Autonomous Learning Definition of Terms 1.Publishing

II. LITERATURE REVIEW

This chapter describes the concepts which are related to the research, such as CALL-computer assisted language learning, internetcommunication technology in language learning, the concepts of writing skill, process apporach writing, publication, self actualization need, motivation, students’ perception, and learning autonomy. This chapter also discusses the support of communication technology towards the students’ motivation, writing achievement, and writing autonomy through elaborations of previous related researches, and ends with theoretical assumptions and formulation of hypotheses.

2.1 Process Approach in Writing

Goldstein and Carr 1996, authors of the summary report of National Assessment of Educational Project NAEP describe a process in which writers make multiple decisions. Process writing refers to a broad range of strategies that include pre writing activities such as defining audience, using a variety of resources, planning the writing, as well as drafting and revising. These activities collectively refered to as “process oriented instruction” approach writing as problem solving. Teachers should therefore plan their instruction to encompass all the stages of the writing process: brainstorming for ideas that are related to students’ lives and about which they will have something to say; pre-writing that uses graphic organizers and outlines to show students how to plan their writing; drafting, revising, and asking for feedback through peer review; and using assessment rubrics that are shown to students before they produce their texts to make expectations clear. Instructors should always keep in mind that writers do not perform these stages linearly, but rather like in a pinball game Campbell 1998, in which the ball moves back and forth. Relating to the process writing on the internet, Boas 2011 implemented writing process instruction on various types of essay writing through blogs and Nings. This research exemplified how web and social networking tools offered excellent opportunities to conduct pre writing, drafting, peer review, and revising steps in the writing process, beside advancing students’ digital literacy. Another study about the writing process was conducted by Blackstone, Spiri and Naganuma 2007. This study was a blended learning type combining half of the writing process off line pre writing, first drafting, editing and revising with the blogging buddy or peer editing techniques before the students publish their final draft on the blogs on line. The study demonstrated that students had extremely positive attitudes towards both blogging and blogging buddy system. The researchers found out that when a student’s audience includes his or her classmates, the teacher and potentially anyone with an internet connection, motivation to engage in meaningful written communication appears to increase.