7
CHAPTER II
LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
This chapter presents literature review, relevant studies, and also conceptual framework. Literature review discusses the theories related to the topic. In the
relevant studies, the researcher presents about the studies that are relevant to this research. In the conceptual framework, the researcher discusses the link between
theories and study of the research.
A. Literature Review
1. Writing
a. The Nature of Writing
Spratt et al. 2005 states that writing is one of the productive skills in English. It involves producing language rather than received it. Writing aimed in
conveying messages to other people by making signs on a page. The writers need to be able to form letters, words, and also connect those together to make words,
sentences, or series of sentences to deliver those messages appropriately. According to McDonald 2002 writing is usefully described as a
continuous process of putting thoughts into words and words into paper. Many things happen at different stages of this process. In addition, Sokolik in Nunan
2005 defines writing as a combination of process and product. The process here indicates the act of gathering ideas and working with them until they are presented
in a manner that is polished and comprehensible to readers.
From those definitions above, it can be concluded that writing is a productive skill that involves generating and also organizing ideas. It consists of
different stages in the process. Besides, it required the writer to make signs in a page and also know all the conventions in order to communicate the messages
properly.
b. Types of Written Language
Brown 2001 states that there are several types of written language. Every type represents a genre of written language and also has certain rules or
conventions for its manifestation that enable the readers to identify a genre and to look for within the text. The types of written language are listed as follows:
1 non-fiction: reports, editorials, essays and articles, reference dictionaries,
encyclopedias 2
fiction: novels, short stories, jokes, drama, poetry 3
letters: personal, business 4
greeting cards 5
diaries, journals 6
memos e.g. interoffice memos 7
message e.g. phone messages 8
announcements 9
newspaper journalese 10
academic writing : short answer test responses, reports, essays and papers, theses and books
11 forms, applications
12 questionnaires
13 directions
14 labels
15 signs
16 recipes
17 bills and other financial statements
18 maps
19 manuals
20 menus
21 schedules e.g. transportation information
22 advertisements: commercial, personal want ads
23 invitations
24 directories e.g. telephone , yellow pages
25 comic strips, cartoons
He also adds that when a person knows the differences between each type of the written language, it is easy to distinguish one genre to the other genres and
also know the purpose of reading it. Unfortunately, the students may not know some of those types. They may find difficulties in differentiating them. The role
of the teachers here is to enlighten the students on features of these genres and to help them to develop strategies for extracting necessary meaning of them.
c. Micro and Macro Skills of Writing
