d Argumentation Argumentation is different with persuasion. It is aimed to clarify a topic rather
that to move the reader. It functions to make the reader see about a particular way or view rather than to make the reader do action.
e Analysis Analysis is about both how to observe and how to write what have been
observed. It involves how to see things separately and see how those things related each other.
f Synthesis In synthesis, the writer develops a thesis using the structure of an argument
and the data provided by the researcher of the analysis.
From the explanation above, it is concluded that practice writing through journal implements writer-oriented forms that concerns about expressions and
reflections. Practically, most of the topics for journal entries given to the students will be about their expressions to the issues and their reflections about the materials learnt.
This practice writing aims to give the students time or chances to be creative writers and let them write expressively that nothing can inhibit them.
d. The Concept of Writing
Hyland 2003:2 says that there are a number of theories about second language L2 writing and learning supporting teachers to understand more about the
concept of writing. Each theory has been adopted, are appropriately translated into methodologies, and applied in the classrooms. However, according to Raimes as cited
by Hyland 2003:2, it would be wrong if each theory applied separately and use it as a replacement of one theory to another. They are more treated as complementary
because they tend to be overlapped when they adopted into the class because of the real complexity of writing. He states seven focuses of the theory. Those focuses are:
1 Language Structures
In this focus, writing is seen as a product. It concerns about the formal text or grammatical features of a text. The way it marked is from how good the
students reproduce and manipulate the models provided by the teachers. The result of writing can be considered as an extension of grammar because it tends to
require the students to produce well-formed sentences and emphasizes good writing as the demonstration of not only knowledge of lexical and syntactic but
also the rules used to create the texts. There are four stages of the process. The first is familiarization. This stage
allows the students to learn about certain grammar and vocabulary developed from a text. The second is controlled writing. This is the time when the students
manipulate the models provided by the teacher. The next is guided writing. The process of imitating the models provided by the teacher is experienced here. Then
the last stage is free writing. It gives the students chances to develop the pattern they have learnt into an essay, text, or so forth.
2 Text Functions
An important principle in this focus is to relate structures to meanings. It means that particular language forms will perform certain communicative
function so that the students can be taught language functions that most relevant to their needs. This focus is sometimes called as “functional approach” and used
for preparing the students about academic writing. One purpose of this topic is to help the students develop effective
paragraphs through certain topic sentences and supporting sentences and to understand different types of paragraphs. Moreover, this facilitates the students to
produce sentences and develop them into paragraphs according to certain patterns given.
3 Creative Expression
This orientation aims to foster the L2 students’ abilities in expressing certain topics, and to encourage them to produce their opinions spontaneously.
Thus, writing is considered as a creative act of self-discovery that helps the students generate their self-awareness of writers’ social position and literate
possibilities Friere, 1974 as well as facilitate “clear thinking, effective relating, and satisfying self-expression” moffett, 1982:35.
From the explanation above, writing is learnt, but not taught, that writing is a way of sharing personal opinions or views on a topic. Then, teachers are the
ones who provide the space for the students to make their own meanings. It also PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
urges the teachers to respond to their views or opinions they produce rather than dwell on formal error Murray, 1985.
4 Writing Process
This process approach emphasizes the writer as independent producer of text, and concern about what the teacher should do to help the learners perform a
writing task. It deals with cognitive processes that concern on students’ abilities to plan, define a rhetorical problem, and propose and evaluate solutions. Flower
and Hayes 1981 as cited by Hyland Hyland, 2003:11 provide a model of writing processes that is not linear, but recursive, interactive, and potentially
simultaneous. The model of writing consists of planning, drafting, revising, and
editing. The explanation of the model of processes can be described as follow:
Figure 2.1. A Process Model of Writing Instruction
Those processes above are interactive and do not happen in a neat linear sequence. It means that the writer can jump at any point backward or forward to
any of the activities.
Selection of topic: by teacher andor students
Prewriting : brainstorming, collecting data, note taking, outlining, etc.
Composing : getting ideas down on paper
Response to draft : teacherpeers respond to ideas, organization, and style
Revising : reorganizing, style, adjusting to readers, refining ideas
Response to revisions : teacherpeers respond to ideas, organization, and
style Proofreading and editing
: checking and correcting form, layout, evidence, etc.
Evaluation
: teacher evaluates progress over the process
Publishing : by class circulation or presentation, notice boards, websites,
etc. Follow-up tasks
: to address weaknesses PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5 Content
This fifth point of theory focuses on what the students are required to write about. Naturally, this includes some topics or themes related to some
interests and subjects matters that the students will deal with. Students will have some knowledge and information about those themes and topics and will be able
to write expressively about all those themes given. However, it can be quite difficult for students who are not quite familiar with those themes or topics to
write about them. However, this can be a good way to encourage the students to think more about particular topics.
Teachers can be a facilitator who will help the students to attain knowledge of topics and vocabularies to write a good text. For lower levels
students, teachers may provide themes and topics including some information related to those themes in order to facilitate them with the materials for their
writing. Meanwhile, for more advanced students, teachers may challenge the students to collect and share the information of themes before they compose their
own writings. Hyland states that content orientation can be the basis for the courses that
focus on language structures and functions. The students will have practices to generate, develop, and organize their ideas on the themes given. Besides, they
will be introduced with language structures and vocabularies significant to the themes, and also practice them through some exercises Hyland, 2003: 16. Thus,
content orientation writing has a close relation with reading that provides efficient texts for the students as the basis for their own writing.
Krashen 1993 as cited by Hyland Hyland, 2003:17 says that researchers suggest a successful writing practice should be supported by extensive
reading. Importantly, reading provides students rhetorical and structural knowledge they need to develop, modify, and activate schema, which are
invaluable when they are writing. In other words, extensive reading equips a great deal of important knowledge of conventional features of the texts, such as
grammar, vocabulary, patterns organization, and so on. 6
Genre Genre orientation writing focuses on how to achieve coherent and
purposeful texts. It attempts the students to use their writing as a media of communication with the readers. It also includes comprehension of subject
content, composing processes, and textual forms. The main point is that writing is done to convey some purposes. The texts, which the students write, will present
the messages, which are going to be accomplished. In short, genre orientation incorporates discourse and contextual aspects of language use that may be
neglected when learning structures, functions, and processes separately Hyland, 2003:18. It means that it is not only about how the students compose texts for
certain readers, but it is also about how the texts can be a media of communication.
Practice writing through journal that concerns about expressions and reflections, as clearly stated before, tends to focus on creative expressions and
contents. Journal writing practice facilitates the students to be writers that aware of their social positions, to express clear thinking as well as to satisfy their self-
