Significant of the Study

From that book, there are seven activities that students can do in classroom. One of them is story. In the story, students in eighth grade will focus on recount and narrative. Recount retell their activities or experiences about past even, when narrative usually will amuse or entertain them with classical and fairytale story. c. Writing Process Another important thing in writing is the process, because writing is not one time over activity. The idea could come anytime, and we would try to make our written as good as possible. There are several stages from several books about process of writing; the first one is from Carol: 8 1 Prewriting Prewriting occurs before the writer produces the first rough draft, is a planning and preparation stage. In prewriting, the writer selects a subject and begins to discover what she wants to say about it and how best to present her thoughts to her audience intended. It provides the foundation for any discoveries made in the writing process; it is the germination or gestation period for the paper, the stage in which ideas begin to take shape. 2 Writing In this stage, the writer will try to write down their idea on a paper. It will be the first draft of the idea. The writer could make up the idea in the next stage. 3 Rewriting Continuing in this part of writing, the writer revises the draft produced in the writing stage, is an important part of writing that is at times neglected by many student writers. This stage requires the writer to make decisions that determine the final shape and effectiveness of her writing. It involves both editing for grammatical and mechanical correctness. 8 Carol A. Binder. Writing in Process: Strategies for organization and Development, Singapore: Pearson Prentice Hall, 2005, p. 6-8 When Carol divided the process into three, Seow divided it into five stages. They are: 9 1 Planning Planning here is almost same with pre-writing. The students have some activities which show that they are in the beginning of the stage to write. The activities will encourage and stimulate them to start. Starting by brainstorming when the students think their ideas spontaneity then continues to cluster the idea. The students have to choose the linked detail to support the main idea. After that, the students can make a note and rapid free writing about the main idea and details. To make them easy to write in well organize, they can use wh-question to guide them about what they want to add in the details. 2 Drafting In the drafting, the writers are focus on the fluency of writing and not bothering with the grammatical rule and the neatness of the draft. They only have to develop their idea in planning. In here, the writers have to consider about visualize and audience. In this stage, the genre of writing must clear. The purpose of writing should be emphasizing, whether the writers want to write narrative, expository, or argumentative. 3 Responding Responding means that the first drafting will be given to the teacher or a friend, so they can read and giving some comment. The respond can be oral or written. The response can cover about grammatical, spelling, and vocabulary. Teachers may have much consideration when read their students work, they can use many rule in assessing writing, but some students maybe do not even concern about it, so it will be better if peer review involve some list in the table so every students have the same rule how to response their friends work. Yet, the students also can add some personal opinion about the writing. 9 Ann Raimes, Techniques in Teaching Writing, New York: Oxford University Press, 1983, p. 315-319