D. Formulation of the Problems
To make the problems clear and easy to understand, it is very important to formulate the problems into questions.
So, here the writer formulates the problems into Research Questions as follows:
Is Style Writer computer software effective in improving students ’ ability in
revising argumentative writing ?
E. Objectives of the Study
To answer the questions above, the writer gives several answers here as his objective of the study:
To analyze the effectiveness of Style Writer computer software in improving students’ ability in revising argumentative writing.
F. Significance of the Study
The writer hopes this research can give useful contributions in English Language Teaching in Indonesia. This research is proposed to:
1. Give a simple and practical way in improving Students’ English in writing
skill. 2.
Help the teachers to correct and feedback their students out of classroom’s teaching and learning.
3. Provide useful reference for the next research that studies the related
problem.
5
CHAPTER II LITERATURE REVIEW
A. Theoretical Description 1. Writing
a.
Definition of Writing
Writing is a way how to communicate to the others through a written language. Writing needs the ability to express the idea on the brain to the
paper which is readable. There are some experts who talks about writing.
Irmscher stated that Writing is a different kind of verbalization from speaking, not necessarily superior to it because it is transcribed, but only
superior in its own right if it meets the demands of writing.
1
Rogers argued that writing is not similar to language. Language is more complex system than writing which let someone produce and interpret
utterances
2
It can be concluded that writing is a different with any other skills such as listening, reading, speaking and language in general. Writing in English needs
grammar, mechanic ability, and the other skills; therefore the result of writing is readable.
b.
The Writing Process
When someone starts writing, he or she does not exactly follow the same basic steps as they write, it just flows based on their mind. However,
teaching writing does not only focus on the result but also the process of
writing.
Dietsch classified the process of writing into four stages that can be observed, they are Prewriting, Drafting, Revision and Editing Proofreading
3
.
1
William F. Irmscher, Ways of Writing, Washington: McGRAW-HILL, 1969, p. 25
2
Henry Rogers, Writing Systems:A Linguistic Approach, Oxford:Blackwell, 2005, p 57
3
Betty Mattix Dietsch, Reasoning Writing Well: A Rethoric, Research Guide, and Handbook, New York: McGraw-Hill, 2006, p. 10
Harmer described that White and Arndt’s can represent the writing process; drafting, structuring, reviewing, focusing, generating, and
evaluating.
4
Based on some models of writing process above, the researcher divides the process of writing into some steps, they are prewriting, drafting, generating
and editing proofreading.
c.
Types of Writing
Writing has several types based on the need and the aim of the writing itself. Also, the type of writing which is learned in teaching learning process
views the need of what kind of writing which is useful for the students.
Pharr and Buscemi divided writing in many types, they are description, narration, exemplification, process analysis, argument, etc.
5
Alwasilah mentioned four types of writing that is called as EDAN, which means expository writing, descriptive writing, argumentative writing and
narrative writing.
6
Based on the classifications above, it can be summarized that exposition, description, narration, and argument is the type of writing which is usually
learned by the students in English class.
d.
Argumentative Writing
Argumentative writing or sometimes called persuasion and hortatory exposition in school is a writing which attempt to convince others that they
should accept one’s views or do what someone asks of them. Indeed, every point in persuasion cannot be accepted by everyone, but a well-planned and
reasonable argument can often be effective.
4
Jeremy Harmer, The Practice of Language Teaching,Edinburgh: Pearson Education Limited, 2007, p. 258
5
Donald Pharr Santi V. Buscemi, Writing today: Contexts and options for the Real World, New York: McGraw-Hill, 2005, p. 424
6
A. Chaedar Alwasilah Senny Alwasilah, Pokoknya menulis, Bandung: Kiblat Buku Utama, 2005, p. 111-119
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