13
a mental work of searching for ideas, thinking about how to expresss them, and even organizing them into statements and paragraphs in order that the readers can
grasp the ideas easily. In the idea that writing’s purpose is both express and impress, the writers
serve two roles: being writers and readers. As writers, they express ideas or feeling. On the other hand, being readers, they need to have ideas expressed
effectively in certain ways so that the readers can enjoy reading the compositions. Concerning that writing is both process and product, the writer do such a
step by step procedure as imagining, organizing, drafting, editing to serve a product an essay, letter, or story. It reveals that writing is not only an end result
but also a process that helps the writer to develop ideas. This process of writing is often cyclical.
b. The Nature of Writing
Having research on writing makes the researcher needs to review the approaches of teaching writing. It is discussed in one section, namely nature of
writing. The nature of writing is related to product versus process approaches; one of the most controversial aspects of teaching writing.
Some proponents shared views of a product approach. According to Nunan 1999, in writing that focuses on the finished product of writing, writing is seen
as the traditional approach in teaching writing. Nunan 1999 added that comparing to the means, a product approach concentrates on the end product
which is readable, grammatically correct, and obey discourse conventions related to main points, supporting details and so on. By focusing on the formal
14
correctness of writing rather than on how the writers create well-formed writing, the composing processes are ignored.
In contrast to the product-oriented approach, the process approach is seen as a more effective teaching writing approach. Hyland 2003 stated that this type
emphasizes the writer as an independent producer of texts. This approach focuses on the steps involved in planning, drafting, and revising; it gives the learners
better control on the content and form of what they write Hyland, 2003. Nunan 1999 suggested that this approach focuses less on a perfect final draft. The
writers are encouraged to get their ideas onto composition without being frightened of formal convention in the beginning stages. They then share their
work with classssmates, getting feedback on the ideas before revising. It could be inferred that there will never be the perfect text, but that one can get closer to
perfection through the process writing stages. This research hopefully can be beneficial for the English teacher. It is
expected that the teacher may rely on process approach. Before an effective product is created, the students can get involve through appropriate stages in the
process of writing. Balancing process and product, the sudents also can not lose sight of the ultimate goal: a clear, well-organized, effective composition. It will
makes them realize that everything leading up to the final product is worth the effort.
c. The Principles of Teaching Writing
In teaching writing skill, the teacher is required to understand and perform the classroom principles and tasks. Thus, the students can learnt best in
