THE INFLUENCE OF ACTIVE KNOWLEDGE SHARING STRATEGY ON EIGHT GRADE STUDENTS ABILITY IN WRITING DESCRIPTIVE PARAGRAPH AT SMP AISYI’YAH 03 MALANG
THE INFLUENCE OF ACTIVE KNOWLEDGE SHARING STRATEGY
ON EIGHT GRADE STUDENTS ABILITY IN WRITING DESCRIPTIVE
PARAGRAPH AT SMP AISYI’YAH 03 MALANG
THESIS
By:
FARIZ NUR ENDRA ANGGRIAWAN
09360203
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
OCTOBER 2013
THE INFLUENCE OF ACTIVE KNOWLEDGE SHARING STRATEGY
ON EIGHT GRADE STUDENTS ABILITY IN WRITING DESCRIPTIVE
PARAGRAPH AT SMP AISYI’YAH 03 MALANG
THESIS
This Thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
FARIZ NUR ENDRA ANGGRIAWAN
09360203
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
OCTOBER 2013
ACKNOWLEDGMENTS
In the name of ALLAH SWT the researcher would like to say
Alhamdulillahirabbil ‘Alamiin for blessing given in composing this thesis from
the beginning to the end and so the thesis has been completed.
The writer realizes that gets a lot of helps from many parties. In this good
opportunity, he would like to express sincerest thanks and appreciation to:
1. Rina W.Setyaningrum,M.Ed. the first advisor who has encouraged him in
doing the research.
2. Drs.Munash Fauzi,M.Pd. the second advisor who has patiently and wisely
advised and guided him to finish the thesis.
3. Hj.Mulyani,S.Pd. the Head Master of SMP Aisyi’yah 03 Malang, who gave
permission for collecting data.
4. Yopi Ardianto the Teacher English eight grade in SMP Aisyi’yah 03 Malang,
who gave support.
5. The students of writing Class A and B eight grade for giving valuable research
data and participation.
6. Father and Mother who always support and pray for his study.
7. Friends in English Department, Lilis Widiawati,Yumantono Sardianto, Wahyu
Widi Astuti who helped to information about thesis draft.
8. Dino Sugiarto,S.Pd. the partner who help read this thesis draft.
9. Arif Setiawan,M.Pd. the lecturer in boarding house.
10. All of my friend Boarding house margojoyo 12A, who gave me support and
entertainment.
Malang,30 October 2013
Fariz Nur Endra Anggriawan
TABLE OF CONTENTS
COVER PAGE………………………………………………………i
APPROVAL PAGE………………………………………………...ii
LIGIMATION PAGE……………………………………………...iii
ABSTARCT…………………………………………………..........iv
MOTTO………………………………………………………..........v
DEDICATION………………………………………………..........v
ACKNWOLEDGMENT…………………………………………..vi
TABLE OF CONTENTS………………………………………….vii
CHAPTER I INTRODUCTION
A. Background of study…………………………………….1
B. Statement of Problem…………………………………….4
C. Hypothesis………………………………………………..4
D. Purpose of Study…………………………………............4
E. Significance of Study…………………………………….4
F. Scope and Limitation……………………………………..5
G. Definition of key term……………………………............5
CHAPTER II REVIEW AND RELATED LITERATURE
A. Language………………………………………………….7
B. Definition of Paragraph…………………………………..10
C. Kinds of Paragraph……………………………………….11
D. Writing Paragraph………………………………………..12
E. Teaching…………………………………………………..15
F. Strategy…………………………………………………..15
G. Active knowledge Sharing………………………………16
CHAPTER III RESEARCH METODOLOGY
A. Research design………………………………................19
B. Population and sample…………………………................20
C. Research Instrument……………………………..............20
D. Data Collection…………………………………...............21
E. Research variable…………………………………………26
F. Data Analysis…………………………………..................26
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings……………………………………...30
B. Discussion………………………………………………35
CHAPTER V CONCLUTION AND SUGGESTION
A. Conclusion…………………………………………………36
B. Suggestion…………………………………………………37
REFERENCES…………………………………………………..39
APPENDIXS
a. Table 1 Observation sheet list Experimental Group……….41
b. Table 2 Observation sheet list Control Group……..............42
c. Table 3 Score Control Group……………………………...43
d. Table 4 Score of Experimental Group…………………….44
e. Table 5 Normality test of Pre-test…………………………45
f. Table 6 Normality test of Post-test……………………...46
g. Table 7 Homogeneity test of Pre-test and post-test……..46
h. Result of Construct validity……………………………..46
i. Lesson Plan……………………………………………...48
j. Picture…………………………………………………...54
k. Work sheet the students………………………………...56
REFERENCES
Ary, Donald. 2010. Introduction to Research in educational, 8th, New York:
Wadsworth Press
Ary, Donald. 2006. Introduction to research in education,7th, New York:
Wadsworth Press
Aswan, Zain. 2010. Strategi Belajar Mengajar, Jakarta: Rineka Cipta
Brandon, Lee. 2008. Sentence Paragraph and beyond: 6th: with integrated
Reading, New York: Wadsworth
Bailey, Stephen. 2006. Academic writing: A Handbook for international student,
2nd, London: Routledge
Brown, Douglas. 2000. Principles of language learning and teaching. San
Francisco: Logman
Campbell. N. Rulsell. 2000. Technique and principle in language teaching, 2nd,
New York: Oxford University Press
Caswell, Roger. 2004. Strategy for teaching writing, New York
Fiderer, Adele.2002. Paragraph Power: Scholastic teaching Strategy. New York
Haager, Diane. 2010. How to teach English language learner: Effective strategies
from outstanding educators. San Francisco: Jossey Bass Press
Hiil, McGraw. 2004. Writers choice grammar and composition: Writing
Assessment and evaluation rubrics, New York: Glencoe
Orlich, Donald. 2010. Teaching strategy: A Guide to effective instruction, 9th,
New York: Wadsworth
Peer. S. Ian. 2006. Statistical Analysis for educational and physiology research,
London
Richard.C.Jack.2002. Methodology in language teaching: An Anthology of
current practice. New York: Cambridge University Press
Richard. C. Jack. 2008. Teaching Listening and Speaking: From Theory to
Practice. New York: Cambridge University Press
Rijarsdam, Gerd. 2005. Effective learning and teaching of writing: A Handbook of
writing in education: 2nd, Boston: Springer Inc
Silberman. L. Melvin. 2012. Active Learning, Bandung: Nuansa
Sugiyono. 2010. Metode Penelitian Pendidikan: Pendekatan kuantitatif-Kualitatif
dan R & D, 10th, Bandung: Alfabeta
Sugiyono. 2011. Statistika untuk peneltian, 11th, Bandung:Alfabeta
Tsui, Lily. 2006. A Handbook on knowledge sharing: Strategies and
recommendation for research, Alberta: Community university partnership.
Wahyuni, Sri & Ibrahim, Syukur. 2012. Asesmen Pembelajaran Bahasa.Bandung:
Refika Aditama
Wenger, Win. 2009. Beyond teaching and learning,Bandung: Nuansa
.
.
CHAPTER I
INTRODUCTION
1.1 Background of Study
English is the international language which is spoken by most people the
in world. It means that English can be used to communicate, interact, and
negotiate with others globally. Moreover, in many countries, English has been
taught and developed as the second language or foreign language.
In Indonesia, English has been taught as the foreign language, and it is
taught for the students from the elementary level until the university level.
However, for the students who are EFL learners, mastering English is not as
simple as learning English as the first language. So that the teachers have to
implement suitable technique to be used in teaching-learning process. By
implementing suitable technique, the students will understand the whole material
well. So, their English mastery will improve more and more.
There are four skills in English, they are reading, speaking, listening, and
writing. However, in many cases, writing becomes the most difficult skill to be
mastered. Basically, Writing is used to communicate and to express with others in
written form. In addition, writing is a complex skill. It means that it is related to
other aspects such as grammar, vocabulary, diction, and punctuation.
To produce a good writing, the researcher should be able to conduct a
good sentence pattern and paragraph. Paragraph is a self-contained unit of
discourse in writing dealing with a particular point or idea, (contemporary
1
2
dictionary). According to Oshima (2006:2), a paragraph is a group of related
sentences that discuss one (and usually only one) main idea. A paragraph can be
as short as one sentence or as long as ten sentences. The number of sentences is
unimportant; however, the paragraph should be long enough to develop the main
idea clearly. There are some kinds of paragraph, such as narrative, argumentative,
expository, persuasive, and descriptive paragraph.
Descriptive is a paragraph which deal to with entertain means, to gain and
hold a readers' interest. According to Fiderer (2002:16), descriptive is how to
convey the dominant impression of a person, place, object or event. To describe
something is to tell about in detail. A description essay should help the reader see
the person, place, object, or event. Students’ describing and also helping the
reader know that we describe about something. Furthermore, this paragraph has its
own complexity, so that the students sometimes get difficulties to write it.
However, writing descriptive paragraph will be easier if the students know the
best way to write it, and it becomes the teacher’s duty to help them to find that
way. It means that he/ she should find the suitable technique in teaching writing.
One of the teaching techniques that can be used in writing descriptive paragraph is
Active knowledge sharing technique.
According to Tsui (2006:30), knowledge sharing is becoming increasingly
important to ensure that practice and policy are based on sound evidence. For this
to happen, the gaps among research, practice, and policy must be bridged.
Knowledge sharing is a tool that can be used to promote evidence-based practice
and decision making, and also to promote exchange and dialogue among
3
researchers, policymakers, and service providers. However, little is known about
knowledge-sharing strategies and their effectiveness.
Knowledge sharing strategy may be greatly facilitated by a strong focus on
the audience in addition to the content of the message. Effective knowledge
sharing requires identifying a community that cares about a topic and enhancing
their ability to think together, stay in touch, share ideas, generate new knowledge,
and connect with other communities.
Knowledge-sharing activities should improve access to information, ease
communications with colleagues, and encourage participation in learning and
decision-making communities. The application of a single knowledge-sharing
strategy may not be able to accomplish all of these objectives, but if additional
knowledge sharing is planned for the future, it may be helpful to consider which
objective should be accomplished first. Sometimes, a choice must be made
between the most important objectives and others must be left to be pursued later.
In writing, there is no pre-writing to discover students’ knowledge to the
text. The example of pre-writing is giving some questions before writing text.
Commonly, the method in teaching writing used by teacher is not interesting. So,
the students are bored to follow the lesson. If the method is not appropriate, the
students do not focus in writing. Moreover, it is found in the eighth graders of
SMP Aisyi’yah 03 Malang when they write the descriptive paragraph, and it
makes their score not quite satisfied.
4
Based on background above, the writer conducts a research entitled “The
Influence of Active Knowledge Sharing on Eight Grade students ability in writing
descriptive paragraph at SMP Aisyi’yah 03 Malang”.
1.2 Statement of Problem
Does active knowledge sharing strategy improve the eight grade students’
ability in writing descriptive paragraph?
1.3 Hypothesis
Ho: There is no significant improvement in the students’ ability in writing
descriptive paragraph after being taught by active knowledge sharing
strategy.
Hi: There is significant improvement in the students’ ability in writing descriptive
paragraph after being taught by active knowledge sharing strategy.
1.4 Purpose of Study
To know the influence of active knowledge sharing strategy in improving
eight grade students’ ability in writing descriptive paragraph.
1.5 Significance of Study
a. For the Teacher
Provide feedback to teachers, Teachers can use practice active knowledge
sharing strategy to teaching in learning process.
5
b. For the Student
The results could improve students' ability to write a paragraph
description, students motivation and new condition learning process.
c. For the Writer
It can be used as experience in writing scientific papers and implement
research in education so as to increase knowledge.
1.6 Scope and Limitation
The Scope of this research is writing paragraph. There are some kinds of
paragraph, such as narrative, descriptive, argumentative, and expository.
However, the researcher only focuses on the descriptive paragraph.
1.7 Definition of Key Term
To avoid misinterpretation and limit the unnecessary points, the researcher
would like to give limitation of the topic as follow:
a. Strategy is: Plan ways of teaching in order to bring all the basic principles
implemented and all objectives can be achieved with effective teaching.
b. Active Knowledge Sharing is: Defined as the process of exchanging
knowledge (skill, experience, understanding) researcher. Knowledge sharing
is becoming increasingly important to ensure that practice.
c. Writing is: essential to learning. One cannot be educated and yet unable to
communicate one’s ideas in writing form. As with any set of complex skills,
there are fundamentals of writing that must be internalized and then applied
6
using one’s thinking. This guide focuses on the most important of those
fundamentals.
d. According to Oshima (2006:2), a paragraph is: a group of related sentences
that discuss one (and usually only one) main idea. A paragraph can be as short
as one sentence or as long as ten sentences. The number of sentences is
unimportant; however, the paragraph should be long enough to develop the
main idea clearly.
e. Descriptive is: How to convey the dominant impression of a person, place,
object or event. To describe something is to tell about in detail. A descriptive
essay should help the reader see the person, place and event.
ON EIGHT GRADE STUDENTS ABILITY IN WRITING DESCRIPTIVE
PARAGRAPH AT SMP AISYI’YAH 03 MALANG
THESIS
By:
FARIZ NUR ENDRA ANGGRIAWAN
09360203
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
OCTOBER 2013
THE INFLUENCE OF ACTIVE KNOWLEDGE SHARING STRATEGY
ON EIGHT GRADE STUDENTS ABILITY IN WRITING DESCRIPTIVE
PARAGRAPH AT SMP AISYI’YAH 03 MALANG
THESIS
This Thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
FARIZ NUR ENDRA ANGGRIAWAN
09360203
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
OCTOBER 2013
ACKNOWLEDGMENTS
In the name of ALLAH SWT the researcher would like to say
Alhamdulillahirabbil ‘Alamiin for blessing given in composing this thesis from
the beginning to the end and so the thesis has been completed.
The writer realizes that gets a lot of helps from many parties. In this good
opportunity, he would like to express sincerest thanks and appreciation to:
1. Rina W.Setyaningrum,M.Ed. the first advisor who has encouraged him in
doing the research.
2. Drs.Munash Fauzi,M.Pd. the second advisor who has patiently and wisely
advised and guided him to finish the thesis.
3. Hj.Mulyani,S.Pd. the Head Master of SMP Aisyi’yah 03 Malang, who gave
permission for collecting data.
4. Yopi Ardianto the Teacher English eight grade in SMP Aisyi’yah 03 Malang,
who gave support.
5. The students of writing Class A and B eight grade for giving valuable research
data and participation.
6. Father and Mother who always support and pray for his study.
7. Friends in English Department, Lilis Widiawati,Yumantono Sardianto, Wahyu
Widi Astuti who helped to information about thesis draft.
8. Dino Sugiarto,S.Pd. the partner who help read this thesis draft.
9. Arif Setiawan,M.Pd. the lecturer in boarding house.
10. All of my friend Boarding house margojoyo 12A, who gave me support and
entertainment.
Malang,30 October 2013
Fariz Nur Endra Anggriawan
TABLE OF CONTENTS
COVER PAGE………………………………………………………i
APPROVAL PAGE………………………………………………...ii
LIGIMATION PAGE……………………………………………...iii
ABSTARCT…………………………………………………..........iv
MOTTO………………………………………………………..........v
DEDICATION………………………………………………..........v
ACKNWOLEDGMENT…………………………………………..vi
TABLE OF CONTENTS………………………………………….vii
CHAPTER I INTRODUCTION
A. Background of study…………………………………….1
B. Statement of Problem…………………………………….4
C. Hypothesis………………………………………………..4
D. Purpose of Study…………………………………............4
E. Significance of Study…………………………………….4
F. Scope and Limitation……………………………………..5
G. Definition of key term……………………………............5
CHAPTER II REVIEW AND RELATED LITERATURE
A. Language………………………………………………….7
B. Definition of Paragraph…………………………………..10
C. Kinds of Paragraph……………………………………….11
D. Writing Paragraph………………………………………..12
E. Teaching…………………………………………………..15
F. Strategy…………………………………………………..15
G. Active knowledge Sharing………………………………16
CHAPTER III RESEARCH METODOLOGY
A. Research design………………………………................19
B. Population and sample…………………………................20
C. Research Instrument……………………………..............20
D. Data Collection…………………………………...............21
E. Research variable…………………………………………26
F. Data Analysis…………………………………..................26
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings……………………………………...30
B. Discussion………………………………………………35
CHAPTER V CONCLUTION AND SUGGESTION
A. Conclusion…………………………………………………36
B. Suggestion…………………………………………………37
REFERENCES…………………………………………………..39
APPENDIXS
a. Table 1 Observation sheet list Experimental Group……….41
b. Table 2 Observation sheet list Control Group……..............42
c. Table 3 Score Control Group……………………………...43
d. Table 4 Score of Experimental Group…………………….44
e. Table 5 Normality test of Pre-test…………………………45
f. Table 6 Normality test of Post-test……………………...46
g. Table 7 Homogeneity test of Pre-test and post-test……..46
h. Result of Construct validity……………………………..46
i. Lesson Plan……………………………………………...48
j. Picture…………………………………………………...54
k. Work sheet the students………………………………...56
REFERENCES
Ary, Donald. 2010. Introduction to Research in educational, 8th, New York:
Wadsworth Press
Ary, Donald. 2006. Introduction to research in education,7th, New York:
Wadsworth Press
Aswan, Zain. 2010. Strategi Belajar Mengajar, Jakarta: Rineka Cipta
Brandon, Lee. 2008. Sentence Paragraph and beyond: 6th: with integrated
Reading, New York: Wadsworth
Bailey, Stephen. 2006. Academic writing: A Handbook for international student,
2nd, London: Routledge
Brown, Douglas. 2000. Principles of language learning and teaching. San
Francisco: Logman
Campbell. N. Rulsell. 2000. Technique and principle in language teaching, 2nd,
New York: Oxford University Press
Caswell, Roger. 2004. Strategy for teaching writing, New York
Fiderer, Adele.2002. Paragraph Power: Scholastic teaching Strategy. New York
Haager, Diane. 2010. How to teach English language learner: Effective strategies
from outstanding educators. San Francisco: Jossey Bass Press
Hiil, McGraw. 2004. Writers choice grammar and composition: Writing
Assessment and evaluation rubrics, New York: Glencoe
Orlich, Donald. 2010. Teaching strategy: A Guide to effective instruction, 9th,
New York: Wadsworth
Peer. S. Ian. 2006. Statistical Analysis for educational and physiology research,
London
Richard.C.Jack.2002. Methodology in language teaching: An Anthology of
current practice. New York: Cambridge University Press
Richard. C. Jack. 2008. Teaching Listening and Speaking: From Theory to
Practice. New York: Cambridge University Press
Rijarsdam, Gerd. 2005. Effective learning and teaching of writing: A Handbook of
writing in education: 2nd, Boston: Springer Inc
Silberman. L. Melvin. 2012. Active Learning, Bandung: Nuansa
Sugiyono. 2010. Metode Penelitian Pendidikan: Pendekatan kuantitatif-Kualitatif
dan R & D, 10th, Bandung: Alfabeta
Sugiyono. 2011. Statistika untuk peneltian, 11th, Bandung:Alfabeta
Tsui, Lily. 2006. A Handbook on knowledge sharing: Strategies and
recommendation for research, Alberta: Community university partnership.
Wahyuni, Sri & Ibrahim, Syukur. 2012. Asesmen Pembelajaran Bahasa.Bandung:
Refika Aditama
Wenger, Win. 2009. Beyond teaching and learning,Bandung: Nuansa
.
.
CHAPTER I
INTRODUCTION
1.1 Background of Study
English is the international language which is spoken by most people the
in world. It means that English can be used to communicate, interact, and
negotiate with others globally. Moreover, in many countries, English has been
taught and developed as the second language or foreign language.
In Indonesia, English has been taught as the foreign language, and it is
taught for the students from the elementary level until the university level.
However, for the students who are EFL learners, mastering English is not as
simple as learning English as the first language. So that the teachers have to
implement suitable technique to be used in teaching-learning process. By
implementing suitable technique, the students will understand the whole material
well. So, their English mastery will improve more and more.
There are four skills in English, they are reading, speaking, listening, and
writing. However, in many cases, writing becomes the most difficult skill to be
mastered. Basically, Writing is used to communicate and to express with others in
written form. In addition, writing is a complex skill. It means that it is related to
other aspects such as grammar, vocabulary, diction, and punctuation.
To produce a good writing, the researcher should be able to conduct a
good sentence pattern and paragraph. Paragraph is a self-contained unit of
discourse in writing dealing with a particular point or idea, (contemporary
1
2
dictionary). According to Oshima (2006:2), a paragraph is a group of related
sentences that discuss one (and usually only one) main idea. A paragraph can be
as short as one sentence or as long as ten sentences. The number of sentences is
unimportant; however, the paragraph should be long enough to develop the main
idea clearly. There are some kinds of paragraph, such as narrative, argumentative,
expository, persuasive, and descriptive paragraph.
Descriptive is a paragraph which deal to with entertain means, to gain and
hold a readers' interest. According to Fiderer (2002:16), descriptive is how to
convey the dominant impression of a person, place, object or event. To describe
something is to tell about in detail. A description essay should help the reader see
the person, place, object, or event. Students’ describing and also helping the
reader know that we describe about something. Furthermore, this paragraph has its
own complexity, so that the students sometimes get difficulties to write it.
However, writing descriptive paragraph will be easier if the students know the
best way to write it, and it becomes the teacher’s duty to help them to find that
way. It means that he/ she should find the suitable technique in teaching writing.
One of the teaching techniques that can be used in writing descriptive paragraph is
Active knowledge sharing technique.
According to Tsui (2006:30), knowledge sharing is becoming increasingly
important to ensure that practice and policy are based on sound evidence. For this
to happen, the gaps among research, practice, and policy must be bridged.
Knowledge sharing is a tool that can be used to promote evidence-based practice
and decision making, and also to promote exchange and dialogue among
3
researchers, policymakers, and service providers. However, little is known about
knowledge-sharing strategies and their effectiveness.
Knowledge sharing strategy may be greatly facilitated by a strong focus on
the audience in addition to the content of the message. Effective knowledge
sharing requires identifying a community that cares about a topic and enhancing
their ability to think together, stay in touch, share ideas, generate new knowledge,
and connect with other communities.
Knowledge-sharing activities should improve access to information, ease
communications with colleagues, and encourage participation in learning and
decision-making communities. The application of a single knowledge-sharing
strategy may not be able to accomplish all of these objectives, but if additional
knowledge sharing is planned for the future, it may be helpful to consider which
objective should be accomplished first. Sometimes, a choice must be made
between the most important objectives and others must be left to be pursued later.
In writing, there is no pre-writing to discover students’ knowledge to the
text. The example of pre-writing is giving some questions before writing text.
Commonly, the method in teaching writing used by teacher is not interesting. So,
the students are bored to follow the lesson. If the method is not appropriate, the
students do not focus in writing. Moreover, it is found in the eighth graders of
SMP Aisyi’yah 03 Malang when they write the descriptive paragraph, and it
makes their score not quite satisfied.
4
Based on background above, the writer conducts a research entitled “The
Influence of Active Knowledge Sharing on Eight Grade students ability in writing
descriptive paragraph at SMP Aisyi’yah 03 Malang”.
1.2 Statement of Problem
Does active knowledge sharing strategy improve the eight grade students’
ability in writing descriptive paragraph?
1.3 Hypothesis
Ho: There is no significant improvement in the students’ ability in writing
descriptive paragraph after being taught by active knowledge sharing
strategy.
Hi: There is significant improvement in the students’ ability in writing descriptive
paragraph after being taught by active knowledge sharing strategy.
1.4 Purpose of Study
To know the influence of active knowledge sharing strategy in improving
eight grade students’ ability in writing descriptive paragraph.
1.5 Significance of Study
a. For the Teacher
Provide feedback to teachers, Teachers can use practice active knowledge
sharing strategy to teaching in learning process.
5
b. For the Student
The results could improve students' ability to write a paragraph
description, students motivation and new condition learning process.
c. For the Writer
It can be used as experience in writing scientific papers and implement
research in education so as to increase knowledge.
1.6 Scope and Limitation
The Scope of this research is writing paragraph. There are some kinds of
paragraph, such as narrative, descriptive, argumentative, and expository.
However, the researcher only focuses on the descriptive paragraph.
1.7 Definition of Key Term
To avoid misinterpretation and limit the unnecessary points, the researcher
would like to give limitation of the topic as follow:
a. Strategy is: Plan ways of teaching in order to bring all the basic principles
implemented and all objectives can be achieved with effective teaching.
b. Active Knowledge Sharing is: Defined as the process of exchanging
knowledge (skill, experience, understanding) researcher. Knowledge sharing
is becoming increasingly important to ensure that practice.
c. Writing is: essential to learning. One cannot be educated and yet unable to
communicate one’s ideas in writing form. As with any set of complex skills,
there are fundamentals of writing that must be internalized and then applied
6
using one’s thinking. This guide focuses on the most important of those
fundamentals.
d. According to Oshima (2006:2), a paragraph is: a group of related sentences
that discuss one (and usually only one) main idea. A paragraph can be as short
as one sentence or as long as ten sentences. The number of sentences is
unimportant; however, the paragraph should be long enough to develop the
main idea clearly.
e. Descriptive is: How to convey the dominant impression of a person, place,
object or event. To describe something is to tell about in detail. A descriptive
essay should help the reader see the person, place and event.