Limitation of the Problems Formulation of the Problem

2. As the collaborator, the English teacher of SMPN 1 Rembang and the researcher’s colleague can use the findings of this study as a source of information in applying cue cards as the media to teach English writing skills. 3. For the students, the result of this research is expected to give them new experience in English learning, especially in learning writing so they can be more motivated to develop their abilities. 4. For the teachers, the result of this research is expected to provide them with alternative media to teach writing. It is also expected to motivate the teachers to be more creative so the students will be more enthusiastic in learning English in class. 5. For other researchers, the result of this research is expected to be a reference for them in conducting another similar research. 11

CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

This chapter covers some theories employed as the basis for the discussion. It is intended to gain more understanding on the basic principles of the study so that the problem stated in Chapter 1 could be solved. The discussion in this chapter includes a review of theories that discusses which research has proved useful and which seems less promising, theoretical framework that focuses on the problem and solutions in developing the writing materials, and research questions.

A. The Process of Writing

Many experts have classified some stages in the process of writing. One of them is Harmer 2004:4 who states that there are four stages. Those are planning, drafting, revising, and final drafting. Figure 2.1: The Wheel Process of Writing taken from Harmer 2004:4 This process wheel is done recursively. It means that the writer may loop backwards and move forwards between these various stages. Thus, at the editing stage, the writers may feel the need to go back to the drafting stage and think