Improving the Students’ Ability to Write Hortatory Exposition Text through Picture Word Inductive Model (Classroom Action Research at the Eleventh Grade Of SMA N 1 Tuntang in the Academic Year of 2017/2018) - Test Repository

  

IMPROVING THE STUDENTS’ ABILITY TO WRITE

HORTATORY EXPOSITION TEXT THROUGH PICTURE

WORD INDUCTIVE MODEL

  

(Classroom Action Research at the Eleventh Grade of SMA N 1

Tuntang in the Academic Year of 2017/2018)

A GRADUATING PAPER

  

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for

The degree of Sarjana Pendidikan (S.Pd)

  

By:

TIKA LUTFIA NINGSIH

NIM. 11314035

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

  

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

  

IMPROVING THE STUDENTS’ ABILITY TO WRITE

HORTATORY EXPOSITION TEXT THROUGH PICTURE

WORD INDUCTIVE MODEL

  

(Classroom Action Research at the Eleventh Grade of SMA N 1

Tuntang in the Academic Year of 2017/2018)

A GRADUATING PAPER

  

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for

The degree of Sarjana Pendidikan (S.Pd)

  

By:

TIKA LUTFIA NINGSIH

NIM. 11314035

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

  

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

  

DECLARATION

  In the name of Allah, Hereby, the writer declares that this graduating paper is written by the writer. This paper does not contain any materials published by other people and it does not c ite any other people’s ideas except those quoted overtly. The thing related to other people’s work are written in quotation and included in the bibliography.

  This declartaion is written with the full concern of the researcher. th Faizal Risdianto, S.S., M.Hum

  The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga

  ATTENTIVE COUNSELOR’S NOTE

  Case: Graduating Paper of Tika Lutfia Ningsih Dear, Dean of Teacher Training and Education Faculty

  Assalamu’alaikum Wr. Wb

  After reading and correcting the graduating paper of Tika Lutfia Ningsih, entitled

  

“IMPROVING THE STUDENTS’ ABILITY TO WRITE HORTATORY

EXPOSITION TEXT THROUGH PICTURE WORD INDUCTIVE MODEL

(Classroom Action Research at The Eleventh Grade of SMA N 1 Tuntang in

the Academic Year 2017/2018)

  ”, I have decided and would like to propose that

  this paper can be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.

  Wassalamu’alaikum Wr. Wb.

  

MOTTO

“Thoughts give birth to actions, actions

spawned a habit, habit bore the

character, and the character created

fate”

• -Aristoteles-

  (Pikiran melahirkan tindakan, tindakan melahirkan kebiasaan, kebiasaan melahirkan karakter, dan karakter menciptakan nasib)

  

DEDICATION

  The writer dedicated this graduating paper to: 1.

  My beloved mother (Kasniyati) and father (Suwarno Utomo) who always love, pray and support me.

  2. My beloved brother Nugroho Adi Utomo thanks for your kindness.

  3. All members of Edi Mancoro Islamic Boarding House.

  4. All members of LPM Dinamika IAIN Salatiga, especially for members of Lpm Dinamika 2015.

  5. My friends all members of TBI 2014, especially for class TBI A 2014 thanks for your support.

  6. My roomates of Edi Mancoro Islamic Boarding House; Bunda Fajar, Dek Surya, Masitoh, Bunda

  Mar’ah, Mbak Asya, Dek Ajeng, Dek Nanik, Mbak Isma, Dek Riski, Dek Riris, and Dek Novita. Thanks for your support and spirit.

  7. My big family that supported for my education and finishing this graduating paper.

  8. All my beloved friends, thank you for your support and togetherness.

  ACKNOWLEDGMENT Bismillahirrohmanirrohim.

  Assalamu’alaikum Wr. Wb.

  In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the researcher could finish this graduating paper as one of the requirements for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

  Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidance, advice, helps, and encouragements from individual and institution, and the researcher somehow realize that an appropriate moment for him to deepest gratitude for: The writer would like to express her deepest gratitude and appreciation to: 1.

  Drs. Rahmat Hariyadi, M.Pd, the Rector for State Institute for Islamic Studies (IAIN) Salatiga.

  2. Mr. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty in the State Institute for Islamic Studies (IAIN) Salatiga.

  3. Mrs. Noor Malihah, Ph.D., as the Head of English Education Department, thanks for your guidance.

  Mr. Faizal Risdianto, S.S., M.Hum., as the writer’s counselor. Thanks for your advice, suggestion and correct to my graduating paper.

  5. Mr. Kastolani, Ph.D., as my academic consultant.

  6. All lecturers and staffs of IAIN (Salatiga), the writer deeply thanks all for your advice, knowledge, and kindness.

  7. Almaghfurlah K.H. Mahfudz Ridwan and Hj. Nafisah as the founder of Edi Mancoro Islamic Boarding House (PPEM).

  8. Muhamad Hanif, M.Hum, as the patron of Edi Mancoro Islamic Boarding House (PPEM).

  9. My parents and my big family who always support and advice me.

  10. All of my friends in Edi Mancoro Islamic Boarding House (PPEM), thanks for your support and togetherness.

  11. All my friends in TBI 2014, thank you for giving a sweet moment.

  12. All my friends in LPM Dinamika IAIN Salatiga.

  Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers.

  Wassalamu’alaikum Wr. Wb.

  

ABSTRACT

Ningsih, T. L. (2018).

  Improving The Students’ Ability to Write Hortatory Exposition Text through Picture Word Inductive Model for Eleventh Grade Students of SMA N 1 Tuntang in The Academic Year of 2017/2018 . A

  Graduating Paper. English Education Department. Teacher Training and Education Faculty. State Institute for Islamic Studies Salatiga. Counselor: Faizal Risdianto, S.S., M.Hum.

  

Keywords : Writing; Hortatory Exposition Text; Picture Word Inductive Model;

Classroom Action Research.

  The objectives of this research are (1) To describe the implementation of Picture Word Inductive Model (PWIM) in improving the students’ ability in writing hortatory exposition text, (2) To find out the significant improvement after using Picture Word Inductive Model (PWIM) in writing hortatory exposition text. This research is Classroom Action Research (CAR). It was conducted in two cycles.

  Each cycle consisted of four steps, they were planning, action, observation, and reflection. The researcher took role as an observer who observed everything that happened in the class while the teacher performed CAR for the students. The number of the students in this research was 28 students. The researcher used pre- test, post-test, documentation, and observation checklist to collect the data. The students were active to follow the lesson, paying the attention, responding the question, accomplishing the task and being enthusiastic an Picture Word Inductive Model. The activities of the Picture Word Inductive Model can improve the critical thinking and their writing ability. The students who pass the passing grade improve gradually from the cycle I and the cycle II. The passing grade is 70. The result of pre-test and post-test in cycle I is (61.53), (73.00). The result of pre-test and post-test cycle II (65.71), (80.39).

  The improvement of the students’ ability in writing hortatory exposition text in SMA N 1 Tuntang is significant. In the cycle I, the t-test is 16.15 and the t-table is 2.052. Then, in the cycle II, the t-test was 17.52.

  

LIST OF TABLES

  Table 1.1: Students’ List of XI IPA 1 .................................................................. 12 Table 1.2: Reseach Schedule ................................................................................ 13 Table 1.3: The Students’ Observation Check List ............................................... 15 Tabel 1.4: The Teacher’s Observation Check List ............................................... 15 Table 2.1: The Analytical Scoring Rubric ........................................................... 31 Table 2.2: Example of Hortatory Exposition Text ............................................... 41 Table 4.1: The Students’ Observation Check List of Cycle I .............................. 66 Table 4.2: The Teacher’s Observation Check List of Cycle I ............................... 68 Table 4.3: The Result of Students’ Observation of Cycle I ................................. 70 Table 4.4: The Score of Pre-Test in Cycle I ......................................................... 72 Table 4.5: The Score of Post-Test in Cycle I ....................................................... 73 Table 4.6: Difference Square of Pre-Test and Post-Test Score of Cycle I .......... 75 Table 4.7: Descriptive Statistics Cycle I .............................................................. 76 Table 4.8: Paired Samples Test Cycle I ............................................................... 77 Table 4.9: The Students’ Observation Check List of Cycle II ............................. 84

  ’s Observation Check List of Cycle II .......................... 85 Table 4.11: The Result of Students’ Observation of Cycle II .............................. 87 Table 4.12: The Score of Pre-Test in Cycle II ..................................................... 90 Table 4.13: The Score of Post-Test in Cycle II .................................................... 91 Table 4.14: Diifference Square of Pre-Test and Post-Test Score of Cycle II ...... 92 Table 4.15: Descriptive Statistics Cycle II ........................................................... 93 Table 4.16: Paired Samples Test Cycle II ............................................................ 94 Table 4.17: Table of Data Analysis ...................................................................... 95

  

LIST OF FIGURES

  Figure 1.1: Four Activities in Each Cycle ............................................................ 10 Figure 2.1: The Steps of Thinking Inductively .................................................... 44

Figure 2.2 : The Picture that has been Identifying the Vocabulary ..................... 48

CHAPTER I INTRODUCTION A. Background of the Research Language is an important tool to communicate with each other in

  the world. According to Brown (1980: 5), language is a set of arbitrary symbols which used for communication. Gentner and Goldin-Meadow (2003: 17) state that “Although we use language every day to talk about experience, language itself is far from being an exact representation of our experience. When we understand and produce language, we always have to take into account the fact that language does not offer us exact maps of the experiences we may wish to recount to someone or interpret from someone else.” In short, language is an instrument to convey information which is used to express ideas, feelings, purposes, thoughts, and opinion in written or spoken way.

  There are many languages to communicate with each other in the world. Learning English is so necessary for every people in this era.

  According to Harmer (2001: 5), English is a number of future possibilities, all of which question the certainty of English as the number one in the world.

  English has four basic language skills. They are listening, speaking, writing, and reading. The four basics of English cannot separate because they are related to each another. Speaking and writing include

  1 reading involve accepting the message, so they are as receptive skills.

  The students have to learn all of the skills above because the government had been arranged the curriculum of English lesson. But, not all of them are capable of those skills. One of those skills above is writing skills. According to Arumi (2015: 1), writing as one of language skill considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners; they should also transfer ideas from their native language into the target language (foreign language).

  In fact, Indonesian students have many difficulties in learning English. Actually, in writing skill they have difficulties to practice because to write a good text, students have to follow the rules of the target language. The students have to learn the grammar, mastering the vocabulary, elaborate their ideas to achieve writing form, and arrange the paragraphs. They are difficult to change their ideas to become the text that easy to read.

  There are many texts that have been taught in senior high school. One of the texts that have been taught at eleventh-grade in senior high school is hortatory exposition text. According to Gerrot and Wignell (1994: 166-167), a hortatory exposition text differs from analytical exposition in that the latter argues that X is the case. Hortatory exposition exposition is a type of spoken or written text that persuade the listeners or readers that something should or should not happen or be done.

  There were some problems occurring in SMA N 1 Tuntang. Based on the interview with Mrs. Surti Harjanti who is the English teacher of eleventh-grade students on March, 26th 2018 students’ difficulties in writing for eleventh-grade students of SMA N 1 Tuntang. The researcher asked some questions. The first question is about the Standardized of Minimum Score (KKM) of English subject is 70 and SMA N 1 Tuntang uses curriculum 2013. The next question is about the most difficult skills in writing the subject for the students. The eleventh-grade students at SMA N 1 Tuntang are difficult to write the text. There are caused some factors.

  The factors were the students and teaching techniques used in the writing teaching and learning process.

  The first factor is the students. They said that they were difficulties to convey their ideas, organizing the text, using appropriate vocabulary, correct grammar, punctuation, and capitalization. Moreover, their writing works indicated that their vocabulary mastery was very low. They used words in their writing without considering the context and meaning. They often used their smartphone to translate some words in the Indonesian language into the English language. Because the students focus on translating words into English by using the smartphone, they did not pay result, their sentences and paragraphs were not well sequenced.

  Suharmi (2015: 3) states, “To be a good writer must have good capabilities in writing. The writer has to be able to organize the ideas, to construct the sentences, to use punctuation and spelling well. Besides that, they must be able to arrange their writing into a cohesive and coherent paragraph.” However, the students did not master grammar well. They often made mistakes in writing sentences. They also were confused about using pronouns and articles in their writing. Furthermore, they often ignored the writing mechanics such as spelling, punctuation, and capitalization. They thought that English is a difficult subject.

  The next factors were the activities used in the teaching and learning process. When the researcher observed the class in the teaching and learning process, the students were talking to each other. They did not pay attention to the teacher explanations. When they had a topic to write, it is difficult for them to arrange the sentences into good writing. There was no strategy that helped them to arrange text using the correct generic structure. The teacher had given an example and the vocabulary below the text, but many students did not understand if they have to arrange the sequence sentences.

  In teaching writing skill, the teacher has to improve the students’ writing skill. The teachers can use an appropriate strategy to teach their students. From the explanation above, the researcher proposes to use the

  Word Inductive Model (PWIM) to improve students’ ability to write hortatory exposition text. According to Calhoun (1999: 21) “Developed the Picture Word Inductive Model (PWIM), which uses pictures containing familiar objects, actions, and scenes to draw out words from children’s listening and speaking vocabularies. It is be effective for the students who want to expand their writing skill. This model helps the students add words to their sight-reading vocabulary, as well as their writing vocabulary, and also discover phonetic and structural principles present in those words.

  ” The reasons for conducting the research is as to give the teachers appropriate teaching, especially in hortatory exposition text in the eleventh-grade students. Then, they are willing and able to make writing hortatory exposition text easily. It can solve students difficulty in understanding a hortatory exposition text paragraph by using PWIM. The students will be easy to arrange the words become sequence sentences and paragraphs.

  Based on the explanation above the researcher is inspired to conduct a research entitled Improving

  The Students’ Ability To Write

Hortatory Exposition Text through Picture Word Inductive Model

(Classroom Action Research at the Eleventh Grade of SMA N 1

Tuntang in the Academic Year of 2017/2018).

   Problems of the Research

  Based on the background of the research, there are some problems with the research are as follows:

  1. How is the implementation of Picture Word Inductive Model (PWIM) to improve the students’ writing ability in hortatory exposition text at the eleventh-grade students

  ’ of SMA N 1 Tuntang in the academic year of 2017/2018?

  2. What is the significant improvement after using the Picture Word Inductive Model (PWIM) in students

  ’ writing ability in hortatory exposition text at eleventh-grade students of SMA N 1 Tuntang in the academic year of 2017/2018? C.

   Objectives of the Research 1.

  To describe the implementation of the Picture Word Inductive Model (PWIM) in improving the students’ ability in writing hortatory exposition text at eleventh-grade students of SMA N 1 Tuntang in the academic year of 2017/2018.

  2. To find out the significant improvement after using Picture Word Inductive Model (PWIM) in writing hortatory exposition text at eleventh-grade students of SMA N 1 Tuntang in the academic year of 2017/2018.

   Significances of the Research

  This research is expected to be used theoretically and practically: 1.

  Theoretically This research is expected to give an explanation about the use of the Picture Word Inductive Model (PWIM) to improve students’ writing ability in hortatory exposition text.

2. Practically

  The result of this research is expected to be useful for the students, English teachers, and institution: a.

  For the Students 1)

  Help the students to comprehend the hortatory exposition text easily.

  2) Improve the students’ writing ability which is taught by the Picture Word Inductive Model.

  b.

  For the English teachers The finding of this research can be a new knowledge for the English teachers to teach writing skill in hortatory exposition text.

  Picture Word Inductive Model (PWIM) is effective to improve the students ’ writing ability.

  c.

  For the Institution The result of this research gives a new reference to improve the teaching-learning process.

   Hipotesis and Success Indicator

  Based on the student's observation result in hortatory exposition text as illustrated in chapter 1, the researcher tries to overcome those problems by implementing the Picture Word Inductive Model (PWIM). By conducting this research, the researcher proposes a hypothesis: the implementation of Picture Word Inductive Model (PWIM) can improve the students

  ’ ability in writing hortatory exposition text. The success indicator of this research is taken from the students’

  Basic Competence ability shown in Lesson Plan (RPP).

  The students’ success and failure in conducting the activities in cycle I and II will be assessed by referring to the criterion of a passing grade (KKM). The passing grade of English lesson in SMA N 1 Tuntang is 70. The teacher and the researcher expect that there are at least 85% of the students who pass the passing grade.

F. Research Methodology 1. Research Design

  Type of this research is using Classroom Action Research (CAR). Classroom Action Research (CAR) is a similar systematic process aimed at gathering information on teaching and learning problems in the classroom and working toward a solution.

  According to Burns (2010: 2), action research is part of a broad movement that has been going on in education generally for some researcher. Action research involves taking a self-reflective, critical, and systematic approach to exploring teacher own teaching contexts.

  Burn (2010: 2) states that in the teaching-learning, the teacher has to take a questioning and problematizing stance towards the teaching. Problematizing doesn’t apply to look at the teaching as if it is ineffective and full of problems. Rather, it means taking an area you feel could be done better, subjecting it to questioning, and then developing new ideas and alternatives. So, in Classroom Action Research (CAR), a teacher becomes an ‘investigator’ or ‘explorer’ of his or her personal teaching context, while at the same time being one of the participants in it.

  According to Kemmis and Mc. Taggart model as cited in Burns (2010: 7-9). There were four phases in each cycle involved in this research. Those were planning, action, observation, and reflection. The figure of those steps is illustrated as follows:

   The spiral Model by Kemmis and Mc Taggart

  Based on Arikunto (2008: 75), there are four steps in each cycle for conducting classroom action research, which can be explained as follows: a.

  Planning In this step, the researcher focusses on who, what, when, where, and, how the action is conducted.

  b.

  Action In this step conducted to implement the strategies prepared in the planning.

  c.

  Observation Observation is the next step to monitor and watch the closely teaching-learning process and collects the data from the to know class condition when the action is done, then the researcher (as the observer and collaborator) and the English teacher (is the teacher in the research) discuss about the result of observation, what the problem faced when teaching-learning process and look for good solution to solve the problem. In this phase, the researcher observes and takes notes during the teaching- learning process.

  d.

  Reflection Reflection means to analyze the result based on the data that have been collected to determine the next action in the next cycle.

  In this phase, the researcher could observe the activity that results in any process, the progress happened, and also about the positives and negatives sides.

  In short, the researcher concludes that classroom action research is an action research classroom, which can do by teacher and researcher with involves students to improve teaching and learning process.

   Subject of the Research

  8 DSW Female

  15 HRJ Male

  

14 FDK Female

  

13 FPM Female

  12 FAT Male

  11 FAH Male

  

10 EDK Female

  9 DP Male

  

7 DSN Female

  The subject of research is students of the eleventh grade from XI IPA 1 at SMA N 1 Tuntang in the academic year of 2017/2018.

  

6 DSR Female

  

5 DK Female

  

4 AKW Female

  3 AS Male

  2 AS Male

  

1 AF Female

  Table 1.1: Students’ List of XI IPA 1

No Name Gender

  There were 28 students in that class.

  16 IAI Female

  17 IT Female

  27 TNGS Male

  2 Conducting observation April

  1 Preparing the research proposal March

  Table 1.2: Research Schedule

No Activities Time Allocation

  In conducting the research, the researcher carries out the steps which summarized in the following research schedule. The research schedule is shown in table 1.2.

   Steps of the Research

  28 ZM Female 3.

  26 SYP Male

  18 MDRC Female

  25 SPLS Male

  24 SWS Female

  23 RSA Male

  22 RAM Male

  21 RS Male

  20 MNPI Male

  19 MI Male

  3 Conducting cycle April

  4 Analysis data April

  5 Writing research result May

  6 Continuing writing the graduating paper May 4.

   Data Collection Method and Research Instrument

  The techniques of collecting data are ways to acquire data in a classroom action research. The act old collecting data will be presented as follows: a.

  Observation According to Arikunto, (2010: 272) observation is a method which effectiveness with complete the observation sheet as an instrument. The form that arranged items which explain the occurrences, behaviors or actions which is described. Write the data of observation is not just to write, but also have to consider the case then assessing the level of scale.

  In short, in the action and observation steps, the observation guide was used to see the implementation of the actions and success of the research. In the reflection steps, the field notes were used to evaluate the actions that have been done.

  In this classroom observation, the researcher observes students and teacher activities in implementing Picture Word Inductive Model of hortatory text. The observation consists of two cycles. That is a cycle I and cycle II. The researcher uses the student It consists of student s’ and teachers’ observation checklist. In filling the observation checklist, the researcher use the mark “√”. The students’ observation checklist is written below:

Tabel 1.3 The Students’ Observation Check List No Indicator Yes No Descriptions Obstacles Solutions

  1 Paying attention

  2 Asking Question

  3 Responding to Question

  4 Accomplishing task

  5 Being enthusiastic of Picture Word Inductive Model

  The form observational field note for a teacher is shown in table 1.4

  Table 1.4: The Teacher’s Observation Check List

No Aspect Yes No Descriptions Obstacles Solutions

  1 Greeting students before the lesson begin

  2 Praying before the lesson begins

  3 Checking student attendant

  4 Reminding previous material

  5 Giving an explanation of the material

  6 Use of Picture Word Inductive Model in accordance with the material

  7 Giving opportunity for asking a question

  8 Help student’s difficulties during learning

9 Answer student questions

  10 Giving feedback after the lesson

  b.

  Test To get the data, the researcher conduct the test that consists of a pre-test and post-test. Each meeting consists of several teaching activities a pre-test and post-test. 1)

  Pre-Test Before conducting the cycle I and cycle II, the researcher give the pre-test for each cycle. The purpose tried to know the students’ writing ability before the teacher implementing the Picture Word Inductive Model (PWIM). The forms of the test were an essayed test. In this test, the teacher give some grade based on some aspect. Those aspects are grammar, content, organization on form and, punctuation.

  2) Post-test

  After the students got pre-test and treatment in the cycle I and cycle II from the researcher, they got post-test. They purpose of conducting the post-test was to know the i mprovement of the students’ writing ability after implementing Picture Word Inductive Model (PWIM).

  c.

  Documentation The researcher also used the documentation as the method of collecting data in this research. The documentation also is a method used to find the data related, by picture and video. According to Arikunto (2010: 274), documentation is finding the data about variables as a note, transcript, book, newspaper, magazine, agenda, picture, video, voice record, etc.

5. Data Analysis Techniques

  The researcher conduct the Classroom Action Research (CAR) in improving the s tudents’ ability to write hortatory exposition text through Picture Word Inductive Model (PWIM) for the eleventh-grade students of SMA N 1 Tuntang. In analyzing the data, the researcher used the mixed method. It means that the research involved mixing of qualitative and quantitative data. The researcher would like to analyze the data using the mixed method as follow: a.

  Qualitative data According to Creswell (2016: 4), the qualitative data is a method for exploring and understanding the meanings that some individuals or groups of people attribute to problems of sociality or research, focusing on the meaning of the individual, and translating the complexity of a problem.

  The most important data in the action research is the description behavior of the students. The analysis of qualitative data is taken from observation, test, and documentation.

  b.

  Quantitative data Based on Creswell (2016: 5) the quantitative data is a method for testing certain theories by examining relationships between variables. Variables are measured, usually with research instruments so that data composed of numbers can be analyzed based on statistical procedures. The quantitative data is processed by the teacher and the researcher gets the score of the students. The maximum score is 100. 1)

  Score the Students’ Test There are five components present in the analytical scoring rubric for writing, are content, organization, grammar, punctuation, and vocabulary (Brown, 2004: 244-245). The researcher uses an analytical scoring rubric to analyze the data related to the students’ paragraph writing test of writing ability. 2)

  Calculate the Result of the Test After the scoring of students

  ’ test, the researcher calculates the data using the t-test to determine there was a the Statistical Package for the Social Science (SPSS) for analyzing the data. According to Landau and Everitt (2003: 1), said that SPSS is manipulating, analyzing, and presenting data program which is used in the social and behavioral science. In practice, the researcher use SPSS Base. SPSS Base has a number of add-on modules that extend the range of data entry, statistical, or reporting capabilities. That also provides methods for data description, simple inference for continuous and categorical data and linear regression.

G. Graduating Paper Outline

  This research is organized into five chapters. Chapter I present the introduction. It contains the background of the research, research question, objectives of the research, significance of the research, hypothesis and success indicator, research methodology, and graduating paper outlines. Chapter II describe the supporting theories and preevious studies. It consists of the definition writing, the requirement of a good writing, type of texts, the definition of hortatory exposition text, Picture Word Inductive Model (PWIM), how to implementing the Picture Word Inductive Model (PWIM) in writing hortatory exposition text.

  Chapter III is implementation of research. It contains procedures of the research and the minimum of passing grade. Chapter IV is research of PWIM in improving students’ ability in writing hortatory exposition text at the Eleventh-grade of SMA N 1 Tuntang in the academic year of 2017/2018. Chapter V is closure. It contains conclusions and suggestions. After that, it is followed by bibliography and appendices.

CHAPTER II REVIEW OF LITERATURE A. Supporting Theories 1. Writing a. The Definition of Writing There are some experts who define writing, based on Lado

  (1983: 143), says that writing is a partial representation of units of language expression. To write is to put down the graphics symbols if they know the language and the graphic representation.

  Brown (2001: 334) states that learning writing is like learning to swim. Learning to swim can only be practiced if there is a body of water available and usually only if someone teaches too. People learn writing if they are a member of a literate society and usually only if someone teaches too. If someone wants to be able to swim, he can not just master the theories to swim, but he has to get into the water to practice and apply the theories, but instead, he must plunge into the real writing world where he would practically involve in writing.

  In short, based on the explanation above the researcher conclude that in writing is a text consider about the topic, the vocabulary, organization of the words, clarity, the purpose of our topic, cohesion, sequence, thinks.

   The Purpose of Writing

  According to Nunan (2003: 88), the purpose of writing is express and impress. Writers typically serve two masters; themselves, and their own desires to express an idea or feeling, and readers, also called the audience, who need to have ideas expressed in certain ways. Writers must then choose the best form for their writing, shopping list, notes from a meeting, a scholarly article, a novel, or poetry are only a few of the choices. Each of these types of writing has a different level of complexity, depending on its purpose.

c. Types of Writing

  According to Brown (2004: 220), the type of writing contains four categories. Each category resembles that categories defined for the other three skills, but these categories, as always, reflect the uniqueness of the skill area. The types of writing, as follows: 1)

  Imitative To produce written language, the learner must attain skills in fundamental, basic tasks of writing letters, word, punctuation and very brief sentences. This category includes the ability to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling system. It is a level at which learners are trying to master the mechanic of writing. At content and meaning are of secondary concern. 2)

  Intensive (controlled) Beyond the fundamentals of imitative writing skill in producing appropriate vocabulary within a context collocation, idioms and correct grammatical features up to lengths of a sentence. Meaning and contexts are of some importance in determining connectors and appropriateness, but most assessment tasks are more concerned with a focus on form and are rather strictly controlled by the test design. 3)

  Responsive Here, the assessment task requires learners to perform at a limited discourse level, connecting into a paragraph and creating a logically connected sequence of two or three paragraphs. Tasks respond to pedagogical directives, first criteria outline, and other guidelines. Genres of writing include brief narratives and descriptions, short report, lab reports, summaries brief responses to writing and interpretations of the chart of graphs under specified conditions, the writer begins to exercise some freedom of choice among alternative forms of expressions ideas.

  The writer has mastered the fundamentals of sentence- level grammar and is more focused on the discourse conventions attention is mostly at the discourse level, with a strong emphasis on context and meaning.

  4) Extensive

  Extensive writing implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, a major research project report, or even a thesis. Writers focus on achieving a purpose, organizing and developing ideas logically, using details to support or illustrate ideas, demonstrating syntactic and lexical variety, and in many cases, engaging in the process of multiple drafts to achieve a final product. Focus on grammatical form is limited to occasional editing or proofreading of a draft.

d. Effective Writing

  According to Langan (2004: 13), paragraph is a series of the sentence about one main idea, or point. A paragraph typically starts with a point, and the rest of the paragraph provides specific details to support and develop that point. There are goals of effective writing as follows: 1)

  Make a point The sentence that expresses the main idea, or point, of the paragraph which called the topic sentence. The best point is stated in the first sentence of the paragraph.

  Support the point To support the point in the first paragraph, there is a need for a support sentence or supporting details.

  3) Organize the support

  Organizing the support in a paragraph is important. The students have to list the order, time order, and, attention about the transitions. 4)

  Write error-free sentences The students have to keep a good dictionary and grammar handbook nearby to correct the error-free sentences.

  In another hand, according to Oshima & Hogue (1988: 57- 63), the good writing has some components. There are: (a)

  Topic sentence The students have to write down the topics sentences in a paragraph. The topics sentences usually in the first sentences that is mention deductive paragraph. Sometimes, in the last paragraph that is mention an inductive paragraph

  (b) Supporting Sentence

  The supporting sentence is to support the topic sentences. The writer has to explore the topics in detail in supporting sentences. The concluding sentence The concluding sentence is a general statement that introduces the topic to be discussed in the paragraph. The concluding sentence can be written like the topics sentence but in other words.

e. Writing Process

  Based on Langan (2004: 16-25) as follows: 1)

  Prewriting In the prewriting, there are several strategies before writing the draft of the paper, as a freewriting, questioning, clustering, and making a list. 2)

  Making an outline Making an outline is a brief plan for a paragraph. It shows at a glance the point of the paragraph and the main support for that point. It is the logical backbone on which the paper is built.

  3) Writing the first draft

  In writing the first draft the students have to prepare to put in additional thoughts and details that didn't emerge in that prewriting. In this steps, don't worry about the grammar, spelling, punctuation, etc. It can do later in the next steps. In writing the first draft, the student will start with a write a arranged based on the correct rules include: (d)

  The elements in a sentence (e)

  The application of the correct spelling (f)

  Selecting the right word in a sentence 4)

  Revising Revising is as much a stage in the writing process as prewriting, outlining, and writing the first draft. Revising means rewriting a paper, building on what has been done. 5)

  Editing and proofreading Editing and proofreading are checking a paper for mistakes in grammar, punctuation, usage, and spelling. The students often find it hard to edit a paper carefully. Eliminating sentence-skill mistakes will improve an average paper and help ensure a strong grade on a good paper.

f. Teaching Writing

  In teaching writing, the teacher has to understand students’ need and their ability. According to Harmer (1998: 79), the reasons for teaching writing to the students of English as a foreign language include reinforcement, language development, learning style, and, most importantly, writing as a skill in its own right. We will look at each of these in a run. writing, Based on Harmer (2001: 261) as a follows: 1)

  Motivator One of the principal roles in writing tasks is a motivator. The teacher has to motivate the students. Motivation is a purpose to create the right conditions for the generation of ideas, persuading them of the usefulness of the activity, and encouraging them to make as much effort as possible for maximum benefit. This may require special and prolonged effort on the process of teaching-learning part for longer process-writing sequences.

  2) Resource

  After giving the motivation, the teacher should be ready to supply information and language where necessary. The teacher should tell to their students that the teacher is available and be prepared to look at their work as it progresses. For example, there is usually time for discussion with individual students, or students working in pairs or groups.

  3) Feedback provider

  The teacher should give a feedback on writing tasks demands special care. The teacher should respond positively and encouragingly to the content of what the students have written. When offering correction teachers should choose what particular stage of their studies, and on the tasks they have undertaken.