The Effect of Vocabulary O Gram Strategy

ABSTRACT

Zalukhu, Santosa, 2015. The Effect of Vocab-O-Gram Strategy on the Students’ Ability in Writing Skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016, Thesis Advisors (1) Adieli Laoli, S.Pd., M.Pd and (2) Yasminar Amaerita Telaumbanua, M.Pd

Key Word: Vocab-O-Gram Strategy , Students’ Ability in Writing Skill,

Writing is one of the English skills that must be learned by students because through writing, students can express ideas, and construct their opinions individually in written form. In fact, the students of SMP Negeri 5 Namohalu Esiwa at the eighth grade in 2015/2016 can not express their point of view and ideas in written form, particularly to write narrative text. The researcher applies Vocab-O-Gram Strategy to improve the students’ Ability in Writing Skill or to solve the problem.

The purpose of the research is to investigate whether there is a significant effect of using Vocab-O-Gram Strategy on the students’ ability in writing skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016. The research is done through quasi- experimental design. The population of the research is the eighth grade of SMP Negeri 5 Namohalu Esiwa which consists of 120 students. Then, by using Cluster Sampling Technique the researcher selects the sample of the research which consists of 120 students.

Before doing the treatment, the researcher does the pre-test in the control and experimental group. The mean score of the control group is 55.83 with L count = 0.1601. And the mean score in the experimental group is 56.67 with L count = 0.1608 and L table = 0.1610 . So, the pre-test results of the control and experimental group is stated having the Normal Distribution. Then, the researcher examines the homogeneity. The pre-test computation indicates that F count = 1.03 and F table = 1.78. The pre-test is stated Homogenous.

After doing the treatment, the researcher does the post-test in the control and experimental group. The mean score of the control group is 70.00 with L count = 0.1596 and the mean score in experimental is 81.7 with L count = 0.1608 and L table = 0.1610. So, the post- test results of the control and experimental group is stated having the normal distribution. Then, the researcher examines the homogeneity. The post-test computation indicates that

F count = and F table = . The post-test is stated having homogenous. Then, the

researcher does the hypothesis testing. It is gotten t table =t α (dk) = t 0.025 (58) = 2.002 and

t count = 3.648. It means that t count (3.648) does not exist between the interval between – 2.002 and 2.002. So, it can be concluded there is a significant effect of using Vocab-O-Gram Strategy on the students’ ability in writing skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.

Based on the result, the researcher gives some suggestions, namely: (1) The English teacher of SMP Negeri 5 Namohalu Esiwa should apply Vocab-O-Gram Strategy in teaching writing narrative; and (2) The researcher expects that the next researcher uses Vocab-O-Gram Strategy in teaching writing skill especially in narrative text.

ACKNOWLEDGEMENTS

First of all the researcher says thank to God, because He always blesses the researcher during making the research to finish this thesis entitled ”The Effect of Vocab-

O-Gram Strategy on the Students’ Ability in Writing Skill at the Eighth Grade of

SMP Negeri 5 Namohalu Esiwa in 2015/2016”. During studying in IKIP Gunungsitoli until finishing, the researcher has been

supported by many sides, which help him and always motivate him. Hence, he wants to express his sincere appreciation and thanks to:

1. Mr. Drs. Bezisokhi Laoli, M.M., as the Rector of IKIP Gunungsitoli, who always gives supports and motivations to all the students of IKIP Gunungsitoli.

2. Mr. Adieli Laoli, S.Pd., M.Pd, as the Dean of FPBS, as the first advisor, who always guides him by giving wonderful input, time, motivation, suggestion, and ideas in finishing this thesis.

3. Miss. Yasminar Amaerita Telaumbanua, S.Pd., M.Pd, as the Chair of English Education Program, as his lecturer and also as his second advisor, who never feels bored in giving her time when the researcher needs her motivations, suggestions, and opinions and guides him during finishing the thesis.

4. Mr. Drs. Ellyanus, M.Pd. as his lecturer, and also as his examiner of methodology, who has given motivation to arrange this thesis well.

5. Mrs. Dra. Sulasmi as his advisor of academic, as his lecturer, and also as his examiner of study, who always supports, guides the researcher and gives her suggestions, in finishing the thesis well.

6. Mrs. Dra Nursayani Maru’ao, M.Pd as the validator, who gives correction and ideas as input in finishing the thesis.

7. Mr. Afore Tahir Harefa, S.Pd, M.Hum, as the secretary of English Education Program, as his lecturer and also as his examiner of Education, who always gives suggestions, corrects grammatical composition during finishing the thesis.

8. All lecturers of the English Department of IKIP Gunungsitoli who have taught him well during studying in IKIP Gunungsitoli.

9. Chief and Secretary of education department of North Nias Regency who gives permission in conducting the research in his government surrounding.

10. Mr. Ariziduhu Zega, A.Md, as the Headmaster of SMP Negeri 5 Namohalu Esiwa, who has facilitated the researcher in collecting the data.

11. Miss Agusmin Telaumbanua, S.Pd and Mr. Darma Kari Harefa, S.Pd as his validators, who always gives him motivation, correction and supports him in finishing the thesis

12. The students of the eighth grade of SMP Negeri 5 Namohalu Esiwa, especially VIII-A and VIII-B, as the subject of the research.

13. To all of his friends and Senior in the English Department of IKIP Gunungsitoli who always supports, gives motivation and help him in finishing the thesis.

14. Special thanks for his great father Mr Sokhifao Zalukhu, S.Pd and great mother Mrs Atilina Halawa who have sacrificed for supporting finding mission, and his beloved brothers (Sabar Jaya Zalukhu, Sastro Bign Aricen Zalukhu, Julkardin Zalukhu and For Tunaty God Zalukhu) who support, love, pray, motivate the researcher during studying in IKIP Gunungsitoli.

Finally, the researcher realizes that the thesis is far from being perfect. Therefore, he hopes all constructive suggestions and criticisms so the thesis can be better. And hopefully the thesis will be useful for the readers.

Gunungsitoli, 28 December 2015 The Researcher,

SANTOSA ZALUKHU

Reg. Numb. 112108082

LIST OF TABLES

Table Page

1. Research Design ……………………………………..…………………… .

2. The Population of the Eighth Grade of Students of SMP Negeri 5 Namohalu Esiwa in 2015/2016 ……………….…………...………………

3. The Total Sample of the Eighth Grade of Students of SMP Negeri 5 Namohalu Esiwa in 2015/2016 …………………………………………….

4. The Work Table for Liliefors Formula …………………………………....

5. The result of Mean Score, Standard Deviation, Variance of Pre Test and Post Test in Control Group and Experimental Group ……………………………………………………………………...

6. The result of Normality Test of Pre-test and Post-test in Control Group and Experimental Group …………………………………………………..

7. The result of Homogeneity of Pre-test and Post-test in Control Group and Experimental Group ………………………….. ….

8. The result of Pre-test and Post-test in control group and experimental group ……………………………………………………

9. The Result Of Examining Hypothesis ……………………………………..

10. The Width Under the Normal Standard from 0 to Z ……………………… 118

11. The Critical Values for Liliefors Test …………………………………….. 119

12. The Critical Values for t-Student Distribution …………………………… 120

LIST OF FIGURES

Figure Page

1. The Conceptual Framework………………………………………………… 28

2. Research Design X and Y.………………………………………………….. 33

CHAPTER I INTRODUCTION

A. The Background of the Problem

There are four skills in learning English and one of them is writing skill. It is one of the skills which is studied in Junior and Senior High School based on the curriculum. Ruby (2000:10) states, “Writing allows you to express yourself in words”. In other words, the writers are expected to be able to construct and

convey their opinions, ideas individually in written form. Furthermore, Hyland (2003:9) says,

Writing is a way of sharing personal meaning and writing courses emphasize the power of the individual to construct his or her own views on topic.

Briefly, writing is a process that should be done by the students to express his or her ideas in constructing the meaning of his or her view based on the topic being discussed.

In additional, Crimmon (1984:6) says, Writing is also an opportunity to convey something about yourself, to

communicate ideas to people beyond your immediate vicinity, to learn something you did not know.

It means that writing is a tool of communication or as our way to express ideas, opinions and to learn the other things in learning English. Eventhough the students are capable of listening, speaking, reading, but without the ability of writing they get difficulty in learning. So, writing skill is expected to be mastered by the students in studying English.

Based on the experts’ opinion, it is concluded that writing should be owned and mastered by the students. Because through writing the students can express ideas, construct their opinions individually in written form.

In the syllabus of SMP Negeri 5 Namohalu Esiwa of KTSP-2006, particularly for the eighth grade, the competence standard expects students express the meaning of functional texts and simple essay in recount and narrative forms and to interact with the environs. Basic competence is responding the meaning of simple short functional text acurately, fluently, and receiveable to interact with the environs. To achieve the target which is stated in the syllabus, the school has decided the Minimum Competence Criterion (MCC) that is 65 as the indicator of the students’ success in writing skill.

In fact, there is a gap between the expectations and the reality. Based on the researcher’s observation to the eighth grade students of SMP Negeri 5 Namohalu Esiwa, the students are unable to express their point of view in written form when the researcher asks them to write a narrative text, they are still unable to composes a good paragraph because the lack of the students’ vocabularies , the students are still not having writing habits and models to compose a narrative paragraph, the lack of grammar mastery is low. In addition, based on the researcher’s interview of the English teacher at the school, she says that most of the students are unable to express ideas or their opinions individually in written form correctly. It can be seen in their mark which can not achieve the Minimum Competence Criterion that has been decided at the school. In other words, the students fail to reach the expectation of the syllabus.

The problem above is caused by some factors: The lack of the students’ ability in comprehending the structure of narrative, the students are unable to write a text in narrative; the lack of strategy in teaching writing because the English teacher applies a conventional method in her teaching-learning process. The conventional method makes the students become passive to study. In other words there is no any positive impact to the students ’ learning. Conventional strategy is only as a teacher-centered activity that can not grasp the students’ need. The teacher dominates the teaching of writing so the teacher gives less attention to the students’ difficulties during the writing process.

In preventing the occurrence in the future, the researcher makes an experiment to find out an effect of a strategy that meets the problem. There are many strategies in teaching writing and one of them is Vocab-O-Gram Strategy. The researcher uses Vocab-O-Gram Strategy in the teaching-learning process to find out if this strategy has an effect to s olve the students’ problem or not, especially in teaching narrative text. According to Blachowicz (1986:104),

Vocab-O-Gram strategy is a graphic organizer that gives students the opportunity to make predictions about a story using words from the story with categories of a story structure.

This strategy is aimed to help the students in writing skill to review elements of story structure especially in any narrative text as well as the specific elements of the story that they have read. Furthermore, Fernandes (2005:27) developes a strategy called the Vocab-O-Gram. It is used for writing, vocabulary and reading. The Vocab-O-Gram strategy involves the teacher and the students because teacher provides a list of vocabulary words from the story on the This strategy is aimed to help the students in writing skill to review elements of story structure especially in any narrative text as well as the specific elements of the story that they have read. Furthermore, Fernandes (2005:27) developes a strategy called the Vocab-O-Gram. It is used for writing, vocabulary and reading. The Vocab-O-Gram strategy involves the teacher and the students because teacher provides a list of vocabulary words from the story on the

Vocab-O-Gram strategy is the students sort their vocabulary words into a story structure graphic organizer and make predictions on what they think will happen in the story. After reading the selection, the students go back and revise their organizers.

It affirms that the key of this strategy is the students recognize the selected words and replace them by predicting some words for each element of the story according to their knowledge of the story structure or review the story structure.

Based on the explanation above, the researcher chooses the topic of the

research entitled “The Effect of Vocab-O-Gram Strategy on the Students’ Ability in Writing Skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016 ”.

B. The Identification of the Problem

The identification of the problem in the research are:

1. The lack of the students’ ability in comprehending the structures of narrative.

2. The students are unable to write a text in narrative.

3. The lack of strategy in teaching writing. In other words there is no any positive impact to the stu dents’ learning.

C. The Limitation of the Problem

Based on the problem that is stated, the researcher wants to limit it in the research. In the research, the researcher searches the effect of Vocab-O-Gram Strategy on the students’ ability in writing skill at the eighth grade of SMP Negeri

5 Namohalu Esiwa in 2015/2016.

D. The Formulation of the Problem

Based on the limitation of the problems in the research, the researcher formulates it such as: “Is there a significant effect of Vocab-O-Gram Strategy on the students’ ability in writing skill at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016?

E. The Purpose of the Research

The purpose of the research is to find out whether there is or no a significant effect of Vocab-O-Gram Strategy on the students’ ability in writing skill at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.

F. The Hypotheses of the Research

The hypotheses of the research are formulated as follows: Ha = There is a significant effect of Vocab-O-Gram Strategy on the students’ ability in writing skill at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.

Ho = There is no significant effect of Vocab-O-Gram Strategy on the students’ ability in writing skill at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.

G. The Significances of the Research

The result of the research are useful for:

1. The researcher himself, as an experience to teach writing especially in narrative text through Vocab-O-Gram Strategy.

2. The students, as a motivation or experience to develop their ability in writing skill.

3. The English teachers, as an input to them to use an appropriate strategy in teaching writing.

4. The readers, as an additional reference in order that they can apply Vocab-O- Gram in learning English.

5. The further researchers, as a source of information and reference in conducting their researches that are relevant with the research, especially in arranging the thesis in IKIP Gunungsitoli.

H. The Assumptions of the Research

In conducting the research, the researcher assumes that:

1. Writing skill is one of the important skills that should be mastered by the students.

2. Vocab-O-Gram Strategy is a strategy that can be used in teaching writing.

I. The Limitation of the Research

In conducting the research, the limitation of the research such as:

1. The population of the research is the students at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.

2. The object of the research is the students’ ability in writing skill.

3. The researcher conducts Quantitative research Method, with a general type of experimental which is specified into quasi experimental.

4. The research design is pretest and posttest design in two groups. One is the experimental group and another is control group.

5. The researcher uses narrative text as a material especially fable.

6. The researcher focuses on the students’ ability in writing narrative paragraph.

J . The Key Terms Definitions of the Research

There are some key terms definitions written by the researcher to avoid misunderstanding in the research, such as:

1. Writing is the ability of the students to express idea, feeling, and emotion in a good control in written form.

2. Vocab-O-Gram Strategy is a strategy for teaching writing in which the students work in group to make prediction about the story into Vocab-O-

Gram Chart based on the researcher’s selected vocabulary words from the narrative text before they read it. After that, the students read the material in their group in order to revise their Vocab-O-Gram chart correctly.

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Framework

1. Vocab-O-Gram Strategy

a. The Definition of Vocab-O-Gram Strategy

Vocab-O-Gram is one of strategies that make the students to be active in learning writing. It allows the students work in group to enhance their idea, opinion in written form based on their knowledge about vocabulary word selected by the teacher from the story. According to Allen (2007:109)

Vocab-O-Gram provides students with a list of vocabulary words from the story to be read and graphic organizer contain elements of story structure: setting, characters, conflict, plot, and resolution.

The students are allowed to make predictions about a story using words from the story with categories of a story structure. This strategy emphasizes how important it is for the students to know definition of the words and story structure in order to help them to enrich their idea to make prediction about a story based on a list of vocabulary words from the story to be read. Furthermore, Portsmouth (2004:2), says,

Vocab-O-Gram is a classification chart that shows the categories of story structure which relate of writing, including: setting, characters, problems/goals, actions, and resolution. Students organize key vocabulary or phrases from a selected text due into the Vocab-O- Gram’s categories.

Based on the experts’ opinion above, it is concluded that Vocab-O-Gram is a strategy that helps the students start their ability in their own conceptual Based on the experts’ opinion above, it is concluded that Vocab-O-Gram is a strategy that helps the students start their ability in their own conceptual

b. The Procedures of Applying the Vocab-O-Gram Strategy

According to Pearson (2008:39) there are some steps of Vocab-O-Gram Strategy as follows:

1) Select 10–20 words and phrases from a story that may reflect characters, setting, feelings, key ideas, or events. Present the words to students on the board or on an overhead.

2) Give students a copy of the Vocab-O-Gram chart. Have them work in pairs or small groups to share what they know about the words. Then, they decide which words give clues to the different elements of a story and place the words in the appropriate category on their charts. They may place words in more than one category.

3) Conduct a class discussion about students’ placement of the words and their reasoning for the placement. Have students share their knowledge of words that may be unfamiliar.

4) After students have completed this discussion, they will have formed some preliminary ideas about the story. Have them state their preliminary ideas as predictions about the characters, events, and so on.

5) Suggest that each student also formulate one or two specific questions to answer.

6) After reading, return to the Vocab-O-Gram and refine their ideas. Review the vocabulary and clarify any words by returning to the selection or using reference works.

Allen (2007:110) also defines some steps of Vocab-O-Gram Strategy are:

1) Discuss the vocabulary words from the story.

2) Place the vocabulary words in the category on the graphic organizer where you think the author will use the words: setting, characters, conflict, plot, resolution.

3) Make predictions about the story using the vocabulary words to answer each of the questions in each of the story structure categories.

4) Students should list questions they have prior to reading the story. The vocabulary words, discussion, and elements of story structure will

prompt students’ questions.

5) Words which are too unfamiliar, or words which don’t make sense in terms of students’ questions and predictions, can be listed in the Mystery Words space on the graphic organizer.

6) After reading, students revisit their Vocab-O-Grams to answer the questions they wrote, define or describe context for mystery words, and revise predictions to reflect information from the story.

7) Vocab-O-Gram can then be used to scaffold writing about the story.

Based on the procedures above, the researcher modifies both of them in applying it in the field as follows:

1) Selecting vocabulary words from the story or narrative text as material.

2) Providing students with a list between 15 and 20 vocabulary words from narrative text selection before they are going to read the content of the text.

3) Dividing students into small groups. Each group consists of five persons.

4) Distributing Vocab-O-Gram chart to each group.

5) Allowing 20 to 30 minutes for students to work in the groups to discuss about their placement of the words or do their Vocab-O-Gram chart by predicting about the setting, characters, problems or goals, action and resolution of a narrative text based on the vocabulary words are provided.

6) Reading the material or narrative text in three times; slow, middle and fast.

7) Asking the students to revise their prediction or Vocab-O-Gram chart based on the material that researcher has read.

8) Fixing the opinion of the students, and revealing the correct categorization of

the story structures with its chart, the next step is drawing a conclusion.

c. The Advantages and Disadvantages of Vocab-O-Gram Strategy

According to Schumm (2006:39) that there are some advantages of Vocab-O-Gram strategy, namely:

1) Vocab-O-Gram enhances writing skill by providing the story structures into the chart to which students get opportunity to predict the story based on a list vocabulary words from the story to be read.

2) Vocab-O-Gram helps the students commit the target word or words to their memory.

3) Teachers can use this strategy with the whole class, small groups.

4) It helps the students to get meaning of the words and makes students understand the text quickly.

5) The students learn about vocabulary words when they learning writing that they will remember it.

While disadvantages of Vocab-O-Gram Strategy is it needs a lot of time. Furthermore, the students are going beyond the definition of the word to consider its application in text and are engaged in much higher thinking of words and their relationship to text. So, the researcher overcame the disadvantages by dividing the students into groups in doing their Vocab-O-Gram Chart in the same time and using a short narrative text as teaching material, especially fable as the story which is familiar with the students.

d. The Relationship Between Vocab-O-Gram and Writing

There is direct correlation between Vocab-O-Gram and writing when the students receive Vocab-O-gram Chart. Duguay and Artzi (1986) say, Vocab-O-Gram is a generic classification chart that reflects the categories

of story structure. It is used with a charting process that asks students to organize vocabulary in relationship to the structure of the selection. It is a follow-up writing activity where students are asked to write the events of the story or summarize the story, ensures that the activity includes writing sentences.

It can be concluded that Vocab-O-Gram Strategy helps the students in writing by providing the instructional activity or chart that contains story structures from a story in order that the students get the chances to predict the story and also as the author of the story, because the students write a story according to their knowledge, ideas or opinions of selected vocabulary words.

2. Conventional Strategy

a. Definition of Conventional Strategy

Conventional strategy is a traditional strategy where it more emphasizes to strategy. It is supported by Djamarah (1996) saying that conventional strategy is traditional teaching strategy which is designed by Explanatory Strategy, Question-Answer Strategy and Recitation Strategy. In other words, conventional strategy is general and traditional teaching strategies that are used by the teacher to explain the material set the material in questioning forms and accomplish the students to recite something. In addition, as written in Oxford Dictionary (2008:95), “Conventional strategy is normal and ordinary, and perhaps not very interesting strategy.” In short, conventional strategy is designed in ordinary and uninteresting strategy in the teaching-learning process.

b. The Procedure of Applying Convention Strategy

However, the procedure of Conventional strategy is used in the research based on the teacher’s activity as usual at the eighth grade to the students of SMP Negeri 5 Namohalu Eiswa can be read on the next page:

1) The teacher writes the topic of the material on the blackboard.

2) The teacher explains the material by using Explanatory Strategy.

3) The teacher asks the students to respond the questions related to the material after finishing explaining the material.

4) In the ending of teaching-learning process, the teacher gives tasks to the students. It can be concluded that Conventional Strategy is a traditional teaching- learning process and more centered to the teacher and makes the students get bored. Then, by doing Conventional Strategy, the students are not motivated to learn and it makes the students are not able to create something related to the material.

c. The Advantage and Disadvantage of Conventional Strategy

According to Sinarno in Suryobroto (2009:55), there are some advantages in applying Conventional Strategy in teaching material to the students, namely:

1) The teacher can control the class easily.

2) Easy to recognize the students’ place in the classroom.

3) It can be followed by the large students.

4) It is easy for the teacher to conduct the teaching-learning activity.

5) Make the teacher easily explain the teaching material Besides some advantages which has been stated by Sinarno in Suryobroto (2009:55), also there are some disadvantages in applying Conventional Strategy in teaching material to the students, namely:

1) Execution of the strategy is dominant to define words by words.

2) If the strategy always used, it makes the teacher and the students feel bored.

3) The method makes the students are passive.

4) The teacher does not know whether the students understand about the teaching material or not.

In other words, Conventional Strategy makes the teachers are active and the students are passive during the teaching-learning process. While in teaching writing skill is the st udents should be active to gather their ideas and express them into written texts. The researcher applies Vocab-O-Gram Strategy in teaching-learning activities as one of the way to overcome the stu dents’ problem in writing skill at the eighth grade of SMP Negeri 5 Namohalu Esiwa.

3. Writing

a. The Definition of Writing

Writing is one of the important skills in teaching-learning English. People need to learn writing English, for occupational or academic purposes. In writing the writer can give his or her ideas, opinions, or feeling to someone or to many people in written form. Flower and Hayes (1981:86) say, “Writing is a cyclical process in which writers move back and forth between generating ideas, formulating these ideas into lang uage and transcribing these ideas into writing”.

Hyland (2003:9) says, “Writing is a way of sharing personal meaning and writing courses emphasize the power of the individual to construct his or her own views on topic”. Furthermore, Leo (2007:1) says, “Writing is a process of expressing ideas or thoughts in words should be done at all leisure.

Byrne (1997:1) says, “Writing is producing sequence of sentence arranged in a particular order and linked together in certain way”. Based on the experts’ opinion above, it is concluded that by writing the

students are able to generate ideas or opinions, construct his or her own view on topic into the sequence of sentence arranged in a certain rule. Crimmon (1984:35) states,

The best way to start writing is to begin planning. Experienced writers tend to think that planning is essentially a thinking activity. First, their plan inside their heads, what they want to say and then they transfer their thought on to a piece of paper.

Based on the theories above, it is said that basic way to start writing is the writers plan inside their heads, what they want to say and transfer it on a piece of paper. Then, these theories are very useful to the students at the eighth grade of SMP Negeri 5 Namohalu Esiwa. The researcher tells when they express their ideas, opinion based on their own views on a certain topic in written form.

b. The Types of Writing

Cohen (1994:304) elaborates four types of writing, as follows:

1) Expository writing Expository writing is a subject-oriented writing style, in which the main focus of the author is to tell you about a given topic or subject, and leave out his personal opinions. The expository writing can be found to answer essay examination, to present reports, to write term paper, to compose letters.

2) Persuasive writing Persuasive writing is a type of writing which contains justifications and reason to make someone believe on the point the writer is talking about.

3) Narrative writing Narrative writing is a type of writing in which the author places himself as the character and narrates you to the story. The narrative writing wants to tell the story of events to the readers, the writer aims to create a powerful impression on the readers.

4) Descriptive writing Descriptive writing is a style of writing which focuses on describing a character, and event or place in great details and description tells how something looks, sounds, smells or feels.

Based on the explanation above the researcher concludes that types of writing text consist of expository writing, persuasive writing, writing narrative and descriptive writing. So, writing narrative is taught by the researcher for the students at the eighth grade of SMP Negeri 5 Namohalu Esiwa, in order that they have ability in writing narrative paragraph.

c. The Purpose of Writing

Halliday as quoted by Nunan (1999: 275) suggesting that written language is used for the following purposes:

1) For action (for example: public signs, product labels, television and radio, guides, bills, menus, telephone directories, ballot papers, and computers manual).

2) For information (for example: newspapers, current affairs magazines, advertisements, political pamphlets).

3) For entertainment (for example: comic strips, fiction books, poetry and drama, newspapers features, film subtitles).

This is emphasized by Ruby (2001:18) written language is used for achieving the specific goals, as follows:

1) For action, included facts and examples that teach your readers. Write objectively, avoid your opinion.

2) Writing to persuade includes reasons and arguments to convince readers to adopt your position.

3) Writing to entertain, included humorous, anecdotes or exaggerations that your audiences enjoy.

Of the experts’ opinion on the above, related to the purposes of writing, it can be said that writing purposes are to do fiction, to give information, to express facts and opinion, to teach and persuade the readers by showing the reasons and arguments to convince and to entertain the readers with humorous, anecdotes or exaggerations. Therefore in the research, the researcher sets and clarifies the purpose for writing as a guideline for the researcher to teach or enlarge the students ’ knowledge at eighth grade of SMP Negeri 5 Namohalu Esiwa to express their ideas or opinion in written form, especially in writing narrative paragraph.

d. The Process of Writing

According to Carrol and his friends (2001:15) stages of writing are:

1) Prewriting: analyzing your audience, determining your purpose in writing, limiting the scope of what you will cover, and generating potential content.

2) Drafting. It means making a case and structuring your evidence for that case.

3) Revising. It means putting yourself in the place of the reader, rethinking your approach, and making change that will improve your case.

4) Editing. It means that polishing the writing; fixing errors in grammar, spelling and mechanic.

5) Publishing. It means eliminating errors and improving the coherence and readability of your presentation.

Furthermore, Carroll and her friends (2001:15) say the process of writing, namely:

1) Prewriting rewriting includes exploring topic. Choose your topic and begin to gather and organize details before you write.

2) Drafting Drafting includes getting your ideas down on the paper roughly to the form at your intended.

3) Revising Revising includes connecting any major errors and improves the writing form and content.

4) Editing and proofreading Editing and proofreading includes polishing the writing. The process of correcting mechanical errors, grammar is accurating punctuations, spelling is correct and the mechanics are proper.

5) Publishing and presenting, sharing your writing Publishing and presenting sharing your writing includes building portfolio and reflecting on writing.

In addition, Williams (1949: 106) explains the process of writing, such as:

1) Prewriting. Generating ideas, strategies, and information for a given writing task.

2) Planning. Reflecting on the material produced during prewriting to develop a plan to achieve the aim of the paper.

3) Drafting. Producing words on paper on match (more or less) the initial plan for the work.

4) Pausing. Moment when you are not writing but instead are reflecting on what you have produced and how well it matches your plan. Usually includes reading.

5) Reading. Moments during pausing when you read what you have written and compare it to your plan.

6) Revising. Literally “re-seeing” the text with the goal of making large- scale changes so that text and plan match, includes getting suggestion from friends or colleagues on how to improve the writing.

7) Editing. Focusing on sentences level concerns, such as punctuation, sentences length, and spelling, agreement of subject, and predicates, and style.

8) Publishing. Sharing your finished text with its intended audience.

Based on the statement above, it is concluded the process of writing is to analyze ideas to decide the topic, make a concept and rethink the content whether Based on the statement above, it is concluded the process of writing is to analyze ideas to decide the topic, make a concept and rethink the content whether

e. The Ability of Writing

Accoording to Crews (2008:2) “Ability is possession of the quality required to do something or get something done”. Furthermore, as written in Oxford Advanced Learners’ Dictionary (1974: 2), “Ability is potential or capability or power to do something physical or mental”. In other words, the ability of writing is a creative act of the writers constructs ideas, opinion or capability that is owned by the writers express something in written form. Carrol and his friends (2001: 8) say, “There are some qualities of good writing namely: idea is relevant to the topic, organization (coherence and unity), words choice (refers to phrase) and sentences fluency.

In summary, the ability of writing depends on the ability of the writers construct their ideas that are relevant to the topic, and coherence based on words choice that are arranged into a good sentence or paragraph. These theories are very useful to the students at the eighth grade of SMP Negeri 5 Namohalu Esiwa in acquiring the ability of writing when they express their ideas, opinion especially in writing narrative paragraph.

f. Micro Skill of Writing

Brown (2001:343) identifies and enumerates micro skills of writing as follows: produce graphemes and orthographic patterns of English, produce writing at an efficient rate of speed to suit the purpose; produce an acceptable core of words and use appropriate word order patterns; use acceptable grammatical systems examples tense, agreement, pluralization, patterns rules; express a particular meaning in different grammatical forms; use cohesive devices in written discourse; use rhetorical forms and conventions of written discourse; appropriately accomplish the communicative functions of written texts according to form and purpose; convey links and connections between events and communicate such relation as main idea, supporting idea, new information, given information, generalization and exemplification; distinguish between literal and implied meanings when writing; correctly convey, culturally specific references in the context of written text, and develop and use a battery of writing strategies such as accurately assessing the au dience’s interpretation, using prewriting devices, writing with fluently in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.

The micro skills of writing are very important for the students of the eighth grade of SMP Negeri 5 Namohalu Esiwa to enlarge their ability to express their ideas, opinions in a good writing form, then as the guidelines for the researcher in teaching writing especially in writing narrative paragraph.

Based on the theory on the previous page, the micro skills of writing narrative paragraph for the research are use acceptable grammatical system, examples; tense, express a particular meaning in different grammatical forms; use rhetorical forms and conventions of written discourse, appropriately accomplish the communicative functions of written texts according to form and purpose.

g. The Teaching of Writing

Writing is not easy but it is a hard work to the writers. According to Crimmon (1984:6) “Writing is a hard work.” So, in teaching of writing the teacher should convey the material enjoyable and choose the strategy which is appropriate to the students.

Brown (2001:335) develops the process approach to writing instruction as follows:

1) Focus on the process of writing that leads to the final written product.

2) Help them to build repertoires of strategies for prewriting, drafting, and rewriting.

3) Help students understand their own composing.

4) Giving students time to write and rewrite.

5) Placing central importance on the process of revision.

6) Letting the students discover what they want to say as they write.

7) Giving students feedback though the composing process (not just on the final product) as they attempt to bring expression closer and closer to intention.

8) Encouraging feedback from both the instructor and peers.

9) Including individual conferences between teacher and students during process of composition.

In short, writing instruction is very important in teaching writing and it can be a guideline for the researcher in the research in teaching writing at the In short, writing instruction is very important in teaching writing and it can be a guideline for the researcher in the research in teaching writing at the

h. The Syllabus of Writing Skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa

In conducting the teaching-learning process especially in teaching writing at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016 is based on the syllabus. The competence standard expects that students express the meaning of functional texts and simple essay in narrative forms and to interact with environs. Basic competence is responding the meaning of simple short functional text acurately, fluently, and receiveable to interact with environs. In line with the statements above, there is a type of text that should be learnt, as follows.

1) Narrative text

a) The Definition of Narrative Text

As stated in Oxford Learners Pocket Dictionary (1995: 275), “Narration is

a story”. In line with narrative text, Perrin (1959: 76) says, “Narration is recount an incident or series of incidents or the step in a process” It can be said that narrative is a storytelling or a narrative text is a type of spoken or written text that tells a story of one character or more who face certain problematic situation. The social function is to amuse, entertain, and deal with actual sensational experience.

There are kinds of narrative such as legend, mysteries, fable, horror and romances.

The generic structure of a narrative has three components, they are:

(1) Orientation Presents the setting, plot, and the introduction of the characters. (2) Complication It consists of the sequences of the events that lead the characters into the climax.

(3) Resolution It consists of resolution of the problem. The resolution of the problem can be sad ending or happy ending.

Lexicogrammatical features of narrative text:

A narrative focuses on specific participants.There are many action verbs, verbal and mental processes (verbs of perception: think, realize, feel, and etcetera). It usually uses Past Tenses (Simple Past and Past Continuous Tense). Direct and indirect speeches are often used. Temporal conjunction are also used (for example: then, after that, finally, lastly, before, after, when, while, during, and etcetera).

In the following is a narrative text.

The Mouse Deer and the Crocodile

Once upon a time, there lived a mouse deer in the jungle. Orientation

One day the mouse deer saw fruits on the other side of the river. Mouse deer wanted to cross the river. He wanted to eat the tasty fruits but there are many crocodiles in the river.

Mouse deer didn’t want crocodiles to eat him first. Then, mouse deer had an idea. He called out,” hey crocodile”, I have an important message from our leader the Tiger", the king wants to know the number of crocodiles in

Complication the river to the other side.”Because he wants to have a party

to celebrate his birthday, and he likes to invite every animal in this jungle to attend". I would like for all the crocodiles in this river to line up across this river, and then I will count the number one by one", said the mouse deer with a very serious tone.

So, all the crocodiles line up in a row for a mouse deer to count them. The mouse deer jumps from one crocodile to

another and count the number loudly, “one, two, three”, until Resolusion

the last crocodile, “ten”. Finally, the mouse deer reaches the other side of the river safety. The crocodile were angry for being made a fool by a little mouse deer. Meanwhile, the mouse deer was enjoying the abundance of fruits.

(Source: http://www.englishdirection.com/2015/02/contoh- example-of-narrative-text-story.html)

In the research, the researcher focuses on teaching narrative text. The research chooses that topic because narrative text is one of the materials learnt in the first semester, and when the researcher observed the students in writing a narrative text most of them are unable to write it correctly.

I. The Assessment of Writing Narrative Paragraph

To evaluate the result of the students’ writing in narrative text, the researcher uses the formula according to Alaska (2007:24) as follows: The g uidelines to score the students’ writing skill as follows: (a) Score 4: An effective, developed paragraph that fulfils the assigned

purpose.

Specific detail support ideas. Organization plan is logical with effective sequencing. Word choices are effective and precise. Transitions and sentence structure are purposeful and varied. Few errors are present in grammar, usage, spelling, and

punctuation. Errors do not interfere with meaning.

(b) Score 3: A complete paragraph that addresses the assigned purpose. Detail support ideas.

Organization plan has predictable sequencing. Word choices are purposeful, but pedestrian. Translation and sentence structures are simple, but accurate. Some errors may be present in grammar, usage, spelling, and

punctuation. Few errors may interfere with meaning.

(c) Score 2: An oversimplified paragraph that addresses the assigned

purpose. Some details support ideas.

Organization plan has lapses and may be a list. Word choices are basic or predictable. Transitions and sentence structures are repetitive. Many errors may be present in grammar, usage, spelling, and

punctuation. Few errors may interfere with meaning. (d) Score 1: A deficient paragraph that attempts to address the assigned

purpose. Few or no detail support ideas; ideas may be random, confusing,

repetitious, or consist of a bare list. Organization plan and sequencing are weak and may be a brief list. Word choices are confusing and immature.

Sentence structures are repetitive and fragmented with few or no transitions. Predominant errors may be in grammar, usage, spelling, and punctuation.

Errors may interfere with meaning.

Regarding to the scoring guide above, it can be concluded assessing the stu dents’ evaluation sheet there are five points should be noticed. There are content, organization, grammar, language and mechanics. So, the evaluation of students’ writing narrative text can be evaluated through this way which is Regarding to the scoring guide above, it can be concluded assessing the stu dents’ evaluation sheet there are five points should be noticed. There are content, organization, grammar, language and mechanics. So, the evaluation of students’ writing narrative text can be evaluated through this way which is

To gain the stu dents’ mark in writing narrative text, the researcher uses formula as suggested by Djiwandono (2008: 46)

Obtained Score

Students’ mark = X 100

Maximum Score

After getting the students’ mark, the researcher decides the whole percentage of the students’ ability by using the formula as Tuckman in

Nurgiantoro (1986: 345 – 347) formulates:

Which: TP

: The Degree of Percentage FB :

The Stu dents’ Value N