Grade Students of MA Manahijul Huda Pati in the Academic Year of 2011- 2012)

  

THE USE OF GROUP INVESTIGATION TO IMPROVE

STUDENTS’ ABILITY IN WRITING SKILL ON

ANALYTICAL EXPOSITION TEXT

   ( A Classroom Action Research with 11 th Grade Students of MA

Manahijul Huda Pati in the Academic Year of 2011- 2012)

  

Thesis

  Submited in Partial Fulfillment of the Requirement for the Degree of Bachelor of Education in English Language Education

  By

RINA MAYASARI

  Student Number: 073411020

  

FACULTY OF TARBIYAH

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2012

  

A THESIS STATEMENT

  I am, the student with the following identify: Name : Rina Mayasari Student Number : 073411020 Department : English Language Education certify that this thesis is definitely my own work. I am completely responsible for the content of this thesis. Other writer’s opinions or findings included in the thesis are quoted or cited in accordance with ethical standards.

  Semarang, December 2011 The Writer,

  Rina Mayasari NIM. 073411020

  ii

ADVISOR NOTE

  th

  Semarang, Nopember 29 , 2011 To The Dean of Education Faculty Walisongo State Institute for Islamic Studies Assalamu’alaikum wr.wb.

  I inform that I have given guidance, briefing and correction to whatever extent necessary of the following identification: Title :

  The Use of Group Investigation To Improve Students’ Ability In Writing Skill On Analytical Exposition Text th

  (A Classroom Action Research With 11 Grade Students of MA Manahijul Huda Pati in The Academic Year of 2011-2012)

  Name of Student : Rina Mayasari Student Number : 073411020 Department : Tadris Field of Study : English Language Education I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at Munaqasyah session.

  Wassalamua’alaikum wr.wb.

  Advisor I, Daviq Rizal, M. Pd.

  NIP: 19771025 200701 1 015

  iii th ADVISOR NOTE Semarang, Nopember 29 , 2011

  To The Dean of Education Faculty Walisongo State Institute for Islamic Studies Assalamu’alaikum wr.wb.

  I inform that I have given guidance, briefing and correction to whatever extent necessary of the following identification: Title :

  The Use of Group Investigation To Improve Students’ Ability In Writing Skill On Analytical Exposition Text th

  (A Classroom Action Research With 11 Grade Students of MA Manahijul Huda Pati in The Academic Year of 2011-2012)

  Name of Student : Rina Mayasari Student Number : 073411020 Department : Tadris Field of Study : English Language Education I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at Munaqasyah session.

  Wassalamua’alaikum wr.wb.

  Advisor II,

  Drs. Mahfud Junaedi, M.Ag NIP: 19690320 199803 1 004

  iv v

  

ABSTRACT

Rina Mayasari (student number: 073411020).

  “Using Group Investigation method to improve students’ writing ability in analytical exposition text (a classroom action research with eleventh graders of MA Manahijul huda Pati in the academic year of 2011/2012)

  ”. Thesis, Semarang: Bachelor Degree of English Language Education of State Institute for Islamic Studies Walisongo Semarang 2011. This thesis based on phenomena which happen in school, there were how many students who like writing but they do not know how to write. Teacher uses technique to teach students that often makes students feels bored to join English lesson.

  The thesis discusses the use of group investigation to improve students’ ability in writing skill on Analytical Exposition. The study is aimed at responding the following question: (1) how is the implementation of group investigation to improve students’ writing organization of analytical exposition text? (2) To what extent is the improvement of students’ writing organization of analytical exposition text after being taught through group investigation? This thesis uses a classroom action

  th

  research with 11 Grade students of MA Manahijul Huda Pati in the Academic year of 2011-2012. The number of the population is 35 students. The researcher take one of class to be sample. It was class 11C. The research design used was a classroom action research design. The instrument used to collect the data was observation and test. The assessment of the test result was focused students’ ability in writing analytical exposition.

  The research findings show that: (1) The Implimentation of Group investigation is improvement of learning tool, motivates students in doing work or jobs (2). The research improve students ability in writing, It looks from their score in doing test in every cycle. The last cycle show the significant improvement of students

  ’ ability. Score from pre-cycle was 57.71, the score from the first cycle was 65.71, and score from the second was 75. Based on the result of this research, the writer suggests that group of investigation be used as alternative media in teaching writing especially in teaching writing text type, in order that the students can write text more easily and more interested in writing activity. vi

  

ACKNOWLEDGEMENT

  All Glory is to almighty Allah Who bestowed His blessing upon the researcher in her life and enabled her to accomplish this thesis entitled The Use of Group Investigation

  

to Improve Students’Ability in Writing Skill on Analytical Exposition Text (Classroom

Action Research with Eleventh Grade Students of MA Manahijul Huda Pati in the

Academic Year of 2011-2012)

  The prayer and salaams are always offered for the Prophet Muhammad the most beloved Prophet of Allah, his relatives and companions. In this opportunity, the writer extends her gratitude to: 1. Dr. Suja’i, M.Ag. as the Dean of Tarbiyah Faculty for providing academicals facilities which supported the researcher in completion of this thesis.

  2. Siti Tarwiyah, M.Hum. as the Head of English Department and all the English lecturers for providing academicals assistance and support.

  3. Daviq Rizal, M.Pd. as the first thesis advisor and Drs. Mahfud Junaidi M.Ag. as the second thesis advisor who both had the responsibility for their patience in providing careful guidance, helpful corrections, very good advice as well as suggestion and encouragement during the consultation. There is no single wo except, “ Thank you very much for guiding me as good as my parent. You are a nice lecturer.” 4. Zaenal Arifin, S.Pd., As the Headmaster of MA Manahijul Huda Pati, thanks for the permission to do the research in the school which he lead and mahmudah, S.Pd., as the English Teacher who has given the good guidance to do the research.

  5. Library official who always give good service related with the reference in this thesis so that the writer could do this well.

  6. My beloved father (Laswi) and mother (Badriyah), thank you very much for your prayer and love which are always accompany me. My brother, Edy vii purnomo and my sisters, Heny Hikmawati, Endah kurniawati and Winda Kumaladevi, thanks for your pray and spirit.

  7. My lovely friends Andy, Islamiyah, mbak ika, tami, zezen, hariz, dian and ani. I love you all so much.

  8. My lovely friends in boarding house, wiwid, wirda, evi, inna, ume. Thanks for giving me motivation.

  9. My lovely friends at English Department of Tarbiyah Faculty State Institute for Islamic Studies Walisongo Semarang who can not mention one by one, thanks for giving me a lot of assistance and motivation.

  Semarang, December 2011 The writer, Rina Mayasari NIM.073411020 viii

  ix

  

TABLE OF CONTENT

Title ...................................................................................................................... i.

  Thesis Statement................................................................................................... ii. Ratification Note................................................................................................... iii. Abstract.................................................................................................................. vi Acknowledgement................................................................................................. vii Table of Content................................................................................................... ix The List of figure................................................................................................. xi

  The List of tables.................................................................................................. xii The List of Appendices.......................................................................................... xiii Chapter I Introduction ...............................................................................

  1 A. Research Background..................................................... 1 B.

  Reason for Choosing Topic

  5 C. Question of the Research................................................ 5 D.

  Objective of the Study.................................................... 5 E. Pedagogical Significance…………………………….

  6 F. Limitation of The Study.................................................. 6 Chapter II Review of Related Literatures ...................................................

  7 A. Previous Research.......................................................... 7 B.

  Theoritical Framework................................................... 8 1.

  The General Concepts of Group Investigation .......

  8 2. Writing...................................................................

  12 3. Genre ......................................................................... 16 4. Analytical Exposition................................................. 18 5.

  Text ............................................................................ 20 6. Group Investigation Method in Teaching Writing Ability on Analytical Exposition Text............................

  21 C. Action Hypothesis........................................................... 23

  x

  Chapter III Method of Investigation ............................................................. 25 A. Research Design

  25 B. Subject ......................................................................

  27 C. Setting of the study.......................................................... 27 D. Technique of Data collection.......................................... 27 E.

  Scoring Technique.......................................................... 30 F. Technique of Data Analysis............................................ 33 G.

  Procedure of text ............................................................ 35

  Chapter IV Research Finding......................................................................... 39 A. Research Finding ............................................................ 39 B. Research Analysis........................................................

  50 C. Discussion …………… ................................................ 58

  Chapter V Conclusion and Suggestion........................................................ 60 A. Conclusion ...................................................................... 60 B. Suggestion ...................................................................... 61 C. Closing ........................................................................... 62 Bibliography Appendices Curriculum Vitae

  LIST OF FIGURE

  Figure: 1.

  Picture Sample of clustering……………………………………………14 2. Figure 1 CAR Design ............................................................................. 26 3. Chart of the Test Result from the Pre-Cycle until the Second Cycle.....58 xi

  LIST OF TABLES

  Table: 1.

  Table of Analytic Scoring of Writing ...................................................... 31 2. Table of Level Achievement ................................................................... 32 3. Table of activities in Experimental Group ............................................. 43 4. Table of Cycle 1 ...................................................................................... 35 5. Table of Cycle 2 ...................................................................................... 37 6. Table of Score Aspect Observing in Cycle 1 .......................................... 43 7. Table of Score Aspect Observing in Cycle 2 .......................................... 48 8. Table of Test Result on Pre-Cyle ........................................................... 51 9. Table of Test Result on Cyle 1 ............................................................... 53 10.

  Table of Test Result on Cyle 2 .............................................................. 55 11. Table of the Result from the Pre-Cycle until the Second Cycle ............ 57 xii

LIST OF APPENDIXES

  xiii

  Appendix: 1.

  Lesson Plan in Cycle 1 2. Lesson Plan in Cycle 2 3. List of the Students 4. List of Group Members 5. Writing Test on Pre Test 6. Writing Test on Cycle 1 7. Writing Test on Cycle 2 8. Aspects Observed 9. Writing Test of Sudents 10. Picture of research 11. School profile

CHAPTER 1 INTRODUCTION A. Background of the study Men are social creatures; they use language in order to communicate

  with each other. Language plays an important role in human life. People will have many difficulties in getting along with one another without language. They use language in order to communicate with each other to express their

  1 thought, ideas and feeling.

  In the world, English is the most important language. Almost every country uses English as an important element in everyday activities. English as an international language is used as a means of communication among people in trade, politics, and professional field. A great deal of academic discourses around the world takes place in English. In Indonesia, English is taught as the first language optionally from the six year elementary school (SD), and obligatory from the first year of junior high school (SMP) through the third year of senior high school (SMA) even for some semesters at university.

  Learning language in general involves the mastery of four skills: listening, speaking, reading, and writing. Here, the writer focuses on writing, because it is the important language skill to be developed. Realizing that writing is very important for English learners in addition to the other skills, it is essential for the students to develop their writing skills in English. Allah decrees in the H oly Qur’an:

       

1 Mary Macken. A Genre-Based Approach To Teaching Writing,(Australia:NSW department

  of School education, 1991).p.9

  1

       

  2

  (QS Al Qalam:1-2)

  “Nun. By the Pen and what they write.”

  From the verse above, we know that writing has an important role in human life. Because of writing activities make life easier, so people in big cities even small villages may get newest information from media, such as newspaper, magazines, and tabloid and so on.

  Writing is very important for many people because it will help them understand many paragraphs written in English, and also to obtain information for scientific purposes or just relaxation. Through writing, the students can enlarge their point of view of their atmosphere and knowledge. They can also convey or write their ideas, imagination, and experiences into a paragraph and it can be explored to become histories.

  Writing is the important language skill to be developed especially in classroom. Although the writing and oral skill are combined in the classroom and the one clearly benefits from the other, written language become more complex and has certain characteristics which seem to make it difficult for

  3 students to get to group with especially for young learners.

  In teaching learning process, students may still have problems in writing. There are many factors that influence someone’s difficulties in writing, such as in mastering vocabulary to arranging the structure or

  4

  grammar. To teach English, teacher usually uses certain methods of teaching English. In this way, the teachers want to make English more interesting than ₂ before. _st Mahmud Y. Zayid, The , (Beirut: Dar Al-Choura, 1980), 1 Ed., p. 425. ₃ Quran

  

Jenny Hommond, English for Social Purposes, ( Sydney: national centre for English

language, 1992), p.6 ₄ Barli Bram, Write Well Improving Writing Skill, (Yoyakarta: Kanisius, 1995), p.25

  2 Seeing the difficulties of writing, it is understandable that students have a fear felling and little enthusiasm in writing class. Commonly, they are afraid of making mistake and worried about their ability in choosing and arranging the words to produce sentences. Those feelings seem to make the students unconfident in a writing class. Having a little confidence can make them reluctant to try to write, even dislike writing.

  It is duty of English teachers to create an exciting and conducive writing class as well as to give cautions guidance to the students. The teachers should try to find productive strategies in encouraging the writing class in order to encourage students to like writing. It is really hard work, but students should be given strong foundations for their writing skill before entering higher level educations.

  English teaching method is changeable. The method should be interesting and student-centered. One of the teaching methods is cooperative. Through this method, students are active in the learning process, because they will learn more through a process of constructing and creating, working in group and sharing knowledge. Nevertheless, individual’s responsibility is still the key of success in learning English.

  A cooperative learning method is believed as being able to give chance for students to be involved in discussion, has courage and critical thinking and is willing to take responsibility of his/her own learning. Although it considers as an active role of students as more important, does not mean that teacher in the classroom is not participating. In learning process, teacher has roles as designer, facilitator and guide in the learning process.

  A cooperative learning method has several types, namely write-pair- share, Group Investigation, Students Teams Achievement Divisions (STAD),

  3 Teams-Games-Tournament (TGT), Team Assisted Individualized (TAI) and

  5 Jigsaw. One of its interesting types is group investigation.

  Group investigation is an organizational approach that allows a class to work actively and collaboratively in small groups and enables students to take an active role in determining their own learning goals and processes.Group investigation method requires the students to form small interest groups, plan and implement their investigation, synthesize the group

  6 members’ findings, and make a presentation to the entire class.

  This method is viewed as a solver for the problem stated above. Adopting this method, teacher is expected to be able to run the teaching learning process effectively, especially teaching of writing. They will work in groups by explain materials that given. Thus, when teacher put the students in groups he or she has to ensure that the students whose levels are different are put together. In addition, the activity offered in Group investigation is interesting so that the students will feel the new atmosphere in classroom and are interested in learning writing.

  The methods choose by the teac her become one of researcher’s considerations as well. In this case, the researcher attempt to offer one method that makes the students interested in studying writing through. GI method in which the activity is more empha sized on students’ involvement. Basically, cooperative learning corresponds to Islamic teaching which is stated in Q ur’an Surah al-Maidah:

   “Help one another in what is good and pious,not in what is wicked and

  7 sinful. ₅ “(QS. Al-Maidah: 2) ₆ Isjoni, Pembelajaran Kooperatif, (Yogyakarta: Pustaka Pelajar, 2009), p. 73 ₇ Isjoni, Pembelajaran Kooperatif, p.87 _st Mahmud Y. Zayid, The , (Beirut: Dar Al-Choura, 1980), 1 Ed., p. 73 Quran

  4

B. REASONS FOR CHOOSING THE TOPIC

  5 The verse above explains that cooperation is very suggested in every goodness, in this point is English language learning. Lets’ put this verse in language teaching learning context by connecting it with the cooperative learning. In cooperative learning, there is mutual relationship among students which enable them to reach the goal of teaching learning.

  There are some reasons for choosing the topic: 1)

  The monotonous technique of teaching writing makes student not comfortable and enjoyable. Because to teach junior high school teacher must creative to improve technique appropriate to the class. 2)

  To introduce a method in teaching analytical exposition text for senior high school students by using Group Investigation method.

C. Limitation of the study

  A researcher should be limited in its scope, so that the problem being examined is not too wide and the researcher is effective. To limit the scope of the research and research to analyze the problems, the findings of the research should be limited by following factors:

  1. Using group investigations to improve student’s writing skill of analytical exposition text at eleventh grade of MA Manahijul Huda Ngagel Dukuhseti Pati at the preparation activity, main activity, and evaluation activity.

  2. The assessment of students’ writing covers the part, qualities, and characteristics of the object to determine the improvement of students’ writing analytical exposition text.

D. RESEARCH QUESTIONS

  This study is intended to answer the following questions: 1)

  How is the implementation of group investigation to improve students’ writing organization of analytical expositions text? 2)

  To what extent is the improvement of students’ writing organization of analytical expositions text after being taught through group investigation?

  E. OBJECTIVES OF THE STUDY

  The objectives of the study are as follow: 1)

  To describe the implementations of teams group investigation to improvestudents’ writing organization ofAnalytical Expositions text. 2)

  To identify of improvement of students’ writing organization of Analytical Expositionstext after being taught the use of group investigations method.

  F. PEDAGOGICAL SIGNIFICANCE

  Based on the objectives above, the significance of the study can be stated as follows: 1)

  For writer By doing this research, the writer will get many experiences and know ledges about her study and it will be useful in the future.

  2) For teacher

  By doing this research, the writer hopes that the output of the study will be useful to give contribution of developing English teaching especially in teaching writing on analytical exposition text. And the writer hopes teacher can use group investigations as an alternative method in teaching writing process. 3)

  For the students By doing this research the writer hopes that the students will enjoy following the English class. They will be easy to understand the lesson and

  6 memorable, so that it can improve their understanding on writing organization of analytical expositions text.

  7

CHAPTER II REVIEW OF RELATED LITERATURE A. PREVIOUS RESEARCH There are some researches done in writing implementation. One of

  them is a study by Indah Jannatun Nisfah, Faculty of English Education and Department, Muria Kudus University 2009. She made thesis about _th Grade Students of SMA

  “The Ability of Writing Recount Text of the 11 Muhammadiyah Kudus in the Academic Year 2008/2009 Taught by ₇ Using Group Investigation Method

  ” She did this study because based on the teacher experience in teaching English it was assumed that most of the students were able to express their thoughts well especially in written language. They made some errors in spelling grammar and the choosing of appropriate words, which had to be used in expressing their ideas, when they were asked to write.

  The result of the research that group investigation gave the students different nuances of teaching. They could learn and write using group investigation. They were also interested and developing their English through writing.

  The similarity between her research and the writer’s is on the method and the data analysis. Second researcher is Siti Ulinnikmah (3104056), Tarbiyah

  Faculty, IAIN Walisongo Semarang 2008. She conducted study about “The Use of Cooperative Learning of Teams Games Tournaments for

  7 ^th Indah Jannatunnisfah ( 00544569), The Ability of Writing Recount Text of the 10 Grade

  Students of SMA Muhammadiyah Kudus in the Academic Year 2008/2009 Taught by UsingGgroup InvestigationAapproach . Education Faculty of Muria Kudus University, 2009.

  7 Teaching Grammar to Eight Grader of MTsN Kudus in Academic Year of ₈ 2008/2009.

  She did that study because there many students have difficulties in learning grammar. She used cooperative learning of Teams Game Tournament to teach grammar. The result, the activity offered in Teams Game Tournament is interesting so that the students will feel the new atmosphere in classroom and are interested in learning grammar.

  The similarity between her research and the writer’s is on method of collecting the data.

B. THEORETICAL REVIEW 1. The General Concept of Group Investigation a. Definition of Group Investigation Method

  Robert E. Slavin stated that Group Investigation as follow;

  “Group Investigation is a form of cooperative learning that

  dates back to John Dewey, but has been refined and researched in more recent years by Shlomo and Yael Sharan and Rachel

  9 Herts-Lazarowitz in Israel.

  ”

  Group Investigation is one of cooperative learning method which f ocused on student’s participation and activity. The teacher who use this method firstly he/she divides the class into small heterogeneous groups. This group consists of four to five and may form around friendships or around an interest in a particular topic.

  Students select topics for study, then every group decides what ₈ subtopics are to be investigated as well as the goals of their study, and

  SitiUlinnikmah,The Use of Cooperative Learning of Teams Games Tournaments for Teaching Grammar to Eight Grader of MTsN Kudus in Academic Year of 2008/2009. TarbiyahFaculty,IAINWalisongo Semarang, 2008. ₉ Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, (London: Allyn& Bacon, 1995), p. 111

  8

  10

  then prepare and present a report in front of class. This type demands to the student’s abilities of communication or the group skill. Group Investigation model exercises the students to grow up their brain skill. The students as the followers actively will show from the first step until the last step of the learning process.

  Group investigation is Cooperative Learning in which students help define topics for study and then work together to complete their investigations. In Group Investigation method students divides into four or five members with heterogeneities in each group. The group may form about friendship form the students’ group based on their friendship or the same interest, students are likely to feel more comfortable in their groups and possibly to share in similar working style.

  The Group Investigation involves students in planning both the topics for study and the ways to proceed with their investigations. Students choose the subject based on the topic given by teacher, the subject will be discussed in their group to make a draft, than arranged as composition text.

b. The Steps of Group Investigation Method

  In Group Investigation, pupils progress through six steps. The

  11

  steps of using Group Investigation (GI) as follow; 1)

  Topic Selection, Students choose specific subtopics within a general problem area, usually described by the teacher. Students are placed into small two-to six member task oriented groups. Group ₁₀ composition is academically and ethnically heterogeneous. ₁₁ H.Isjoni,, Pembelajaran Kooperative, (Yogyakarta: PustakaPelajar, 2009), p.87.

  Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, p. 115- 117

  9

  2) Planning the investigation in group, in the second steps Students in each group and the teacher plans specific learning procedures, tasks and goals consistent with the subtopics of the problem selected in step 1 (first).

  3) Implementation or carrying out the investigation, typically this is the longest steps. Each group gathers information, review the subtopic, analyze or evaluate it, reach some conclusions and apply their share of new knowledge to the resolution of the group’s research problem. Kinds of sources of information can be obtained both inside and outside the school.

  4) Preparing final project, Students preparing final project, analyze and evaluate information obtained during step 3 (third) and must prepare a summary activity. It may be in form of plan their reports.

  5) Presentation of Final Project, Each group in the class give an interesting presentation of the topics studied in order to get classmates involved in one another’s work and to achieve a broad perspective on the topic. Group presentations are coordinated by the teacher.

  6) Evaluation, in cases where groups followed different aspects f the same topic, students and the teacher evaluate each group’s contribution to the work of the class as a whole. Evaluation can include either individual or group assessment or both .

c. The advantages of group investigation method

  In group investigation, students not only work together but also help plan both the topics for the study and the investigation procedure used. Group investigation has many advantages: 1) Providing a share cognitive set of information between students. 2) Motivating students to learn the material.

  10

  3) Providing that students construct their own knowledge. 4) Providing formative feedback. 5)

  Developing social and group skill necessary for success outside the classroom, and 6)

  Promoting positive interaction between members of different

  12 cultural and socio-economic groups.

2. Writing a.

  Definition of Writing Most of people believe that the ability in writing is a natural gift that is given by God to the human. The people with this belief that they are the only ones whom writing is unbearably difficult. They feel that everyone else finds writing is easy or tolerable. Many people have mistaken idea that being able to write well is a talent

  13

  that o ne either has or doesn’t have.

  Writing is one of the basic tools of civilization. Without it, the world as we know it could not exist. It means that the development of writing was one of the great human writing. It is difficult for many people imagine language without spoken word seems intricately tied to the written word. Children speak before they learn to write and millions of people in the world speak languages with

  14

  no written form. Writing overcame such problems and allowed ₁₂ communication across the miles and through the years and

  David W. Johnson, Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning, ( New Jersey, A Paramount Communication Company: 1994), p. 138 ₁₃ Alice Oshima and Ann Hogue, Writing Academic English, (California: Wesley Published Company, 1978), p. xiii ₁₄ Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited, 2001), p.3

  11 centuries. Writing permits a society to permanently record its poetry, its history and technology.

  Writing is speaking, to others on paper or on a computer screen. Writing is partly a talent, but it’s mostly a skill, and like a

  15

  skill, it improves with practice. . The purpose of writing is to give some information, express thought, feeling, ideas, and experiences by writing it down, etc to convey a specific purpose. The purpose of

  16 writing is to give some information.

  b.

  Process of Writing Writing as one of productive skill needs a process. This processes writers to write in sequence stages. Harmer states that the writing process is the stages that a writers goes through in order to

  17 produce something (a written text) before to be a final draft.

  Writing is a process that involves several steps. And there are many steps of writing process at least three steps, they are;

  18 planning, rescanning and revising.

1. Planning or pre-writing.

  At this stage, the writer must think about three main issues. Those are the purpose, the audience (the reader), and

  19

  content structure. The point of writing will pressure not only the type of text that the writer wants to create, the language that the writer uses, but also the information the writer chooses to ₁₅ include. Secondly, the writer must think of the audience. The

  Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and Essays , ( New York Pearson Education, Inc 2005) p. 2 ₁₆ Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and Essays , p.4 _{17 18} Jeremy Harmer, How to Teach Writing, p.4 Alice C Omaggio, Teaching Language In Context, (Boston, Heinle&Heinle

  Publisher Inc,1986),p.224 ₁₉ Jeremy Harmer, How to Teach Writing, p. 5.

  12 audience will influence not only the shape of the writing (how it is laid out or how the paragraph is structured) but also the choice of language (formal or informal language). Thirdly, the writer has to consider the content structure of the piece. It means that how the writer sequence the fact, ideas or argument.

  This stage is often called by pre-writing process. Pre- writing is the thinking, talking, reading and writing you do about your topic before you write a first draft. Prewriting is a way of warming up your brain before you write, just as you warm up your body before you write. There are two ways of warming up the brain; choosing and narrowing a topic and

  20 brainstorming .

  The first is brainstorming, is often used to create new product, improve existing, or solve problem. You can

  21 brainstorm to find a topic, and to find supporting details.

  There are five steps that must be done by writers to brainstorm:

  a) Writers must begin with a broad topic.

  b) Writers must write down as many ideas about the topic as writers can do in five minutes.

  c) Writers can add more items to their list by answering the questions what, how, when, where, why, and how.

  d) Writers group similar items on the list together.

  e) Writers can cross out items that do not belong.

20 Alice Oshima and Ann Hogue, Writing Academic English, (California: Wesley

  Published Company, 1978),p.4 ₂₁ Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson Education Inc, 2003),p.41

  13 Second is choosing and narrowing a topic and is often called by clustering, is another prewriting technique. Here, you have to make given free choice subject and write about something that you are interested in, and your ideas are

  22

  connected using circles and lines like spider map. There are five steps that must be done by writers to cluster: a)

  Writers must write the topic in the center of blank place of paper and draw a circle around it.

  b) Writers can write any ideas that come into their mind about the topic in circle around the main circle.

  c) Writers must connect these ideas to the center word with a line.

  d) Writers think about each of their new ideas, write more related ideas in circles near the new ideas, and then connect them.

e) Writers repeat the process until they run out of ideas.

  Her aunt Prince

  Her sisters Foes

  Friends Cinderella

  Where did she live Characters

  Palace Kind

  Beautiful ₂₂ The picture 1 above is an example of clustering

  Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and Essays , (English: Addison Wesley Longman, 2005), p.6

  14

2. Writing.

  After you have finished in planning, you can continue to the next step, writing or rescanning. As you write, the opening draft on your paragraph, use the thoughts you ₂₃ generated as of prewriting as a guide. Remember to: a)

  Begin with a topic sentence that states the main ideas, include several sentences that support the main idea.

  b) Stick the topic does not include information that does not directly support the main idea.

c) Arrange the sentences so that the other ideas make sense.

  d) Use signal words to help the reader understand how the

  24 ideas in your paragraph are connected.

3. Revising.

  The last point, the most important after writing

  25 (drafting) is revising content and organization of your writing.

  It is almost impossible to write a perfect paragraph on the first try, so it needs to be revised, because writing is a continuous process of discovery. Therefore, as you writing, you will think of new ideas that may not be in your brainstorming list in your outline. It is almost impossible to write a perfect paragraph on the first try, so it needs to be revised. The steps are: a) Add new ideas to support the topic.

  b) Cross out sentences that do not support the topic.

  c) ₂₃ Change the order of the sentences.

  Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and Essays , p. 12 ₂₄ Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and Essays , (English: Addison Wesley Longman, 2005), p ₂₅

  12 Alice Oshima and Ann Hogue, Writing Academic English,p,12

  15 d) Using the following checklist to revise your paragraph; 1.

  Make sure you have a topic sentence.

  2. Cross out sentences that do not relate to the main idea.

  3. Check to see if the sentences are in the right order.

  4. Add new ideas if they support the topic sentences.

  5. Make sure you have included signal words to help guide the reader.

  6. Check the punctuations, spelling and grammar.

  c.

  Purpose of Writing When person writers something, he or she has purpose for writing, the purpose will most often be to explain, to entertain

  

26

  and journalistic writing. According to Betty, there are three purposes of writing that describe the kinds of students writing, those are: informative writing, expressive writing, and persuasive

  27 writing.

  First is informative Writing, informative writing helps writers integrate new ideas and examine existing knowledge. So, writers can share knowledge and give information, directions, or ideas. Example of informative writing include describing events or experiences, analyzing concept, speculating on causes and effect, and developing new ideas or relationship.

  Second is expressive or narrative writing, is a personal or imaginative expression in which the writer produces story or essays. This type of writing often used for entertainment, pleasure, discovery, poems, or short play.

  26 ₂₇ Alice Oshima and Ann Hogue, Writing Academic English,p 3 Betty Mattix Dietsch, Reasoning & Writing Well, (NY: Marion Technical College, 2005), p.7

  16 The last is persuasive writing. In persuasive writing, writers attempt to influence others and initiate action or change. This type of writing includes evaluation of a book, movie, consumer product, or controversial issues.

  The writers have to decide what the primary purpose, before writing something. They have to focus on the purpose of their writing since this will affect what language they choose and how they use it. When they have determined their purpose, they know what kind of information they need, how they want to organize develop that information.

3. Genre

  Swales and Bhatia state that: “A genre is recognizable communicative event characterized by a set of communicative purpose(s) identified and mutually understood by the members of the professional or academic

  28

  community in which it regularly occurs” Genre is a term for grouping texts together, representing how writers typically use language to respond to recurring situations. For many people, it is an intuitively attractive concept that helps to organize the common sense labels we use to categorize text and the situations in ₂₉ which they occur.

  Genre is a type of writing which members of discourse community would instantly recognize for what it was. Genre has important role in teaching learning process, because it can produce the ₂₈ goal of communication based on the function of language in social

  Marianne Celce-Murcia and Elite Olshtain, Discourse and Context in Language Teaching, (NY:Cambridge University Press, 2000), p.6 ₂₉ Ken Hyland, Genre and Second Language Writing, ( USA: The University of

  Michigan Press, 2004), p.4

  17 interaction. The meaning of the genres intended is that students are able to understand the concept and they would be able to identify a kind of texts that students will have to write.