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b. The Process of Writing
Before the activity of writing, the teachers need to pay attention to the process of writing. The process of writing should be followed by the students in
order to make a good writing. This part provides the explanation of the process of
writing that guides students in writing activities.
Harmer 2001, p. 257 states that in writing, teacher s‟ focuses should be
on two things: the product of the writing and the writing process. When focusing on the product, the teachers should consider the aim of a task. In order to make a
good product of writing, McCrimmon 1984, pp. 10-11 divides the process of
writing into three stages:
1 Planning
Planning is a series of strategies designed to find and produce information in writing. In this early stage of writing, a writer can discover what to write. It
helps the writer start thinking about selecting the topic and gathering a lot of information to be put on the writing.
2 Drafting
Drafting is a series of strategies designed to organize and develop a sustained piece of writing. After planning the topic, a writer should be able to see
those subjects of topics in different perspectives. The writer can decide which subject of topics can make better understanding so that they can organize and
develop into meaningful clusters. From those clusters, the writer should study the relationship of each cluster and develop them.
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Revising Revising is a series of strategies designed to re-examine and re-evaluate
the choices that have been created in a piece of writing. In this stage, after finishing the draft, a writer can make sure what they have done by re-evaluating
their writing to be the most productive one. Revising can be done for several times in order to get the fixed writing that has well-constructed grammar,
punctuation, diction, and coherence. c.
Components of Writing
In order to judge whether the writing is good or bad, the components of writing should be considered. A good content of writing should include some
components in it. Table 2.1 shows six components of writing adapted from J.D.
Brown 1991 as cited in Brown 2000, p. 357.
Table 2.1 Components of Writing
Content topic sentence adapted from thesis statement
related ideas development of ideas through personal experience,
illustration, facts, opinion use of description, causeeffect, comparison contrast
consistent focus
Organization effectiveness of introduction
logical sequence of ideas conclusion
appropriate length
Discourse topic sentence
paragraph unity transitions
discourse markers cohesion
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Table 2.1 Components of Writing continued
3. Types of Classroom Writing Performance
In conducting this research, the writing activities belonged to classroom writing performances that were done by 8
th
grade students of junior high school. In this case, guided writing and free writing were used as types of classroom
writing performance. The explanations are described as follows:
a. Guided Writing
Since 8
th
grade students belong to the beginner level of writing, they need some technics to stimulate their abilities and interests in writing. Guided writing is
one of the technics to help the students to recall their memories related to the stories to write. In this part, the descriptions of guided writing are explained.
Department for Children, Schools and Families 2007, p. 6 defines guided writing as set of additional supported steps toward independent writing. In guided
writing, the students are given a specific topic of writing by the teacher. The purpose of guided writing is to help the students to improve their writing skill and
to work with increasing independence. Discourse
rhetorical convention reference
fluency economy
variation Syntax
Vocabulary Mechanics
spelling punctuation
citation of references if applicable neatness and appearance
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