REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
5. Writing a. Definition
In English learning, writing is one of the language skills in which the learners should master.
Writing is a system for interpersonal communication using various styles of language (Jalaludin, 2011). It plays a fundamental role in our personal and professional lives. In academia, writing has become central as a measure for academic success. Students attempt to gain more control over the improvement of English writing skill (Hamid, 2012). As writing process approach has changed the way of teaching writing from students' final products to writing, peer feedback has come to take an important part in writing instruction.
Traditionally, teachers are only one who has high knowledge to provide feedback to students' writing. But nowadays, peer feedback has been known as a critical technique for improving students' writing worldwide. A growing body of
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research has recommended the use of peer feedback because of its social, cognitive, and affective benefits (Hinkel, 2004; Lundstorm & Baker, 2009; Min, 2008; Pol et al., 2008; and, Storch, 2004) because good feedback helps students understand their subject area and gives them clear guidance on how to improve their learning(Orsmond et al., 2013).
b. Types Writing
there are funamental sorts of composing: interpretive, expressive, enticing, and story. Each of these composing styles is utilized for a particular reason. A single content may incorporate more than one composing fashion.
1) Expository
Expository composing is one of the foremost common sorts of composes in an informative style, all they are attempating to do is clarify a concept, conferring data from themselves to a more extensive group of onlookers.
Interpretative composing does not incorporate the author‟s conclusion but centers on ackbowledged trughts approximately a theme, counting insinghts or other evidence.
2) Descriptive
Descriptive composing is frequently found in fiction, in spite of the fact that it can make an appearance in nonfiction as well (for case, diaries, first-hand accounts of occasions, or travel duides). When an creator composes in a clear fashion, they are potray a picture in words of a individual, put or thing for their gathering of people. The creator might utilize representation or other scholarly gadgets to depict the author‟s impressions by means of their five faculties ( what
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they listen, see, scent, taste, or touch). But the creator isn‟t attempting to persuade the gathering of people of anything or clarify the scene simply depict as they are.
3) Persuasive
Persuasive composing is the most style of composing you may utilize in scholastic papers. When an creator composes in a enticing fashion, they attempt to persuade the gathering of people a position or conviction. Influential composing contains the aothor‟s conclusions, inclination, legitimizations, and reasons given by the creator as prove of their position‟s rightness. Any “argumentative” essay you compose in school ought to be within the enticing fashion of writing.
4) Narrative
Narrative composing is utilized in nearly each longer piece of composing, whether fiction or nonfiction. When an creator composes in a story fashion, they are not fair attempting to give data, and they are attempting to develop and communicate a story, total with characters, struggle, and settings (Jeffrey,2016).
c. The Concept Writing
five noteworthy components in composing. There are substance, organization, lexion, dialect utilize and workman. The detail clarification takes after:
1) Content
Composing ought to be clear for the perusers to get it the message passed and pict up data from it. To have great substance composing, its substance ought to be well bound together and completed. This learns as a rule known as solidarity and completeness, which gotten to be characteristic of great composing.
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In the writing organisation, the writer focused on arranging and organising the ideas chronologically. The also should present their ideas based on the order which flow from the beginning to the end. There are many ways used to organized or arrange writing. This organization is mainly recognized as an order.
3) Vocabulary
Vocabulary is one of the dialect perspective managing with the method of writing study. In composing, the author always thinks almost putting words into sentences and after that putting sentences into sections until they can make a bit of composing. So, acing word choice can offer assistance us to create or to write.
4) Language Use
Language utilize in composing includes the right utilization of the rules of dialect or language structure. It centers on verbs, thing, and assention. Particular things and solid verbs donate a peruser a mental picture to the depiction. This particular thing can be characterized by utilizing an descriptive word, qualifiers, errors in verb and botch within the arrangement.
5) Mechanics
Mechanics in composing bargain with capitalization, accentuation and spelling suitably. This angle is exceptualionlly vital since it leads the peruser to perceptive what the author implies to precise quickly. The utilize of great composing mechanics will perusers get it the passing on thoughts other messages expressed in composing. Mechanics concerns with the capacity to utilize redress
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words to The composed dialect such as utilizing of capitalization, accentuation, spelling (Heaton in Sari,2019).
d. Process Writing
Composing prepare isn‟t a straigt prepare since after the writers‟ arrange, draft, and alter, they regularly re-plan, re-draft, and re-edit. Harmer (2004) focuses out that it tends to be a recursive process and speaks to the method in an unexpected way, called process wheel. Underneath is the figure of the method wheel displayed by Harmer (2004).
Figure 2.3
The Writing Wheel by Harmer (2004)
The figure shows that there are some directions in the process of writing.
The final process in this wheel is in the final version of the writing product.
1) Planning (pre-writing)
Richards and Renandya state that pre-writing stage is any activity that can promote students to write. Since it is the first stage in writing, the students should be stimulated to get information and ideas on writing. In this stage, Richards and Renandya (2002) suggest that some activities stimulate the students. The activities
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are group brainstorming, clustering, rapid free writing, and WH-Questions. In group brainstorming activity, the students are grouped, and they spew out any ideas in their mind. There is no right or no answers. It is aimed to flow the idea in students‟ mind, and after that, they can select the ideas and then develop the chosen ones into a draft.
In developing ideas, Hutchinson (2005) suggests making writing more interesting by developing the ideas clearly and easy to understand, supplying specific details, examples, and reasons. She also suggests some development methods; they are time, space, increasing complexity, support, and climax. In time development, it involves describing events or steps in the order of occurrence. In space development, it involves describing from outskirts to centre or from left to right. Complexity development involves concluding the previous discussions.
Support development involves completing the idea and general statement with specific examples, details, and reasons. In climax development, it involves adding the most exciting moment or result.
Besides, Grenville (2001) points out four ways to get ideas: making a list, making a cluster diagram, researching or independent investigation, and free writing. Making a list is a kind of brainstorming. It involves writing anything that comes to mind. Making cluster is grouping the same ideas so that the writer can develop them easily. In researching or independent investigation, the writer finds some information to use in writing, while free writing means „non-stop talking onto the page‟. In other words, freewriting is called speed writing or free-associating.
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Those are some ways of generating ideas proposed by some experts.
However, there are some factors which can stop ideas. Grenville (2001) cites that the voice of doom, „inspiration‟, early planning, and writer‟s block are considered as the obstacles in generating ideas. Voice of doom here means feeling unconfident about the ideas. The writers with the voice of doom always think that the ideas are not good. Writer‟s inspiration sometimes comes from anywhere. It sometimes comes when someone is conscious or even unconscious. It means to get ideas, and the writers have to let the mind do brainstorming wherever it wants to. The writers should have time to think, time to plan, and time to let their mind think freely.
2) Drafting
In the drafting arrange, a few thoughts are assembled. After gathering the thoughts, the understudy scribbles down thoughts that they got within the past organize. In this organize, the student does not got to secure almost the language structure of their composing. They are fair spurred in gathering the ideas into the draft. They fair ought to scribble down their thoughts. It‟ll be a unpleasant draft of their composing.
After getting the draft, the writers will have the first product of writing. In classroom activity, the teacher responds to the students‟ products. However, responding to students‟ writing can be accomplished by their peers. Responding to students‟ writing is an important point to achieve good writing because there will be feedback from responders about the draft. Richards and Renandya (2002) point out that responding to students‟ writing can be oral or written, and it has a central
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role in the successful implementation of process writing. It is helpful for the improvement of writing a paragraph.
3) Revising
This organize can be said are examining arrange. The understudies will reconsider around the unpleasant draft that has been composed within the to begin with draft, more white there ae a few thoughts to be excluded or not. At that point the understudies are moreover able to include tha thoughts on off chance that it is fundamental. In this organize, the understudy can check the subtance, lexion, linguistic use, and so on,
Besides, the writers review the texts based on the feedback given in the previous stage. Revising stage includes checking for language errors, content, and ideas organization. Muschla (2006) cites revising as the activity that makes draft better by rereading, rewriting, reviewing, rethinking, rearranging, restructuring, tightening, deleting, moving, expanding, unifying, correcting, and redrafting. For many students, this stage can be puzzling and frustrating since the work had on draft but do not know how to make it better. That is why the students need guidance and encouragement of the teacher.
4) Editing
Editing is considered the final step of revising, with special attention to implementing all those three stages. The writers have to think about all of their writing parts to achieve good writing (Gebhard in Sari, 2019). Editing stage involves checking and tidying up the texts since the writers prepare the final draft.
This includes checking grammar, spelling, punctuation, diction, sentence
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structure, and accuracy of supporting textual material. Evaluating is accomplished after the editing stage. In classroom writing, it is the teacher who evaluates students‟ writing. In evaluating students‟ writing, the scoring may be analytical or holistic.
Bassed on the passege, the analyst concludes, composing is the mental of work, and the author can pour everything contemplation, making learners conceivable to make envisioned universes of theit plan. It implies that, throught composing, learners can express thought, feeling, thoughts, and ecounters. The reason of composing is to allow data perusers so that the perusers can get it what they studies.