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CHAPTER II LITERATURE REVIEW
This chapter provides the theoretical review, previous studies, and conceptual framework for the study. Each is presented below.
A. Theoretical Review
1. The Nature of Writing Skills
a. The Definition of Writing Skills
There are some definitions related to the concept of writing. Wallace, Winifred and Herbert 2004: 15 define writing as the final product of several
separate acts that are hugely challenging to learn simultaneously. Moreover, he states that among these separable acts are note-taking, identifying a central idea,
outlining, drafting and editing. In support, Brown 2004:335 states that one major theme in pedagogical research on writing is the nature of the composing process
of writing. Written products are often the result of thinking, drafting, and revising procedures that require specialised skills, skills that not every speaker develops
naturally. As we know, there are four language skills: reading, writing, listening, and
speaking. Writing and speaking are productive skills and reading and listening are receptive skills. In productive skills, we need to make a product of language. That
means they involve producing language rather than receiving it. Very simply, Spratt, Pulverness and Williams 2005: 26 say that writing involves
communicating a message something to say by making signs on a page.
9 Moreover, they stated that to write we need a message and someone to
communicate it to.
b. Writing Process
There are some different writing processes proposed by some experts. Cheong 1994: 63 states that the process approach in writing, or process writing,
has gained considerable attention from educators worldwide. Moreover, they say that facilitating effective revision is the main goal of process writing. They also
propose that the input to facilitate revision may be based on the draft so-far written or other information.
Figure 1: Writing Process by Murray
Furthermore, Richards and Renandya 2002: 315 suggest that as a private activity, writing process may be broadly seen as comprising four main stages:
planning, drafting, revising and editing. In support with the statement above, Krashen in Richards and Renandya 2002: 315 argues that many good writers
10 employ a recursive, non-linear approach
—writing of a draft may be interrupted by more planning, and revision may lead to reformulation, with a great deal of
recycling to earlier stages.
Figure 2: Writing Process by Richards and Renandya
From the discussion above, the writing process used is more likely the first theory in which the first stage of the writing process was drafting, followed by
peer-revising, and self-editing. In self-editing, the students make the second draft in which it is to be submitted to the teacher to be given a feedback and the draft
after being given feedback from the teacher is called as the final draft or the third draft.
c. Aspects of Writing Skills
Kategori