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and revise again until the text becomes a satisfying text.
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Some people believe that writing cannot be taught because writing is a skill with
complicated aspects inside it. However, this skill can be taught if the teacher know how.
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Writing is a process that relates various variables. Writing as a process has several ideas. First, writing represents a way of
making meaning of our experience. Itb provides us with a unique way of learning. Next, writing occurs as a chain processes. It is a series of
interactions with words and ideas that develop and charge over time. these interactions may sometimes be complicated because students engange in
so many activities almost at the same time such as thingking of grammatical rules, vocabularies, and so on. Thirdly, external and internal
factors affect students such as experience, time, and how deeply students care about the writing.
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2. Stages of Writing
According to Betty MattixDietsch, there are four stages of writing process; prewriting, drafting, revision and editingproofreading.
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Seow also describes the basic process of writing that is planning, drafting, revising,
and editing. He added that there are three other stages inserted in the drafting stage; responding, evaluating, and post-writing.
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a. Planning
Planning or pre-writingis the activity in the classroom that encourages students to write. At this stage, students can do some activities such as
group brainstorming, clustering, rapid free writing, and wh-questions. b. Drafting
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Alice Oshima Ann Hogue, Introduction to Academic Writing, USA: Pearson, Longman, 2007 , P.15
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Diane Larsen-Freeman Marti Anderson, Techniques and Principles in Language Teaching, Oxford: Oxford University Press, 2000, P.65
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Gary Tate, Four Worlds of Writing Janice M Lauer, Gene Montague, Andrea Lunsford, Janet Emig, 1981, Pg.2
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Betty mattixdietsch, Reasoning and writing well, New York: McGraw-Hill, 2006, P.11
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Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching - An Anthology of Current Practice, Cambridge: Cambridge University Press, 2002, P.316
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At the drafting stage, the writers focus with how to arrange the ideas that they get at the pre-writing stage. Neatness is not necessary at this
stage. The important of this stage is the writers can choose which idea they will use and arrange them into a good order. To make it easier in
arranging the idea, the students have to know about who are their audiences. At this stage the students can do three other stages;
responding, evaluating, and post-writing. They respond to their writing by reading it again and then evaluate it by giving correction of the
mistakes they made. Responding and evaluating can be done not only by the students but also by their peers. After the writing has been given
the respond and evaluation, they can do the post-writing. While doing the post-writing, they rewrite the text.
c. Revising
At this stage, the students read their writing more and more. Anthony Seow stated that when students revise, they review their texts based on
the feedback given in the responding stage. According to Barbara E. Walvoord, there are three steps of revising.
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The first step that can be done is by reading the writing and have attention to the meaning and
style of the writing. Then, they can do the second step that is revising the grammar and punctuation. The last step that they have to do is
revising the spelling, capitalization, and abbreviations. d. Editing
At editing stage, students revise the some other aspects of the writing. It is the final evaluation and correction before they submit it to the
teacher.
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3. Definition of feedback
Feedback is the information that people give to others in order to make their performances become better by giving correction or
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Barbara E. Walvoord, Three Steps to Revising Your Writing for style, Grammar, Punctuation, and Spelling, USA: Scott, Foresman and Company, 1988, P.317
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Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching - An Anthology of Current Practice, Cambridge: Cambridge University Press, 2002, P.328
