CHAPTER II
THEORETICAL REVIEW
A. Definition of Writing
Writing is an act of communication. It is an act of making marks on certain surface in a form of graphic presentation, to make meaning. Writing is the fourth skill in English learning language. Nunan (2003: 88) defines that writing is the process of thinking to invent ideas, thinking about how to express into good writing, and arranging the ideas into statement and paragraph clearly. Based on the theories above, writing is an act of putting letters, symbols, numbers, or words on paper or a computer screen which is used to express and explain ideas. Specifically, writing is the expression of language in the form of symbols, letters, or words. The primary function of writing is to communicate the writers‟
ideas to their readers.
B. Writing Skill
Writing is a productive skill in written mode. Writing itself is complex, often disorderly, and frequently frustating. Of the four skills, writing is the most difficult one for students to learn because it requires mastery not only in lexical, grammatical and rhetorical devices but also of conceptual and judgement skills (Heaton in Tang, 2006: 52)
1. Components of Influencing Writing
According to Nurgiyanto (2010: 441), there are some components in influencing writing , those are :
a. Content
Content refers to the topic and its explanation, discussion, evaluation and conclusion. It should be clear, specific and relevant
b. Organiztion
Organization means how the students organize their writing. The students should make a good writing from begining until the end. c. Vocabulary
Vocabulary is the most important elements in writing choosing correct words and arranging the words into a good sentences will be the final destination of writing process
d. Grammar
e. Mechanic mechanic is refers to the role how the students write, we have to make sure that all paragraphs are well developed. All the wrods are spelled correctly. They also use the correct punctuations in their writing.
2. Steps of Writing
Writing is used for a wide variety of purposes; it is produced in many different forms. To write a good writing, a writer should consider the following steps which are posed by Harmer (2004: 5).
a. Planning
Experienced writers plan what are going to write. According to Harmer (2004: 4), in planning, the writers have to think about three main issues. In the first place they have to consider the purpose of their writing not only the type of the text but also the language they use, and the information they choose to include. Second, the writers think the audience they are writing for. Third, they writer has to consider the content structure of the piece that is how best to sequence the facts, ideas, or arguments which they have decided to include”. It means that the writers should have a good
b. Drafting
Harmer (2004: 5) states that “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 draft may be produced on the way to the final version.
c. Editing (reflecting and revising)
Harmer (2004: 5) assumes that “once writers have
produced a draft they then, usually, read through what they have written to see where it works and where it doesn‟t. Perhaps the order
of the information is not clear. Reflecting and revising are often helped by other readers (editors) who comment and make suggestion. Another reader‟s reaction to piece of writing will help
the author to make appropriate revisions”. It means that in the
editing element, writer may then move paragraphs around or write a new introduction or they also may use a different form of words for a particular sentence.
d. Final Version
the writer is now ready to send the written text to its intended audience (Harmer, 2004: 5).
C. Types of Writing
According to Rudi Hartono (2005: 6-7) students generally are expected to be able to write texts based on the genres of writing. There are some genres of writing.
1. Descriptive
The purpose of this text is to describe a particular person, place or thing. The generic structure of this text are :
a. Identification : identifies phenomenon to be described b. Description : describes parts, qualities, characteristics Descriptive text language features :
a. The use of adjectives
b. The use of Simple Present Tense c. The use of degree of comparison
D. Teaching Writing
is way process that can help the learner to know about something. The process includes providing, facilitating & enabling the learners to study about something.
1. Reason for Teaching Writing
According to Brown (2001: 219) “there are many reason for
getting students to write, both inside and outside class. Firstly, writing give them more „thinking time‟ than they get when they attempt spontaneous conversation. The other reason is „real life‟ reason for
getting students to write such things as emails, letters, and reports. This will include not just appropriate language use, but also text construction, layout, style, and effectiveness”.
It is clear that the way we organize our students‟ writing and the
way we offer advice and correction will be different, depending on what kind of writing they are involved in.
2. The Tasks of the Teacher in Writing
a. Demonstrating
Students need to be aware of writing conventions and genre constraints in specific types of writing, teachers have to be able to draw these features to their attention. Harmer (2004: 41) states that “the important issue is that they are made aware of these things are
drawn to their attention. For example: teacher brings miniature if Borobudur Temple to build the students‟ knowledge”.
b. Motivating and provoking
Harmer (2004: 41) argues that “students often find
themselves „lost for words‟, especially in creative writing tasks. This
is where the teacher can help provoking the students into having ideas, enthuse them with the value of the task, and persuading them what fun it can be”. It means that sometimes teachers should give
students the words they need to start a writing task as a way of getting them going.
c. Supporting
According to Harmer (2004: 42) “supporting closely allied
them out. Teachers need to be extremely supportive when students are writing in class, always available (except during exam writing of course), and prepare to help students overcome difficulties.
d. Responding
Harmer (2004: 42) suggest that “when responding, the
teacher reacts to the content and construction of a piece supportively and often (but not always) makes suggestions for its improvement”.
In responding, the teacher will not be grading to the work or judging it as a finished product.
e. Evaluating
There are many occasions, however, when we do want to evaluate students‟ work, telling both them and us how well they have done (Harmer:2004: 42). When evaluate the students‟ writing, the
teacher can indicate where they wrote and where they made mistakes, and may award grades.
In short, teaching writing is very important since the students are taught to make composition in other language, not their mother tongue. Writing in a foreign language is all too often associated with “correcting errors”. If we try to make children„s
teachers.
E. Scientific Approach
In teaching learning process, teachers have to know what students give to the students and how they give the knowledge to their students. It means teacher should know what approach, method and technique that to be used to transfer knowledge to the students.Scientific approach is an approach that helps students in recognizing the problem , formulate problems, find the solution, test answer while investigation, (collecting facts), and ultimately draw conclusions and present it orally and in written (Buku Implementasi Kurikulum 2013).
F. Implementation of Teaching Writing Using Scientific Approach
In scientific approach the teachers follow the five steps to implemtenting teaching writing using scientific approach. They are observing, questioning, associating, experimenting, networking, and creating According to Permendikbud No 58Tahun 2014 the implementation of teaching writing using scientific approach will be explained below :
1. Observing
2. Questioning
In questioning the teacher should give a stimulus for students curiosity and critical thinking to asks the teacher about the generic structure of the text
3. Associating & Experimenting
in this step, the teacher help to answer students question and students should try to conclude their own question about the generic structure of the text. If the answer is not correct the teacher should give feedback and answer it until the students understand
4. Networking
Teacher ask the students to present about the generic structure of the text based on their group discussion result and confirm the correct answer for the students.
5. Creating
Teacher ask the students to make a paragraph about the text by using good generic structure
Writing is one of the most important skills in learning language. In writing , students can express their purpose, feeling and thought. the use of scientific approach in teaching writing has special contribution in making students more active and interesting in the class. It influence students attention and guide them in compossing their ideas or thought into written form by observing , questioning, associating, experimenting, networking and creating. So, sientific approach is effective for teaching writing also can help the students in composing paragraph and make students easier to understand the basic material.
H. Hypotesis
