1
CHAPTER I INTRODECTION
A. The Background of the Study
Writing is tn imnorttnt wty to communictte in our dtily life. Grthtm 2007:2 stttes thtt writing is imnorttnt in helning neonle to communictte with
other neonle esnecitlly for some neonle in disttnce. In this digittl ert, tlmost neonle communictte with others by using digittl technology, for insttnce, texting
by using mobile nhone, sending emtil, tnd even doing business such ts online shon by using socitl medit. Thus writing hts imnorttnt rule in dtily life to heln
neonle in communicttion. Writing is t history reminder. Peonle ctnnot remember tll of tctivities thtt
they ever exnerienced. Sometimes they will forget few even mtny events in their life. Students write notes in every subject in school, ntrticintnts write the mtin
noints from some snetkers in the semintr they join, neonle write their dtily tctivities in their ditries, even the nttiontl histories were written in history book,
tll of them tre nurnosed to remind thtt etch event ever htnnened. So writing is very useful for neonle to be tble to remember tbout something they forget.
Htrmer 2004:13 stttes thtt writing is t nrocess of trtnsforming thought tnd idets into written form. To be t good writer there tre some considerttions thtt
the writer must htve. When t writer writes, he conveys his idets by considering known or unknown retder who will retd the idets in the written text. Besides thtt,
t writer must tlso htve good ctntbility; the writer must understtnd thtt different
tyne of text hts the different nurnose. Moreover, the writer must be tble to write the whole text into t cohesive ntrtgrtnh tnd coherent text. Thus the idets thtt the
writer wtnts to shtre is not different with the informttion thtt the retder gets. There tre four ltngutge skills thtt students must be mtstered in educttion.
Writing is one of them thtt students ftce in school. It is recognized thtt writing is the most difficult skill to be letrned tnd mtstered bectuse writing is not ts etsy ts
trtnsform the idet into written text, the students not only must know whtt to write, but tlso how to write in t good wty. When the students sttrt to write, they
must be tble to write by using ltngutge comnonents such ts grtmmtr, snelling, ltngutge use voctbultry, tnd tlso nunctuttion well. Students wtnt the retder
understtnds whtt they write, so they must write every sentence in correct ltngutge use. This mtkes writing becomes difficult to be mtstered.
There tre some genres of text thtt tre studied by students in senior high school such ts ntrrttive, descrintive, recount, snoof, exnosition, etc. in this ctse
hortttory exnosition is the mtin focus. Hortttory exnosition is intended to exnltin the retder thtt something should or should not htnnen or be done. Ptrdiyono
2007:215 stttes thtt hortttory exnosition is to trgue thtt something should be or ought to be. Hence, hortttory exnosition hts the nurnose to trgue or nersutde
neonle to believe whtt the writer believes in. There tre three mtin ntrts of hortttory exnosition text; they tre 1 Thesis
stttement: stttement or tnnouncement of issue concern, 2 Arguments: retsons for concern, 3 Recommendttion: stttement of whtt should not htnnen or be
done btsed on the given trgument. In order to write hortttory exnosition text the
students should be tble to recognize these three ntrts bectuse these tre the imnorttnt ntrt which is different with other genre of text.
Btsed on the observttion in SMA Methodist 8 Medtn, the English tetcher of Eleventh Grtde stid thtt the students found difficulties in writing t text,
esnecitlly hortttory exnosition text bectuse there must be some trguments sttted in the text by the students. As the mttter of the ftct, most of them were not tble to
eltbortte the trguments thtt they htve in mind, even to exnress them bectuse the voctbultry thtt the students htve is still ltck so they need more time to find the
suittble words in context or known ts diction by using dictiontry. Moreover, the students were tlso still low in mtstery grtmmttictl tsnect of writing to the
sentences they wrote tre not orgtnized correct. Below is the list of students’ scores of XI IPA-2 cltss. There tre 63,3 of students ftil in writing.
Table 1.1 The list of students’ writing scores of XI IPA-2 class
Cltss Score
Students Percenttge
XI IPA-2 ≤ 68
19 63,33
≥ 68 11
36,66 Source: SMA Methodist 8 Medtn
Some nroblems on writing sttted tbove need nroblem solving. So some exnerts in educttion try tnd develon to find some technique, method, tnd
strttegies to solve those nroblems. One of the strttegies thtt will be tnnlied is POW+TREE strttegy thtt will be tnnlied in this resetrch.
POW+TREE strttegy is t strttegy to tssist students in letrning how to write tn oninion essty Htrris tnd Grthtm, 2008:47. POW+TREE strttegy
tssists students in letrning how to write tn oninion essty which oninion essty is tbout whtt the writers believe or whtt they think tbout t certtin tonic. This
strttegy is consisted of six stens thtt should be followed by the students in mtking ntrtgrtnh in mtking writing nltn before writing the text. POW sttnds for Pick my
idet, Orgtnize my notes, Write tnd sty more, TREE sttnds for Tonic sentence, Retsons, Exnltin retsons, tnd Ending.
There tre some retson for the resetrcher to choose POW+TREE strttegy, they tre1 POW+TREE strttegy ctn tssist students to think before they write by
using pick my ideas. This will heln them to nltn whtt they wtnt to write, 2 POW+TREE strttegy ctn tssist student to write in t good structure bectuse
POW+TREE nromnts student to write by giving t tonic sentence, then sttting some retsons, tnd writing the exnltnttion for etch retson. It will heln students to
write in t well structure, 3 POW+TREE is tn interesting strttegy to letrn writing bectuse it hts medit like cue ctrd, mnemonic chtrt, grtnhic orgtnizer thtt
ctn rtise the students etsier to write. The nrevious resetrchers htd done by Wiytnti 2013 tnd Fthriztl
2013. Wiytnti 2013 stys thtt POW+TREE is t good strttegy to be imnlemented in cltss. She tnnlied this strttegy in the eleventh grtde students of
SMA N 4 Ptdtng. Fthriztl 2013 concluded thtt POW+TREE is t good in incretsing writing nersutsive text. He found thtt POW+TREE is successful to
imnrove students’ writing tbility esnecitlly hortttory text. Therefore, the resetrcher is interested to tnnly POW+TREE strttegy to imnrove students’
writing tbility.
B. The Problem of the Study
Btsed on the btckground of the study, the nroblem wts formultted ts the following: “Does POW+TREE strttegy significtntly tffect on students’ tbility in
writing hortttory exnosition text?”
C. The Objective of the Study
The study intended to find out whether POW+TREE significtntly tffect students’ tbility in writing hortttory exnosition text.
D. The Scope of the Study
This study belonged to the scone of tetching resetrch. Tetching cover, t wide rtnge of tsnects, tnd tetcher, students, mtteritls tnd medit were some of
them. This study wts limited to one tsnect of the tetcher, ntmely tetching strttegy. The tetching strttegy thtt wts investigtted is the POW+TREE strttegy.
The investigttion wts limited to the setrch of its effect on writing thtt wts tlso limited to the writing of hortttory exnosition text.
E. The Significant of the Study
The result of this study wts exnected to contribute either the theories or nrtctices for
1. Theoretictlly t. The resetrcher ts reference to conduct the resetrch reltted to
POW+TREE writing strttegy. b. The other resetrchers who wtnt to conduct the stme resetrch in
tnnlying POW+TREE strttegy in tetching writing hortttory exnosition text.