The Nature of Writing

13 writing process. By practicing writing more, the students are trained to think critically, to construct the correct English sentences, and to express the ideas. The third principle is making helpful and meaningful feedback. The students need feedback for their writing clearly. This feedback can be written or oral. For the written feedback, it should be short and use understandable vocabulary or symbol used or a simple message. By giving feedback or comments, the students can see their mistakes on their writing project. It will help them to be more aware of their weaknesses. Since this study focuses on consultation, oral feedback becomes the focus because the lecturer gives feedback or comments orally through the consultation. As stated by Akbarzadeh 2014 in a journal titled The effect of oral feedback on the accuracy and complexity of EFL learners ’ writing performance, oral feedback refers to interactive feedback, which has meaning as an interaction between the teacher and the students who have equal status to share their needs and make an effort to understand each other. This direct interaction gives opportunities for the students to negotiate, to ask questions more, and to develop the students and the teacher communication. Therefore, it will help the students to understand their writing problems and to learn from the mistakes. The fourth is clarifying how the writing will be evaluated. The teacher needs to provide a clear evaluation for the students’ essay. The students need to know what aspects which will be assessed in writing. The teacher needs to explain the aspects of writing assessment during the learning process. By providing writing a scoring rubric the teacher helps the students to be more aware of the 14 writing requirements. The writing rubric should include the grammar, organization, content or other features of writing that are important to be included and the scores in each aspect should be provided. For each aspect, the teacher should provide requirements which should be achieved by the students.

c. The Criteria of Writing Proficiency

The criteria of writing proficiency include so many elements of writing that should be noticed and should be adjusted to the students’ grade. These help the students to be aware of the writing requirements to write an essay. The criteria of writing proficiency are stated by some experts such as Hyland, Brown and Zimmermar and Rodrigues to asses and determine the students’ writing proficiency. Hyland 2003 states three major areas in determining students’ writing proficiency. First is the content of writing which deals with the stated event, document event, significant and personal comment on event. The content shows the information presented by the writer and the appropriateness to the reader. Second is the structure of the text. It deals with the orientation, background, chronological order and reorientation. It demands the writer to be able to organize the ideas in order to present understandable information in content. The third is the language usage which deals with the language control, diction, the application grammar and writing style. It shows the ability of the writer to construct the grammatically correct sentences. Another expert, Brown 2004 also states the criteria of writing proficiency. He states that the criteria of writing proficiency are organization,