persuade the reader to accept the generalization. In effect, the topic sentence at or near the beginning of the
paragraph is an introductory summary of the content. That sentence may be followed by one or more
explanatory statement which help to make its meaning clear. Then the paragraph proceeds with the number of
specific examples or supporting details which illustrate the meaning of the topic sentence.
2 Particular to general
The paragraph begins from a series of explanatory or illustrative statements to the conclusion drawn from
them. Topic sentence at or near the end of paragraph. 3
Whole to parts Paragraph moves through a succession of parts or stages
of the whole. Often in the first, second, or third order. This kind of paragraph is sometimes called enumerative,
because it lists or enumerates the parts of a topic. It is useful in summaries which show only the headings under
which a topic is to be discussed.
4 Question to answer Effect to cause
Less common is the paragraph that begins with a question and gives the answer, or begins with an effect and moves
toward the cause. Such a paragraph may have no explicit topic sentence, since the answer or the cause is given by
the paragraph as a whole.
d. Coherence
Literally, the word cohere means to hold together. A paragraph is said to have coherence when its sentences are
woven together or flow into each other. If a paragraph is coherent, the reader moves easily from one sentence to the
next and reads the paragraph as an integrated unit, not a collection of separate sentences.
6. The Types of Paragraph
According to Janet R. Mayer, there are two major types of paragraph, namely:
a. Paragraph that comes within a whole essay.
There are several good ways to organize this kind of paragraph: Put the topic sentence first, when the topic sentence comes
at the beginning of the paragraph it usually becomes a kind of promise to the reader that the rest of the paragraph will have
something to do with the topic sentence.
The topic sentence will come at the end, in this type a writer first give the explanation about the topic sentence and then
give the conclusion using topic sentence of one paragraph at the end.
The topic sentence in the middle of the paragraph, sometimes the paragraph has an unwritten overall topic that is
implied in the details of the individual sentence and all sentences provide bits of information.
b. The opening or introduction paragraph of an essay
This kind of paragraph makes a promise to the reader that the whole essay will discuss a certain topic.
For example, in an essay in which you want to prove the truth of something, your opening paragraph may state the point to
be proven. You make a contract with your reader that you are going to prove something to hem. Give the evidence you can
provide in the rest of your essay for the truth of your essay topic. And the more evidence you can provide, the more your reader will
be confidences of the truth of your topic statement.
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While Donald Pharr and Santi V.Buscemi stated that there are nine types of paragraph, namely description, narration,
exemplification, process analysis, causal analysis, definition, classification, comparisoncontrast, and argument.
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1 Description
In description, the emphasis is on sensory detail-engaging the reader’s ability to see, hear, feel, smell, and so on.
2 Narration
The narrative paragraph within an essay, tells a story in order to entertain the reader or point out a significant
effect caused by the story’s events. Narrative paragraphs use time order, with the writer employing transitions to
121
Janet R. Mayes, Writing and Rewriting, New York: Macmillan Publishing .co. Inc, 1972, p. 378-380.
122
Donald Pharr, Santi V. Buscemi, Writing Today: Contexts and Option for the Real World Brief Edition
, New York: McGraw-Hill, 2004, p. 55-60.
ensure that the reader can follow the events without losing the “thread” of the story.
3 Exemplification
When writers use the exemplification option, they are trying to prove a general assertion by providing specific
evidence to back the assertion up. 4
Process Analysis The process analysis strategy has two possible purposes.
One is to explain to the reader how to do something: perform a task, repair machinery, and so on. The second
purpose is to explain how an activity happened in the past or happened routinely.
5 Causal Analysis
Paragraphs developed using causal analysis normally concentrate on either cause or effect.
6 Definition
Writers use definition to clear up possible confusion about a troublesome term or to bring new meaning to a
commonplace word or idea. 7
Classification Writers classify when they take large subjects and divide
them into smaller subjects. Classification is a way of making a subject clear by discussing its parts or
categories.
8 ComparisonContrast
When writers compare and contrast two subjects, writers have to options for structuring their paragraph or essay. If
writers use the subject-by-subject approach, writers discuss one of the subjects first, then the other. In an
essay, writers can use various paragraphs strategies, including most of the ones in this section. If writers use
the point-by-point approach, however, writers compare and contrast the two subjects in relation to one point of
comparison per sentence or group of sentences.
9 Argument
Writers could use any type of paragraph when developing an argument, but most paragraphs used in argument make
and support assertions. In argument paragraph, writers are, obviously, trying to prove their point. However, any
subject worth arguing has very good arguments on each side. The yield is a type of paragraph that acknowledges
the other side’s assertions. Yield paragraphs do not appear in all argument paragraphs, but they are useful
devices.
CHAPTER III THE PROFILE OF “MAN 2 KOTA BOGOR”
A. The Curriculum
Curriculum is one of the important component which may significantly support the requirements of teaching learning process in the school.
Comprehensively, it is defined as the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside
of the school. Curriculum can be viewed as a program arranged by an educational
institution to provide sequentially organized knowledge, understanding, skills, and concepts for the learners. A significant aspect of curriculum is the
instuments to bring the needs of the learner together with the needs of society. In this research, the curriculum used in “MAN 2 Kota Bogor” is The
School-Level Curriculum – the “KTSP”. The “KTSP” is operated in “MAN 2 Kota Bogor”. It has been developed into syllabus, the lesson plan, and annual
program. It is developed and implemented by the school based on the national educational standards.
In learning and teaching activities, teachers try to take into account the learners’ potentials, developmental level, and their living environment in
developing the course syllabus and instructional materials. In addition, they also have to considere variety and integratedness, responsiveness, relevance,
holisticism, and continuity, even the balance between national and local needs in the selection, gradation and presentation of their instructonal materials.
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In terms of the development of the syllabus of English subject, the teacher tries to elaborate the items of the Content Standards into the
description of learning and teaching activities, of lesson materials, of a variety of competency indicators, of time allocation, of lerning and teaching
resources, and even of evaluation instruments and techniques.
123
Bahrul Hasibuan, “KTSP: Problem or Solution”, in Onward English Education journal
, No. 2 Volume. I, December 2007, p. 31.
