Increasing the Students Ability in Writi
INCREASING THE STUDENTS’ ABILITY IN WRITING BY USING EXCLUSION BRAINSTORMING STRATEGY AT THE EIGHTH GRADE OF SMP NEGERI 2 HILISERANGKAI IN 2016/2017 THESIS
BY SINARWATI MENDROFA Reg. Number 122108104 INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS ENGLISH EDUCATION STUDY PROGRAM DECEMBER 2016
INCREASING THE STUDENTS’ ABILITY IN WRITING BY USING EXCLUSION BRAINSTORMING STRATEGY AT THE EIGHTH GRADE OF SMP NEGERI 2 HILISERANGKAI IN 2016/2017 THESIS
Subbmitted to
institute of teacher training and education of gunungsitoli in Partialfulfilment of Requirements For The Degreeof Sarjana in Education
BY SINARWATI MENDROFA Reg. Number 122108104 INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS ENGLISH EDUCATION STUDY PROGRAM DECEMBER 2016
ABSTRACT
Mendrōfa, Sinarwati, 2017, Increasing the Students’ Ability in Writing Descriptive Paragraph by using Exclusion Brainstorming Strategy at the Eighth Grade of SMP Negeri 2 Hiliserangkai . Thesis’ advisors (1) Adieli Laoli, S.Pd., M.Pd. (2) Yasminar Amaerita Telaumbanua, M.Pd.
Key word: Writing Descriptive Paragraph, Exclusion Brainstorming Strategy
Writing is one of the basic skills should be mastered by students in learning English. In writing, the students can understand each other even though they do not meet but they are able to know the Characteristic one another through written form. The problem that the students face in writing were the students’ vocabulary were
low, the students were not able to compose their own sentences in simple present tense, the students were not able develop their idea in writing descriptive paragraph, the low of the students ability in comprehending the generic structure of descriptive paragraph. To overcome the problem the reseacher used Exclusion Brainstorming Strategy.
Exclusion Brainstorming Strategy is strategy helped the students to open their mind in thingking and developing the specific topic in writing descriptive paragraph. The purpose of the research is to increase the students’ ability in writing descriptive paragraph using exclusion Brainstorming Strategy at the eighth grade of SMP Negeri
2 Hiliserangkai. To achieve the purpose, the researcher conducted CAR Method and it was applied into two cycles. Each cycle consisted of some phases such as planning, action, observation, and reflection. The instruments used by the researcher to collect the data were observation sheet, field notes and evaluation sheet.
In Cycle I, it showed that there were 2 students (6.67%) can be classified in “very good” level. There were 7 students (23.33%) in “good” level. There were 9
students (30 %) in “enough” level. There were 3 students (10%) in “less” level and there were 9 students (30 %) classified in “fail” level. The result shows that some of the students were still unable to compreh end the text. Meanwhile, the students’ ability in mastering vocabulary in Cycle II was there were 18 students (60%) classified in “very good” level. There were 10 students (33.33%) classified in “good” level. There
2 students (6.67 %) classified in “enough” level but there were not students who got less and fail. The average of the students’ value was 86.50. Therefore, based on the average for the students’ value in the two cycles, it can be categorized in very good level. Hence, Exclusion Brainstorming Strategy can increase the students’ ability in writing descriptive paragraph.
The researcher has some suggestions such as (1) the researcher suggests the English teachers to use Exclusion Brainstorming strategy in teaching writing to the students. (2) The students should be serious in studying writing. (3) The students should be brave in presenting their opinions. (4) The English teacher should make a good relation to the students. (5) The English teacher should increase the students’
ability in writng descriptive paragraph using Exclusion Brainstorming Strategy.
ACKNOWLEDGMENTS
Praise to the Lord of His blessing and protecting to the researcher in finishing the thesis entitled “Increasing the Students’ Ability in Writing by using Exclusion
Brainstorming Strategy at the Eight Grade of SMP Negeri 2 Hiliserangkai in 2016/2017 ”.
The researcher is very grateful for her parents (Mr. Sarofati Mendrofa and Mrs. Mey Delima Zebua), her Grandpa (Mr. Bowo’aro Mendrofa) and her siblings
(Murniwati Mendrofa, Yoniman Mendrofa, Neni Elniwati Mendrofa, Agus
Kristiani Mendrofa And Helni Berlian Mendrofa) for their constant encouragements, supports, and advices so the researcher is so spirit in finishing her study. The researcher would like to thank for all their sacrifices in her study. She simply has no words for how much their kindness to her.
The researcher would like to thank to Mr. Henoki Waruwu M.Pd, as the Rector of IKIP Gunungsitoli who always motivates and supports all of the activities of the students of IKIP Gunungsioli.
She would like to recognize and express appreciation for the guidance of two advisors (Mr. Adieli Laoli S.Pd, M.Pd and Ms. Yasminar Amaerita Telaumbanua S.Pd, M.Pd) in finishing the thesis writing. They have an amazing ability to do the best in correcting, revising and suggesting her. From them, the researcher feels have gotten many things and new experiences. And the researcher would like to thank for teaching her how to teach others through example and for teaching everything that make him to be a good person. The researcher simply has no
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The researcher’s sincerest appreciation goes to the Secretary of English Department and also her Academic Advisor (Mr. Afore Tahir Harefa, S.Pd. M.Hum) who always dance attendance on preparing many things of the researcher’s needs. The researcher would like to acknowledge his contributions. He is simply the most insightful and interesting person with whom the researcher consulted everything that make the researcher to be motivated and so spirit in finishing the thesis writing. He is also exceedingly generous with what he knows and he knows a lot. His has not hesitated to set his straight and he has always been right. The researcher appreciates most that Mr. Afore is a parent academic.
The researcher would like to thank for all her lecturers, for their amazing ability in dedicating their knowledge to her. They taught her many things that she did not know to be known and many others that related to the teachership profession.
The researcher would like to acknowledge for all examiners of the thesis who had guided, suggested and who had given final touch of the thesis writing, thanks for being patient and impute to the researcher.
The researcher wishes to thank for all her classmate and her closed friends
(Srikurniawati Hulu, Hasratmin Citra Harefa, Yasaro Zega, Erta Meysiska Mendrofa, Septin Indah Riani Zebua, Yurmina Lase, Arman Laowo, Yakimano
Zalukhu, Fontianis Zai), her boy Friend (Alvyman Hulu) for their constant encouragements, supports, motivations, laughing with her for hours while expostulating many things, the friends for hanging on when she has difficulties and
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The researcher would like to thank for Dinas Pendidikan who allowed her in conducting the researcher in SMP 2 Hiliserangkai. She wishes to thank for the Headmaster and English Teacher of SMP Negeri 2 hiliserangkai who had abided her in conducting the research in the classroom. She thanks for their help since he did the researcher at the school. She would like to thank for all the students who had participated in the research and helped her in doing the strategy. So at the end, the researcher found the conclusion that thestrategy is appropriate in teaching writing. She wishes them a life-long love of study writing. The researcher would like to thank for all people who support her during studying in IKIP Gunungsitoli until she finished the thesis writing.
Finally, the researcher realized the thesis is far from being perfect. So she expects such as suggestion and criticism to make the thesis better and hopefully the thesis is useful for the readers. Thanks for everything and may God bless us.
Gunungsitoli, 21 Desember 2016 Researcher,
SINARWATI MENDROFA
Reg. number 122108104
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CHAPTER II : REVIEW OF RELATED LITERATURE …………… 8
A. Theoretical Framework ……………………………… 8
1. Writing
a. Definition of Writing ………………………… 8
b. The process of Writing ………………………. 9
c. Teaching Writing
d. The Ability in Writing ………………………13
e. Purposes of Wring
f. Paragraph ……………………………………16
1) Definition of Paragraph ………………… 16
2) Kinds of Paragraph
g. Descriptive Paragraph ………………………17
1) Definition of Descriptive Paragraph …… 17
2) Evaluating th e Students’ Ability in Writing ……………………………………18
h. The Syllabus of Writing skill at the Eighth of SMP Negeri 2 Hiliserangkai …………………..20
2. Exclusion Brainstorming Strategy ………………20
a. Definition of Exclusion Brainstorming
Strategy
b. Procedures of Implementing Exclusion Brainstorming Strategy ………………………22
c. Advantages and Disadvantages of Using Exclusion Brainstorming Strategy
d. Relationship between Exclusion Brainstorming Strategy and Writing …..………...…...……...24
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B. The Latest Related Research Findings ….……………24
C. Conceptual Framework ………………………………25
CHAPTER III : RESEARCH METHOD ……………………………….28
A. Object of the Research ……………………………….28
B. The Setting and Subject of the Research ……………...29
C. Schedule of Implementing the Action ………………..30
D. The Procedure of Action Research …………………..31
E. Instruments of Collecting Data ……………………….45
F. The Techniques of Analysis the Data ……………… 46
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS
A. The Research Findings ... ……………………………. 50
1. The Research Setting ………………………….. 50
2. The Explanation of the Research Findings for Each Cycle …………………………………… 51
a. Cycle I ……………………………………… 51
b. Cycle II ……………………………………... 65
3. The Students’ Activities for All Cycles ………… 77
4. The Researcher’s Activities for All Cycles …. 78
5. The Students’ Ability in Writing Descriptive Paragraph by Using Exclusin Brainstorming Strategy for All Cycles …………………………79
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B. Research Findings Discussions …………………….. 81
1. Common Response of the Research Problem …… 81
2. Analysis and Interpretation of the Research Findings ……………………………… 82
3. Research Findings versus the Latest Related Research ………………………………………… 84
4. Research Findings versus Theory ………………. 85
5. Research Findings Implication …………………. 86
6. Analysis of the Research Findings Limitation ….. 87
CHAPTER V : CONCLUSIONS AND SUGGESTIONS ……………. 88
A. Conclusions ……………………………………….. 88
B. Suggestions …………………………………………. 89
BIBLIOGRAPHY …………………………………………………………. 90 APPENDICES ………………………………………………………………..
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LIST OF FRAMES
Page
1. Conceptual of Research by Using Exclusion Brainstorming Strategy …..… 27
2. The Procedure of Classroom of Action Research by Using Exclusion Brainstorming Strategy
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LIST OF TABLES
Tables Page
1. The Condition of the Students at the eighth Grade of SMP Negeri 2 Hiliserangkai …… …………………………………………... 30
2. The Students’ Ability in in Writing Descriptive Paragraph by using Exclusin Brainstorming Strategy in the Second Meeting of Cycle I ………………………………………………………………… 63
3. The Students’ Ability in Writing Descriptive Paragraph by
4. using Exclusin Brainstorming Strategy in the Second Meeting of Cycle II ……………………………………………………………….. 75
5. The Students’ Activities for all Cycles ………………………………… 79
6. The Resea rcher’s Activities for all Cycles …………………………….. 79
7. The Students’ Ability in Writing Descriptive Paragraph after Applying Exclusin Brainstorming Strategy …… ………………………… 81
LIST OF GRAPHICS
Graphics page
1. Percentage of the Students Who Had Done and Undone
the Activities in the First Meeting of Cycle I ……………………………. 55
2. Percentage of the Researcher’s Activities that Had been Done and Undone in Cycle I in the First Meeting ……………………………… 56
3. Percentage of Students’ Activities that Had been Done and Undone during Teaching and Learning Process …………………………………. 60
4. Percentage of the Researcher’s Activities that Had been Done and Undone in Second Meeting of Cycle I ……………………………………. 62
5. The Students’ Ability in Writing Descriptive Paragraph by Using Exclusion Brainstorming Strategy in the Second Meeting of Cycle I …………………………………………………………………….. 64
6. Percentage of the Students’ Activities in the First Meeting that Had been Done and Undone of the Cycle II ……………………………….. 67
7. Percentage of the Researcher’s Activities that Had been Done and Undone in the First Meeting of Cycle II …………………………………. 68
8. Percentage of the Students Who Had Done and Undone Activities in Second Meeting of Cycle II ………………………………… 72
9. Percentage of the Researcher’s Activities that Had been Done and Undone in the Second Meeting of Cycle II ……………………………… 73
10. The Students’ Ability in Writing Descriptive Paragraph by Using Exclusion Brainstorming Strategy in the Second Meeting of Cycle II …………………………………………………………………. 76
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CHAPTER I INTRODUCTION
A. The Background of the Problem
Writing is one of the most important skills to be learnt by students in junior high school and senior high school based on the curriculum. It is because writing is a skill that has practically universal uses in almost everyday life, such as in writing a thesis, business transaction, legal document and even in political agreement. This is supported by Brown (2004:218), he says,
Today, the ability to write has become an indispensable skill in our global literate community. Writing skill, at least at rudimentary levels, is a necessary condition for achieving employment in many walks of life and is simply taken for granted in literate cultures.
Nunan (2003:88) says, “Writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. ” Furthermore, Fowler (2007:10) affirm, “Writing often is a process of discovering ideas, arriving at knowledge of the self, and selecting effective ways to present concepts and information. ”
Based on the theories of writing above, it can be concluded that writing is an act of personal or group which is used to express ideas, thoughts, feeling, message, and information through written language. Therefore learning writing is a crucial subject for students which they can communicate ideas in written form and also to interact with others.
In syllabus of KTSP-2006 of Junior High School especially for the eighth grade of SMP Negeri 2 Hiliserangkai, the competence standard expects students to be able to express the meaning of functional texts and simple essay in descriptive, and recount forms to interact with the environs. While Basic competence is students express the meaning of simple short functional texts, express the meaning and rhetorical steps in short essay acurately, fluently, and receiveable to interact with the environs in descriptive and recount form. To achieve the target which is stated in the syllabus, the school has decided the Minimum Competence Criterion (MCC) that is
70 as the indicator of the students’ success in writing skill. In reality, based on the researcher’s observation that has been conducted in
SMP Negeri 2 Hiliserangkai, Furthermore The students would not compouse their own sentences in simple present tense, the students were not able develop their idea in writing descriptive paragraph, the students were not able to write the sentences systematically in one paragraph. Therefore the discussion will not be effective. It makes the students are not able to write senteces in a good paragraph especially descriptive paragraph.
Regarding to those factors of problem, the researcher is motivated to solve it by promoting and applying Exclusion Brainstorming Strategy in teaching writing skill to the students. According to Zion et.al (2008:40)
Exclusion brainstorming help students activate and build prior knowledge of a topic as a way of learning new words or pharase that connect to a larger concept. Regardless of their choices, thinking and talking about why a word might and might not appear enlarges st udents’ thinking about languages it relates to a specific event. Students can revisit the words after they’ve read the material to see whether their guesses have held true.
On other hand, Sejnost (2009:72) defines Exclusion Brainstorming is an effective strategy for most students. Meanwhile, Williams (2012) remarks that Exclusion Brainstorming is a strategy used to determine what students already know about a topic. This strategy promotes engagement and encourages critical and complex thinking . It can be concluded that Exclusion Brainstorming Strategy is a strategy which helps the students have something to write that provide a model in their own composition. And, before to write something, the students can discuss her or his ideas in their groups. In this time, the students interest and more open to speaking and writing under different conditions and situations.
Respecting to all the previous explanations, the researcher did a research
entitled “Increasing the students’ ability in writing descriptive paragraph by using Exclusion Brainstorming Strategy at the eighth grade of SMP Negeri 2 Hiliserangkai in 2016/2017 ”.
B. The Identification of the Problems
The identification of the research consisted of some factors that in fluence the students in writing descriptive paragraph, namely:
1. The students’s vocabularies were low.
2. The students were not able to compose their own sentences in simple present tense.
3. The students were not able develop their idea in writing descriptive paragraph.
4. The low of the students’ ability in comprehending the generic structure of descriptive paragraph.
C. The Limitation of the Problem
In doing the research, the researcher was limited herself to increase the students’ descriptive paragraph ability especially describing person using Exclusion
Brainstorming Strategy at the eighth grade of SMP Negeri 2 Hiliserangkai in 2016/2017.
D. The Formulation of the Problem
Based on the limitation of the problem, the researcher formulated the problem “How does Exclusion Brainstroming Strategy increase the students’ ability in writing
descriptive paragraph especially describing a person of SMP Negeri 2 Hiliserangkai especially at the eighth grade students in 2016/2017 ?”
E. The Purpose of the Research
The purpose of the research is to increase the students’ ability in writing descriptive paragraph especially in describing a person at the eighth grade of SMP Negeri 2 Hliserangkai 2016/2017.
F. The Significances of the Research
The significanses of the research are signified for:
1. The researcher, as a guideline and tool of comparison material in teaching writing descriptive paragraph.
2. The English teacher, as contrib ution to increase the students’ ability in writing descriptive paragraph in teaching-learning process.
3. The students, as a way to solve their problem in writing descriptive paragraph through Exclusion Brainstorming Strategy.
4. The readers, as information to i ncrease the students’ ability in writing a descriptive paragraph.
5. The next researchers, as a comparative material to the researcher who wants to make a research that is relevant to the topic of the research.
G. The Assumptions of the Research
In doing the research, the researcher has some assumptions, namely:
1. Teaching writing descriptive paragraph by using Exclusion Brainstorming Strategy makes the students have something to write and interest in learning writing.
2. Writing descriptive paragraph is one of the models of writing should be mastered by the students.
H. The Limitation of the Research
In the research the researcher has limitations as follows.
1. Subject of the research was the students of SMP Negeri 2 Hiliserangkai, at the eighth grade class VIII-2.
2. In the research, the researcher would conduct Classroom Action Researcher (CAR).
3. In the research, the researcher implemented Exclusion Brainstorming Strategy
4. The material which used in the research is descriptive paragraph especialy describing person.
I. The Key Terms Definitions of the Research
The key terms definitions of the research are:
1. Writing is the ability of the students to express feeling, emotion, and ideas or what in their mind such as vividly and what they have ever seen as smells, tastes, felt, or fear, in a good control in written form.
2. Exclusion Brainstorming Strategy is a way to increase the students’ ability in writing descriptive paragraph. In Exclusion Brainstorming Strategy, the researcher can assist the students to think about the words and ideas related to the specific topic and develop their ideas.
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Writing
a. Definition of Writing
Writing is one of the language skills that should be mastered by students because from writing language skill, they can convey their desire, belief and deliver the information to others directly through writing form. Then they can make communication with another and can understand each other even though they do not meet. Writing is the means of expressive activity as productive written aspect in language.
Peha (2003:1) affirms, “Writing is very important in education today so everyone wants to know the best way to teach it “. Furthermore, Langan (2010:5) asserts, “Writing is a skill that anyone can learn with practice . In addition, Byrne (1997:1) defines “Writing is producing sequence of sentence arranged in a particular order and linked together in certain way”.
Based on the theory above, it can be concluded that writing is a skill that the students should to be learned because to do communicate not only with spoken language but also in writen language. And then, writing can be used as a tool of communication to others without being face to face. So that, the reader can understand, feel and know what in writer’s mind is eventhough they do not meet.
Regarding to the importance of writing in daily life, the researcher is going to search the students’ ability in writing descriptive paragraph especially in describing person by using Exclusion Brainstorming Strategy.
b. The Process of Writing
Writing process is the stages that the writers do in writing to get satisfying results . “The process of writing is learning how to write by writing,” notes by Stone (1995:232). The writers can create a good writing if they pay attention for the process of writing. The writers have to know the process of writing before they write down what is in their mind, feeling, in order they reach satisfying results.
To write down composition well and make the readers satisfied, the writers will focus and follow the steps in the process of writing, because it is a framework for writing well and easily. According to Spivey (2006:112), the steps of the writing process are,
1). Prewriting Children brainstorm to generate ideas for writing. They use charts, story webs, and graphic organizers to help develop a word list for writing, decide the type of writing, and audience, and determine the purpose for writing.
2). Rough Draft Children put their ideas on paper. At this time, they write without majorattention to punctuation, grammar, or neatness. Some teachers may refer to this as a sloppcopy or rough draft. The purpose of the rough draft is for the student to focus on his/herideas and get them on paper without the distraction or fear of making mistakes in grammar,capitalization, punctuation, or paragraph structure.
3). Peer Editing Classmates share their rough drafts and make suggestions to each other forimprovement. They help each other understand the story by asking 3). Peer Editing Classmates share their rough drafts and make suggestions to each other forimprovement. They help each other understand the story by asking
4). Revising The children use the suggestions from classmates to make additions or clarify details. Children try to improve their writing on their own. The teacher steps in at this stage and gives feedback.
5). Editing Children work with the teacher and/or peers to correct all mistakes in grammar and spelling.
6). Final Draft Children produce a copy of their writing with all corrections made from the editing stage and then discuss this final draft with the teacher. The teacher offers the last suggestions for improvement at this point.
7). Publishing The writing process is finally at its end. Children publish their writing by making a copy in their neatest handwriting or using a word processor. This is a time for students to celebrate. They may share their pieces with the class during story time, make a class book or a personal portfolio, or send their work to local newspapers or children’s magazines for publication!
Furthermore, Carroll et al (2001:15) say that the process of writing, namely.
1). Prewriting Prewriting includes exploring topic. Choose your topic and begin together and organize details before you write.
2). Drafting Drafting includes getting your ideas down on the paper roughly the form at your intended.
3). Revising Revising includes connecting any major errors and improves the writing form and content.
4). Editing and proofreading Editing and proofreading includes polishing the writing. The process of mechanical errors, grammar is accurate punctuations, spelling is correct and the mechanics are proper.
5). Publishing and presenting sharing your writing Publishing and presenting sharing your writing includes building portfolio and reflecting on writing.
In addition, Seow (2002:315) affirms that the writing process as a private activity may be broadly seen as comprising four main stages: planning, drafting, revising and editing .
PROCESS ACTIVATED
Planning
Drafting
PROCESS TERMINATED
Editing
Revising
Figure 1 The Writing Proces
In teaching and learning process in the classroom, the teachers must pay attention to the process of writing above in writing composition well, because of writing or writing rarely gets attention on writing activities can train the students to think coherently, and to develop creativity and rhyming, in order that the students understand easily to write composition essay through every step of the process of writing and get a good result in writing.
c. Teaching Writing
Teaching writing is helping the students understand that writing is a social action and that their work inherently is intended for others to read. Therefore, the teaching-learning process in the classroom, the teachers have an important position or function in making the teaching learning process successful. The teachers should arrange the teaching and learning easier by applying various strategy when presenting the materials in the classroom. It is supported by Richard and Gennady (2002: 45) Teaching writing is helping the students understand that writing is a social action and that their work inherently is intended for others to read. Therefore, the teaching-learning process in the classroom, the teachers have an important position or function in making the teaching learning process successful. The teachers should arrange the teaching and learning easier by applying various strategy when presenting the materials in the classroom. It is supported by Richard and Gennady (2002: 45)
In teaching writing, the teachers must be able to create the students writing habit, in order that the students feel comfortable as the researcher of English and gain their willing participation in more creative or extended activities. Therefore the teachers must be able to identify the students need in growing their motivation to write in English.
Reid (1993:156) states that writing is usually easier, better, and more successful when talking, drafting, revising, and editing together in the groups that are part of the writing process. The teachers have high responsibility to develop student s’ ability in mastering language skill especially in writing. The teachers must create interesting activities in the class in order that the students can develop their ideas in writing. Although the teachers provides some interesting activities it does not mean that there is no problem. The problem is how to increase the student ’s writing ability in descriptive paragraph.
Brown (2001:343) divides five majors categories of classroom writing performance, as follows. 1). Imitate or writing down
Imitating has the meaning like dictation. The students write the words that the teachers read.
2). Intensive or controlled
Writing is sometimes used as a production model of learning, reinforcing, or testing grammatical concepts. This writing is typically in controlled, writing grammar exercises.
3). Self-writing Self-writing is note taking, where the students take note during a lecture for the purpose of later recall.
4). Display writing Short answer exercises essay examination from students and ever research reports will involve an element of display.
5). Real writing Real writing is reality of students writing, for example: composition, diaries, letters, post cards and notes.
Based on the theories above, it can be concluded that in teaching writing research in the classroom, the researcher have an important position or function in making the teaching and learning process successful in writing language. The researcher should arranges the teaching and learning easier by applying Exclusion Brainstorming Strategy to create a good atmosphere when presenting the materials in the classroom. The researcher must be able to identify the students ’ need and pay attention in writing performance in the classroom.
d. The Ability in Writing
According to Fowler, Aaron, Okoomian ( 2007 : 116 ), “Teachers know that writing is not easy, but students, especially begining writers, often have the misconception that writing comes easily to experienced writers and is hard only for
the untalented or in inexperienced”. Then addition, the point out that writing is a way of thinking and discovering: that in the middle of drafting an essay a writer may
recognize the need to develop new supporting ideas, to make major change in the organization, or to shift the purpose of the essay and modify the thesis. Furthermore, recognize the need to develop new supporting ideas, to make major change in the organization, or to shift the purpose of the essay and modify the thesis. Furthermore,
say, “There are some qualities of good writing namely: idea is relevant to the topic, organization (coherence and unity), words choice (refers to phrase) and sentences fluency ”. So, the teachers must be able to pay full attention, have enough time to think, organize ideas, creative and also concentration in what they are will write.
In summary, the ability of writing depends on the ability of the teachers construct their ideas that are relevant to the topic, and coherence based on words choice that are arranged into a good sentence or paragraph. These theories are very useful to the students at the eighth grade of SMP Negeri 2 Hiliserangkai in acquiring the ability of writing when they express their ideas, opinion especially in descriptive writing.
e. Purposes of Writing
In doing writing, of course it has a certain purpose in the mind to think the advantages of it. It is impossible to write something without purpose. Therefore, in doing writing for pleasure, conveying ideas, announcement, or other purposes.
Halliday as quoted by Nunan (1999:275) suggesting that written language is used for the following purposes.
1) For action ( for example: public signs, product labels, television and radio, guides, bills, menus, telephone directories, ballot papers, and computers manual.
2) For information (for example: newspapers, current affairs magazines, advertisements, political pamphlets.
3) For entertainment (for example: comic strips, fiction books, poetry and drama, newspapers features, film subtitles).
Ruby (2001:18) suggests that written language is used for the following purposes for achieving the special goals, they are.
1) For action: includes facts and examples that teach your readers. Write objectively (avoid including your opinion).
2) Writing to persuade: includes reason and arguments to convince readers to adopt your position.
3) Writing to entertain: includes humorous situation, anecdotes or exaggerations that your audiences enjoy.
Crimmon (1984:18) says, You write not only to convey your ideas to other readers but also to clarify
and confirm them for yourself. And he adds that think yourself as an audience, you must change places, you must stop thinking like a researcher and begin thinking like a reader.
Based on the statements above, the researcher concludes that whenever the researcher writes, of course the researcher has a purpose in writing text to convey something. The most important thing that the researcher has to know what the students need and make them satisfied. Briefly, the process of writing above is very important in the research because it helps the researcher to increase the students’ ability to write descriptive paragraph especially at the eighth grade of SMP Negeri 2 Hiliserangkai.
f. Paragraph 1). Definition of Paragraph
In expressing ideas in a well organized paragraph it is essential because through a paragraph you can state your thoughts, ideas, feeling clearly to the readers. Zemach and Islam (p.9) states,
A paragraph is a group of about one topic. Every sentence in a strong paragraph is about the same topic. All of the sentences explain the writer’s
main idea (most important idea) about that topic.
Furthermore, Wren and Martin (1 990:465, 387) say, “A paragraph is a group of related sentences that develop of single point ”. Then a paragraph is a number of sentences grouped together and relating to one topic or a group of related sentences that develop a single point. In addition Zemach and Islam (p.5) say, “A paragraph is a group of five to ten sentences that give information about a topic”.
Based on the statement above, it can be concluded that a paragraph is a group of several sentences that should focus on a single main idea and relate to a topic. Moreover, the important point is all of the sentences within paragraph work together to introduce, develop, and support that main idea because the sentences that form all paragraphs contribute to the point, they make it more complete and understandable than any single sentence.
Therefore, in the research the the students are required to be able to write down the composition, the students must pay attention to it, in order that the students can understand the topic of the paragraph and the students are not confused about what in her/his mind.
2). Kinds of Paragraph
There are four kinds of paragraph in writing language. These kinds of paragraph can be used in short paragraph to longer composition writing. As Cobb (1985: 6) states that there are four kinds of paragraph, namely.
a) Narration. It is a paragraph primarily telling a story.
b) Description. It is the paragraph primarily presenting a picture or tells what something looks like.
c) Exposition. It is the paragraph primarily explaining or informing.
d) Argumentation. It is the paragraph primarily convincing or persuading. From the statement above, the researcher is going to search one of kinds of
writing above that is writing descriptive paragraph. So in the research the students should be able to write descriptive paragraph especially in describing person.
g. Descriptive Paragraph 1). Definition of Descriptive Paragraph
A descriptive paragraph is to create an image of person, place, or thing. George and Burks (1980:379) says, Descriptive reproduces the way thing looks, smells, taste, feel, or fear. It is
used to create a visual image of people, place, even of unit of time-days, time of day, or reason.
Furthermore, according to Cobb (1984:35), that description is the kinds of writing that trie s to put a picture in the reader’s mind. Description tells how something looks or sounds or tastes or smells or feels.
Little (1981:76) says , “A descriptive paragraph is a word picture”. Description reveals an object, a person, or a scene. Description presents specific details to help the readers experience of place, object, thing that is being described.
Based on the theories above it can be concluded that, descriptive paragraph is
a paragraph that describes something (person, place, or thing) by words, in order that the students get information, feel, and believe.So in the research the researcher should
be able to increase the student’s ability to write descriptive paragraph especially in describing person.
2). Evaluating the Students’ Ability in Writing
There are some categories to evaluate the students’ work in writing (Cohen, 1994) namely: content, organization, vocabulary, language, and mechanic. Based on the categories above, the researcher uses the categories to evaluate the students in writing, as follows.
a) Content, it refers to thesis statements; relate ideas, and development of ideas trough personal experiences, illustration, facts, opinion, use description cause/effect, comparison/contrast, and consistent focus.
b) Organization, it refers to the writer knowing her/his subject, to make the students in the paragraph coherent, well organized and has logical sequencing.
c) Vocabulary, it refers to using vocabulary that is suitable with content, and the meaning that will be conveyed by a writer.
d) Language, it refers to how the writer constructs her/his sentence in an effective construction, write sentence by sentence in a good grammar.
e) Mechanic, it refers to spelling, punctuation, citation of references (if application) and neatness and appearance.
In co nclusion, to assess the students’ writing ability in writing descriptive text, the researcher use the assessment rubric as suggested by Brown (2007) that has criteria ranging and more appropriate on the next page.
Aspect Score
Weighting Content
Performance Description
4 a) The topic is complete and clear and the details
(C)
are relating to the topic.
30% 3x b) The topic is complete and clear but the details 3 -Topic are almost relating to the topic.
2 c) The topic is complete and clear but the details
- Details
are not relating to the topic. 1 d) The topic is not clear and the details are not
relating to the topic.
Organization
a) Identification is complete and descriptions are
(O)
4 arranged with proper connectives.
b) Identification is almost complete and
2x
-Identification descriptions are arranged with almost proper 3 -Description
connectives. 2 c) Identification is not complete and descriptions
are arranged with few misuse of connectives.
1 d) Identification is not complete and descriptions
are arranged with misuse of connectives
Grammar
4 a) Very few grammatical or agreement
3 b) Few grammatical or agreement inaccuracies but 2x
-Use present
not affect on meaning.
Tense
2 c) Numerous grammatical or agreement
-Agreement inaccuracies.
1 d) Frequent grammatical or agreement inaccuracies.
Vocabulary
4 a) Affective choice of words and word form.
(V)
b) Few misuse of vocabularies, word forms, but
15% not change the meaning. 3 1.5x
c) Limited range confusing words and word form. 2 d) Very poor knowledge of words, word form, and
not understandable
Mechanics (M)
4 a) It uses correct spelling, punctuation and
b) It has occasional errors of spelling, punctuation, 1.5x
3 -Punctuation and capitalization. -Capitalization c) It has frequentl errors of spelling, punctuation,
2 and capitalization. 1 d) It has dominated by errors of spelling, punctuation, and capitalization.
Adapted from Brown (2007)
Score =
Table 1. the Rubric for Assessing Writing Descriptive Text.
h. Syllabus of Writing Skill at the Eighth Grade of SMP Negri 2 Hiliserangkai
In conducting the teaching-learning process especially in teaching writing at the eighth grade of SMP Negeri 2 Hiliserangkai in 2016/2017 is based on the syllabus. The competence standard expects students express the meaning of functional texts and simple essay in descriptive, and recount forms to interact with the environs. While Basic competence is students express the meaning of simple short functional texts, express the meaning and rhetorical steps in short essay acurately, fluently, and receiveable to interact with the environs in descriptive and recount forms. To achieve the target which is stated in the syllabus, the school has decided the Minimum Competence Criterion (MCC) that is 70 as the indicator of the students’ success in writing skill.
2. Exclusion Brainstorming Strategy
a. Definition of Exclusion Brainstorming Strategy
In teaching and learning process in the classroom, teaching strategy is very important to help the students understand easily during the teaching and learning occurs in the classroom. In teaching and learning writing skill, the teachers have to use various strategy in the classroom; one of the strategies used by the teachers to teach the students in writing is Exclusion Brainstorming Strategy. Preszler (2006:16) say, “Exclusion Brainstorming is to assist students as they think about words and ideas they already know related to a specific topic. It will also provide students the opportunity to explore a controversial topic while diffentiating points of view and formulating opinions based upon relevant information. Brunner (2011:6) says that
Exclusion Brainstorming Strategy in teaching writing is to assist the students as they think about the words and ideas they already know related to a specific topic. It will also provide the students the opportunity to explore a controversional topic while differentiating points of view and formulating opinions based upon relevant information. However,
Exclusion brainstorming help students activate and build prior knowledge of a topic as a way of learning new words or pharase tht connect to a larger concept. Regardless of their choices, thinking and talking about why a word
might and might not appear enlarges students’ thinking about language s it relates to a specific event. Students can revisit the words after they’ve read the material to see whether their guesses have held true. Zion et.al (2008:40).
Exclusion Brainstorming is to predict and set a focus for learning , to find out what the students think they know about a topic, to build skills for analyzing possible connections (Umstatter 2002:136). On the other hand, Sejnost (2009:72) defines that Exclusion Brainstorming Strategy is an effective strategy for most the students. Meanwhile, Brassel (2011:33) states that Exclusion Brainstorming Strategy is an instructional strategy used to utilize the students’ prior knowledge and expand their understanding of a social studies or science topic.
Regarding to the theories above the researcher concludes that Exclusion Brainstorming Strategy is an effective and interesting strategy in writing descriptive paragraph. Exclusion Brainstorming has benefit for the teacher and students. Through this strategy, the teacher can assist the students to think about the words and idea related
to the specific topic and write the text especially descriptive paragraph.
b. The Procedures of Implementing Exclusion Brainstorming Strategy
According to Brunner (2011:6), the procedure in applying Exclusion Brainstoring Strategy as follows.
1) Display the title of the rading selection for all students to see.
2) Under the title of the selection, list five words or phrases related to the topic, five words or phrases that are not related to the topic, and five ambiguous words or phrases. These word or phrases should be listed randomly.
3) Ask the students to eliminate any words or phrases they believe are not related to the topic.
4) Ask students to select the words or phrases they belive most likely to appear to the reading selection.
5) Ask the students to list words they belive may be ambiguous.
6) Explain that all students should be prepared to justify their choices.
7) Assign the reading to the students and tell them that the purpose for reading will be to see whether previous selections were accurate.
8) After students have finished reading the material, facilitate a discussion of the content. Ask them to generate their own selection of related, unrelated, or ambiguous terms.
Then, according to Umstatter (2002: 136), the steps in applying Exclusion Brainstorming Strategy are as follows.
1) Write a topic on the chalkboard. Under the topic, write a series of words, including:
a) Some words that clearly fit the topic
b) Other that clearly do not fit the topic
c) And other that are ambigius
2) Students identify which words they think fit the topic by drawing a line through those that are not related and drawing a circle aound those they think are related.
3) Students than explain or discuss why they made the decision they made.
4) Students than explore the topic by reading, viewing, or visiting.
5) Students compare their predictions to they findings.
Based on the theories in the previous page, the researcher modified the procedures, as follows.
1) The researcher divided the students into five groups.
2) The researcher introduced the material and ask the students’ background knowledge.
3) The researcher guided the students in Exclusion Brainstorming Strategy such as.
a) The researcher wrote a title of a selecting reading text on the blackboard.
b) The researcher listed some words or phrases related to the topic, not related to the topic, and ambigious words or phrases.
c) The researcher asked the students to eliminate any word or phrases they belive are not related to the topic.
d) The students are asked to select words or phrases they believe are related to the topic and words which they believe may be ambigious.
e) The researcher asked the students to wrote text based on words or phrases which related to the topic.
f) The researcher showed the reading text to the students based on the title has been wrote on the blackboard and ask the students to compare with their text.
g) The researcher corrected the students written.
h) The researcher asked the students to rewrite the text while the researcher controls the students.
i) The researcher distributed a new text to the sudents and asked the students to follow the previous text in the procedure.
j) The researcher assessed the students answered.
c. Advantages and Disadvantages of Using Exclusion Brainstorming Strategy
According to Brunner (2011:7), the advantages and disadvantages of using Exclusion Brainstorming Strategy are as follows:
1) Advantages
a) It easy to facilitate and implement
b) It promotes student engagement
c) It supports readers that may need additional teacher assistance
d) It applicable for a veriety of subjects
e) It activates background knowledge
f) It facilitates critical thinking
g) It provides a specific purpose for reading the text
h) It can be done individually, in small group, or with the whole class
2) Disadvantages 2) Disadvantages
b) Teacher preparation time is needed to choose appropiate words and pharases.
d. Relationship between Exclusion Brainstorming Strategy and Writing