The Contribution of Students’ Reading Ability toward Students’ Writing Summary in the Second Grade Students’ of Pesantren Manahilil Ulum Guppi Samata TK. 1 Provinsi Sulawesi Selatan - Repositori UIN Alauddin Makassar
THE CONTRIBUTION OF STUDENTS’ READING ABILITY TOWARD
STUDENTS’ WRITING SUMMARY IN THE SECOND GRADE STUDENTS’
OF PESANTREN MANAHILIL ULUM GUPPI SAMATA TK.1 PROVINSI SULAWESI SELATAN A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan in English Education Department of Tarbiyah and Teaching Science Faculty of
UIN Alauddin Makassar BY AESOH LOHBUESA
Reg. Number: 20400113200 ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR
2017 PERNYATAAN KEASLIAN SKRIPSI Mahasiswa yang bertanda tangan di bawah ini:
Nama : Aesoh Lohbuesa NIM : 20400113200 Tempat/Tgl.Lahir : Yala, Thailand/27 Oktober 1994 Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris/S1 Fakultas/Program : Tarbiyah dan Keguruan Alamat : Kampus I UIN Alauddin Makassar Judul : The Contribution of Students’ Reading Ability toward
Students’ Writing Summary in the Second Grade
Students’ of Pesantren MANAHIIL ULUM GUPPI Samata TK.1 Provinsi Sulawesi Selatan
Menyatakan dengan sesungguhnya dan penuh kesadaran bahwa skripsi ini benar adalah hasil karya sendiri. Jika dikemudian hari terbukti bahwa ia merupakan duplikat, tiruan, plagiat, atau dibuat oleh orang lain, sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
Samata, Gowa, 2017 Penyusun,
Aesoh Lohbuesa
ACKNOWLEDGEMENTS
حۡمَٰنَِرلٱ ه َللّٱ بِسۡمِ
هميهحَرلٱHamdan wa Syukran Lillah, the researcher would like to express her high gratitude to the God Almighty, Allah Subhanhuwata’ala, who has given blessing
health, power and inspiration to finish her thesis, Salawat and Salam are addressed to the final and chosen messenger the prophet Muhammad SAW who brought us from the darkness, to the lightness.
The researcher realizes that this writing would not finish without help and the guidance from a number of people. So, the researcher gives also a lot of thanks to the following individuals:
1. Dr. Kamsinah, M.Pd.I., and Dr. H. Erwin Hafid, Lc., M.Th.I., M.Ed., as consultants for their guidance and advice during this thesis writing.
2. Prof. Dr. H. Musafir Pabbari, M.S., as the Rector of Islamic State University of Alauddin Makassar for his advice and support.
3. Dr. H. Muhammad Amri, Lc,M.Ag., as the Dean of Tarbiyah and Teaching Science Faculty for his advice and motivation.
4. Dr. Kamsinah, M.Pd.I., and Sitti Nurpahmi S.Pd., M.Pd., as the Head and the Secretary of English Department of Tarbiyah and Teaching Science Faculty Of Alauddin State Islamic University Makassar who have helped, guided, and supported the researcher.
5. All of the lecturers and staff of Tarbiyah and Teaching Sciences Faculty of Alauddin State Islamic University of Makassar for their guidance during her study.
6. The researcher’s father, Doloh Lohbuesa, and her lovely mother Rohana Adae. Who always pray, encourage, educate and provide countless material supports, so that, she could finish this thesis writing and her study in UIN Alauddin Makassar.
7. The researcher’s special friend Fitriah Rahmadhana great thanks for your motivation and support.
8. Her beloved family of PBI 9,10 for their sincere friendship and assistance during the writing of this thesis.
9. The second grade students’ of Pesantren Manahilil Ulum Guppi Samata for their great participation during the research.
10 . All of the people around the researcher’s life whom could not mention one by one by the researcher who has given a big inspiration, motivation, spirit and do’a for her.
Finally, the writer realizes that this thesis has not been perfect and still need more suggestions. However, the writer hopes that this thesis would be beneficial to other people. May Allah SWT bless us, Amin.
Makassar, 2017 Writer,
TABLE OF CONTENTS
TITLE PAGE .......................................................................................................... i
PERNYATAAN KEASLIAN SKRIPSI ................................................................ ii
PERSETUJUAN PEMBIMBING ......................................................................... iii
PENGESAHAN SKRIPSI ....................................................................................... .iv
ACKNOWLEGMENTS .......................................................................................... .v
TABLE OF CONTENTS ........................................................................................ viii
LIST OF TABLES .................................................................................................. .ix
LIST OF APPENDICES ........................................................................................ x
ABSTRACT ............................................................................................................. xi
CHAPTER IINTRODUCTION A. Background ............................................................................ 1 B. Research Problem................................................................... 4 C. Research Objective................................................................. 4 D. Research Significance ............................................................ 4 E. Research Scope ...................................................................... 5 F. Operational Definition of Terms ............................................ 5 CHAPTER REVIEW OF RELATED LITERATURE A. Related Research Findings ..................................................... 10 B. Some Pertinent Ideas .............................................................. 11 1. Reading ............................................................................ 11 2. Writing ............................................................................. 18 C. Theoretical Framework. ......................................................... 29 D. Hypothesis .............................................................................. 30 CHAPTER III RESEARCH METHOD A. Research Design ................................................................... 31 B. Research Variable .................................................................. 31 C. Research Population and Sample ........................................... 31
D.
Research Instrument .............................................................. 32 E. Data Collection Procedure ..................................................... 32
1. Test .................................................................................... 32
2. Documentation ................................................................... 33 F. Data Analysis Technique ....................................................... 33
CHAPTER IV FINDING AND DISCUSSION A. Finding ................................................................................... 37 B. Discussion .............................................................................. 42 CHAPTER VCONCLUSION AND SUGGESTION A. Conclusion ............................................................................. 44 B. Suggestion .............................................................................. 45 BIBLIOGRAPHY APPENDICES DOCUMENTATIONS CURRICULUM VITAE
LIST OF TABLES
Table 2.1 : TheSchema of Conceptual Framework……………………………...23
Table 3.1 : Classific ation The Students’ Score Answer………………………….26Table 3.2 : Interpretation of Correlation Coefficient “r” Score………………….30
Table 4.1 : Rubric WritingAssessment………………………………………….31
Table 4.2 : Interpretation of Correlation Coefficient “r” Value………………….34 LIST OF APPENDIX Appendix I : Rubric Writing Assessment
……………………………………49 Appendix II : Rubric Re ading Assessment……………………………………51 Appendix III : The Result of
Writing Score…………………………………...53 Appendix IV : The Result o f Reading Score………………………………..…55 Appendix III : Data Collect or of Students…………………………………….57 Appendix IV : Table Correlation Coe fficient “r” Product moment…………...58 Appendix V : Instrument of th e Research in Test…………………………….60
ABSTRACT
Researcher : Aesoh Lohbuesa Nim : 20400113200 Title
: The Contribution of Students’ Reading Ability toward Students’ Writing Summary in the Second Grade
Students’ of Pesantren MANAHILIL ULUM GUPPI Samata TK. 1 Provinsi Sulawesi Selatan
Consultan I : Dr. Kamsinah, M.Pd.I. Consultan II : Dr. H. Erwin Hafid, Lc., M.Th.I., M.Ed.
The research is about the contribution of students reading ability toward students writing summary, most of the students have problems to achieve a better grade in reading and writing, and it can be influence their other skills in learning English, Therefore, the research conducted this research to solve the problems. The objective of the research was to find out whether or not the contribution of students reading ability toward students writing summary in the second grade students of Pesantren MANAHILIL ULUM GUPPI Samata TK.1 Provinsi Sulawesi Selatan. This research focused on the reading ability and writing summary.
The method that is used in this research is correlation research by using two instruments, test and documentation. The subjects of this research were 40 students in the second grade of Pesanren MANAHILIL ULUM GUPPI Samata TK.1 Provinsi Sulawesi Selatan in academic year 2016/2017.
The result of the research shows that this quantitative data can be analyzed in correlation, in conducting this research, the researcher used reading test, writing summary test and documentation to collect the data. from the data analysis mean score of the average level of reading ability score is (73.2) while the average for writing summary score is (74.9) was higher than the score in test. Evident from the result obtained correlation coefficient of determination is (0.353) it can be concluded that the level of correlation is good influenced by the reading ability and writing summary the students of class second grade students of Pesantren MANAHILIL ULUM GUPPI Samata TK.1 Provinsi Sulawesi Selatan. So this should be a concern to optimize the develoment of reading to students in particular and society in general.
Based on the data above, the researcher concludes that the implication of this research is contribution of reading ability toward writing summary of the students then the students more active and higher then the score in the test.
CHAPTER I INTRODUCTION A . Background English is one of the most popular languages used by people nowadays.
Most of the countries around the world have used English as their second or first language. English also have a vital role in the world because it is always used in international forum. The other reason why English is so popular because it becomes language of business and many popular cultures (American movies) used English. In Indonesia English become the first foreign language beside
France and Ger many that is taught in Indonesian’s school. It is taught from the
Elementary School, Junior High School, Senior High School, and University level, even there are some Kindergarten in Indonesia that is taught basic English to the student.
Basically, English has four main language skills; Reading, Writing, Speaking and Listening. These four skills in language related each other, people who use language have a number of different ability; some are able to read and write while others are able to speak and listen well. Reading and writing are said to be productive skills, while speaking and listening are said to be receptive skills.
Reading is very important because the facts show that global dissemination of information (e.g. Printed information) is very dominant nowadays. By Reading, people can improve their own knowledge, experience, and are able to effective tools to acquire various written information including science and technology.
Meanwhile, writing is the skill is possessed by human being to produce ideas and thoughts in to the writing people are able to share their experience, explain opinions and suggest or persuade the reader to write. It is also very important for education in completing their assignments like the report, proposal and scientific writing.
Approaching reading-writing relations from a directional perspective is the most relevant model for pedagogical concerns as it helps teachers decide whether reading should lead to writing or whether writing should lead to reading in their instruction. The use of writing to enhance reading has also generated a great deal of debate among those searching for methodologies that increase improvement in reading proficiency. Indeed, writing before, during, or after reading, was shown to assist reading and readers in a number of ways. Many studies have proved the contribution that writing gives to a reader.
In the era of the development of science and technology is develop rapid as now, it felt that human life can’t be separated from the activity of reading. The
information received by humans every day most of all was delivered through print, electronic, through oral or written. To that end, any reading skills in understanding, reading become a necessity of every day human life as well as eating and drinking, the ability to read a person can be acquired and trained
Based on the preliminary study and observation with students in the second grade at Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi Sulawesi Selatan, some problems are found from the students based on previous observation, the researcher finds out some problem that the students do not take attention and understanding in reading, then, after doing the observation toward the students that the researcher finds out student’s ability in reading is not satisfied. Such was the case according to this observation the researcher is interested to study about student’s problem toward understanding of reading at class second grade with idea of this research the contribution of students’ reading ability toward students’ writing summary all of knowledge and method that the researcher obtains from this research can help the teacher to use the method in teaching English in future.
Therefore, English language learning, especially reading is maximal. In the following study students seen less conscious, this is because teachers in reading learning materials using the method to read a story and writing summary. Teachers in the English language learning students only provide the text, and that told the students to answer questions from the reading text. So that students’ reading skills are lacking even be said is still a concern, it seen from the test results given at the time of observation. Moreover, is also seen students are less active in learning English language. Such condition cause to learning that takes less than the maximum, and will motivate to the students reading ability. Summary in the Second Grade Students’ of Pesantren MANAHILIL ULUM
GUPPI Samata TK. I Provinsi Sulawesi Selatan ”. B . Research Problem
Based on the background, the researcher formulates the problem as follow: “What is the Contribution of Students’ Reading Ability toward Students’ Writing Summary in the second grade students’ of Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi
Sulawesi Selatan?”
C. Research Objective Based on the formulation of the problem above the purpose of this study is to find out the contribution of students’ reading ability toward students’ writing summary in the second grade students’ of Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi Sulawesi Selatan.
D.
Research Significance
This research is expected to give two contributions, they are: theoretical and practical contributions
1. Theoretical Significance The result of this research is expected to be a useful and can give a way to reading ability and writing summary in teaching and education institution.
2. Practical Significance This research beneficial for the students, teacher, and school. For the students and teacher, the result of this research can be useful in learning summary. For the school, it is also expected to provide information and reference in order to improve the quality of education by the application of active learning model in learning at school. E . Research Scope
The scope of the research focuses on the contribution of students’ reading ability toward students’ writing summary of second grade student in academic years 2016/2017 of Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi Sulawesi Selatan.
F. Operational Definition of Terms The title of this research is “The Contribution of Students’ Reading Ability toward Students’ Writing Summary in the second grade students’ of Pesantren MANAHILIL ULUM GUPPI Samata TK. I Provinsi Sulawesi Selatan
” to make understanding about the title of this thesis easier, the researcher explained some technical terms in this title:
1. Reading Reading, one of language skills, should be mastered well by the students because reading is an essential factor that influences one of activates in communication. Reading is regarded as a decoding skill that is interpreting codes into ideas. People consider reading as an important activity so that people usually say that reading is the window of the world. By reading, people can get the information widely without going anywhere. between the perception of graphic symbol that represent language and reader’s language skill and knowledge of the world Reading is one of the language skills that must be learned by learners of
English as a foreign language. Success in studying depends in large part on our ability to read Wahida (2012:15) stated that the purpose of reading in many languages is to inform ourselves about something we are interested, or to challenge certain our method. In other words, to extend our experience of the world in which we live. A person may need to get information. Reading is not an easy matter, but it is a complex proces s. It does not involve the readers’ ability to read the text but also, the readers' experience to comprehend it. People read many kinds of written materials such as newspapers, magazines, novels, academic books, and so on. Through reading, people can get many information, knowledge, and enjoyment. Therefore, the ability to read the text in any form will bring great advantages to the readers.
Chambers and Lowry (in Megawati 1997:7) state that reading is more than morally recognizing the words for which certain combination of thinking responses. Those thinking responses are feeling and defining and some need, identifying a selection for meeting the need, selecting from alternative means experimenting with choices, rejecting or reining the chosen route, and devising some means of evaluating the result.
Based on the definition of reading above, it was concluded that reading is written or printed material from what was been read and improve a construct of ideas depend on the experience or prior knowledge of the reader.
2. Writing Writing is an English skill defined as how to express ideas on a paper to form words, words to sentences, sentences to paragraph. The ideas of writing may be from writer’s feeling, opinion, or may come from prior knowledge such as result of reading book, discussion or hearing and watching TV.
Graham and Perin in Subaedah (2011:10) explain that writing well is not just an option for young people-it is a necessity. Writing skill is predictor of academic success and a basic requirement for participation in civic life in the global economy, while Writing is not a simple language skill to perform because of it is large areas that must be involved. In producing a piece of writing, linguistic competence and extra linguistic competence are always involved. The fact is that writing is not only a means of expression, but it is also an essential criterion of competence in any field. This means that to write is to seek expression or to have something to say through the application of linguistic system.
Mayers (2005:15) stated that writing is a way to produce a language you do naturally when you speak. Writing is speaking to other on paper
- – or on a computer screen. Writing also is an action or a process of discovering and
Based on the definition above, the researcher concludes that writing is a kind of activity process that put the ideas, experiences, and feeling into paper in order to make a communication between the writer and the reader.
3. Summary Summary is an overview of content that provides a reader with the overarching theme, but does not expand on specific details. A summary describes a larger work (such as an entire book, speech, or research project), and should include noticeably less content then the original work. Summaries can save a reader time because it prevents the reader time from having to actually go through and filter the important information from the unimportant. “Ben was able to review the well-written summary provided by his peer, instead of re- reading the entire textbook, and as a result the still received an A on his mid- term.”
Cohen (1988:247) claims that summarizing task on reading comprehension tests can be considered as “authentic” tests since they have characteristics of real-world tasks. On the after hand, he explains that real-world summaries differ from the test summaries. Real-world summaries are prepared for the readers who important role while having the restrictions regarding length, format and style, since the assessor already knows what is really included in the original text. At the same time, Cohen believes that to produce successful summaries, students need to have reading skills, as well as writing skills, because in order to complete this task successfully students require selecting and using reading strategies effectively, while performing the writing task appropriately.
Heller (1995:40 ) postulates that, “the process of summary writing may be the ultimate example of making connections between reading and writing: summaries require the writer first to read and fully comprehend the prose and then to reduce the text to its gist, or main ideas. It requires knowledge of the facts and the opinions plus the ability in infer main points and to judge what is important enough to include in the condensed version.”
Sherrard (1989:17) in her study on text comprehension insists that expert summary writers make decisions on the basic of the entire text, while poor summary writers and younger summary writers mainly focus on sentences and details. In her conclusion she has named three principle components: content, structure, and style features which should be included in a matured summary.
Based on the definition above, the researchers have investigated the impact of summarizing instruction on different aspects of summarization and found positive effects of teaching summarization rules in most of the cases.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter deals with some related research findings, the concept of reading and writing, and some pertinent ideas. A. Related Research Finding Hasnawati (2004:6) in her study, Improving the Reading Ability of the Second Years Students of SLTPN 2 Takalar, She concluded that the students still have low achievement in reading for ability. The students still encounter difficulties in finding both explicit information in finding main idea in passage.
Jamil (2010:12) in thesis entitled “Improving Reading Comprehension thought Critical Reading of the first Year Students at MA Manahili Ulum Guppi
Samata Gowa” the research emphasize that the purpose of the “critical reading is reading with an awareness of similarities and different between what the reader has already seen, and what reader is seeing in the word” in this study more emphasis on improving reading skills at an advanced level (college) and did not recommended for beginners, intermediate level, such as teaching at the equivalent junior, high school or equivalent. So the end result was discovered by researcher in the use of critical reading is considered less effective in improving students’ reading comprehension at Guppi MA Manahili Samata, Gowa.
Rusmiati (2010:15) in her research with title “ Improving Students’ Writing Ability through Writing Task on Unforgettable Experience of the Second Year Students of MAN Barakka Kabupaten Enrekang”. She said that writing is more that unforgettable experience can improving the students’ writing ability because it can make the student develop their ideas.
Based on the explanation above, the research will be slightly different from the previous researches. The different is this research use descriptive quantitative research; it is different with the previous researches which use experimental research. The similarity between the previous researches with this research is th at research focus in students’ reading ability toward writing summary.
1) Reading
a. Definition of reading There are some definitions of reading given by some other as follows:
1). Haris and Sipay (1980) explain that reading is the meaningful interpretation of written verbal symbol. Reading is a result of interaction between the perception of graphic symbol that represent language and reader’s language skill and knowledge of the world. 2). Chambers and Lowry (in Megawati 1997:7) state that reading is more than morally recognizing the words for which certain combination of thinking responses. Those thinking responses are feeling and defining and some need, identifying a selection for meeting the need, selecting from alternative means experimenting with choices, rejecting or reining the chosen route, and devising some means of evaluating the result. language background, mind sets, and reasoning abilities, and they anticipate meaning on the basic of what has been read.
4). Richards (2002:273) say that reading is a skill that is highly valued by students and teachers alike. Reading comprehension is a complex process in which the reader used his mental ability to obtain the information. It means that the reader must be able to recognize the meaning of printed words.
Based on the definition of reading above, it was concluded that reading is a process or activity to get meaning of materials whether printed or written and verbal symbols. Reading skill is the ability of process the written or printed material from what was been read and improve a construct of ideas depend on the experience or prior knowledge of the reader.
b. The Nature of Reading Ability Reading is more than merely referring to the activity of pronouncing the printed material or following each line of written page. It involves various and mixed activities. People have their own purposes why they read. It is also more than recognizing words within a sentence; it includes whole ability of thinking process to evaluate the information. The following are some definitions of reading proposed by some experts:
Aebersold and Field (1997: 15) stated that reading is what happens when people look at a text and assign meaning to the written symbols in that text, reader that constitute actual reading. While, Davies (1995:1) stated that reading is a private activity. It is a mental or cognitive process, which involves a reader in trying to follow and respond to a message from a writer, who is in distant space and time. Due to this privacy, the process of reading and responding to a writer is not directly observable.
Grellet (1998:7) defined reading as an active skill that constantly involves guessing, predicting, checking, and asking oneself questions. Wallace (1992: 4) added that reading is interpreting which means reacting to a written text as a piece of communication.
Based on the definitions above, it can be concluded that reading is an active and communicative process. It is also an interactive process that goes on between the reader and the text, resulting in comprehension. It is a mean of communication between the reader and the researcher. The process involves the reader, the text, the interaction between reader and text. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine the meaning.
Hornby (1987: 2) defined “ability as (1) capacity or power (to do) something physical or mental; (2) cleverness; intelligence; (3) special natural power to do something well; talent. Meanwhile, in Longman dictionary, ability is defined as the mental skill or physical power to do something” (1998: 1). The researcher uses ability refers to a broader set of factors which - given similar
From the explanation above, it can be concluded that ability is someone’s competence as a result of learning. Therefore, reading ability means someone’s ability to communicate or make sense of written or printed symbols and to extract information in the text by using his knowledge, skills, and strategies to achieve the purpose of reading activity itself. According to Williams (1996: 51), there are three main phases needed to be followed in reading activity, namely: (1) Pre
- – reading: Aimed to introduce and arouse learners’ interest in the topic. Giving reason to read and some questions that related to learners’ background knowledge ideas and opinion would motivate learners’ eagerness to read the whole text. (2) Whilst - reading:
Aimed to help students understanding the purpose and texts’ structure and to clarify texts’ content. Some activities like answering comprehension question, completing diagram or maps, making list and taking notes are wilts reading type work.
(3) Post
- – reading: Aimed to consolidate what has been read with learners’ own knowledge, interest, or ideas.
c. Kind of Reading Reading can be classified into four types (Deysiria: 2009: 9), namely silent reading, speed reading, critical reading and oral reading:
1). Silent Reading These kinds of reading lead the reader to better comprehension. Silent reading is a skill to criticize what is written to discuss. Something written means to draw inferences and as well as to express a new idea on the basic of what is read.
2). Speed Reading These kinds reading is use to improve speed and comprehension in reading. This skill very important for the students. The skill of speed reading must run side with the main purpose of reading that is comprehension. The rate of reading speed, however, depends on the kinds of reading material. The rate of speed of reading a story of narration will be different from the reading scientific materials.
3). Critical Reading Other kind of reading is critical reading. In critical reading, the reader may find a certain article that tends to stir him/her to action. Many periodical articles, book, and advertising material are leaded with carefully worded propaganda device.
4). Oral Reading In other reading, the reader will get experience in producing the sound which should be practice as time possible. It is help teachers to find out who among his students has difficulty in reading. The researcher thinks that kinds of
The researcher thinks that kinds of reading are a good method to help the students to improve their reading comprehension and there method can support this research.
d. Technique in Teaching Reading Brown (2000:306) states that in the English language, there are three kinds of reading technique, they are:
1). Survey Reading In survey reading, readers survey some information that they want to get.
Thus, before that reading process, a reader must set what kind of information the reader needs.
2). Scanning In scanning reading, the reader quickly to answer a specific question quickly-when scanning, the reader only try to locate specific information and they do not follow the linearity of the passage to do. The leader simply have them eyes wander or the text until they find what they looking for whether it be a name, a date or less specific of information. 3). Skimming
Skimming is a kind of reading that makes our eyes move quickly. The purpose is to get main ideas from the reading materials. Wishes to see only the most important of the main ideas of the reading materials in hurry or in a short time so the reader to find the important items they need by glancing speedily e. Academic purpose of reading Grabe (2009 : 8) states that there are six major purposes for reading, they are:
1). Reading to search for information (scanning and skimming) When we want to locate some specific information, we engage in search processes that usually include scanning and skimming. Scanning is looking for suitable information on the pages. Skimming that found the most likely pages on the passage. Both skimming and scanning are processes carried out at very high speed (with high) rates of words per minute.
2). Reading for quick understanding (skimming) Skimming is also used for a variety of other reasons and so maybe seen as a super ordinate purpose). The skimming that happened when wants to determine what a text is about and whether or not, when wants to spend more time reading it.
3). Reading to learn Reading to learn is often carried out academic and professional settings. We read to learn when the information in a text is identified as important (often by a teacher of textbooks) and when that information will be used for some task of maybe needed in the future.
4). Reading to integrate information Reading to integrate information requires that the readers synthesize and learn information from multiple texts or being together information from different parts of long text, such as a long and complex chapter in textbooks. and more a complex interactions of reading processes. In academic and professional settings, readers are at times asked to evaluate and critique information from multiple texts, or from one long text, requiring them to make decisions about which aspects of the text, requiring them to make decisions about which aspects of the text are most important, most persuasive, least persuasive, or more controversial.
6). Reading for general comprehension (in many cases, reading for interest or reading to entertain) Reading for general comprehension is the most common purpose for reading among fluent readers and it is the default assumption for the term reading comprehension. This is the reading that takes place when we read a god novel, an interesting newspaper story of feature article, or a magazine when we are relaxing. It is saved for last in this discussion because it is both fundamental to reading and most often miss understood as easy reading but is not easy. In fact, reading for general comprehension involves a complex set of processes when carried out by fluent readers.
2. Writing
a. Definition of Writing Writing skill is specific abilities which helps writer to put their thought in words in meaningful form and mentally interact with the message. It has purpose not only for media but also giving information. Everyday many people do writing activity by using mobile phone to send a message. It has purpose that give
Writing not only a process of involves and to know how to handle words and sentences and paragraphs as Thomas said but also the more important before it, we have understand how to clarify our thought, deliver ideas into a word and sentence and paragraph. Byrne (1988) defines writing involves the encoding message of some kind: that is, we translate our though into language. Basically, writing means producing or reproducing oral message into written language. It involves an active process to organize, formulate and develop the ideas on the paper so that the readers can follow the writer’s message as well as in oral form.
But we should know that the writing requires and accurate and precise grammar, word choice and spelling, punctuation and vocabulary.
Harmer (2007:33) stated “Writing is frequently useful as preparation for some other activity, in particular when students write sentence as a preamble to discussion activities”.
Hyland (2004:4) stated that writing like a dancing, allow for creativity and the unexpected, established patterns often from the basis of any variations.
Writing is frequently useful as preparation for some other activity, in particular when students write sentence as a preamble to discussion activities (Harmer, 2007:33).
Harmer (1990:330) stated that there are some roles of the teacher when student are asked to write, the ones that are special important are as follow:
1. Motivator: writing task motivated the students, creating the right
2. Resource: especially during more extended writing task, we should be ready to supply information and language where it is necessary.
3. Feedback provider: teacher should respond positively and encouragingly to the content of what the student have written.
b. The Teaching of Writing Writing is an activity that produces something from mind that becomes meaningful a text of the sentence. Make a good writing by arranged sequence sentence. Shortly, to writing skills are specific abilities which help writer put their thoughts into words in a meaningful form and mentally interact with the massage.
Tarigan (1986:15) stated that writing can be interpreted as ideas for activities or ideas by using written language as a medium conveys.
Urquhart and Mciver (2005:2) stated “Teaching writing is unique. It benefits both teacher and the students, serving as communication vehicle, assessment tool, and intellectual exercise”.
To teach writing description text needs something that can make students feel fun and have a good impression, so that the students will always remember what they have got from their teacher’s explanation. Based The psycholinguist Eric Lenneberg (1967) once noted, in a discussion of “species- specific” human behavior, that human being universally learn to walk and to talk, but that swimming and writing are culturally specific, learned behavior. c. Writing Process Heaton (1988) states that writing skills are complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgmental elements. He classified the writing skills into five general components or main areas, namely: (a) language use ; the ability to write correct and appropriate sentences, (b) mechanical skills ; the ability to use correctly those conventions peculiar to the written language
- – e.g. punctuation and spelling, (c ) treatment of content; the ability to think creatively and develop thoughts, excluding all irrelevant information, (d) stylistic skills ; the ability to manipulate sentences and paragraphs, and use language effectively, and (5) judgmental skills ; the ability to write in an appropriate manner for a particular purpose with a particular audience in mind, together with an ability to select, organize and order relevant information.
According to Hogue in Mutia (2005) the process of writing, especially in writing composition (final target of writing) is divided into five steps, namely: (a) prewriting for ideas, (b) outlining, (c) drafting, (d) revising, (e) editing and (f) final draft writing. The process is explained as follows.
The first step of the process of writing is prewriting. Prewriting is aimed at eliciting ideas as many as possible as the raw materials in writing a composition.
Hogue in Dahniar (2011) explains that prewriting has various techniques that may be selected according to the students’ preference. This process is also possible generated from a process of thinking in the form of words, phrases, or sentences. All the ideas supplied by the thinking process will be considered as relevant or irrelevant. For all the relevant ideas, they will be used as the basis of the paragraphs to be composed. The relevant ideas may take several forms, such as collocations or co-texts (synonymy, antonym, hyponymy, super- or subordinates), context (person, time, place and manner), and content (resources).
The second process is called outlining. Hogue in Dahniar (2011) defines outlining as planning for a writing assignment. Furthermore, she states that outlining helps writers organizing their ideas and put the ideas into logical order. The model of outlining in writing a composition can be time-order, space-order, and listing-order.
The next processes are drafting, revising, and editing. Drafting is composing the first draft of a piece of writing using the paragraph components.
The writer should firstly write the possible title of the text and begin the paragraph with the topic sentence. The topic sentence is developed by using several notes in the list of ideas (prewriting process) to be the supporting sentences. Revising and editing, on the other hand, are the process of looking back at the draft composed to check the meaning, the mechanics, relevance of the information, the coherence and cohesiveness, the word choice, the word orders or grammatical and lexical resources. Editing is also effective to introduce connectors for cohesiveness. free of serious mistakes in terms of meanings and mechanical (spelling, punctuation, and capitalization). Although the process seems to be systematic, some difficulties may hamper in the process.
d. The Components of Writing The good writing skill can be analyzed to group and varied skills. Heaton
(1988:135) divided components writing into five main areas. They are grammar, mechanics, vocabulary, content and organization.
1. Grammar
Grammar concerns about the ability to write correct and appropriate sentences. The writer has to give attention for preposition, tenses such as using of verbs, nouns, adjective, also conjunction and articles. It is very important to the writer to clarify the correct usage of point grammar because reader will be difficult to understand it. It has a great influence so, we have to reread and review what we have written.
2. Mechanics