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.
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
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
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
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
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
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
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
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.
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.
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.
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:
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
