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The language features in teaching writing are given by teachers in different
level of language learners. Boardman (2008: xiii) states that ―writing is a process

because it goes through many stages and it starts with understanding what is
expected of you in a writing assignment.‖ It means that the writing as process

involves thinking about what writers are going to write and planning how writers

are going to organize it. The final steps involve writing, checking your work, and
rewriting. These are commonly applied in teaching foreign language writing.

According to Sinaga & Feranie (2017: 70), in the writing processes, teachers need
to provide students with a number of various writing tasks in order that the

processes can promote students‘ conceptual understanding and critical thinking.
The various writing tasks lead to better management of writing competence

(Gholami & Alinasab, 2017: 136).

Writing in foreign language is not a matter of understanding how to write
things down simply using a new code. The ultimately clear factor which differs

foreign language writers is the difficulty in adequately expressing themselves in

English. The English learners in Indonesia have different knowledge than native
English speakers. The different knowledge is based on different culture. Lantolf

(Hyland, 2003: 36) states that ―cultural factor help to shape students‘ background
understandings, or schema knowledge, and are likely to have a considerable

impact on how they write, their responses to classroom contexts, and their writing
performance.‖ So, here, culture is generally considered as a transmitted set of

meanings which allow the students to understand, develop, and communicate their

knowledge and beliefs about real life context.
The variety of different assignment written by students in universities is

the most difficult things to learn. When the English lecturer asks his/her students
to complete throughout the course, she/he thinks of writing about how to write an

English sentence with grammatically accurate. Afterward, she/he tries to ask
his/her students to write paragraph and then later on essay. Teaching writing in

university students commonly by Hadley (1993: 2996) uses ―writing as a support

skill and writing as communicative art parallels.‖ Indonesian English lecturers of
writing still do the pattern. The patterns of writing English syllabuses based on

different level of proficiency can be seen as following figure;

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