104 1.
Sinetron Adalah cerita dalam televise
yang bersambung 2.
Dan [sinetron]
biasanya ditayangkan banyak episode, Sebagai contoh GGS, CHSI, DLL
3. Banyak
orang yang menentang adanya sinetron Indonesia
The theme which does not have TP in the example above is theme in clause 3. Theme in clause three is banyak. The word banyak includes in theme in the form of
existence of something. Meanwhile, there is no previous clauses which talk about it. Thus, that theme is a new theme that occurs without TP.
The conclusion of TP types in respondents‟ texts are they consist of similar TP types, but the numbers of linear TP in E-texts and J-texts are much different. J-texts
have very higher number of linear TP than E-texts. J-texts also could consist of more various TP types within a text. It shows that the information in J-texts are more
various than the information in E-texts.
4.3. The Implication of the Finding
T he use of theme and TP types in the respondents‟ texts shows that E-texts
consist of limited information while J-texts consist of larger information. It is known from the chosen topical theme which is used frequently by the respondents, the use of
conjunctives, and the combination of TP types within a single text. Based on discussion of theme and TP types in E-texts and J-texts above, it is
known that the respondents‟ writing skill develops in three parts. The first, in the
105 higher grade, the respondents could produce the texts by using more various forms of
topical theme. The second, they also could present more than one argument in their texts. The last, the respondents in higher level could develop their texts with more
attractive information flow. Those three development parts in respondents‟ writing skill occur because J-
respondents have higher cognitive ability than E-respondents. J-respondents can analyze and correlate the main topic of writing to the other phenomena. Meanwhile,
most of the E-respondents just tell about the topic without correlating the main topic to the other phenomena
. In addition, the development of respondents‟ writing skill is also influenced
by their ability in organizing the information. J-respondents can write some ideas in their texts orderly. Meanwhile, E-respondents have lack ability in organizing their
idea. Some of E-respondents try to put more than one idea in their texts, but they could not write it orderly. It shows that E-respondents just write what they think
directly. They pour out their idea into written form without considering the arrangement of their information.
Therefore, teachers have to consider their students‟ cognitive ability about topic of writing to improve students
‟ writing skill. It is better for teachers to give topic which all students know about. The topic which is familiar to students will
make them recall easily their memories which are related to the topic.
106 Teachers may ask students to list their ideas in a paper before they start
writing a text. The list of information will help students to collect the related information as much as they could. Then, teachers can ask students to rewrite their
list of information in form of a paragraph. Thus, students‟ texts will consist of much information which supports the writing topic.
In addition, teachers should introduce the use of some basic types of conjunction and conjunctive. Conjunction and conjunctive are the important elements
in organizing information. Students have to gain the knowledge about the use of these elements. By using these elements, they can produce texts with good organization of
information.
107
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestion based on the findings which have been presented in the previous chapter.
5.1. Conclusion
