Limitation of the Problems

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CHAPTER II LITERATURE REVIEW

This chapter covers some theories of the basis of the discussions. It is aimed at gaining more understanding about the topic of the research study. The discussions in this chapter are some relevant theories of the study, conceptual framework focusing on the problems and solutions to improve the students’ writing ability through cooperative learning.

A. Literature Review

1. The Nature of Writing

a. The Definition of Writing

Writing is one of the productive skills in which it involves communicating a message by making signs on a page. Writing conveys the message that the writer wants to say to the readers. It involves several subskills such as accuracy and the content. Spatt, M, et all, 2005; Grabe W and Kaplan, R.B, 1996. There are things in common in all written text types. They are written to communicate a particular message and to communicate to somebody. The message and the reader of the writing influence what is going to be written and how it is written. Spatt, M et, all : 2005 Fifty years ago, writing was taught via technical aspects of proper grammar, spelling, punctuation which are related to accuracy. Hillocks 1986 in Kamemeha schools 2007 found that this way failed to engage and inspire student learning. Therefore, many research studies conducted on how to improve the quality of writing. Many studies had been reviewed and the findings show that grammar does not increase writing quality. Many skilled writers rather focus on the content and organization. Grammar can be correted and changed during the editing or proof reading stage of the writing process.

b. The Process of Writing

Students are engaged to the process of writing when they learn how to write. The process of writing involves planning, drafting, revising, editing, and making a final draft. Then the teacher should provide the students the instruction on how the complete each step of the process. Futhermore, they are also taught how to work in groups or their peers in each of the steps as a way of integrating cooperative learning processes with the writing process. Kamehameha schools : 2007. 1 Planning Planning or pre-writing is the very essential step in the writing process and should account for 70 percent of the writing time Murray, 1982 in Kamehameha schools 2007. The teacher asked the students to determine what the topic of the writing would be. After that, the students are engaged in brainstorming in which they discuss their topics in groups and plan on how to develop the topic in their writing. Then, students should provide their group member feedback about what they liked and points they want to clarify.