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rapidly, quickly and accurately. To be able to write fulfilling those criteria, it will be hard for people who use English as their foreign language. Many
English learners think of English as a difficult language which has many tight rules and vocabulary used for different occassion.
It is supported by Lanin in Hwang 2010: 101 that interprets the concept of writing fluency as the ability to organize coherent and cohesive
texts with well-grammatical structures that can be easily understood by the readers. Instead of producing many words in fluent way, the text also needs to
be readable and understood by the readers. From some experts‟s judgement above, it can be concluded that
writing fluency concerns both with the quality and quantity of writing. Therefore, writing fluency needs not only good but perfect understanding of
accuracy aspects like grammatical rules and writing mechanics. According to Cassanave in Hwang 2006: 102, focusing on writing fluency enables a
writer to write more expressively and freely without worrying about grammatical rules and other accuracy aspects. In addition, focusing on
fluency is a way that frees up the writer‟s creativity, problem-solving ability, and other high-order application. It has less attention towards the mechanics
of the performance Bloom in Binder et al., 2002: 5.
2. The Strategies for Writing Fluency
According to Binder et al. 2002: 10, repetition is a key of great achievement in various performances. If students have regular practices in
writing, their writing ability will improve. In order to be able to write
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fluently, the students need to practice to write more and more. Herrero 2007: 5 says that the students will not be able to produce grammatical writing
successfully when they spend most time dealing with memorizing the formulas and practicing the points in such isolated situations. It is not the
same as learning mathematics or physics, where students need to memorize the formulas and then apply them to answer the questions. The students will
automatically memorize the rules in writing along with how often they do practice to write.
It is clear that regular practice is effective to be applied to improve the students‟ writing fluency. Together with the opportunity and the roles of the
teacher, it is believed that the students will be able to write fluently.
3. Measuring Writing Fluency
To measure writing fluency, Brown 2004: 241 suggested the scoring techniques as follows:
a. Holistic scoring This technique views the written product as a whole without paying too
much attention to the details. The score is taken from the overall impression towards the script. Weigle 2002: 112 proposes a TOEFL®
writing score rubric as a good example of a holistic scoring rubric. It divides the writing achievement into six levels with particular
characteristics for each level.
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b. Primary trait scoring Primary trait scoring emphasizes on how writers achieve the goal of the
text effectively. Considering the principles, a writer who is dealing with persuasive text will be regarded as successful only if she is really able to
persuade the readers. There is no exact rubric for primary trait scoring since it depends on the kinds of related texts.
c. Analytic scoring This is the most complete scoring technique compared to the other two.
The focuses of analytical scoring emphasize on how orderly a writer organizes the text, how logically the contents are arranged, how well
grammatical rules are applied, how appropriately various writing conventions are implemented, and how precisely styles and expression are
accomplished. This scoring technique can be applied in classroom writing evaluation
since it enables the teacher to figure out the students‟ weaknesses and strengths toward writing. Furthermore, in formulating the rubric, the five
aspects including content, organization, vocabulary, language use, and writing mechanics should be scaled and then interpreted into certain levels of
achievement for example from “excellent” to “very poor” level.
C. Teaching English in Senior High School
