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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
This chapter presents theories which underlie this research. The discussion of this chapter is divided into two main parts. Those are a
theoretical review and conceptual framework. In the theoretical review, the researcher discusses some theories and the research studies which are relevant
with the topic. In the conceptual framework, the researcher relates the theory to the study.
A. Theoretical Review
This sub-chapter discusses some relevant theories which are related to the study. Those are divided into two parts. They are writing and bulletin
board. The discussion of each part will be presented below. 1. Writing
a. Definition of Writing
There are many experts who define what writing is. According to Pulverness, Spratt, and Williams 2005: 26, writing is one of the four
language skills: listening, speaking, reading, and writing. Writing is also one of productive skills which involve communicating a message in the form
of letters and symbols. Communicating means sending certain information to others, so, a message must have a purpose. In other words, writing skills
produce a written product which has certain information. Brown 2000: 335 also states that a written product is product of thinking, drafting, and
revising that requires specialized skills on how to generate ideas, how to organize them coherently, how to use discourse markers and rhetorical
conventions 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. From the definitions above, it can be inferred that writing is a productive skill which communicates a message to others by
thinking, drafting, and revising the written products.
b. The process of Writing
Richards and Renandya 2002:316 define the process of editing as a classroom activity incorporates the four basic writing stages, those are
planning, revising, and editing and three other stages externally imposed on students by the teacher, namely responding, evaluation and post-writing.
Writing process in the classroom is highly structured, teacher often plan appropriate classroom activities that support learning of specific writing skills
at every stage. The stages are planning, drafting, revising, and editing. The planned learning experiences for students may describe as follows:
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