11 and interestingly in order to hold the reader’s attention. Furthermore, McCrimmon
1984: 6 says that writing is “also opportunity: to convey something about yourself, to communicate ideas to people beyond our vicinity, to learn something
you did not know.” Besides, by writing the students are not only able to communicate their message and express their ideas, but also able “to explore a
subject, to record experience, and to become familiar with the conversation of written English discourse a text” Raimes, 1983: 3. He further adds that there
are some advantages of learning writing. They are as follows. First, writing reinforces the grammatical structures, idioms, and vocabulary
that we have been teaching our students. Second, when our students write, they also have a chance to be adventurous with the language, to go beyond
what they have just learned to say, to take risk. Third, when they write, they necessarily become very involved with the new language; the effort to
express ideas and the constant use of eye, hand, and brain is a unique way to reinforce learning.
b. Writing Model
There are many aspects to consider in order to produce a good piece of writing as illustrated in Figure 2.1. Besides, there are some other aspects that
influence the writing. In 1980, Hayes and Flower summarized those aspects in a writing model and it was reorganized into a new writing model. The new writing
model has two major components. They are the task environment and the individual Indrisano and Squire, 2000: 9-11.
The task environment consists of a social environment and a physical environment. The social environment includes the audience and other texts that
the writer may read while writing, in which the writing functions as a means of communication. The physical environment includes the text that the writer has
12 produced so far and writing media, such as word processing, e- mail, and World
Wide Web. The individual component integrates motivation and affect, cognitive
process, working memory, and long-term memory. In the writing process, the writer should have goals of writing that are able to motivate and affect him her in
producing a piece of writing. Besides, the writer will deal with cognitive process; i.e., text interpretation, reflection, and text production. Moreover, the writer
should manage hisher working memory and long-term memory. Working memory is the writer’s memory related to phonology, spatial, and semantics;
while the long-term memory is the writer’s memory related to the topic, genre and linguistic knowledge.
From the writing model above, it could be said that environment and individual play important role in writing process. Those two components are
interdependent. In brief, Indrisano and Squire 2000: 11 conclude that: Indeed, writing depends on an appropriate combination of cognitive,
affective, social, and physical conditions if it is to happen at all. Writing is a communicative act that requires a social context and a medium. It is a
generative activity requiring motivation, and it is an intellectual activity requiring cognitive processes and memory.
c. The Principles of Teaching Writing to the Second Grade Students of SMK
