to make the information is understandable, writing also to persuade readers to affect the reader’s minds and finally to amuse the readers by using a humor.
After students determine the purposes of their writing, they may get started the writing activity. To start it, students will get through the process of writing to
help students composing the whole written.
3. The Writing Process
Mostly, the writers are worry about using the wrong words or sentences in writing but actually the writers can reread the paragraph before the readers read it.
The more the writers express the ideas, the more they can easily have freedom to do the experiment and explore the words or sentences because in writing the
words and sentences are not the first thing that have to be worry about. The ability to construct a good writing with the right words and sentences can be improved by
the writing process. To make a good writing need the process of writing which indicates that writing does not occur automatically.
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In composing any kinds of writing, the writers must follow every stage of the writing process to produce the
ideas clearly and effectively, the writing processes are as follow:
a. Pre-writing
“Pre-writing is any activity in the classroom that encourages students to write. It stimulates thought for getting started. In fact, it moves students away from
having to face a blank page toward generating tentative ideas and gathering information for writing
”.
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Prewriting means the process for finding and generating the ideas that the writers think and see profoundly about the topic.
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Prewriting is a process in which the students start to gather their ideas before they compose a paragraph. Students can use some techniques of prewriting; one of
the techniques is clustering technique. Clustering means collecting or gathering ideas from writers’ mind as many and detail as possible. This technique is used to
8
Audrey L. Reynolds, Exploring Written English: A Guide for Basic Writers, Boston: Little, Brown and Company, 1983, p. 21.
9
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, Cambridge: Cambridge University Press, 2002, p. 316.
10
William H. Roberts, The Writer’s Companion: A Short Handbook, Boston: Little,
Brown Company, 1985, p. 1.
avoid the students spending their time any longer in front of a blank paper because of they are confused what actually they want to write. Moreover, clustering is to
help students relating the ideas with another. Thus, prewriting is a first stage in writing activity to generate the ideas before
students step forward to the next stage of writing process and construct a piece of writing.
b. Drafting
“While drafting, transform the ideas into sentences in a semi organized manner. Here the purpose of drafting is to let the ideas develop, expand and form
connections. Drafting is primarily a stage of discovery and exploration. ”
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When writers write the first draft, they are ready to give the details and additional
thoughts that did not exist since in the prewriting stage.
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After writers generating and organizing their ideas, they start to write all of the ideas down which have
been done in the first stage. Similarly, students write a framework of ideas they have generated in order to make their written is constructed coherently.
c. Rewriting or Revising
