writing.
13
It means that a really not easy to translate our thinking into written language. We must be able to choose the appropriate words and combine the word
become effective.
From these theories, the writer can conclude that there are many factors related in writing process, not only steps in which we show our mind to the reader, but also the
content or the message of the writing.
D. Concept of Writing Ability
The term of ability is defined as skill or power. Concisely, Writing ability is the skill to express ideas, throughts, and feeling to other people in written symbols to make
other people or readers understand the ideas conveyed.
14
It is a way sharing personal meanings and it emphasizes the power of the personality to construct someone‟s view
based on certain topic. Yi states that writing ability as the ability to respond to a given a stimulus
15
. Put another way, he states that writing ability is the ability a adhere to style-guide prescriptions concerning grammar, arrangegement and punctuation.
16
It means that writing ability is the ability of an activity to tell the ideas to the reader on
writing form including grammar, punctuation, spelling, etc.
13
Donn Byrne,
Teaching Writing Skill,
New York: Longman, 1988, p.5
14
Sutanto Leo, Et.al,
English for Academic Purpose Essay Writing,
Yogyakarta : ANDI, 2007, p.149
15
Christopher Tribble,
Writing,
New York : Oxford University Press, 1996, p.130.
16
Jyi-yeon Yi,
Defining Writing Ability for Classroom Writing Assessment in High Schools,
Available http:file.eric.ed.govfulltextEJ921024.pdf, 2009, Access on Jan, 26, at.21.15, p.57.
E. Concept of Teaching Writing
Writing is one of important skills that language learners need to learn as an essential component not only for their academic practice but also later in their professional life.
Writing is a complex process, and most of the research literature recognizes the difficulty it poses for students.
17
Teaching or learning how to write successfully gets even more complicated and challenged for both language teachers and students. However, many teachers agree
that in the classroom, writing should get much attention as reading, speaking and listening. Yet many teacher and students alike consider writing to be most difficult
subject of language skill to learn. Teaching writing covers teaching of a language ability and organization of ideas. Writing is one of language skill in communication,
thinking of this we can state their combination of teacher and unique activity in writing. In other words teaching writing is different from teaching other language
skill. Harmer said that such models offer abstraction of these procedures, designed to guide teaching practice.
18
One way of helping the learners is by making writing tasks more realistic, by relating practice to a specific purpose instead of asking them to
write simply for the sake of writing. We can provide in order to make writing tasks
17
Vicki Urkuhart,
Teaching Writing in the Content Areas
, New York : Association for
Supervision and Curriculum Development, 2005, p.6
18
Jeremy Harmer,
The Practice of English Language Teaching,
New York : Longman,
1988, p.79
more purposeful. It is concerned with an exploration of the various techniques and procedure that we used.
19
From the statement above, the writer can conclude that variety of technique is
important, as in oral work. This is essential for the sake of interest: the learner get bored if they are constantly asked to perform the same type of task.
F. Concept of Genre of Text
According to Siahaan, text is a meaningful linguistic unit in a context.
20
Text is a human readable sequence of characters and the words they form that can be encoded
into computer – readable formats. Generic structure and language feature are
dominantly used. According to Anderson, types of text in English are divided into several types. They are poetic, dramatic, narrative, response, discussion, explanation,
exposition, information report, procedure and recount. These variation are known as genre.
21
1. Spoof
Spoof is a text to retell an event with a humorous twist.
19
Ibid
, p.28
20
Sanggam Siahaan Kisno Shinoda,
Generic Text Structure
, Yogyakarta: Graha Ilmu, 2008, p.1
21
Mark Anderson and Kathy Anderson,
Text Types in English 2
, Sydney: Macmillan, 2003, pp. 3-5
