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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
In the previous chapter, it was mentioned that the purpose of this study was to improve the grade VIII D students’ ability in writing narrative texts at SMP
N 3 Mlati through the use of PWIM. Hence, in this chapter, the researcher presents the theoretical review, review of related studies, and conceptual
framework. Theoretical review presents some theories that become the frames of thoughts of the study. Relevant studies present some reviews of previous studies
taken by several researchers. Conceptual framework presents the relation of theories and the study.
A. Theoretical Review
1. The Nature of Writing
a. Definitions of Writing
According to Langan 2008:13, writing can be defined as a skill. He states that a concept about writing must build on the idea that writing is a skill, not a
“natural gift”. People often imply that they simply do not have a talent for writing, while others do. Actually writing is a process of discovery involving a series of
steps. Those steps are very often a zigzag journey. It means that writers do not directly discover what they want to write until they explore their thoughts.
Furthermore Langan 2008:15 adds that writing can be defined as a way to communicate with others. To communicate effectively, people must constantly
adjust their writing to suit their purpose and audience. It means that before writer
writes to others, it is crucial to know both the writer’s purpose for writing and the audience who will read the writer’s work.
Another definition of writing is proposed by Harmer 2001:4. He defines that writing is a process of writers go through in order to produce final written
form by considering the content, the type, and the medium of writing. Furthermore, Harmer 2007:112 categorizes writing into two categories. The first
is writing for learning and second is writing for writing. Writing for learning is used as practice tools to help students to practice and work with language that
they have been studying. Writing activities such as writing sentences using a given structure, using new words or phrases are examples of writing for learning.
Meanwhile writing-for-writing is directed at developing the students’ skills as writers. In other words, the main purpose of activities in this category is that
students should have better writing ability. From both categories of writing, it is clear that the way of teachers organizing and correcting students’ writing will be
different, depending on what kind of writing they involved in. According to Brown 2001:335, writing is written products that are often
the results of thinking, drafting, and revising procedures. He also states that writing requires specialized skills. The skills include on how to generate ideas,
how to organize them coherently, how to use discourse markers and rhetorical conventions, how to put them cohesively into a written text, how to revise text for
clearer meaning, how to edit text for appropriate grammar, and how to produce a final product.
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