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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
This chapter covers some theories employed as the basis for the discussion. It is intended to gain more understanding on the basic principles of the study so that
the problem stated in Chapter 1 could be solved. The discussion in this chapter includes a review of theories that discusses which research has proved useful and
which seems less promising, theoretical framework that focuses on the problem and solutions in developing the writing materials, and research questions.
A. The Process of Writing
Many experts have classified some stages in the process of writing. One of them is Harmer 2004:4 who states that there are four stages. Those are planning,
drafting, revising, and final drafting.
Figure 2.1: The Wheel Process of Writing taken from Harmer 2004:4
This process wheel is done recursively. It means that the writer may loop backwards and move forwards between these various stages. Thus, at the editing
stage, the writers may feel the need to go back to the drafting stage and think
again. They may also edit their writing as they draft it. The implementation of each of stage in the classroom is explained below.
a. Planning Planning or pre-writing is an activity of writing that aimed to
encourage and stimulate the students to write. Since its function is to stimulate students ideas to write, the writing activities must be prepared
to provide them learning experiences of writing, like brainstorming. In this stage, the teacher will guide the students about the ideas they will
likely write in their texts. b. Drafting
At this stage, the students will focus on the fluency of writing and write without having much attention to the accuracy of their works.
During the process of writing, the students must also focus on the content and the meaning of the writing. Besides, the students may be encouraged
to deliver their messages to different audience such as peers and other classmates.
c. Revising The students review and re-examine the text to see how effectively
they have communicated their ideas to the reader. Revising is not a simple activity of checking language errors but it is done to improve
global content and organization of the ideas so the writers intention is clearer for the reader.
d. Editing Final Drafting At this stage, the students are focused on tidying up their work as
they prepared the final draft to be evaluated by the teacher. The main activity done by the students at this stage is editing their mistakes on the
grammar, the spelling, the punctuation, the sentences and the diction.
B. Teaching Writing 1. Principles of Language Teaching
Teachers may try to use various approaches to teach English and then select an appropriate approach which is suitable for their classes. It is
necessary to connect teachers experiences during the teaching and learning process with the theory of teaching derived from research so that it will help
the teachers comprehend when to use a certain technique, with whom it will work, how to adapt it for the students, and how to judge its effectiveness.
Brown 2001:55-70 suggests twelve teaching principles that must be taken into consideration by the teachers during the language teaching. They will be
classified into three parts as explained below. a. Cognitive Principle
1 Automaticity Children acquire language subconsciously. Through an inductive process
of exposure to language input and opportunity to experiment with output, they appear to learn languages without thinking about them. Both adults and
children must sooner or later move away from processing language unit by unit, piece by piece, focusing closely on each and finally improving to a form
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