The Significance of the Study

9 states that in writing process to children, drafting is an activity where they put their ideas on the paper. They do not need attention about punctuation, grammar, or neatness. Drafting process focuses on the ideas and get them on paper without the distraction or fear of making mistakes in grammar, capitalization, punctuation, or paragraph structure. Since, all of the ideas will be revised to get final writing. c. Revising In this stage, teachers give feedback. The teachers check content, grammatical, and punctuation of students’ writing. They can ask the students to do peer-reviewing, i.e. using classmate’s comments. They can work in pairs or groups. It is like what Harmer 2004: 12 says that the teachers can encourage the students to revise through collaborative writing, i.e. they work in pairs or groups and give suggestions for changes. From the ideas above, it can be concluded that writing processes consist of three stages: prewriting, drafting, and revising. To get final writing accurately, it takes time, patience, and trained instruction. The writing process examines each of these stages in turn. If students are concerned only with preparing for exam writing they could omit the reading and note-making stages, but if they have sufficient time they should work through every unit, preferably in the order given, for each stage builds on the previous one. 10 Although it is essential to understand the basic writing process, at the same time it will be useful to be aware of the elements which contribute to good academic writing. When practicing note-making, for example, it is helpful to be aware of the conventions of referencing.

c. Writing Skills

In order to acquire the writing skills, there are some micro-skills and macro-skills which should be mastered by the students. According to Brown 2004: 221 there are two categories of writing skills. They are micro-skills and macro-skills. The following is the list of micro and macro-skills for writing. Micro-skills 1. Producing graphemes and orthographic patterns of English. 2. Producing writing at an efficient rate of speed to suit the purpose. 3. Producing an acceptable core of words and use appropriate word order patterns. 4. Using acceptable grammatical systems e.g., tense, agreement, pluralization, patterns, and rules. 5. Expressing a particular meaning in different grammatical forms. 6. Using cohesive devices in written discourse. Macro-skills 7. Using the rhetorical forms and conventions of written discourse.