The Limitation of the Problems

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CHAPTER II REVIEW OF RELATED LITERATURE

This study aims to improve writing skill of the eight grade students of SMP Pembangunan Piyungan by using picture series. To support the understanding of the problem formulated in Chapter I, some related theories of teaching writing, writing skills and picture series are reviewed in this chapter.

A. Review of Theories

1. Teaching Writing

This subchapter presents some relevant theories about teaching writing in Junior High School.

a. Principle and Approach in Teaching Writing

Teaching writing skill and other skills speaking, listening, and reading are different. Each skill is taught with its own technique. Some natures and techniques in teaching writing are presented here. Nation 2009: 93-95 proposes four principles of teaching writing which can be used to evaluate writing course. 1 Meaning-focused Input This principle considers that students should bring experience and knowledge to their writing. Writing will be successful and meaningful for the students if they well prepared for what they are going to write. 2 Meaning-focused Output This principle considers that students have to practice a lot in different kinds of writing with delivering the message on their writing. They should increase their knowledge and ability in language and computers to improve their 10 writing quality, and use appropriate writing instructions based on their need analysis to experience a feeling of success in their writing. 3 Language-focused Learning This principle considers that students should be aware of the parts of writing process and have to deal with it. They should give attention on clarity, fluency, and spelling in English writing and other ethical issues involved in writing. This principle also demands the teacher to give appropriate feedback that encourages and improves students’ writing. 4 Fluency Development This principle considers that students should be able to increase their speed in writing to produce simple writing at a reasonable time. The teacher can help the students by giving the simple familiar topic in writing assignment. On the other hand, Hyland 2013: 1 says that the main activities of EFLESL writing teachers include conceptualizing, planning, and delivering courses. An English teacher should make sure that the method, material, and learning activities he uses in teaching writing to the students guided by both practical and theoretical knowledge. Hyland’s opinion is supported by Read and Hays. Read and Hays 2013 say that effective writing instruction needs a good writing model, good examples, opportunities for doing revisions, and authentic feedback. Teachers have to give students more opportunities to write, give individualized and specific feedback, and provide instructions that emphasize on the writing process not the writing product.