CHAPTER II LITERATURE REVIEW
B. Students Writing Skills
According Spratt, Pulverness, and William (2005, p. 26) state that writing is a productive skill. They said that it produces a language rather than receive it. Hayland (2004, p. 09) also states that writing is a way to share personal meanings. It means that, it can share the ideas or purpose in the written form. The people construct their own views on a particular topic. Brown (2001, p. 34) states that trends in teaching writing of English Second Language and other language are integrated with teaching in other skills, particularly in the speaking and listening.
When the teachers asked students to find ideas in writing, the students will try to search the source in the internet, newspaper, magazine, radio, and television. During searching the information, they do not only use one skill but they apply some skills like Speaking, listening and Writing.
Based on the definitions above, a definition of writing skill can be obtained. Writing is a productive process done through some stages.
Firstly, exploring and transmitting ideas, thought and feeling into written form. Secondly, conducting a number of revising process to carry out a grammatically and orderly texts. The writing productions are in the forms of readable texts which should be meaningful to everyone who read the writing (Alviano, F., Oktawati, H., and Kurniawan, A. E., 2021).
2. Type of English text
A narration is a type of writing that is used to tell or relate a story (Wishon and Burks, 1980). A summary is a type of writing that is used to describe something. Exposition is a technique for describing or interpreting something. Persuasion or argumentation writing is a form of writing that is used to convince or argue. There are four different types of prose:
a. Narration
Narration is a type of writing used for telling the story of events or acts. The natural time series is used to position events in time and explain what happened. Short stories, books, and news stories are examples of storytelling, as well as a significant part of our daily social interaction in the form of latter and dialog. The narrator's conclusion is to relate a tale that includes a troubling memory.
b. Description
Description is a technique for presenting a verbal portrait of an individual, location, or object. Description means to say, description means to display, and description is a strategy for presenting a verbal portrait of a person, place, or things. It may be used to supplement other types of writing or as the primary method for constructing an image of
“what it feels like” (Oshima and Hogue, 1983). The explanation concludes by identifying a person, location, or object.
c. Exposition
Exposition contains editorials, essays, and descriptive and educational content, and it is used to provide facts, make explanations, and translate context (Wishon, 1980). The aim of the exposition's conclusion is to provide detail about something.
d. Persuasion/ argumentation
Argumentation and persuasion are used to persuade and convince.
In argumentation literature, the writer attempts to persuade and persuade the reader to accept the writer's viewpoint, theory, and mood, as well as the researcher's belief. Starting an opinion and convincingly supporting it is the conclusion of argumentation.
Furthermore, according to Brown (2003), there are three types genre of writing:
a. Academic writing: papers and general subject reports, essays, compositions, academically focused journal, short-answer test responses, technical reports, theses, and dissertations.
b. Job-related writing: messages, letters/emails, memos, reports, schedules, labels, signs, advertisements, announcements, and manuals.
c. Personal writing : letters, emails, greeting cards, invitations, messages, notes, calendar entries, shopping lists, reminders, financial documents, forms, questionnaires, medical reports, immigration documents, diaries, personal journals, and fiction.
3. The process of writing
The way toward composing has approximately four stages. In the initial step, make ides, in the second step, sort out the thoughts. In the third step, compose an unfinished version. In the last advance, clean your unfinished version by altering it and making corrections. Writing a never one-advance activity. Writing as one of gainful abilities needs a procedure.
This procedure sues essayist to write in arrangement stages. writing process is the phases that an author experiences so as to create something (a written text) before to be a last draft.
According to Donald Graves (2008), there are five step process of writing:
a. Prewriting
The goal here is to generate ideas. Listing, brainstorming, outlining, silent thinking, conversation with a neighbor, or power writing (described below) are all ways to generate ideas. It means that prewriting is process to think what we will write, and process to develop the ideas.
b. Drafting
Drafting is the writer’s first attempt to capture ideas on paper.
Quantity here is valued over quality. If done correctly, the draft is a rambling, disconnected accumulation of ideas. Most of the writing activities in the classroom involve just these first two steps. Only those drafts that students feel are interesting or of value should be taken to the next step. It means that drafting is process to produce writing on paper.
c. Revising
This is the heart of the writing process. Here a piece is revised and reshaped many times. Revising is where you shape the blob, adding parts, taking parts away, adding parts, and continually molding and changing. Here you look for flow and structure. You reread paragraphs and move things around. It means that revising is process to the process for revising a draft that we consider must be corrected. Graves said that not all drafts must go through this stage. Students are given the choice to choose the draft part that they want to revise, and other draft sections can be stored in a file as part of the student's writing experience.
d. Editing
This is the stage where grammar, spelling, and punctuation errors are corrected. One last thing about the editing phase: Real writers edit their writing at the end. Real writers also rely on editors, spell check, and grammar check. It means that process of editing must have paying attention in grammar, spelling, and punctuation.
e. Publishing and sharing
This is where students‟ writing is shared with an audience.
Writing becomes real and alive at this point. Publishing can involve putting together class books, collections of writing, school or class newspapers, school or class magazines, or displaying short samples of writing in the hall or out in the community. Writing experiences
become even more powerful by having students read their work out loud in small groups, to another classmate, or in a large group setting.