Definition of Key Terms

8 Another idea about writing is expressed by Raimes. Learning to write is not ―natural” extension of learning to speak a language. 2 It means that we do not need systematic instruction when we learn to speak our first language at home, while most of us had to be taught in school how to write that same language by using systematic instruction. Moreover Harmer states that speaking is acquired naturally as a result of being exposed; the students do not need to get formal instruction, whereas in order to able to write, students have to have special instruction and have to learn consciously. 3 After the explanation of definition of writing above, it can be stated that writing as a medium of communication is not a natural activity. All physically and mentally normal people start to speak from the very beginning of their life in natural way. On the other hand, all people have to be taught how to write in formal setting. Writing also is a way of remembering and a way of thinking as well. Ryan states that thinking occurs at every stage in writing process. 4 In addition, Brown argues that written product are often the result of thinking, drafting, and revising. 5 When we write, we think from the topic to the final draft of the writing. Beside these definition, Nunan states that two different views on nature of writing which have merged namely product approach and process approach. 6 It means that, in recent years, the teacher sometimes applies the product and process approach on nature of writing. A product approach focuses on the end result of the learning process, while process approach 2 Ann Raimes, Technique in Teaching Writing, New York: Oxford University Press, 1983, p. 4 3 Jeremy Harmer, How to Teach Writing, Essex: Pearson Education, 2004, p. 3 4 Vincent Ryan, The Art of Writing, Unites States of America: Alfres Publishing, 1981, p. 3 5 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, New York: Addison Wesley Longman, 2001, p. 335 6 David Nunan, Designing Tasks for the Communicative Classroom, Cambridge: Cambridge University Press,1989, p. 35 9 focuses on the various classroom activities which are believed to promote the development of language skills. 7

2. Process of Writing

In some ways writing a paper is like building a house. There are some steps to follow in building a house. At the beginning, it starts by planning the kind of house until the last step is add finishing touches that make the house a pleasure to live in. 8 So, writing a paper, like building a house is a process. Both of them are done in some stages. As Richards and Renandya mention the four stages of the process of writing: prewriting, drafting, revising, and editing. 9 Tribble argues that the process of writing is not as a fixed sequence but as a dynamic and unpredictable process. 10 Tribble’s model of writing is shown in Figure 1. PREWRITING COMPOSING DRAFTING REVISING EDITING Figure 2.1 Tribble’s Model of Writing 7 David Nunan, Language Teaching Methodology: A Textbook for Teacher, Englewood Cliffs: Prentice Hall, 1991, p. 86 8 George Brainey and Claire May, Writing from Sources: A Guide for ESL Students, Mountain View, California: Mayfield Publishing, 1996, p. 17 9 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press, 2002, p. 315 10 Christopher Tribble, Writing Language Teaching: A Scheme for Teacher Education. Oxford: Oxford University Press, 1996, p. 39 PUBLISHING