EXPLORING WRITING STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS OF MUHAMMADIYAH UNIVERSITY OF PURWOKERTO (A Descriptive Study at First Semester of English Department Students in Academic Year 2016 - 2017) - repository perpustakaan

CHAPTER II LITERATURE REVIEW A. Writing

1. Definition of Writing

  There are some definition and explanations of writing proposed by experts. One of them state that Writing is a complicated process which involves a number of cognitive and metacognitive activities, for instance; brainstorming, planning, outlining, organizing, drafting, and revising.

  Cognitive aspects of writing have received a particular attention, as investigators have attempted to understand the thought processes underlying the compositions of students Flower & Hayes (1981 as cited in Giti page 299).

  According to Omaggio Hadley (1993 as cited in Giti page 299), writing requires composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Therefore, it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of writing down on the one end to the more complex act of composing on the other end.

  Oshima & Hogue (1999 as cited in Mohaddese page 342) reveal that good writing is more than just using correct grammar; it is also thinking, planning, checking, and revising. So, the writing process needs thinking,

  6 planning, good idea and good grammar to make a good writing. Writing is an important part in language. Learners must realize that writing a language is much more difficult than speaking it.

  Lyons and Heasley in Nunan (2000:19 as cited in Mohaddese & Rahimy, 341) state that writing is clearly a complex process and competent.

  Writing is frequently accepted as being the last skill acquired. Based on this statement, it can be concluded that writing is a complex process. Writing is a continuous activity that has more than one step, but it needs steps. The most important in writing is process not a product.

  Another definition proposed by Brown (2001, as cited in Mohaddese & Rahimy, 341). He states that written products are often the result of thinking, drafting, and revising procedures that require specialized skill, skill which not every speaker develops naturally. Writing needs thinking that focuses students on how to generate ideas. In written product it involves thinking, drafting, and procedure. Skills are also important in writing activity.

  In addition, Elbow (1973 as cited by Brown 2001 page 336) also says that writing is a two-step process. The first process is figuring out the meaning and the second process is putting the meaning into language. Writing represents what we think. It is because the writing process reflects things, which stay in the mind. Students who are reluctant to write things down often suffer for this activity. The students find difficulties when they start looking for some reasons to write and producing written sentences.

  Nunan (2003: 88 as cited in Mohaddese & Rahimy, 341) defines that writing is the process of thinking to invent ideas, thinking about how to express into good writing, and arranging the ideas into statement and paragraph clearly. It indicates that the learners are expected to explore the ideas and make them into good paragraph. Besides, writing is both a physical and a mental act. It is the physical act of committing words or ideas to some medium, whether it is an object or a symbols or an email message.

  Urquhart and Mclver (2005: 5-6, as cited in Pujianto, 2014) state that writing is a recursive process, which means students revise throughout the process, frequently moving back and forth among the stages. Then, students should learn strategies for invention and discovery, and teachers should help students generate content and discover a purpose. Also, it is stated that readers, purpose, and occasion define all types of writing and effective writing fulfills the writer’s intention and meets the readers’ needs. It means that writing is a complex process and it seems reasonable to expect, then, that the teaching of writing is complex as well.

  Moreover, Broadman (2002 : 4, as cited in Pardosi and Bachtiar page 4) states that writing is a continuous process of thingking, organizing, rethingking, and reorganizing. The mastery of vocabulary, spelling, grammar, punctuation, appropriate content, word selection appropriate to the audience, topic and occasion, are required in writing. However, the ability of thingking and the ability to organize are crucial in order to make you express your idea in well-organized sentences, which have a good coherence and cohesion. That’s why many peoples and students find it difficult to write.

  According to Harmer (2004:31, as cited in Pardosi and Bachtiar page 4), Writing encourages students to focus on accurate language use because they think as they write; it may well provoke language development as they resolve problems which the writing puts into their minds. When writing, students frequently have more time to think than they do in oral activities.

  Students can go through what they know in their minds and event consult dictionaries, grammar books, or other reference material to help them.

  Based on the definitions above, a definition of writing skill can be obtained. Writing is a productive process done through some stages.

  Firstly, exploring and transmitting ideas, thought and feeling into written form. Secondly, conducting a number of revising process to carry out a grammatically and orderly texts. The writing productions are in the forms of readable texts which should be meaningful to everyone who read the writing.

  Furthermore, based on those definitions, it can be stated that writing skill is a complex activity in producing a qualified writing. The complex activity consists of stages as the steps in writing. To improve students’ writing skill, the teaching and learning process of writing needs to be done well with developed input and effective activities. As a result, teachers need to consider the teaching of writing skill well based on their student’s needs, ability and capacity.

2. Importance of Writing

  Writing is one of the English skill which is important and crucial as it is a way that can help people to developt their skills and knowledge.

  Writing also have a role to reflects who you are as a person. Helvy Tiana’s book state that “You are what you write.” It means that from your writing can shows what the characteristics of yours.

  In fact, writing is very important in may aspects of life due to some reasons. It is cited from Marquette University website based

  

  upon brochures in Brown University and the University of Missouri the important of writing are: 1. primary basis upon which your work, your learning, and your intellect will be judged in college, in the workplace, and in the community.

  2. makes your thinking visible. 3. helps you move easily among facts, inferences, and opinions without getting confused and without confusing your reader.

  4. promotes your ability to pose worthwhile questions. 5. fosters your ability to explain a complex position to readers, and to yourself.

  6. helps others give you feedback.

  7. helps you refine your ideas when you give others feedback. 8. requires that you anticipate your readers’ needs. Your ability to do so demonstrates your intellectual flexibility and maturity.

  9. preserves them so that you can reflect upon them later. 10. writing out your ideas permitd you to evaluate the adequacy of your argument.

  11. Writing stimulates you to extend a line of thought beyond your first impressions or get responses.

  12. Writing helps you understand how truth is established in a given discipline.

  13. equips you with the communication and thinking skills you need to participate effectively in democracy.

  14. Writing is an essential job skill.

B. Learning Strategies

1. The Nature of Learning Strategies

  Every learning process requires a manner or a strategy to be adapted in order to achieve the main purpose of learning. Among the important things in the process of learning are “what” to use for learning and “how” to use it. however human beings are involved with many and different strategies while they are learning a language, some of these strategies are giving the ultimate benefit, yet some others are not effective. The term “learning strategies” means different things and researchers have defined it in many ways. The modest definition provided by Brown (1980, as cited in abdalmaujod page 1713, 2013) who talked about learning strategies as processes that may contribute directly to learning. Chamot (1987, as cited in abdalmaujod page 1713, 2013) went further when he attempted to define the term as processes, technique, approaches, and actions that students take to facilitate the learning and recall of both linguistic and content areas of information.

  Wenden and Rubin (1987, as cited by Zare page 163, 2012) describe learning strategies as “any sets of operations, steps, plans, routines used by the learner to facilitate theobtaining, storage, retrieval, and use of information”.

  Richards, Platt and Platt, (1992, as cited by Zare page 163, 2012) argue that “learning strategies are intentional behavior and thoughts that learners make use of during learning in order tobetter help them understand, learn, or remember new information”.

  Learning strategies are also illustrated by When Rigney (1978, as cited in Griffiths page, 2014 ) came to conduct their research, they used the definition of learning strategies as being “operations or steps used by a learner that will facilitate the acquisition, storage, retrieval or use of information”.

  Whereas prior descriptions of learning strategies paid more attention to products of learning and behaviors reflecting unobservable cognitive processes, definitions eventually provided clearer understanding of what learners think and do during language learning. Furthermore, it was stated by Cohen(1990, as cited by Zare page 163, 2012) that “learning strategiesare processes which are consciously selected by learners and which may result in actions taken to enhance the learning or use of a second or foreign language through the storage, retention, recall, and application of information about that language”.

  Oxford (1990, as cited in abdolmaujod page 1713, 2013) defines learning strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situasions”.

  Ghani (2003, as cited in abdalmaujod page 1713, 2013) gives a new dimension to the definition of the learning strategies describing them as a facilitator in successful learning process. She stated that learning strategies are producers, employed by the learners in order to make their own language learning as successful as possible.

2. Language Learning Strategies

  Rigeney (1978, as cited in abdalmaujod page 1715, 2013) who defines language learning strategies as the often-conscious steps or behaviours used by language learners to enhance the acquisition, storage, retention, recall, and use of new information.

  According to Wenden (1987, as cited in abdalmaujod page 1715, 2013) language learning strategies can be defined from the aspect of language learning behaviours such as learning and regulating the meaning of a second foreign language, cognitive theory, such as learners’ strategic knowledge of language learning, and the affective view, such as learners’ motivation, attitude, etc. It is argued that three points of view can improve language learning.

  Rubin and Ghani (1987, as cited in abdalmaujod page 1715, 2013) defined language learning strategies as behaviours, steps, or technique that language learners apply to facilitate language learning. Further, Ghani (2003, as cited in abdalmaujod page 1715, 2013) stated that these can be facilitate the internalization, storage, retrieval, or use of new language.

a. O’Malley and Chamots (1985)

  O'Malleyand Chamots (1985) divided language learning strategies into three main categories: Metacognitive Strategies, Cognitive Strategies, and Socioaffective Strategies

  1. Metacognitive Strategies O’Malley et al. (1985) state that metacognitive is an expression to indicate an executive function, strategies which involve planning for learning, thinking about the learning process as it is taking place, observing of one’s production or comprehension, correcting your own mistakes, and evaluating learning after an activity is completed. Based on O’Malley’s classification, advance organizers, directed attention, selective attention, self management, functional planning, self- monitoring, delayed production, and self-evaluation are included among the major metacognitive strategies.

  2. Cognitive Strategies It has been stated (Brown, 2007) that “Cognitive strategies are more limited to specific learning tasks and they involve more direct manipulation of the learning material itself”. Repetition, resourcing, translation, grouping, note taking, deduction, recombination, imagery, auditory representation, key word, contextualization, elaboration, transfer, and inferencing are among the most important cognitive strategies.

  3. Socioaffective Strategies Socioaffective strategies have close relationship with social-mediating activity and interacting with others. The main socioaffective strategies include cooperation and question for clarification (Brown, 2007).

  Table 2.1.

O’Malley and Chamots (1985) Classifications of Language

Learning Strategies

  Groups Subgroups Learning Strategy

  Metacognitive Planning Advance organisers, directed attention, selective attention, self-management, functional planning

  Monitoring Self-monitoring Evaluation Self-evaluation

  Cognitive repetition, resourcing, translation, grouping, note taking, summarising, deduction, recombination, translation, imagery and auditory representation, keyword method, contextualisation, elaboration, transfer, inferencing

  Socioaffective Question for clarification Cooperation Self-Talk

b. Rubin’s (1987)

  Rubin, who allocated a great deal of effort in the field of language learning strategies, made a distinction between strategies contributing directly to learning and those contributing indirectly to learning. Direct strategies include metacognitive and cognitive strategies and indirect strategies include communicative and social strategies. According to Rubin, there are three types of strategies used by learners that contribute either directly or indirectly to language learning. They are: Learning Strategies, Communication Strategies, and Social Strategies.

  1. Learning Strategies Learning strategies which are divided into two main types (Cognitive Learning Strategies and Metacognitive Learning Strategies) contribute directly to the development of the language system created by the language learner. Cognitive strategies refer to the steps or measures which are taken in learning or problem-solving that involves direct analysis, transformation, or synthesis of learning materials Rubin’s (1987). Six major cognitive learning strategies contributing directly to language learning are identified by Rubin as: Clarification / Verification,

  Guessing / Inductive Inferencing, Deductive Reasoning, Practice, Memorization, Monitoring.

  Metacognitive strategies are used to supervise, control or self-direct language learning. They involve different procedures as planning, prioritizing, setting goals, and self-management.

  2. Communication Strategies Communication strategies are not as much of directly related to language learning since their emphasis is on the process of communication through conversation and getting meaning across or clarifying what the speaker intended. Communication strategies are exploited by speakers when they are faced with some troubles regarding their communication and conversation or when confronted with misunderstanding by a co-speaker. A usual communication strategy is to make use of one’s linguistic or communicative knowledge to remain in the conversation.

  3. Social Strategies Social strategies are activities in which learners are exposed to the opportunities that can be a great help to practice their knowledge. Even though these strategies offer exposure to the target language, they contribute to learning indirectly since they do not lead directly to the obtaining, storing, retrieving, and using of language (Rubin, 1987).

Table 2.2 Rubin’s (1981) classification of language learning strategies

  Groups of strategies Subgroups of strategies

  Direct strategies 1) clarification/verification, 2) monitoring, 3) memorisation, 4) guessing/inductive inferencing, 5) deductive reasoning, 6) practice

  Indirect strategies 1) creating opportunities for practice, 2) production tricks

c. Oxford's (1990)

  Oxford divided language learning strategies into two main categories, direct and indirectstrategies which are also subdivided into six classes.

  1. Direct strategies, Direct Strategies which involve the new language directly, are divided into Memory, cognitive and compensation strategies. As Oxford's (1990) says, “all direct strategies require mental processing of the language” (p.37).

  a) Memory strategies entail the mental processes for storing new information in the memory and for retrieving them when needed.

  These strategies consist of four sets that include: ∑ creating mental linkages, ∑ applying images and sounds, ∑ reviewing well, and ∑ employing action.

  b) Cognitive strategies entail conscious ways of handling the target language and fall into four sets which include:

  ∑ practicing, ∑ receiving and sending messages, ∑ analyzing and reasoning, and ∑ creating structure for input and output.

  c) Compensation strategies enable learnersto use the language either in speaking or writing despite knowledge gaps. These strategies are divided into two sets: ∑ guessing intelligently, ∑ overcoming limitations in speaking and writing.

  According to Oxford's (1990), compensation strategies are employed by learners when facing a temporary breakdown in speaking or writing.

  2. Indirect strategies Indirect Strategies include metacognitive, affective and social strategies. Indirect strategies provide indirect support for language learning by employing different strategies such as focusing, arranging, evaluating, seeking opportunities, and lowering anxiety Oxford's (1990).

  a) Metacognitive strategies enable learners to control their own cognition. They are strategies which entail overviewing and linking with material already known, paying attention, delaying speech production, organizing, setting goals and objectives, planning for a language task, looking for practice opportunities, self-monitoring and self evaluating.

  b) Affective strategies assist students to manage their emotions, motivation, and attitudes associated with learning. They can be achieved through lowering anxiety, encouraging oneself, and taking emotional temperature.

  c) Social strategies facilitate language learning through interactions with others. Language is a form of social behavior and learning it involves other people, and it is extremely important that learners employ appropriate social strategies in this process Oxford's (1990).

  These strategies are divided into three sets, namely: ∑ asking questions, ∑ cooperating, and ∑ empathizing with others.

  Table 2.3.

Oxford’s Learning Strategies Classification

  Main group Strategy groups Subgroups Memory (They help Creating mental linkages, applying students store and images andsounds, reviewing well, retrieve new employing action information) Cognitive (They Practising, receiving and sending involve more direct messages,analyzing and reasoning, manipulation of the creating structures for input and output Direct learning material itself).

  Compensation (They Guessing intelligently, overcoming help learners to limitations in speaking and writing understand or produce messages in the target language despite limitations of knowledge). Indirect Metacognitive (They involve planning, thinking about the learning process as it is taking place, and monitoring, and evaluating one’s progress).

  Centering your learning, arranging and planningyour learning, evaluating your learning

  Affective (They help students to regulate emotions, motivations and attitudes).

  lowering your anxiety, encouraging yourself,taking your emotional temperature

  Social (They help to learn through interaction with others).

  Asking questions, cooperating with others, empathising with others

d. Stern's (1992)

  Language learning strategies have been classified into five groups by Stern's (1992). They are as follows:

  1. Management and Planning Strategies These strategies are actually connected with the learner's purpose to control his own learning. A learner has the capability to take responsibility for the improvement of his own planning when the language instructor supports him only as an adviser or a resource person. In other words the learner must: ∑ decide what dedications to make to language learning, ∑ set reasonable objectives, ∑ decide on a suitable methodology, select proper resources, monitor progress, and ∑ evaluate his success based on previously determined objectives and expectations.

  2. Cognitive Strategies These strategies refer to procedures and activities which learners apply to improve their ability to learn or remember the materials, and solve the problems, especially those actions which learners use with specific classroom tasks. According to Stern (1992) the cognitive strategies include, Clarification / Verification, Guessing / Inductive Inferencing, Deductive Reasoning, Practice, Memorization, Monitoring.

  3. Communicative - Experiential Strategies Communication strategies, such as gesturing, paraphrasing, or asking for repetition and explanation are method employed by learners to keep the conversation going. In other words, communication strategies involve t he use of verbal or nonverbal instruments for the useful transfer of knowledge. The purpose is to avoid interrupting the course of communication.

  4. Interpersonal Strategies According to Stern (1992), interpersonal strategies monitor the learners’ development and evaluate their performance. Learners need to have communication with native speakers and cooperate with them. Learners need to get familiar with the culture of the target language.

  5. Affective Strategies Evidently, in the process of language learning, good language learners use various kinds of affective strategies. Sometimes, it can be frustrating to learn another language. It can arouse feeling of unfamiliarity and confusion. In some other cases, learners might not have a positive perspective towards native speakers. On the other hand, good language learners are relatively aware of these emotions, and they try to build positive feelings towards the foreign language and its speakers as well as the learning activities. To a great deal, training can be of assistance to the students to face these controversial feelings and to overcome them by drawing attention to the possible frustrations or mentioning them as they come up (Stern, 1992).

e. Cohen & Weaver (2005)

  Language-use strategies can be categorized into four subsets: 1) Retrieval strategies

  Retrieval Strategies is the conscious processes that learners use to call up language material from torage. Efforts at retrieval may involve trying to remember the correct verb in its appropriatetense or retrieving the meaning of a word when it is heard or read. Other examples include using a keyword mnemonic to call to mind a word, visualizing a verb chart to choose agrammar form, or recalling classroom language tasks to perform a similar task.

  2) Rehearsal strategies Rehearsal Strategies is the conscious processes for practicing target language structures before using them. For example, before making a request to a teacher or a boss to be excused for the day, a student could prepare by rehearsing the subjunctive verb form. Some learners rehearse by repeating the pronunciation of a word or phrase out loud before using it to make sure that they are saying it correctly.

  1. Communication strategies Communication Strategies is the conscious processes used by learners to convey a messagethat is both meaningful and informative for the listener or reader when they don’t have all the language they need. A good example is when students want to explain technical information and do not have the specialized vocabulary. When language learners encounter problems or breakdowns in communication, they are likely to seek “first aid” devices toremain in communication. They may, for example, use communication strategies to steer the conversation away from problematic areas by expressing their meaning in some other way.

  Students paraphrase words or concepts, coin words, or use facial expressions or gestures in creative attempts to communicate and to create more time to think. Learners can also compensate for gaps by using literal translation from their native language or switching to their native language together. Finally, communication strategies can also include conversational interaction strategies such as asking for help, clarification or confirmation, and using fillers and other hesitation devices that are used by those fluent in the language. Learners use cover strategies to avoid looking unprepared.

  2. Cover strategies Cover Strategies is the conscious processes that learners use to create an appearance of language ability so as not to look unprepared, foolish, or even stupid. As a teacher you may spot students using a memorized and partially understood phrase in an utterance in a classroom drill to keep the action going, laughing at a joke that they clearly don’t understand, simplifying a phrase by using only the parts that can be dealt with easily, “complexifying” through an elaborate circumlocution to avoid using a particular verb form or an unknown vocabulary word,or pretending to understand new target language.

  In this research, the writer tried to incorporate that kind of writing strategies that have been mentioned above. The writer thinks that all strategies have a strong foundation and has been through the results of testing to determine the validity of the data. By referring to the study of O'Malley, Rubin, Oxford, Stern and Cohen Weaver of learning strategies, the author would like to try out the strategy of learning used by students in learning. So, by knowing the learning strategies used by students, teachers are able to provide the appropriate learning strategies used by student in learning. Then further students also have benefit from this study presented. They will know the kinds of learning strategies they use and they are also able to evaluate themselves with the learning strategies.

C. Learning Writing Strategies

  Examples of Writing Strategies are decisions such as:

  According to Collins (2006) Writing Strategies are cognitive and metacognitive procedures writers use to control the production of writing.

• Ideas : Showing instead of telling to clarify a report of an Event - Organization : Using a phrase to connect paragraphs
• Voice : Inserting a personal story to engage reader empathy
• Word Choice : Changing a clichéto an original expression
• Sentence Fluency : Using short sentences when action in a story speeds up
• Conventions : Using a sentence fragment for effect There were 12 strategies categories as cited in Mistar, Zuhairi,

  Parlindungan (2014) Strategies of Learning English Writing Skill by Indonesian Senior High School Students journal.

  1. Self-Monitoring Strategies Self-monitoring strategies mainly dealt with correcting mistakes by reading, rewriting, and noticing mistakes. It also included strategies to be aware of and correct which words or grammar rules give the greatest trouble, strategies of reading text regularly when writing to check the satisfaction of the work, strategies to remember the meanings of words or the patterns by writing them, and strategies to make sure that each sentence was accurate and perfect before writing another sentence.

  2. Language-Focusing Strategies Language-Focusing Strategies including such strategies as thinking about rhetorical steps, the use of language features, and communicative function of the text types when writing, writing various kinds of texts, such as descriptive, narrative, news item, etc. Moreover, Language- Focusing strategies also consisted of strategies of having attention to feedback given by teacher or friends, and strategies of having attention to the use of transition signal within paragraph to show unity of idea.

  3. Planning Strategies Planning strategies dealt with pre-writing strategies, such as reading resources to collect information before writing, preparing for a writing plan, doing mindmapping to generate and cluster ideas, and creating an outline for the whole content and organization. Moreover, such strategies as trying to have a clear argument before writing, writing right away when the argument and the structure of ideas is clear also contributed to this strategies.

  4. Metacognitive Affective Strategies This Strategies involved strategies allowing students to control their personal feelings when writing, such as trying to relax whenever they feel afraid of using English in writing and giving themselves a reward or treat when they do well in writing. In addition, metacognitive awareness such as thinking about their progress in learning, having clear goals for improving their writing skill, and trying to find out how to be a better writer also provided high loadings to this strategies.

  5. Cognitive Compensation Strategies Cognitive compensation strategies were cognitive in nature, including strategies of analyzing English words by dividing them into parts and trying to findpatterns in English. The other three strategies were compensatory, including making up newwords when not knowing the correct ones in English, and using words or phrases with similar meanings in English or even in the first language.

  6. Self-Evaluating Strategies Self-evaluating strategies dealt greatly with revising process of writing, such as strategies of having revision to improve the clarity, the style,and the content of the writing. Moreover, the layout of the content and the grammar were also the focus of revision.

  7. Social Process-Focusing Strategies Social Process-Focusing Strategies mainly concerned with socialaspects of learning such as discussing the topic with others, asking friends or teacher to correct, and asking for examples of how to use a word or expression in English providing high loadingsto this factor. Moreover, strategies of focusing on the writing process also contributed highloading to this strategies. These strategies included using pictures or other visual aids in writing,thinking about differences between English and Indonesian, and keeping editing while writing.

  As such, this factor was defined as social process-focusing strategies.

  8. Authentic Practicing Strategies This factor mainly dealt with the practice of writing, such as writing letters or messages to friends, writing notes or reports in English, as well as writing articles for bulletin or school magazine.

  9. Meaning-Focusing Strategies The items were enormously concerned with meaning-based strategies, like trying to connect shorter sentences into longer sentence to clarify meaning, trying to use a lot of vocabularies, deleting or changing a word, a phrase, or a sentence when the meaning is not clear, trying to make use of complex grammatical structures, and memorizing proverbs or beautiful expressions to enhance and improve the writing.

  10. Vocabulary Developing Strategies This strategy dealt with vocabulary exposure, such as remembering a new English word by making a mental picture of a situation in which the word might be used, using new English words in sentences so that they can be remembered easily,using the English words in different ways, writing new English words several times, and trying to use correct punctuations when writing.

  11. Metacognitive Commencement Strategies Strategies of planning writing schedule, finding ways to use English, noticing if nervous when to write, jotting down a few words and then working up notes into an essay, and thinking carefully what to achieve in writing.

  12. Mental Processing Strategies Mental processing strategies with four strategy items providing high loadings to it, including writing the main ideas first as a guideline, writing ideas bearing in mind, writing sentences to apply certain rules, and writing new material over and over.

  7. Social Process-Focusing Strategies

  There is a relevant studies in line with writing strategies. A reseach in line with this topic had been conducted by Junaidi Mistar, Alfan Zuhairi, Firman Parlindungan from English Education Department, Undergraduate Program, Islamic University of Malang, Indonesia entitled “Strategies of

  12. Mental Processing Strategies

  11. Metacognitive Commencement Strategies

  10. Vocabulary Developing Strategies

  9. Meaning-Focusing Strategies

  8. Self-Evaluating Strategies

  6. Authentic Practicing Strategies

  From the twelve strategies, the researcher will use all the writing strategies to collect data by making all the strategies as a category in the intruments. For more clear information, the researcher makes a blueprint of all the strategies categories below:

  5. Planning Strategies

  4. Metacognitive Affective Strategies

  3. Cognitive Compensation Strategies

  2. Language-Focusing Strategies

  1. Self-monitoring Strategies

  No. Strategies

Table 2.4 Twelve strategies of writing strategies

D. Relevant Studies

  Learning English Writing Skill by Indonesian Senior High School Students” in 2014 at Arab World English Journal.

  The research addresses three research objectives: (1) to identify learning strategies of writing skill used by senior high school students in Indonesia, (2) to measure the extent of use of the strategy categories, and (3) to study the differences in the use of the strategies by successful and less successful learners. The subjects of the study were 766 second year senior high school students in East Java, Indonesia.They were asked to complete a questionnaire of strategies of learning writing skill and a self- assessment.

  The results of the data analysis using Principal Component Analysis yielded twelve components with an initial eigenvalue greater than 1, explaining a cumulative variance of strategies 57.68%. The component matrix was rotated using Varimax with Keiser Normalisation Method and the resulting factors were then treated asposteriori strategy categories and named self-monitoring, language-focusing, planning, metacognitive affective, cognitive compensation, self-evaluating, social process-focusing, authentic practicing, meaning-focusing, vocabulary developing, metacognitive commencement, and mental processing strategies. All of these strategies were used at the moderate frequency level. Finally, successful learners reported using the strategies more frequently than less successful learners did.

  E. Basic Assumption

  Writing is a skill that is important in our lives, especially when students in learning English. Through writing students are able to improve vocabulary and grammatical and capable of enriching ideas. Writing also makes us more critical in assessing the new information so we can determine the truth or falsity of the information. But sometimes students feel difficulty while studying the writing itself. Students find it difficult to start writing or also they are confused by something that would be written. For that, some students have a way to solve their problems. One way to make writing easier by using existing strategy or the strategy of their own.

  Learning strategies is something means used by the students to make their learning process easier and easier also to be understood. This is very helpful in making students more easily in learning languages, especially writing in English. For that, it will be better to know all of the strategies that students use in learning writing English. This meant that by knowing the entire strategy used by students, teachers can adjust their teaching according to the characteristics of their students. So that the learning process will be more effective, more efficient and more easily understood by students.

  F. Hyphothesis

  Based on the basic assumption above, the writer has hypothesis that to know the various strategies in learning language, especially writing is something important. It can make the learning proccess more proportional by adapting the learning process to the strategies used by students.