with the aims of writing; they are writing to express and impress the writer‟s idea to the reader.
Lenneberg 1976, cited in Brown 2000:334, claims that writing is the culturally, specific, learned behaviour. It has the implication that people learn to write as
they become members of literate society. So they require someone to teach them writing. Another researcher, Tangpermpoon 2008 states that writing skills require
some deals related to which are lexical and syntactic knowledge along with principles of organizations in second language to create a good writing product. They should get
more attention on their lexical also syntactic aspects while doing writing process in second language so that the reader can categorize their written product as good even
comprehensible. Oshima and Hogue 1999:3 say that writer s‟ rhetorical form choices
are determined by the purpose of a piece of writing when the writers decide to produce. This brings to
the situation that the writers‟ purpose of writing will affect the rhetorical form followed.
In addition to that Emig 1977, in Smith 2003, suggests that a means for self- discovery and leaning are done during writing process. Later, the learning process can
be facilitated by writing as it includes the process in making experience, thoughts, emotions, and so many others. There are also several activities simultaneously
performed such as when the writers plan, discover, and think what they want to write.
b. The Benefits of Writing
The learners get some benefits of writing that affects their social development. Writing is not only viewed as a means of sharing ideas and information but also a way
to improve and develop them. There are four benefits of writing proposed by Scot and Ytberg 1990:69. First, learning in other area skills is consolidated to writing skills.
When students develop their reading skills, they will see the rules of writing that will help them to build up their language choice during writing. Second, writing has an
essentially valuable in itself. The surprising feeling is obtained by the readers when they read one‟s own work in print and further the writers feel satisfied, they have
written something about what they want to say. Third, writing is regarded as one of the most active ways that can be used to engage in and with the world. It will affect the
rapid changing of world. Fourth, the understanding of an event, also involvement, and engagement with the event are improved by writing as the most opportunity for
affecting the event is provided too. In other words, since writing skills compare to the other skills, only these skills provide all the same times including understanding of
involvement and the power to affect experience also event. Other benefits are stated by Windarto 2012, he notes six benefits of writing
for the learner. The first one is the improvement of learners ‟ writing depending on their
writing practises. Second, the language acquisition and learning of learners are enhanced by writing through their experiment with the words, sentences, also larger
scopes of writing aspects during communicating effectively their ideas and grammar vocabulary practicing activities which they have learned into their writing process.
Third, the evaluation of the students‟ learning and conscious development of their language are obtained by the learner in writing. This evaluation will make them study
hard in producing their best writing process. Fourth, the learners‟ written records will
help them prevent hiding the truth to themselves and encouraging honest appraisal. In other words, the learners‟ own personality and values of life can be understood during
the writing process. Fifth, a possible delivery of a message from one place to another is made by writing. The last, learners are required to be stronger thinker since the writing
involves them having mental discipline and getting close attention towards a set of logical rules.
Based on some benefits mentioned above, it can be concluded that writing has some beneficial roles such as the indicators of improvement in one‟s learning, the way
to gain the writers‟ understanding both themselves or events that happen around, and the way to improve the
learners‟ communication skill in written form.
c. Approaches to Writing: Product and Process
There are two general approaches commonly known in writing, they are product based approaches and process
–based approaches. Raimes 1983 and Silva 1990, in Tangpermpoon 2008, call the product based approaches as the controlled to
free approach, the text based approach, then the guided composition. Some activities can be used in applying this approach during writing such as the use of model
paragraph, sentence combining, and rhetorical patterns. These activities aim to raise students‟ awareness in second language writing from the lower level of language
