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CHAPTER II
THEORITICAL REVIEW
A. Writing
1. The Nature of Writing
a. The Basic Concept of Writing
Writing is an activity or process to express ideas or opinion.
The definition of writing are variously stated by some experts.
According to Rivers (1981: 294), writing is conveying information or
expression of original ideas in a consecutive way in the new language.
Brown, (2001: 336) also claims that writing is a thinking process.
Furthermore, he states that writing can be planned and given with an
unlimited number of revisions before its release. In addition, Elbow
(1973) in Brown (2001:336) 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 reflect things, which stay in
the mind. The writers have to write about what they think and state in
on a paper by using correct procedure.
According to Tarigan (1985:5) writing is productive skills for
writing an indirect communication and nature of the character is very
different from that expressed by speaking directly, therefore writing is
included an ability, according to Harmer (2001:79) writing is a form of
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communication to deliver or to express feeling through written form.
Suparno Jonah (2006: 14) argues that writing is a series of activities
going on and involve several phases, the prepatory phase, the content
development and review, as well as revisions or improvements posts,
Jonah (2006:29) argues that writing can be used as an indirect means
of communication to others to convey information. Activities are not
easy to write because writing should be able to produce something new
and give you an idea or ideas to the reader through writing, another
definition of writing proposed by Nation (2009: 112) who states that
writing is an activity that can usefully be prepared for by work in other
skill of listening, speaking, and reading, This preparation can make it
possible for words that have been receptively to come into productive
use.
From the definition above, it can be concluded that writing is a
way to produce language that comes from our thought. It is written on
a paper or computer screen.
b. The Contradicting Character of Writing
According to Nunan (2003:88) writing is both a physical and
mental act. At the most basic level, writing is the physical act of
committing words or ideas to some medium. On the other hand,
writing is the mental work of inventing ideas, thinking about how to
express them, and organizing them into statements and paragraphs that
will be clear to reader.
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Its purpose is both to express and impress. Writers typically
serve two master (the writer and the reader): express means that the
writer desires to express an idea or feeling. On the other hand writing
is also impress to the reader, who need to have ideas expressed in
certain ways.
It is both a process and a product. The process is writer
imagines, organize, drafts, edits, reads, and rereads. This process of
writing is often cyclical, and sometimes disorderly. The product is
ultimately, what the audience sees, whether it is an instructor or wider
audience, is a product an essay, letter, story, or research report.
These contrast may seem merely like clever or convenient
ways to break down the large concept. In fact, they point to source of
many conflicts and misunderstandings about writing and the teaching
of writing.
c. The Importance of Writing
In discussing the significance of writing to learning, Suleiman
(2000) stresses that writing is an essential factor of language.
According to Harmer (2004: 31-33) states that there are many
importance in learning writing.
Writing is important because it‟s used extensively in higher
education and workplace. If people do not know how to express
themselves in writing, they have difficulties to communicate well with
professors, employers, peers, or just about anyone else.
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From the description above, writing have many functions in our
life. In the modern world, written language serve a range function in
daily life. By having good writing skill, we have many opportunities to
get job easily. We can write novel, article, newspaper, and book.
Students have to learn writing skill well to facilitate when they want to
show their opinion or ideas by using word
2. Teaching Writing
David Nunan (2003:88) states writing instruction is based on a
somewhat rigid set of assumption: good writing is done from a set of rules
and principle, the teacher‟s duty is to relate these rules, and students then
write in response to selected written text, following the rules good writing.
A student essay is then graded for its grammatical accuracy and correct
organization as well as its content. In teaching writing there are two main
point have to mastery by the students the first point is language, means
that students have to write by the correct grammar, spelling, appropriate
diction and the appropriate linking word to connect between a sentence
with another sentence or a paragraph with another paragraph. The second
point is idea, students have to express and impress their own ideas after
that they have to product in writing form.
3. The Principles Teaching Writing
The following are a few principles that every teacher should
consider while planning a course, whether it is a writing course, or a
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course which writing will play a part. According to Nunan (2003:92) these
principles can be adapted to the many different learning situation.
a. Teacher understand students‟ reason for writing
The greatest dissatisfaction with writing instruction comes when the
teacher‟s goals do not match those of the school or institution in which
student works in which student works. It is important to understand
both and to convey goals to students in ways that make sense to them.
b. Teacher provide many opportunities for students to write
Brown and Hood (2002:9) states writing almost always improve with
practice. Evaluate teachers‟ lesson plan:
1. The teacher give the students a time limit
2. The teacher write as much as their possibly can on a topic
3. The teacher write whatever comes into their mind. It does not
matter if it does not all make sense
4. The teacher keep writing until the time is up
5. The teacher do not worry about neatness and correctness.
Not every piece of writing needs to be corrected or graded. The
teachers should not grade “practice writing”. When practice writing
sessions are integrated regularly into syllabus, students will become
more comfortable with the act of writing as well. Short responses to
reading, journal entries, letter writing, summaries, poetry, or any type
of writing they find useful in their class should be practices in class.
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c. Make feedback helpful and meaningful
Students need feedback on their writing, yet it does not always
intended effect. If the teacher write comments on students‟ paper is not
meaningful, make students do not understand what the teacher mean so
they do not revise their writing error. So, the teacher have to give the
comment on the strength of the paper and suggest possible
improvements. The final assignment, however, is edited and revised
without written teachers‟ feedback. While students are able to
conference with their teacher and receive oral comments, they have to
develop, edit and revise the research paper with only peer assistance.
Some tutor therefore insist on two peer revision of this work, the
second more detailed and focused that the first.
4. The Process of Writing
According to Harmer (2004:22) this process may, of course, be
affected by the content (subject matter) of the writing, the types of writing
(shopping list, letters, essays, report and novel, and the medium in (pen
and paper, computer word files, live chat, etc.). But in all these case it is
suggested that the process has four main elements
a. Planning
Experienced writer plan what they are going to write, Before starting
to write or type, they try and decide what it is they are going to say.
For some writers this may involve making detailed notes. When
planning, writers have to think about three main issues. In the first
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place they have to consider the purpose of their writing since this will
influence (amongst other things), but also the language they use, and
the information they choose to include. Secondly, experienced writers
think of the audience they are writing for, since this will influence not
only the shape of the writing (how it is laid out, how the paragraphs
are structured, etc.) Thirdly, writers have to consider the content
structure of the piece that is, how best to sequence the facts, ideas, or
arguments which they have decide to include.
b. Drafting
The writers can refers to the first version of a piece of writing as a
draft. This first „go‟ at text is often done on the assumption that it will
be amended later. As the writing process proceeds into editing, a
number of the drafts may be produced on the way the final revision.
c. Editing (reflecting and revising)
Once writers have produced a draft they then, usually read through
what written to see where it works and where it doesn‟t. Perhaps the
order of the information is not clear. Perhaps the way something is
written is ambiguous or confusing. They may change the words for
particular sentence.
Reflecting and revising are often helped by the readers (or editor) who
comment and make suggestions. Another reader‟s reaction to a piece
of writing will help the author to make appropriate revisions
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d. Final version
Once writers have edited their draft, making the changes they consider
to be necessary, they produce their final version. This may look
considerably different from both the originally plan at the first draft,
because things have changed in the editing process. But the writer is
now ready to send the written text to its intended audience
5. Component Influencing Writing
When a paragraph or a text is written, it is important to give the
appropriate and correct spelling and punctuation.
a. Spelling
When students some across new words, the teacher can ask them what
other words they know with the same kinds of spelling or sounds.
When they listen to recording, they can study transcripts or copy down
section of the recording.
An issue that makes spelling difficult for someone students is the fact
that not all varieties of English spell the same words in the same way.
Which is correct: think or thing, know or now. One of the best ways to
help students improve their spelling is through reading.
b. Punctuation
Punctuation will cause different meaning or assumption. Such
differences are easily seen the different punctuation conventions for
the quotations of direct speech which different languages use, or the
way in which many writers use commas instead of or much as full
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stops. Beside we know the meaning directly, with punctuation it will
make a sentence clearly, so the reader will know the meaning by the
correct punctuation.
To develop a unit of an outline, every sentence in paragraph should
clearly relate to that unit and the sum of the sentences should make the
readers feel that unit has been efficiently developed. Therefore, to
create a good paragraph:
a. Cohesion
Harmer (2004:22) states that “when they write a text they have a
number of linguistic techniques at our disposal to make sure that
their prose „stick together‟. The writer can use various grammatical
devices to help the readers understand what is being referred to at
all times, even when words are left out or pronouns are substituted
for nouns.
According to Harmer (2004:22) there are two main devices of
lexical cohesion:
1. Repetition of words: a number of content words are repeated
throughout the text.
2. Lexical set „chains‟: the text is cohesive because there are
lexical sets (that words in the same topic area) which interrelate
with each other as the article progress.
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b. Coherence
Coherence means hold together. Basically, it means that a
paragraph in writing has the right order with the clear process.
Therefore, a paragraph must be coherent. It must contain sentence
that are logically arranged. Logical arrangement refers to the other
sentences and the idea. Harmer (2004: 24) states that “coherence,
therefore is frequently achieved by the way in which a writer
sequences information, and this brings us right back to the issue of
genre and text construction”.
B. Send A Problem
1. Definition
Send A Problem is one of technique in Teaching English Foreign
Language. In Send a Problem student teams participate in a series of
problem solving rounds, and then evaluate the other opinion to get
alternative solution offered by different groups. In this technique, teacher
send the problem in envelope in form of picture or sentence and the
students have to solve the problem in writing for.
Group of two or four students work on different problem during
the same period of time. Each group receive problem, discusses issues, and
offers possible solutions. Problems can reflect a variety of complex
questions, often without one right answer. Teams record their solution for
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later evaluation. Each group than passes the problem. This structure is
particularly effective for problem solving.
Send a problem is a process encourages creativity in problem
solving and emphasizes the value of different perspective. Originally used
in class, to make student critical thinking.
2. The purpose of Send a Problem
Send a problem is to facilitate each group, creative thinking and
problem solving. Send a problem encourage revision of questions and
outside of the box thinking because alternate answer can be found. The
process mirrors real life scenarios that do not always have only one correct
answer.
For reluctant students, permit them to work in group to create the
questions for send problem cards. As a reviewing activity in preparation for
an assessment, collect all they send a problem card.
3. The Procedure of Send a Problem
Send a problem can be used in elaboration part. There are some
steps in using send a problem technique:
1. Deciding how many problems the teacher will need to have all group
working simultaneously.
2. Deciding how many groups will solve the problem. Consider attaching
each problem to the outside of a file folder or envelope.
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3. Thinking carefully about the instructions, the teacher will give the
students regarding time limits and the order in which they should pass
the problem.
4. Forming group of 4-6 students, describing the activity, give
instructions, and answer questions.
5. Distributing a different problem to each group and ask them to discuss
the problem, generate solutions, choose the best solution and the
record it and put into folder or envelope
6. Calling “time” and instruct team to pass their problem to the next
group
7. Repeating the process as many time as it seems useful.
8. Students in the last group review and evaluate the responses in the
envelope or folder
Example:
The teacher asked students to write opinion and describe about
several job. She gave each group an envelope with the picture to solve the
problem and the blank paper. She asked students to give opinion and
describe, write what they think on blank papers, put it on envelope, and
pass the envelope to the next group to give another perception. The next
group followed the same procedure and then sent the envelope to a third
group that evaluated. The final group explain all of the result.
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B. Basic Assumption
Based on the statement above, the writer assumed that send problem
technique is suitable for teaching writing. By using send problem from the
teacher given, the students get more capabilities to write their opinion or
description. Send a problem can support students‟ problem in making good
composition, vocabulary and grammar.
C. Hypothesis
Based on the assumption above the writer have a hypothesis that there
is a positive effect of using send problem technique in teach writing at the
eleventh grade of SMK Bakti Purwokerto, academic year 2015/2016.
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