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CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher provides review of related literature which has two main components. First, theoretical description reviews the basis of the
theory for the whole research. Second, theoretical framework reviews some theories to cover this study in order to explain the study obviously.
A. Theoretical Description
This study presents the influences of student-teacher consultation in Academic Essay Writing course AEW. In this part, the researcher reviews the
theories of writing which include the nature of the writing proficiency, the principle of teaching writing, the criteria of writing proficiency and the roles of
the teacher and the student. Then, the researcher describes the academic essay writing which consists of the nature of essay and two types of essays: academic
essay and non-academic essay. Since the first research question deals with the students’ perception on the implementation of student-teacher consultation, the
researcher reviews the theories of student-teacher consultation which explain the nature of student-teacher consultation, the types of consultation, the aims of
consultation and the benefits of student-teacher consultation. The last theory is about perception. In this part, the researcher reviews the theories of perception
which include the nature of perception and the factors which influence the students’ perception.
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1. Writing Proficiency
In this section, the researcher reviews the theories which are related to the writing proficiency. There are four theories: the nature of writing, the principle of
teaching writing, the criteria of writing proficiency, and the roles of the teacher and the student.
a. The Nature of Writing
Generally, writing is one of the English basic skills. Writing is both process and product in the English learning activities Sokolik as cited in Nunan,
2003. The process of writing can be seen from the activity that is experienced by the students while they are working on the writing project. The process is often
cyclical and sometimes takes long time. Then, the product of writing can be a letter, an essay, a story, or a research report that are readable. In addition, as stated
by Hyland 2003, writing is seen as a product constructed from the writer’s
ability of lexical and grammatical. In this case, writing is seen as the writer’s
ability to construct meaning by producing well-formed sentences. Writing is considered as a reinforcing language patterns through the sentence formation
ability and testing writer to develop the ability to manipulate lexis and grammar. Since this study focuses on writing proficiency, the researcher reviews
what a good writing is because it indicates the writ ers’ writing proficiency. As
stated by Zimmermar and Rodrigues 1992, a good writing should be appropriate to the audience and purpose of specific writing situation. The content,
organization, sentence structure and diction should be appropriate to the audience and purpose. Audience means the readers and purpose means the topic or the area
12 of field. Therefore, the writer is treated to express their idea written that should be
appropriate to the audience and the purpose. In the process of learning writing, the writers can learn not only to
construct sentences in English but also to present the information and the ideas which are appropriate to the audience and the purpose. Furthermore, it helps the
writers to improve their ability to understand the topic and the purpose of their writing so that the students can produce a good writing to be read by the readers.
b. Principle of Teaching Writing
In teaching writing, the teacher needs to consider some principles while planning a course in order to deliver a meaningful learning to the students. As
stated by Sokolik as cited in Nunan 2003, there are four principles of teaching writing.
The first principle is understanding students’ reason for writing. It is
important for the teacher in learning process to understand the students’ topic of
writing. It helps the teacher to give information or explanation about what kind of writing that the students will w
rite, what the students’ topic and how the topic will be developed. Therefore, the teacher needs to interact with the students and to get
involved in the students’ writing process.
The second principle is providing many opportunities for the students to write. Since writing is physical activity, the teacher should require more practice
for the students in the learning activities. Writing practice should provide different types of writing, and give more information and experiences for the students in
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