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also proposed by Calkins 1994: 4, writing is more than just recording; it is the process of developing a story or idea. It allows us to represent our life
experiences and claim them as our own while giving them meaning. When writing, writers elaborate the idea of the story using variety of
words to create a long yet interesting story. It is not merely about the words that are being put together but how those words create meaning. Therefore,
the readers can catch the writer‟s thought. It will be easier when the story tells the things that have been experienced before.
1. Types of Writing Performances
According to Brown 2004: 220, there are four main types of writing performance. They are imitative, intensive controlled, responsive, and
extensive. a. Imitative.
This is the earliest stage that can be a way to pep up students‟ senses towards writing. We can apply this type to the beginners since this
is the simplest type among the others. The students are just simply asked to imitate certain written texts or sentences. They are expected to be
aware of spelling, punctuations, and other aspects of writing mechanics. The focus of this writing type is the structural rule application while
context and meaning of the writing products get less attention. For beginners level, this imitative writing really suitable to be put
into practices in writing. They can learn from the easiest level first to make them more easily in mastering English later.
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b. Intensive controlled. The concerns are not only about applying proper writing
mechanics and grammatical agreements, but also choosing appropriate vocabulary that meet with the context. Although both form and meaning
of the written products are involved in deciding the correctness and the appropriateness, the structural forms are still being the part getting the
most attention. Words choice is an important matter when dealing with writing
activities because a writing product which consists of inappropriate words can change the meaning of its whole context. Therefore,
vocabulary aspect becomes one concern in this type of writing, along with the writing mechanics and grammatical agreements.
c. Responsive. Unlike imitative or intensive types that focus on the internal parts
of sentences, a responsive type tends to concern with the way how sentences and paragraphs can be connected to each other in appropriate
ways. It requires writers to be more focused on the discourse level. Certain guidelines and criteria can be applied when this writing
performance type is implemented in pedagogical directives. Moving up to the next level, responsive type of writing brings up
more difficult concern which is discourse level. It goes beyond the performances of the words which put together in the text. It shows how
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the sentences and paragraphs connected to each other and conveys meaning.
d. Extensive. Writers are not bounded by certain rules and criteria when they are
dealing with this type of writing performance. Otherwise, it provides them with freedom to manage their writing works. The focus is that
whether the writers can achieve their writing purposes and arrange the ideas logically or not. Meanwhile, the grammatical form is not really
concerned, but only in a limited amount. The most obstacle which is quite challenging when dealing with
writing is the grammatical rules. However, in extensive writing, writers are freely to develop their ideas to be put into written text. Although the
grammatical form is still being a concern in this type of writing, writers can still achieve their purposes of writing.
2. Micro- and Macro-Skills of Writing
