CHAPTER II
THEORETICAL REVIEW
A. Definition of Writing
Writing is one of four basic skills, so it is important for one to learn how to write well. Writing is one way to explore what ideas is in mind. By writing one can express what he cannot express by speaking.
There are some explanations about the definition of writing. According to Tarigan (1994: 21) writing is to send down or paint the graphic symbols which draws a language that understood by someone, so other people can read the graphic symbols itself that they understand the language and the graphic symbols.
Omniglot website (2011: 1) defines writing is a method of representing languages in visual or tactile form. Writing systems use sets of symbols to represent the sounds of speech, and may also have symbols for such things as punctuation and numerals.
Elizabeth Boone (2011: 1) defines writing as “the communication of relatively specific ideas in a conventional manner by means of permanent, visible marks”.
B. The Importance of Writing
Writing has some importance especially for the students. According to Harmer (2004: 31-33), there are some important points of learning writing,
1. Writing encourages students to focus on accurate language use and because they think as they write, it may provoke well development as they resolve problems which writing puts in their mind.
2. Writing is often used as a mean of reinforcing language that has been thought. They use writing skill to make a note about what they have learnt while teaching learning process happens.
3. Writing is frequently useful as preparation for some other activity. 4. Writing is able to be used in questionnaire-type of activities. Writing is
important to face questionnaire test. In the examination, students are asked their answer in the form of written.
5. Writing can also, of course, be used as an integral part of a larger activity where the focus is on something else such as language practice, acting out or speaking.
Setianto (2010: 7) states some important points of writing, those are: 1. The students will get knowledge how to write effectively.
2. The students understand how to express their ideas.
It needs for the students to learn writing because writing can help share their ideas to the other, develop their skill also make students easy to understand a material by making a note about what they have learnt.
C. Purpose of Writing
Hartig in Tarigan (1994: 24) summarizes the purposes of writing as follows:
1. Assignment Purpose
Assignment purpose, in fact, has no purpose. The writer starts writing since he is asked by someone. The idea to write does not come from the writer’s himself.
2. Altruistic Purpose
The writer writes to entertain the readers, to reduce the readers’ sadness, to help the readers to understand and comprehend the feelings and their logic, to make their live much easier by using his writing.
3. Persuasive Purpose
It has purpose to ensure the readers about the truth of the idea given. 4. Informational Purpose
5. Self-expressive Purpose
The purpose of this writing is to introduce the writer to the readers. 6. Creative Purpose
This purpose is closely related to the self-expressive purpose. But, it tends to get the artistic values.
7. Problem-solving Purpose
This writing is used to solve problem faced by the writer. He wants to explain and observe carefully about his thought and idea to be understood and accepted by the readers.
The purposes of writing that mentioned before explain how writing is used in different situation, because writing is not only use for a purpose but also in every purpose.
D. Process of Writing
Writing has some process to do to make it clear and the reader can read the writing well. Harmer (2004: 4-5) states that there are some steps on how people write. The process has four main elements:
1. Planning
type of text they wish to produce, 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 writing (how it is laid out, how the paragraphs are structure, etc.), but also the choice of language – whether, for example, it is formal or informal in tone. Thirdly, writers have to consider the content structure of the piece – that is, how best to sequence the facts, ideas, or argument which they have decided to include.
2. Drafting
We can refer to the first version of a piece of writing as a draft. This first ‘go’ at a text is often done on the assumption that it will be amended later. As the writing process proceeds into editing, a number of drafts may be produced on the way to the final version.
3. Editing
4. 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 original plan and 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.
E. Criteria of Good Writing
About good writing, Morris and friends in Tarigan (1994: 7) state that “good writing is mind communicating and effective feeling”. About the criteria of effective writing, he further states that all writing communication is effective, if the writer knows,
1. What to say.
2. How to give structure to his/her opinion.
3. How to express his/her self well, it is if he/she masters a match style. While in website of good writing (http://pirate.shu.edu/~ jonesedm/0150summer2000/CriteriaforGoodWriting.htm), it has:
1. Ideas that are interesting and important
2. Organization that is logical and effective
Organization refers to the order of ideas and the way the writer moves from one idea to the next.
3. Voice that is individual and appropriate
Voice is how the writing feels to someone when they read it. Voice is the expression of the writer's personality through words.
4. Word Choice that is specific and memorable
Good writing uses just the right words to say just the right things.
5. Sentence Fluency that is smooth and expressive
Fluent sentences are easy to understand and fun to read with expression.
6. Conventions that are correct and communicative
F. Writing Competence
Writing competence is a phrase that comes from two words writing and competence. Writing has its meaning and also competence, so, writing competence is a combination between them. Byrne ( 1982: 3-5 ) defines writing as an activity in which form graphic symbol arrange them to form words and put the words into order and link them together in a certain way to produce a logical sequence of sentences.
The word competence in advanced learner’s dictionary means being able to do something well ( Hornby, 1995: 232).
Writing competence is writing ability in connecting word to word, phrase to phrase until they link together become sequence of sentences.
The writer can conclude that if someone’s writing and their writing can be understood by someone else it means that they have mastered writing competence. In this thesis the writer would like to measure about the students competence in writing a procedure text.
G. Types of Writing
1. Report
Its social function is to describe the way things are, with reference to a whole range of phenomena, natural, synthetic and social in our environment. The generic structures of report are general classification and description.
2. News Item
Its function is to inform readers of daily newspaper about event of the day which are regarded as newsworthy or important. The generic structures of news item are newsworthy event, background event and sources.
3. Anecdote
4. Recount
Its function is to retell events for the purpose of informing or entertaining. Recounts are used in most subjects to show memory of a series of events as in accounts of a science excursion, everyday life in another time or culture. The generic structures of recount are orientation, events, re-orientation.
5. Explanation
It is a factual text used to explain the processes involved in the evolution natural or sociocultural phenomena. The generic structures of explanation are a general statement to position the reader then sequenced explanation of why/how something occurs (usually a series of logical steps in the process).
6. Narrative
7. Procedure
It is a factual text that design to describe how something is accomplished through a sequence of actions or steps. Procedures are also more about processes than things but explain how people perform different process in a sequence of steps. The generic structures of procedure are goal, materials and steps.
a. The Definition of Procedure Text
According to Anderson (2003:7) a procedure is a piece of text that gives us instruction for doing something. The purpose of procedure text type is to explain how something can be done.
Procedure text is a kind of text which we meet a lot around us, manually, cooks recipe, order and various other text ‘how to‘. Kinds of procedure text inform us how something done through the real steps or action.
b. Generic Structure of Procedure Text
There are several steps for constructing a procedure text (Anderson: 2003)
1.)An introductory statement that gives the aim or goal. This may be:
a) The tittle of the text.
b) An introductory paragraph.
2.)A list of the materials that will be needed for completing the procedure. This may be:
a) A list.
b) A paragraph.
3.)A sequence of steps to be taken namely:
a) Numbers can be used to show first, second, third and so on. b) The order is usually important.
c) Such words as now, next, after this, etc. can be used.
d) Usually the steps begin with a command such as add, stir or push.
Procedure text also has some language features. The language features usually found in a procedure are:
1.)The use of technical language.
2.)Sentence that begin with verb and are stated as command.
4.)The use of adverbs to tell how the action should be done. c. Kinds of Procedure Text
Anderson, (2003: 68) states that there are several kinds of procedure text, which are widely used in daily life, they are:
1.)Directions (getting somewhere, getting something, using something)
2.)Recipes (foods, drinks, cake, etc.)
3.)Instruction manuals (using electronics, making a toy, playing games, making something, etc.)
4.)Itineraries (schedule of trip, planning)
The writer will use the second kind of procedure text in this thesis, because recipes are the most appropriate to be tested and the students learn it in procedure text material.
d. Kinds of Sentence of Procedure Text
Pardiyono (2007: 137-139) explains procedure text has many kinds of sentence. The students have to understand the kinds of sentence that is usually used in procedure text. And because of that the students have to give attention about (1) declarative sentence, (2) question, (3) imperative sentence and (4) exclamation.
1.)Declarative sentence
It is a type of sentence which mostly used to declare, to tell, to describe information of any kinds. It takes a normal structure of words to be employed; subject which is followed by predicate. Object is added if the predicate takes the form of transitive verb, and adverb is added to enhance the message or information.
Example:
a) Chicken and Beef Adobo is a traditional dish in Philippines. b) Here is how to make a delicious banana milkshake.
2.)Question
It is a type of sentence that is used to ask for information. Yes/No question is for a confirmation,
Example:
a) Are you busy tomorrow?
b) Do you usually order fruit juice?
Example:
a) Where do you usually eat out at weekends? b) Why do you like chicken?
3.)Imperative sentence
It is a type of sentence that is used to tell someone to do something. It is marked with eliminating the subject of the sentence, and the sentence is opened with the use of ‘infinitive’. Prohibition is opened with the use of ‘don’t’ and request is opened with ‘would you like . . .’
Example of command:
a) Get the vegetable from the market nearby. b) Mix chicken and meat with vinegar.
Example of prohibition:
a) Don’t put salt too much in the mixture.
b) Don’t boil the meat too long. It will be tasteless.
Example of request:
a) Would you like to have chicken sandwich with me on Saturday?
4.)Exclamation
It is a type of sentence that is used to tell a sincere admiration. How and what are usually used to open the exclamation.
Example of exclamation: a) How nice!
b) What a nice chicken and sandwich! c) How wonderful!
d) What a wonderful party!
