Page 30 - BUKU SYNOPSIS

back and forth between the phases (Urquhart & McIver, 2005). Hyland

(2009, 2022) recommends three primary aspects of teaching writing: 1)

focusing on texts as the products of writing, 2) focusing on the writer and

the processes used to create texts, and 3) directing students to the role that

readers play in writing and how they must consider readers when creating

texts.

Writing instruction stresses what a piece of writing signifies as an

output. Writing is regarded as both an object and a discourse in this

circumstance. It has a consistent arrangement of structural parts that

follows a system rule - writing is a rule-based structure. Writing as a

discourse, on the other hand, refers to the text used to communicate with

intended readers. The writer should adhere to the target text's rules to ensure

that the messages are sent to the readers easily. In this context, Hyland

(2009) claims that "grammar accuracy and clear exposition are often the

main criteria of good writing" (p. 9). In short, writing as text has a structure

with word, clause, and sentence groupings. For intended meanings, they

should adhere to the grammatical rules of the intended text.

Following that, writing instruction focuses on the writer as a

personal expression, a cognitive process, and a placed act. Writing as a

personal expression implies that writing a text necessitates individual

inventiveness, which is crucial in the text's production process. Meanwhile,

writing is a cognitive process and problem-solving activity in which the

writer must approach the issue as a problem and bring intellectual resources

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