CHAPTER II THEORETICAL REVIEW

CHAPTER II THEORETICAL REVIEW A. Writing 1. The Definition of Writing Writing is a process of expressing ideas or thought in words on

a piece of paper. Writing actually is transferring information, messages, or ideas in grammatically sentences. The information, messages, or ideas is necessary to be expressed in a text.

Writing is a process and what we write is often heavily influenced by constrains of genre, and then those elements have to be present in learning activities (Hammer, 2004: 86). Furthermore Nunan (2003: 88) stated that writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraph that will be clear to the reader.

From the explanation above it can be concluded that writing is a means of communication where written form is used to express the writer’s purpose based on his or her experiments. A writer expresses his or her ideas, experiences, thought, and feelings through writing for a specific purpose.

2. The Importance of Writing

Writing is importance skill to develop student critical thinking. It stimulates them to think deeply about many aspects to build a good advantages of learning writing as follow: a.

Writing encourages students to focus on accurate language use and, because they think as their write, it may good provoke development as they resolve problems which writing puts in their mind.

Writing is often used as a means of reinforcing language that has been thought. They use writing skill to make a note about what they have learnt while learning process happens.

Writing is frequently useful as preparation for some other activity.

Writing can be used as an integral part of a larger activity where the focus is on something else such as language practice, acting out, or speaking.

Writing is also used in questionnaire-type of activities. In some examination, students have to answer in the written form.

From the explanation above, it can be concluded that writing skill is important to be learnt by students, because it helps them in solving and improving other skills in learning language.

3. The Types of Text

There are six text types that are taught in school (Fortune & Tedick:

2003) as follows: a.

Narrative Text The purposes of this text are to entertain, to tell an imaginary story or to

1) Orientation: telling who, where, and when story happened. 2) Series of events: describing happenings preceding the compilation. 3) Compilation: introducing main problem or conflict. 4) Resolution: telling how problem get resolved.

Recount Text The purposes of this text are to tell what happened, to reconstruct a chronologically ordered sequence of past events. The generic structure of recount text is:

1) Orientation: telling who, where, and when story happened. 2) Series of events: describing happenings preceding the compilation. 3)

Personal conclusion: states thought and feeling about the events summarize account.

Procedure Text The purposes of this text are to tell how to do something, to provide a clear set of directions for completing a specific task. The readers have to follow the instructions step by step in order to reach the result expected. It has generic structure as follows:

1) Heading or Title

2) End Goal

3) List of Materials or Ingredients

4) Steps of Sequence

5) Additional Suggestions Visual Aids d.

Report Text The purposes of this text are to give information and to report the phenomena in a systematic manner. The generic structure of report text is:

1) Classification: general statement of topic or phenomenon. 2) Series of description paragraph.

Explanation Text The purposes of this text are to describe how something works and to give reasons for a phenomenon. It has generic structure as follows:

1) Phenomenon identification: describe the phenomenon. 2)

Series of events which offers more detailed information about temporal or causal sequences.

Argumentative Text The purposes of this text are to evaluate an issue and persuade another, to take a position and justify it. It has generic structure as follows:

1) Thesis or personal statement of position. 2) Supporting argument and evidence. 3) Refusing counter-argument and evidence. 4) Reiteration of point of view or conclusion.

B. Procedure text 1. The Definition of Procedure Text

Procedure text is instructional text which tells us how to do says that procedure text consist of a sequence of instructions designed with some accuracy in order to reach an objective. In our perspective, procedure text range from apparently simple cooking recipes to large maintenance manuals.

2. The Generic Structure of Procedure Text

Generic structure is the way in which a text is constructed to suit its purpose. Generic structure also means the text organization or the text arrangement. There are six generic structure of procedure text as follows:

1) Heading or Title It consists of the theme of the text.

2) End Goal It consists of target or purpose the activity.

3) List of Materials or Ingredients It consists of substances, or what is required.

4) Steps of Sequence It consists of stages, steps to do the activity.

5) Additional Suggestions It consists of extra information about the activity.

6) Visual Aids It consists of some picture to make the explanation clear.

The Language Feature of Procedure Text

Language feature is also called lexical grammar is such things as the grammar, vocabulary, and connectors that is used.

There are language feature of procedure text: a. Using Simple Present tense

Pattern : S + V1 + s/es (if the subjects are he, she, or it) Example : The writer writes procedure text about making chocolate pudding.

Using Action verb as imperatives Pattern : V1 + O Example : Put the pudding in the refrigerator! c. Using a range of adverbials: Time (When) : First, Second, Third, Next, Finally Lastly, etc.

Example: First, slice three lemons in half. Manner (How) : carefully, very slowly, finely, etc.

Example: Add 1,2 liter of boiling water into teapot carefully.

Place (Where) : into teapot, through the tunnel, in a plate etc.

Example: Pour six tablespoons of sugar into teapot. Reason (Why) : to form a soft batter, to make sweet, etc.

First, slice three lemons in half.
Second, juice the lemon using juicer.
Third, pour six tablespoons of sugar into teapot.
Fourth, place a teabag on the fork, put the fork on the teapot.
Fifth, add 1,2 liter of boiling water into teapot carefully.

Sixth, plunge a teabag on water until the tea spread on the water.
Seventh, stir the water in order to the sugar fuse with it; to make it sweeten.
Eighth, mix the lemon juice into the tea.
Ninth, put the teapot into refrigerator and wait until being cold.

11 Putra (2012: 62) said that mind mapping is a useful technique that helps students to learn more effectively, improves the way that students record information, and support and enhances creative problem solving. organized display of the plan, problem, or project a diagram that mirrors the way our brains naturally processes information. Information and tasks radiate out from a central theme or goal, rather than falling below a header, as in a list.

Example: Stir the water to make the sugar fuse with it; to make it sweet.

The Example of Procedure Text Generic Structure Explanation

Title Making a Lemon Ice Tea Goal

Through the title, the writer wants to tell you steps to make lemon ice tea. List of Ingredients

Three lemons, 200ml hot water, a bag of tea, some cubes of ice, six teaspoons of sugar. List of Utensils A juicer, a teapot, a fork, a teaspoon.

Steps

C. Mind Map 1. The Definition of Mind Map

Mind map is an organized display of information from the outset of the writing process may help some students, as it is more easily converted into a draft.

Mind mapping is a way to write creatively and it will map the thought (Buzan, 2005: 4). Alamsyah (2009) as cited in Riswanto and

2. The Advantages of Mind Mapping

Basically mind mapping is an easy way to take note and recall the information. Mind mapping can be used in many different context; personal, family, or business, planning our day or planning our life aids, presentation.

Mind mapping can help us in many ways (Buzan, 2005: 6). And the advantages of mind mapping in writing according to Buzan are as follows: (a) Arranging the plan, (b) Being more creative, (c) Saving the time, (d) Organizing and clarifying thoughts, (e) Remembering better, (f) Studying more quickly and efficiently, (g) Seeing the whole picture.

Mind mapping help us to learn, prepare, and store as much information as that we want, and categorized them in a natural way, give you an easy and direct access (perfect memory) to whatever you want. And with a mind mapping, the more information that input to our brain,

12 the easier it is to recall the information (Einstein in Buzan, 2005: 12).

3. The disadvantages of Mind Mapping a.

Mind map can become complex if students use more than two branches.

An individual mind map may be so personal it could be difficult for others to understand.

Students may have to redraw the map if students want to change some branches or sub-topics after the evaluation.

(Menn, www.mindmapping.com) 4.

How to Make Mind Mapping There are seven steps to make mind mapping (Buzan, 2005: 15).

Those are: a.

Starting in the sentence of a blank page turned sideways, write the title of the subject you are exploring and draw a circle around it.

Using an image or picture for you central point. It is useful because images is worth of thousand words and help you use imagination. A central image is more interesting to keep you focused and help you concentrate.

Using color throughout. Why is essential because colors are as exciting to your brain as image. Color add extra vibrancy and life to

13 your mind mapping, add tremendous energy to your creative thinking and it is fun.

Connecting your mind branches to the central image and connect remember a lot more easily.

Making your branches curved rather than straight-lined. A curved line is more interesting than straight lines, because straight line can make your brain feel bored.

Using one key word per line. It is because single key word gives out mind mapping more power and flexible.

Using image throughout. Because each image, like the central image is also words a thousand words. So if we have only 10 image in our mind mapping, it is already the equal of 10.000 words of notes.

D. The Steps of Teach Writing Procedure Text Using Mind Mapping

To make the implementation of mind mapping procedure text successfully, it is importance to pay attention to some steps as follows:

1. Apperception a.

The teacher prepares the equipments to use mind mapping as a media for teaching learning activity.

The teacher stimulates the students by giving questions of how to make something to guide them into the main topic of making procedure text.

2. Motivation The teacher explains the purpose of learning procedure text.

3. Exploration The teacher explains about material of how to make procedure text.

The teacher gives the example of mind mapping which contains of procedure to make or to do something.

The teachers together with the students analyze the generic structure and language feature of procedure text.

4. Elaboration a.

The teacher asks the students to apply mind mapping which contains of procedure to make or to do something.

The teacher asks the students to write procedure text based on it.

5. Confirmation a.

Teacher asks the students to make a mind mapping and procedure text in paragraph form.

Teacher asks the students whether they still have difficulty on understanding the material.

6. Closing a.

The teacher and the students conclude about the materials that were learned.

The teacher tells the next meeting material.

E. Basic Assumption

Almost all the students in senior high school think that writing is the most difficult skill in learning English. It is caused by some factors, usually vocabulary so their composition are unreadable; they do not master the grammatical so that the students’ composition are difficult to understand; and they are still influenced by their native language.

To make teaching writing successful, the teacher needs teaching strategy which will help the students to understand in learning writing.

Teaching writing using mind mapping is a good teaching strategy to solve the students’ problem in making composition, especially to help them in organizing idea. Using mind mapping strategy especially writing process is a good teaching strategy to be applied in writing class. Teacher can give a model of writing first and then involve the students to participate in the writing process. By this teaching strategy students will be able to decrease their problems in making composition, because they will get stimulus to build up their knowledge in the prewriting, and they will get reinforcement and feedback when they are writing their rough draft and doing revision. So that, for the next task the students will be able to write confidently.

CHAPTER II THEORETICAL REVIEW