the teaching

of writing.

c. The Importance of Writing

In discussing the significance of writing to learning, Suleiman

(2000) stresses that writing is an essential factor of language.

According to Harmer (2004: 31-33) states that there are many

importance in learning writing.

Writing is important because it‟s used extensively in higher

education and workplace. If people do not know how to express

themselves in writing, they have difficulties to communicate well with

professors, employers, peers, or just about anyone else.


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From the description above, writing have many functions in our

life. In the modern world, written language serve a range function in

daily life. By having good writing skill, we have many opportunities to

get job easily. We can write novel, article, newspaper, and book.

Students have to learn writing skill well to facilitate when they want to

show their opinion or ideas by using word

2. Teaching Writing

David Nunan (2003:88) states writing instruction is based on a

somewhat rigid set of assumption: good writing is done from a set of rules

and principle, the teacher‟s duty is to relate these rules, and students then

write in response to selected written text, following the rules good writing.

A student essay is then graded for its grammatical accuracy and correct

organization as well as its content. In teaching writing there are two main

point have to mastery by the students the first point is language, means

that students have to write by the correct grammar, spelling, appropriate

diction and the appropriate linking word to connect between a sentence

with another sentence or a paragraph with another paragraph. The second

point is idea, students have to express and impress their own ideas after

that they have to product in writing form.

3. The Principles Teaching Writing

The following are a few principles that every teacher should

consider while planning a course, whether it is a writing course, or a


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course which writing will play a part. According to Nunan (2003:92) these

principles can be adapted to the many different learning situation.

a. Teacher understand students‟ reason for writing

The greatest dissatisfaction with writing instruction comes when the

teacher‟s goals do not match those of the school or institution in which

student works in which student works. It is important to understand

both and to convey goals to students in ways that make sense to them.

b. Teacher provide many opportunities for students to write

Brown and Hood (2002:9) states writing almost always improve with

practice. Evaluate teachers‟ lesson plan:

1. The teacher give the students a time limit

2. The teacher write as much as their possibly can on a topic

3. The teacher write whatever comes into their mind. It does not

matter if it does not all make sense

4. The teacher keep writing until the time is up

5. The teacher do not worry about neatness and correctness.

Not every piece of writing needs to be corrected or graded. The

teachers should not grade “practice writing”. When practice writing

sessions are integrated regularly into syllabus, students will become

more comfortable with the act of writing as well. Short responses to

reading, journal entries, letter writing, summaries, poetry, or any type

of writing they find useful in their class should be practices in class.


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c. Make feedback helpful and meaningful

Students need feedback on their writing, yet it does not always

intended effect. If the teacher write comments on students‟ paper is not

meaningful, make students do not understand what the teacher mean so

they do not revise their writing error. So, the teacher have to give the

comment on the strength of the paper and suggest possible

improvements. The final assignment, however, is edited and revised

without written teachers‟ feedback. While students are able to

conference with their teacher and receive oral comments, they have to

develop, edit and revise the research paper with only peer assistance.

Some tutor therefore insist on two peer revision of this work, the

second more detailed and focused that the first.

4. The Process of Writing

According to Harmer (2004:22) this process may, of course, be

affected by the content (subject matter) of the writing, the types of writing

(shopping list, letters, essays, report and novel, and the medium in (pen

and paper, computer word files, live chat, etc.). But in all these case it is

suggested that the process has four main elements

a. Planning

Experienced writer plan what they are going to write, Before starting

to write or type, they try and decide what it is they are going to say.

For some writers this may involve making detailed notes. When

planning, writers have to think about three main issues. In the first


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place they have to consider the purpose of their writing since this will

influence (amongst other things), but also the language they use, and

the information they choose to include. Secondly, experienced writers

think of the audience they are writing for, since this will influence not

only the shape of the writing (how it is laid out, how the paragraphs

are structured, etc.) Thirdly, writers have to consider the content

structure of the piece that is, how best to sequence the facts, ideas, or

arguments which they have decide to include.

b. Drafting

The writers can refers to the first version of a piece of writing as a

draft. This first „go‟ at text is often done on the assumption that it will

be amended later. As the writing process proceeds into editing, a

number of the drafts may be produced on the way the final revision.

c. Editing (reflecting and revising)

Once writers have produced a draft they then, usually read through

what written to see where it works and where it doesn‟t. Perhaps the

order of the information is not clear. Perhaps the way something is

written is ambiguous or confusing. They may change the words for

particular sentence.

Reflecting and revising are often helped by the readers (or editor) who

comment and make suggestions. Another reader‟s reaction to a piece

of writing will help the author to make appropriate revisions


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d. Final version

Once writers have edited their draft, making the changes they consider

to be necessary, they produce their final version. This may look

considerably different from both the originally plan at the first draft,

because things have changed in the editing process. But the writer is

now ready to send the written text to its intended audience

5. Component Influencing Writing

When a paragraph or a text is written, it is important to give the

appropriate and correct spelling and punctuation.

a. Spelling

When students some across new words, the teacher can ask them what

other words they know with the same kinds of spelling or sounds.

When they listen to recording, they can study transcripts or copy down

section of the recording.

An issue that makes spelling difficult for someone students is the fact

that not all varieties of English spell the same words in the same way.

Which is correct: think or thing, know or now. One of the best ways to

help students improve their spelling is through reading.

b. Punctuation

Punctuation will cause different meaning or assumption. Such

differences are easily seen the different punctuation conventions for

the quotations of direct speech which different languages use, or the

way in which many writers use commas instead of or much as full


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stops. Beside we know the meaning directly, with punctuation it will

make a sentence clearly, so the reader will know the meaning by the

correct punctuation.

To develop a unit of an outline, every sentence in paragraph should

clearly relate to that unit and the sum of the sentences should make the

readers feel that unit has been efficiently developed. Therefore, to

create a good paragraph:

a. Cohesion

Harmer (2004:22) states that “when they write a text they have a

number of linguistic techniques at our disposal to make sure that

their prose „stick together‟. The writer can use various grammatical

devices to help the readers understand what is being referred to at

all times, even when words are left out or pronouns are substituted

for nouns.

According to Harmer (2004:22) there are two main devices of

lexical cohesion:

1. Repetition of words: a number of content words are repeated

throughout the text.

2. Lexical set „chains‟: the text is cohesive because there are

lexical sets (that words in the same topic area) which interrelate

with each other as the article progress.


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b. Coherence

Coherence means hold together. Basically, it means that a

paragraph in writing has the right order with the clear process.

Therefore, a paragraph must be coherent. It must contain sentence

that are logically arranged. Logical arrangement refers to the other

sentences and the idea. Harmer (2004: 24) states that “coherence,

therefore is frequently achieved by the way in which a writer

sequences information, and this brings us right back to the issue of

genre and text construction”.

B. Send A Problem

1. Definition

Send A Problem is one of technique in Teaching English Foreign

Language. In Send a Problem student teams participate in a series of

problem solving rounds, and then evaluate the other opinion to get

alternative solution offered by different groups. In this technique, teacher

send the problem in envelope in form of picture or sentence and the

students have to solve the problem in writing for.

Group of two or four students work on different problem during

the same period of time. Each group receive problem, discusses issues, and

offers possible solutions. Problems can reflect a variety of complex

questions, often without one right answer. Teams record their solution for


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later evaluation. Each group than passes the problem. This structure is

particularly effective for problem solving.

Send a problem is a process encourages creativity in problem

solving and emphasizes the value of different perspective. Originally used

in class, to make student critical thinking.

2. The purpose of Send a Problem

Send a problem is to facilitate each group, creative thinking and

problem solving. Send a problem encourage revision of questions and

outside of the box thinking because alternate answer can be found. The

process mirrors real life scenarios that do not always have only one correct

answer.

For reluctant students, permit them to work in group to create the

questions for send problem cards. As a reviewing activity in preparation for

an assessment, collect all they send a problem card.

3. The Procedure of Send a Problem

Send a problem can be used in elaboration part. There are some

steps in using send a problem technique:

1. Deciding how many problems the teacher will need to have all group

working simultaneously.

2. Deciding how many groups will solve the problem. Consider attaching

each problem to the outside of a file folder or envelope.


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3. Thinking carefully about the instructions, the teacher will give the

students regarding time limits and the order in which they should pass

the problem.

4. Forming group of 4-6 students, describing the activity, give

instructions, and answer questions.

5. Distributing a different problem to each group and ask them to discuss

the problem, generate solutions, choose the best solution and the

record it and put into folder or envelope

6. Calling “time” and instruct team to pass their problem to the next

group

7. Repeating the process as many time as it seems useful.

8. Students in the last group review and evaluate the responses in the

envelope or folder

Example:

The teacher asked students to write opinion and describe about

several job. She gave each group an envelope with the picture to solve the

problem and the blank paper. She asked students to give opinion and

describe, write what they think on blank papers, put it on envelope, and

pass the envelope to the next group to give another perception. The next

group followed the same procedure and then sent the envelope to a third

group that evaluated. The final group explain all of the result.


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B. Basic Assumption

Based on the statement above, the writer assumed that send problem

technique is suitable for teaching writing. By using send problem from the

teacher given, the students get more capabilities to write their opinion or

description. Send a problem can support students‟ problem in making good

composition, vocabulary and grammar.

C. Hypothesis

Based on the assumption above the writer have a hypothesis that there

is a positive effect of using send problem technique in teach writing at the

eleventh grade of SMK Bakti Purwokerto, academic year 2015/2016.


CHAPTER II THEORITICAL REVIEW A. Writing 1. The Nature of ...repository.ump.ac.id/4647/3/DIANA EKA...

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