ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2017

  

IMPROVING STUDENTS’ WRITING SKILLS BY

USING SNOWBALL THROWING GAMES

  (A Classroom Action Research at the Tenth Grade Students of Senior High School (SMAN 1) Tengaran in the Academic Year of 2017/2018)

GRADUATING PAPER

  Submitted to the Board of Examiners as a Partial Fulfillment of the requirements for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.) In the English Education Departement of Teacher Training and Education Faculty

  Written by:

  

KINGKING MEITA PUDYANINGTYAS

NIM. 113-13-087

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

  

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2017

  

MOTTO

“The capacity to learn is a gift, the ability to learn is a skill, the willingness to

learn is a choice”.

• Brian Herbert” -

  

“Learning is not just knowing what to do, but doing what we already know.”

• Nourma F. Fauziyah -

  

“Intelligence and character that is the goal of true education.”

• Martin Luther King JR –

  

DEDICATION

  This graduating paper is sincerely dedicated to: 1.

  Allah SWT who always besides me, take care me, and always give healthy for me so I have finished this graduating paper

  2. My beloved parents, my beloved father M. Marjoko and the best mother for my life Endang Sri Mulyani. Thank you for everything, such as your loving, your support, your guidance and your pray. May Allah bless you forever and always take care of you everywhere.

  3. My beloved sister Dyah Eska Winanti and my little brother Agung Prih Adi who always support and motivate me to finish this graduating paper.

  4. My beloved best friend Danar Setyawan who always give motivation and support for me and always accompany me to finish this graduating paper.

  5. Kurowo’s Squad Rateh Ambarwati, Eka Widi Riyanti, Wasilatut Thoyibba, Afif Nur Fiqqi, Ricky Febriansyah, and M.Bagus Mustofa who have been my best friends for 4 years and always help me.

  

ACKNOWLEDGEMENT

Alhamdulillahirobbii „alamin…. All praises and thanks are just for Allah

  Subhanahu wa Ta’ala, the Almighty God and the Lord of the universe, only for His mercy and guidance I can finish my graduating paper, because the researcher could complete this graduating paper as one of the requirements for the degree of

  

Sarjana Pendidikan Bahasa Inggris in English Education Department of

Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2017.

  Peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.

  This success would not be achieved without support, guidances, advices, helps, and encouragements from individual and institution. Therefore, I would like to express deep appreciation to: 1.

  Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute of Islamic Studies (IAIN) Salatiga 2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty 3. Dr. Sa’adi, M.Ag., the counselor of this graduating paper. Thanks for suggestion, direction, and recommendation for this graduating paper for beginning until the end.

  4. Noor Malihah, Ph.D. as the Head of English Education Departement of State Institute of Islamic Studies (IAIN) of Salatiga 5. All lecturers of English Education Departement. The writer deeply thanks you all for your advices, knowledge, motivation, advice, attention, insight, values, etc.

  6. All the lecturers of State Institute of Islamic Studies (IAIN) of Salatiga.

  7. All of the staffs who have helped the writer in processing graduating paper administration.

  8. My superhero M. Marjoko and my best mother Endang Sri Mulyani who always give me all of things.

  9. My beloved sister Dyah Eska Winanti and my little brother Agung Prih Adi who always support and motivate me to finish this graduating paper.

  10. My beloved best friend Danar Setyawan who always give motivation and support for me and always accompany me to finish this graduating paper.

  11. All of my friends from TBI C 2013 12.

  All of people who cannot be mentioned one by one, thanks for your motivation, support, help, learn, love and care, thanks you so much.

  Finally, this graduating paper is excited to be able to provide useful knowledge and information to the readers.

  st

  Salatiga, 31 August 2017 The Researcher

  Kingking Meita Pudyaningtyas NIM. 113-13-087

  

TABLE OF CONTENT

GRADUATING PAPER DECLARATION ............................................................................................. i

DECLARATION AND PUBLICATION ....................................................... ii

ATTENTIVE COUNSELOR .......................................................................... iii

BOARD OF EXAMINERS .............................................................................iv

MOTTO ..............................................................................................................v

DEDICATION ..................................................................................................vi

ACKNOWLEDGEMENT .............................................................................vii

TABLE OF CONTENT .....................................................................................ix

LIST OF FIGURE AND TABLES ...................................................................xi

ABSTRACT .......................................................................................................xii

  

CHAPTER I INTRODUCTION ........................................................................ 1

A. Background of the Study ........................................................................... 1 B. Problems of the Study ............................................................................... 4 C. The Objective of the Study ....................................................................... 4 D. The Significance of the Study ................................................................... 4 E. The Limitation of the Study ...................................................................... 5 F. Definition of Key Terms ........................................................................... 6 1. Improving ............................................................................................ 6 2. Writing Skill ........................................................................................ 6 3. Snowball Throwing ............................................................................. 6 G. Graduating Paper Outline .......................................................................... 6

CHAPTER II THEORITICAL FRAMEWORK ............................................. 8

A. Previous Study .......................................................................................... 8 B. Writing Skill ............................................................................................10 1. Definition of Writing Skill ...............................................................10 2. The Purpose of Writing .....................................................................11 3. The Difficulties of Writing................................................................11 4. The Characteristic of Writing............................................................12 5. The Process of Writing......................................................................14 6. Macro and Micro Writing Skill .........................................................16 7. Genre of Writing ...............................................................................18

  8. Assessing Writing .............................................................................19 C. Descriptive Text ......................................................................................22 1.

  Definition of Descriptive Text ..........................................................22 2. The Purpose of Descriptive Text ......................................................22 3. Language Features of Descriptive Text ............................................23 4. Generic Structure of Descriptive Text ..............................................24 5. Teaching Writing Descriptive Text ...................................................24 D. General Concept of Games .....................................................................26 1.

  Definition of Games ..........................................................................26 2. The Purpose of Games ......................................................................26 E. Snowball Throwing Game 1.

  Definition of Snowball Throwing Game...........................................27 2. The Advantages of Snowball Throwing Game .................................28 3. The Steps of Snowball Throwing Game ...........................................28

  

CHAPTER III RESEARCH METHOD AND DATA PRESENTATION .............30

A. Research Setting ......................................................................................30 1. General Concept of SMAN 1 Tengaran ............................................30 2. The Condition of Teacher and Staff ..................................................31 3. The Facilities of SMAN 1 Tengaran .................................................35 4. The Organization Structure ...............................................................36 5. The Setting of Time ..........................................................................37 6. The Schedule of the Research ...........................................................37 7. The Distribution of Groups ...............................................................39 8. The List of Students in Writing Class ...............................................40 B. Research Method .....................................................................................42 1. The Setting of the Research ..............................................................42 2. Method of the Research ....................................................................42 3. The Procedure of the Research .........................................................44 4. Method of Analysis ...........................................................................46 a. Technique of Collecting Data .....................................................46 b. Technique of Data Analysis ........................................................48

CHAPTER IV THE IMPLEMENTATION OF THE STUDY ....................51

A. Field Note ................................................................................................51 1. Cycle I ...............................................................................................51 2. Cycle II ..............................................................................................61 B. Discussion ...............................................................................................72 1. Analysis of Students’ Participation ...................................................72 2. Analysis of Students’ Improvement ..................................................73

CHAPTER V CLOSURE .................................................................................75

A. Conclusion ..............................................................................................75

  B.

  Suggestion ...............................................................................................76

  

BIBLIOGRAPHY .............................................................................................78

APPENDICS ......................................................................................................81

Curriculum Vitae ..............................................................................................82

Syllaby ................................................................................................................83

Lesson Plan ........................................................................................................86

1.

  Lesson Plan of Cycle I ............................................................................86 2. Lesson Plan of Cycle II ...........................................................................97

  

Observational Checklist................................................................................. 108

Result of the Tests .......................................................................................... 114

Teaching Material .......................................................................................... 127

Documentation ............................................................................................... 130

  LIST OF FIGURE AND TABLES FIGURE

Figure 3.1 Figure by Kemmis .............................................................................44

  TABLES

Table 2.1 Scoring Rubric for Aspect of Writing .................................................20Table 2.2 Table of Scoring in Writing ................................................................21Table 3.1 The Lists of teacher in SMAN 1 Tengaran .........................................31Table 3.2 The List of Staff in SMAN 1 Tengaran ..............................................34Table 3.3 The List of Facilities of SMAN 1 Tengaran .......................................35Table 3.4 The Table of Time...............................................................................37Table 3.5 Table of Activities ...............................................................................37Table 3.6 Table of Major ....................................................................................39Table 3.7 Students’ List of X Bahasa..................................................................40Table 4.1 Students’ Observational Checklist of Cycle I .....................................53Table 4.2 Teachers’ Observational Checklist of Cycle I ....................................54Table 4.3 Score of Students’ Pre-test and Post-test of Cycle I ...........................56Table 4.4 Students’ Participation Checklist in Cycle I .......................................59Table 4.5 Students’ Observational Checklist of Cycle II ....................................63Table 4.7 Teachers’ Observational Checklist of Cycle II ...................................65Table 4.8. Score of Students’ Pre-test and Post-test of Cycle II .........................67Table 4.9 Students’ Participation Checklist of Cycle II ......................................70Table 4.10 Students’ Participation Sheet ............................................................72

  Table 4.11 Mean of Students’ Score Cycle I and Cycle II..................................73

Table 4.12 Students’ Mean Score in Percentage .................................................73

  

ABSTRACT

  Pudyaningtyas, Kingking Meita.2017. “Improving Students‟ Writing Skills by

  Using Snowball Throwing Games (A Classroom Action Research of the Tenth Grade Students of SMAN 1 Tengaran in the Academic Year 2017/2018). Graduating Paper of English Education Department of

  Teacher Training and Education Faculty at the State Institute for Islamic Studies (IAIN) Salatiga.

  Counselor: Dr. Sa’adi, M.Ag. Keywords: Writing Skill, Snowball Throwing, The writer conducted the re search to improve the students’ writing skill by using snowball throwing games. The research answers two problems of research (1) How does the implementation of Snowball Throwing game improv e students’ participation of writing skill for the tenth grades students of senior high school at SMAN 1 Tengaran in academic year of 2017/2018? and (2) Is the snowball throwing game effective to improve students’ writing skill on the tenth grades students of senior high school at SMAN 1 Tengaran in the academic year of 2017/2018? The research design was classroom action research. It was conducted in two cycles. The teacher analyzed the students’ writing skill in each cycle. The data is obtained by giving pre-test and post-test in each cycle. The result shows that the students are very excited and there are improvements of students’ participation in English lesson especially in writing subject and there are improvements in students’ writing skill. It can be seen at the mean of pre-test and post-test. In cycle I the mean of pre-test and post-test were 64.50 up to 68.66. The mean of pre-test and post-test in cycle II are 74.86 and 86.73. The process of the research took place for three weeks, precisely it is three meetings. The percentage of students who passed writing test was increased from 53.33% in cycle I to 100% in cycle II. So, the results of the action using snowball throwing games there are improvement from 53.33% up to 100%. It means that all of the students could passed the KKM and be successful. Based on the analysis the writer concludes that the students of tenth grade in SMAN 1 Tengaran can improve their students writing skill by using snowball throwing games.

CHAPTER I INTRODUCTION In this chapter the researcher presents of background of the study, problems of

  the study, objective of the study, significance of the study, the limitation of study, definition of key term, research method and graduating paper outline.

A. Background of the Study

  Language is a tool of communication. It is used by all people in the world as means of communication. Anyone cannot interact with others without language, thus it is very important to learn language. According to (Sapir, 1921: 8) that a language is a purely human and non-instinctive method of communicating ideas, emotions, and desires by means of a system of voluntarily produced symbols. In English learning, there are four language skills; they are listening, speaking, reading and writing. On the other hand, Alexander LG (1975:8) says that the most important of all basic language skills are speaking and writing since to some extent they presuppose the other two. Generally, language can be spoken and written, so it is also necessary to learn writing.

  Writing is one of the language skills that should be taught besides the other skills. Ghait (2002:56) defines that writing is a complex process that allows writers to explore thought and ideas, make them visible and makes thought available for reflection. It was supported by Boardman and Frydenberg (2002:35) that writing as a continuous process of thinking and organizing, rethinking, and recognizing. In writing skill, the students have to master vocabulary and know how to use grammar in making texts or sentences. It is an important skill because it will be applied in many aspects of life. Through writing, people are supposed to be able to express their ideas in writing form. There are many ways to express writing andone of them is through a text. So, the students must have extensive knowledge and they need a lot of practices to apply their writing ability to write something.

  Teaching writing is not a simple job because there are several cases which can be taught like, create grammatical written productions such as sentence, paragraphs, essay, or long texts in a coherent and cohesive construction. It was supported by Serra (2013:1)that teaching writing in the classroom is the biggest challenges for teachers, because the students do not want to do writing and they never encourage themselves to do it and they also do not enjoy it. So, teachers should find media, method, or technique that is suitable with students’ development and create students’ interest in teaching and learning process in the classroom especially writing learning process. The writer wants to apply games in teaching English especially teaching writing.

  Using games is one of the good ways to solve the students’ problem. According to Ersoz (2000:22) that game can help the teacher to construct contexts and makes the language learning become more useful and meaningful for students. It means that games especially language games are not only function as time filling activities but they also can bring some educational values that enable the students to learn the languages. So, games can make the students feel deeply involved in the lesson and also feel happy and enjoy. One of games to teaching writing is snowball throwing games.

  According to Bayor (2010) as quoted by Ira (2013:3), Snowball throwing games is one of the active learning models which in practice involve a lot of students. The teacher’s role here is only as giving guidance on the topic of early learning and subsequent demolition of the course of learning.

  Based on the observation, the students may be confused what to write although they know the topic which has been given by their teachers.

  They are confused to write their ideas about the topic. They tend to difficult to memorizing vocabulary and error grammar because they do not interest with English learning especially writing subject. So, based on the students’ problem that they are faced, the writer wants to apply games in teaching English especially teaching writing.

  By using a new media, the writer hopes that the students will be more interested in English learning and it will be easier for them to improve their writing skill. Based on the problems above, the writer intends to conduct a research entitled

  “Improving Students’ Writing

Skill by Using Snowball Throwing Games (A Classroom Action

  Research the First Grades Students of Senior High School (SMAN 1) TENGARAN in the Academic Year 2017 / 2018 )”. The researcher wants to

  change students’ participation and improve students’ achievement on writing skill.

B. The Problem of the Study

  Based on the background of the study above, there are many problems that can be identified are as follows:

  1. How does the implementation of Snowball Throwing Game improvestudents’ participation of writing skill forthe first grades students of senior high school at SMAN 1 Tengaran in the academic year of 2017/2018?

  2. Is the Snowball Throwing Game effective to improve students’ writing skill on the first grades students of senior high school at SMAN 1 Tengaran in the academic year of 2017/2018? C.

   The Objective of the Study

  The objective of the study is to find out us the following: 1.

  To describe the implementation of Snowball Throwing Game to improve students’ participation in writing skill for the first grades students of senior high school at SMAN 1 Tengaran in the academic year of 2016/2017.

2. To see whether Snowball Throwing Game improve writing skill or not.

D. The Significance of the Study

  The researcher hopes that the result of this study gives information about the level of students’ writing ability. The researcher also hopes that the research of using snowball throwing game in teaching and learning writing will be useful for teachers, the students, and the researchers.

  1. For the Teachers The positive result of this research can support the English teacher to apply this method in teaching learning writing, and the teachers can change their old method in English teaching so make the teachers more creativity. As a result, teaching and learning process more interesting, enjoy, fun and it cannot make bored and confused anymore in choosing the appropriate method to students.

  2. For the Students The positive result of this research can support the students to improve the students’ writing skill. Teaching writing by using

  Snowball Throwing Game can make the students relax and enjoy in teaching learning process. So, learning writing process easily without any difficulties and problems.

  3. For the Researcher The positive result of this research can support the researcher to enrich the method of writing skill. The researcher knows deeply about teaching writing by using Snowball Throwing Game.

E. The Limitation of the Study

  This study concerns to “Improving Students‟ Writing Skill by Using

  Snowball Throwing Game”. In order to focus on this research, so the result

  is valid and must be boarded from the problem. The topic must be limited in order to investigates the problems more accurately, precisely, and correctly. Therefore, this research especially would be focused on how can the implementation and influence in the student’s ability in writing skill in teaching and learning process using Snowball Throwing Game.

F. Definition of Key Term

  The writer wants to clarify and explain the terms of the title to avoid ambiguity in perception of some terms used in this study. The definition is as following: 1.

  Improving Improving is a process of becoming or making to the better (oxford university press, 2003:216). In other dictionary, we can find the word improve which means to make better in quality or to make more productive to become better (Webster, 1994:487)

  2. Writing Skill Writing skill is specified into the skill in organizing ideas

  (Rohman, 2009:5). Writing is representing the information to the reader in written form.

  3. Snowball Throwing

  Snowball throwing games is one of the active learning method for the direct attention of learners to the material presented (Suprijono (2009:128).

G. Graduating Paper Outline

  This research is organized into five chapter as follows:

  Chapter I presents the introduction. It explains the comprehensive background of the study which discusses the reason of why the researcher wants to improve students’ writing skill by using Snowball Throwing Game. This chapter also reveals statements of problem, objectives of the study, limitation of the study, the significance of the study, the definition of key terms, and organization of graduating paper.

  Chapter II presents the theoretical framework of this research will be the main discussion which consists the previous studies connecting with improving students’ writing skill by using snowball throwing, the general concept about writing skill which includes are the theory of writing, macro and micro skill in writing, and general concept about snowball throwing which consists the theory of cooperative learning, the definition of snowball throwing, the instruct in how to play of snowball throwing, the advantages and disadvantages of snowball throwing game.

  Chapter III discusses about the research method and data presentation. It presents the design of the study, the setting of the study, the procedure of the study, technique of collecting data, technique of analyzing data.

  Chapter IV is about findings and discussions. It presents the result of the analysis of collected data which consists the result of the test. Chapter V is about the conclusions of the study and several suggestions related to the results of the study. The last chapter of this graduating paper is about bibliography and appendix.

CHAPTER II THEORETICAL FRAMEWORK This chapter presents review of related literature used in this study. The

  reviews of related literature have a goal of providing studies and information concerned with the research problems. It consists of previous of the study, theory of writing, theory of descriptive text, the general concept of game, theory of Snowball throwing game.

A. Previous of the Study

  In this research, the writer takes a review the previous research which related reference as comparison. The literature review is as follow: In the research paper the writer takes one literature review or previous study that related with the writers’ title in the research. The first research is entitled “Implementation of Snowball Throwing Games in

  Improving Students Activity (A Classroom Action Research of Class XI-3 Accounting SMK N 7 Yogyakarta in the Academic year of 2012/2013)”.

  Those research was written by Triyanti Rukmana Ambarwati is the student of Yogyakarta State University. The research findings show that the level of students learning activity can increase with the implementation of snowball throwing games technique in accounting learning process.

  The second research is entitled “Use of The Snowball Throwing for

  Teaching Better ESL Speaking (An Experimental of SMAN 29 Banda Aceh in the Academic year of 2015/2016) ”. This research was done using an experimental quantitative research format which is referred to as true experimental design. One is the experimental group (EG) and the other is the control group (CG). It can be concluded that the students who were taught by using the STT have a better performance than those who were not. As a follow up for this research, it is suggested that English teachers should use various techniques in teaching. In teaching speaking, the STT can be an alternative technique to be applied by the teachers.

  The third research is entitled “The Effect of Snowball Throwing on

  

Students‟ Speaking Achievement (An Experimental of SMK Sandy Putra 2

Medan in the academic year 2015/2016)”. This study was conducted by

  using experimental research design. the instrument used to collect the data was oral test. The result of this study shows that achievement in teaching speaking by using Snowball Throwing was higher than using Lecturing Model. It implies that Snowball Throwing is appropriate to be applied for teaching speaking.

  This research is different from those previous ones, especially for aspect of skill. Most of the research conduct Snowball Throwing Games for speaking skill, because this game is considered more effective for speaking skill. Many theories also support this game is applied in speaking skill, like Farrel and Jacobs (2010) describe that snowball throwing is a useful cooperative learning method. It can motivate the students to have good capability in speaking participation in the classroom, because this game contains a rich communication where students must be active. Therefore, the writer intends to apply snowball throwing to increase students’ interest especially in writing skill. There is no previous research that try this game especially in writing skill. So, the writer is interested in this game to be implemented in writing skill.

B. Writing Skill 1. The Definition of Writing Skill

  Writing is one of four macro skills to be mastered as we learn a language and is one of the productive skills. Being a productive skill means that during the practice, we act to produce the language. Hedge (2000:308) states that writing itself is indeed an active skill as in the act of creating a text, we need to do some steps like setting goals, generating ideas, organizing information, selecting appropriate language usage and use, making a draft, reading and reviewing it, then revising and editing.

  The stages of writing process which is to help students in learning writing, so if they already followed the writing process they will be able to acquire this skill easily and be able to make a good writing.

  On other hand, Brown (2001:336) says that writing is the process of putting ideas down on paper to transform thoughts into words, to sharpen the main ideas, to give them structure and coherent organization. Another linguist, Hyland (2004: 9) explains that writing is a way to share personal meanings. The people can construct their own views on topic.

  They will share their views on a topic to each other then. A person’s views may be different from other people’s views. It depends on their belief.

  Therefore, when the people or the students constructs their views (ideas), they have to make it understandable and acceptable. So, writing is very significant for students in term that should take notes from their teacher, make a report, and finish assignments from the teacher. It can be also an indicator to show that they have gained the information. It is significant for students to master writing skill the researcher. If they do not master it, it will be difficult for them to share their teacher or their friends anything in written form.

  2. The Purposes of Writing

  Every activity has a purpose, so do writing. Writing also has a purpose. According to White (1986:18) writing means learning, because of that writing has several other purposes for students in writing or it also called several other functions of writing for students.

  They are: a.

  Writing can improve the students’ academic performance.

  b.

  Writing allows a writer to create and maintain a marketable image of him or herself in the eyes of potential and current employers.

  c.

  Writing enhances personal and community relationships.

  3. The Difficulties of Writing

  Writing is an important skill and it needs the activation of the other skills. According to Nik et al (2010:1) writing is said to be a difficult skill to master and to be an effective writer. We need a great ideal of skills like writing readiness and grammatical rules. On other hand, Raimes (1983:3) states that students need to learn writing not only because it is needed in order that they can communicate with their writing skill and in the activity of writing, students must be learning to apply their grammar, syntax, their knowledge of writing, and they must be having a lot of vocabulary so it makes the students lose their interest to learn English especially writing skill.

  Writing is considered to be the most difficult skill than the other skill. It was stated by Richard and Renandya (2002:303) that difficulties of writing not only in generating ideas and organizing ideas but also in translating these ideas into readable text. It can be said that writing is not only a simply skill to transfer spoken information into a text, but also it needs a particular aspect to send a message into a text clearly. It was supported by White and Arndt (1998:3) that writing is far from being a simple matter of transcribing language into written symbols. It is a thinking process in its own right and it can be said that writing is seen as process which needs special requirements, such as intellectual effort that cannot be gained in short time.

  From the statements above, it can be concluded that writing is a complex skill that can be mastered by practice.

4. The Characteristic of Good Writing

  Agood writing is a product of careful thinking. There are several characteristic of good writing. According to Brown (2004:246), some elements in good writing are content, organization, vocabulary, syntax, and mechanic. Good writing must express as follow: a.

  Content Writing must convey the logical development of ideas.

  Essay addresses the assigned topic; the idea is concrete and toughly developed; no extraneous material; essay reflects (Brown, 2004:244) b. Organization

  The writing must consist of introduction, body, and conclusion. Appropriate title, effective introductory paragraph, topic is stated, leads to body, transitional expressions used; arrangement of material shows plan; conclusion logical and complete (Brown, 2004:245).

  c.

  Grammar Writing should use correct of relative clause; native-like fluency in English Grammar; prepositions, modals, articles, verb forms, and tense sequencing; no fragments, or run-on sentences.

  d.

  Mechanic Writing must use good spelling, punctuations, and use correct of English writing conventions; left and right margins; all needed capitals, paragraph, and intended (Brown, 2004:245).

  e.

  Style Writing should engage its reader through original insight and precise (Brown, 2004:245).

5. The Process of Writing

  Before getting into the final product, the student needs to know few steps of writing processes. Hoshima and Hogue (2007:15) said that writing is never a one stop process, it is an ongoing creative act. When people start to write, of course they have already been thinking about what to write and how to write it and to make a good writing, people cannot directly write what comes to their mind but they need to follow several steps and sometimes they need go back and forth the writing process.

  According to Richard and Renandya (2006:316), the process of writing as a classroom activity incorporates the four basic writing stages. It is planning, drafting (writing), revising (redrafting) and editing and three other stages externally imposed on students by teacher, namely responding (sharing), evaluating, and post-writing.

  a.

  Planning (Pre-Writing)

  Pre-writing is an activity that encourage the students to write in the classroom. It stimulates thought for getting started.

  This is also strengthened by Roberts (1985:1) pre-writing includes the thinking, researching, and reading that you do before you begin the first draft, and its purpose is to allow you to find a focus on your topic. It was strengthened by Blanchard and Root (1993: 41) Pre-writing is a way of warming up brain before writing, just as warm up body before exercise. It means that correctness is not necessary. The important thing is about producing ideas as many as possible.

  b.

  Drafting According to Smalley, Ruetten, Kozyrev (2001: 8) Drafting is the actual writing of paragraph, essay, or a text. In this stage, the writers are focused on frequency of writing and not pay attention with the grammatical accuracy.

  c.

  Responding Response can be oral or written. It can be done by the teachers or peers. It has a central role-play in the successful implementation of process writing. Response will help students to evaluate their writing.

  d.

  Revising At this stage, students review their text based on the feedback that given in the responding stage. According to

  Richards and Renandya (2002:317) stated that revising is not merely checking for language errors (editing), it is done to improve global content and the organization of ideas so that the writer’s intent is made clearer to the reader.

  e.

  Editing At this stage, according to Richard and Renandya

  (2002:18), editing is the stage where the students are engaged in tidying up their text as they prepare the final draft for evaluation by checking a paper for mistakes in grammar, punctuation, usage and spelling.

  f.

  Evaluating This stage is done by the teacher. According to Richard and

  Renandya (2006:318), the teacher evaluates the students writing by scoring the studen ts’ writing and showing students’ mistake. In evaluating the students’ writing, the teacher is scoring using analytical or holistic.

  g.

  Post-Writing This stage includes publishing, sharing, reading aloud, or displaying the texts on the notice board. Students, must be made to feel that they are writing for a very real purpose.

6. Macro and Micro writing skill

  Teaching writing includes are the mastery of micro and macro skills. Ur (1996: 162) states that writing should maintain between micro aspect and macro aspect. In micro aspect, the students practice specific written forms at the level of word or sentence (handwriting or typing, spelling, punctuation). On other hand, in macro aspect, the students emphasize on content and organization. In this case, they express themselves using their own words, state a purpose for writing, and specify an audience. More detail description is given by Brown (2004:220). He states that micro-skills are related to imitative and intensive types of writing task whereas are related to responsive and extensive writing. The descriptions are as follows: a.

   Microskills 1.

  Produce graphemes and orthographic patterns of English.

  2. Produce writing at an efficient rate of speed to suit the purpose.

  3. Produce an acceptable core of words and use appropriate word order patterns.

  4. Use grammatical system (e.g., tense, agreement, pluralization, patterns, and rules).

  5. Express a particular meaning in different grammatical forms.

  6. Use cohesive devices in written discourse.

b. Macroskills 1.

  Use the rhetorical forms and conventions of written discourse.

2. Accomplish appropriately the communicative functions of written text according to form and purpose.

  3. Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

  4. Distinguish between literal and implied meanings when writing.

  5. Correctly convey culturally specific references in the context of the written text.

  6. Develop and use a battery of writing strategies, such as accurately assessing the audiences’ interpretation, using prewriting devices, writing with fluency

  From the macro and micro skills mentioned above, it can be concluded that the main point of micro skills is about grammar mastery and the macro skills are about larger elements like the process of generating ideas, and the use of writing organization. It is mentioned that mastery of grammar is also emphasized at the micro skill requirements of writing. Grammar as linguistic aspect of writing mentioned above includes are tense, agreement, and pluralization are still considered as a difficult aspect to master in this research.

  Therefore, in order to be able to produce a good written text. A writer should require the range of knowledge. Besides, the writer also focuses on the macro and micro skills of writing. In addition, Nunan (1998:37) states successful writing involves: a.

  Mastering the mechanics of letter formation.

  b.

  Mastering and obeying conventions of spelling punctuation.

  c.

  Using grammatical system to convey one’s intended meaning.

  d.

  Organizing content at the level of the paragraph and the complete text to reflect given/new information and topic, comment structures.

  e.

  Polishing and revising one’s initial efforts.

  f.

  Selecting an appropriate style for one’s audience.

7. Genre of Writing

  According to Brown (2004:219), the same classification scheme is reformulated here to include the most common genres that a second language writer might produce, within and beyond the requirements of a curriculum. Genres of writing are: a.

  Academic writing Papers and general subject reports, essays, compositions, academically focused journals, short-answer test response, technical reports, Theses, and dissertations.

  b.

  Job-related writing Messages (e.g. phone messages), letters/email, Memos (e.g. interoffice), reports (e.g. job evaluations, project reports, schedules, labels, signs, advertisement, announcements and manuals.

  c.

  Personal writing