author starts to compose a whole writing from the very first to end. The next steps arerevising the content, structure, grammar and mechanics.
Another source also mentions 3 stages of writing process; prewriting, drafting and refision.
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In prewriting stage, there are 2 activities included generating ideas and planning. Drafting activity refers to the actual writing of the paragraph or
essay. The last step is Revision which is consisted of two parts: revising and editing. During revising, author rethinks to evaluate the whole paper. Editing is
the final stage of writing process to recheck sentence ambiguity, mechanic and
grammar.
4. Narrative Text
Narrative is one of writing genres that is taught in first grade of junior high school to third grade of senior high school. It is a text used to entertain, amuse and
tell past stories. There are some forms of Narrative text such ballad, poetry, fable, story, anecdote, legend, fantasy, myth, science fiction, fairy tales, and many more.
The generic structure of a Narrative text includesorientation, complication and resolution. Orientation usually introduces the participants involved on the text.
Complication describesa series of crisis. Resolution reveals how the crisis is solved.
The language features included in Narrative text are direct and indirect speech action verbs, thinking verbs, connections, past tense, adjective and many more.
Here the example of Narrative text and the description of the generic structure.
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Regina L. Smalley, Mary K. Ruetten and Joann Rishel Kozyrev, Refining Composition Skills: Academic Writing and Grammar, Boston, Heinle: Cengage Learning, 2012 sixth edition,
p. 4.
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Table 2.1 Example of Narrative Text
Myth Story of Aji Saka and Dewata Cengkar
Many, many years ago, the kingdom of Medangkamulan was ruled by a king named Dewata-chengkar. This king had a
strange and frightening habit. He liked to eat human beings. One day, a young traveler arrived in the kingdom.He was called
Ajisaka. Ajisaka took shelter in the house of a widow who quickly came to look upon the young man as her own son. When he heard
of the king’s strange appetite, Ajisaka sympathized with the villagers’ plight and immediately volunteered to become the
king’s next meal. Ajisaka went directly to the king’s palace.“I am willing to
be your next meal. Your Highnees. However, I have a request “
said Aji Saka to the king. “Whatever you please, young man, I will grant your request,“ the king replied. “Before you eat me,
grant me some land. Just enough length of my own headcloth.“ continued Aji Saka. “Come, Young Man. Let’s measure your
headcloth so that I can have my meal and you can have your land“ agreed the king.
Ajisaka began to unwrap the cloth tied around his head. The king got down from his throne and hold one end of the
headcloth. He stepped backward. What he didn’t know was that this headcloth was much longer. The king kept going backward,
step by step, as the cloth kept unraveling. He stepped backward through the palace square, backward across the village, holding
the end of Ajisaka’s headcloth. The king kept stepping backward until reached the sea cliftts of the sea.
A great crowd of people had gathered. They held their breath as their kin
g took his final step backward over the cliff’s edge and plunged into the waves crashing againts the rocks at the
foot of the sea wall.
Table 2.2 Generic Structure of Narrative Text Generic
Structure Contents
Orientation The story introduces the participants. Those are main charracters,
Aji Saka and the king Dewata Cengkar. They lived in once time
Complication The problem began when the king wanted to eat his people. That
king’s strange habit made Aji Saka face a major complication, how
to solve the problem. Aji Saka tried to stop the king frighting habit.
Resolution The story has a happy ending as Aji Saka Successfully beats the
king. The king fell into the sea.
C. Previous Relevant Study
The first relevant study was a journal entitled Use of Peer Feedback to Enhance Elementary Students’ Writing through Blogging written by Yu Liang
Chen, Eric Zhi Feng Liu, Ru Chu Shih, Chin Tsung Wu and Shyan Ming Yuan, a journal of British Journal of Educational Technology, which was published on
2010, Volume 42 and Number 1. The objective of the research was to investigate the effectiveness of using peer feedback to enhance elementary students’ writing
through blogging. A series of quantitative and qualitative techniques were employed to analyze the data, including inter-rater reliability, content analysis, T-
test, analysis of covariance, observations and interviews. The result showed that “The statistical results reached a significant level t = 2.07, p 0.05, indicating
that the posttest performance was higher than that of the pretest. As a result, the use of peer feedback through the blogging model is effective for improving the
quality of writing.”
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The difference between this previous relevant study and the researcher’s study are in the method which this study adopted a series of
quantitative and qualitative techniques. In addition, this study investigated the
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Yu Liang Chen et al., Use of Peer Feedback to Enhance Elementary Students’ Writing
through Blogging, No. 1 Vol. 42, British Journal of Educational Technology, 2011, pp. EI--E4.
effectiveness of using peer feedback whereas the study researcher conducted is investigated the effectiveness of blog.
A journal entitled The Effectivenes of Internet-Based Peer Feedback Training on Chinese EFL College Students’ Writing Proficiency which published on 2014
was selected by the researcher to be the next related study. The aim of this research was to investigate the effectiveness of the internet-based PFT on Chinese
EFL students writing proficiency.
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The results indicate that the progress of the more-proficient group made in writing was rather slight because the mean scores
only rose from 79.64 on the pre-test to 81.76 on the post-test. But, this slight difference has statistical significance t= -2.14, p .05. In contrast, the less-
proficient group’s mean scores had a significant increase, that is, from 63.85 on the pre-test to 76.42 on the post-test. This difference also had statistical
significance t= -6.18, p .01.From the results of the study, it is clearly seen that the internet-based PFT was positively effective on the improvement of EFL
students’ writing error correction quality. In this previous relevant study, the CACL platform is constructed whereas in the researcher study, Blogger platform
is applied. Moreover, the effectiveness of internet based feedback is the concern
of this study. This study also applied mix method in conducting research.
D. Conceptual Framework
Some people assume that writing through paper based is a conventional way. They speculate that writing is a boring, unchallenging, and underrated activity.
Moreover, in this technology expansion, there are many ways to enhance writing skill in innovatively effective ways. The researcher offers blog as one of language
learning media because of many reasons. Firstly, blog facilitates learners to provide feedback. In writing, feedback is
important to boost and monitor the work of writing during teaching and learning process. In this research the researcher emphasized providing feedback through
blogging as a way to enhance students writing. The effectiveness of blogging can
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Jiahong Jiang and Yibing Yu, The Effectiveness of Internet-Based Peer Feedback Training on Chinese EFL College Students’ Writing Proficiency, No. 10 Vol 3, International
Journal of Information and Communication Technology Education, 2014, pp. 34--36.
