Hopefully, with tree diagram technique to help students’ writing, the students’ skill in writing essay in a form of genre can improve and their ideas can
be delivered well in their writing.
1.2 Reasons for Choosing the Topic
The writer has some reasons which underline for choosing the topic of the study. The reasons can be formulated as follows:
The dominant activities in English class for the students are still reading and writing. It says right that nowadays many schools have been
completed with the language library to improve the activity of teaching listening and speaking. In fact, the materials for speaking and listening are given
minimumly. Still, many English teachers focus on reading and writing. Moreover, the material of teaching English today is text based. Of course the
material is related to some genres of writing. Many teachers in Indonesia, based on the s
tudents’ experience, often ask their students to write. Unfortunately, some teachers that are
very “kind” that they just ask their students to write anything without limitations. It looked like it would be so easy for the students to write, yet
on the contrary some students would feel obviously confused. They do not know what is going to be written.
The second reason is when the teacher asks her students to write a text or a genre, maybe the students have already known what they are going to write
because they have already had the text in their mind. However another problem would come. The students would feel it was very hard to manage, to organize
their idea in such a good order in the text. It is very awful that the teachers do not
help their students to know how to organize their idea. As we know that the students are just stuffed with the hard skill than their needs of soft skills.
The last reason why the writer chooses the topic of this study is the curiousity to apply tree diagram as a means of teaching writing for eleven grade
students of SMA N 2 Bae – Kudus in academic year 20102011. Especially the
effectiveness of the tree di agram for improving the students’ writing ability itself.
1.3 Statements of the Problem
