Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
IMPROVING STUDENT’S WRITING SKILL IN
DESCRIPTIVE TEXT BY USING OUTDOOR ACTIVITY
(A CLASSROOM ACTION RESEARCH) OF THE
SECOND YEAR OF MTS SUDIRMAN KOPENG,
GETASAN
IN 2015 /2016 ACADEMIC YEAR
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
SRI SUHARMI
113 11 136
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2015
DECLARATION
Hereby the writer declares that this graduating paper is made by the writer herself, and does not contain materials that written and has published by other people and other peopl e‘s idea except the information from the references.
The writer is capable to account to her graduating paper if in the future it can be prove of containing ot hers‘ idea or in fact, the writer imitates the others‘ graduating paper.
Likewise, the writer made this declaration and hopes it can be understood.
th
Salatiga, August 28 2015 The writer,
Sri Suharmi
MOTTO
‖ Let see how the fresh air wake you up, achieve what mind can conceive‖
DEDICATION
This graduating paper is especially dedicated to: My beloved Mother and Father
ACKNOWLEDGEMENT
Alhamdulillah, Subhanallah . Praise to God the Merciful and Charitable,because of God is guidance, blessing, and affection, the researcher can finish this graduating paper. In this occasion, the researcher also would like to express sincere gratitude to: 1.
Dr. H. Rahmad Haryadi, M.Pd. as a Rector of Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd. as a Dean of Teacher Training and Education Faculty of Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph.D, as the Head of English Education Department State Institute for Islamic Studies (IAIN) Salatiga, thanks for approving my graduating paper.
4. Ruwandi, M.A as my advisor. Thanks for his help, corrections, and motivation in process of finishing this graduating paper.
5. All of the Lectures of English Department who give knowledge during the researcher study in English Education Department State Institute for Islamic Studies (IAIN) Salatiga
Juri Suyatno), My Sister and her little family, Thank you for the love, prayer, help, motivation and support.
7. Drs. Musta‘in my head master, teachers, staffs and alll my
beloved students at Mts Sudirman Getasan, thank you for very best time to share with you and supporting me in teaching learning process.
8. Mr Arifin, my senior in teaching English at Mts Sudirman
Getasan, my colaborator, thank you for allow me in observing the teaching process.
9. Ibu Uzik, my English teacher at SMAN 1 Getasan, my validator
for the vallue time to correcting my instruments and share about the reseach.
10. My students at VIII D Mts Sudirman Getasan, thank you for coorperative during the teaching learning process. I love you all.
11. My best friend, Nda Mara, Nda Aisy thank you for everything we have done together. Lets‘ remember the first time we met.
12. A
ll my friends at English Departement that I can‘t mention one by one.
13. My Dream, thank you for teaching me how to be good person, patient, smile, share, care and love. th
Salatiga,August 28 2015 The Researcher
Sri Suharmi
TABLES OF CONTENTS
TITLE............................................................................................................ i
DECLARATION......................................................................................... ii
ATTENTIVE COUNSELOR NOTES.....................................................iii
STATEMENT OF CERTIFICATION..................................................... iv
MOTTO ....................................................................................................... v
DEDICATION............................................................................................ vi
ACKNOWLEDGMENT .......................................................................... vii
TABLES OF CONTENTS.......................................................................viii
LIST OF TABLES ..…………………………………............................ xiv
LIST OF FIGURES………………………….....……………..…………xvi
LIST OF TEXT…………………………………………..…………..…..xvi
ABSTRACT….......................................................................................... xvii
CHAPTER I: INTRODUCTION…….………………………………… 1
A. Background of the Study ……...………...………………………… 1 B. Limitation of Study …………………………….…………………. 4 C. Problem Statement ……………………………………….……….. 4 D. Objective of the Study ………………………………....……..…… 4E.
Benefit of the Study ……………………………………………….. 5 F. Definition of Key Terms …………………………...……………. 6 G.
Review of the Related Literature ……………………………….…. 6 H. Research Paper Organization ………………………………...…… 8
CHAPTER II: RESEARCH THEORIES …………..………………….. 9 A. General Concept of Writing Skills……………………….……… 9 1. Definition of Writing …………………………………………. 9 2. The Importance of Writing ….……………...……………….. 10 3. Paragraph Writing ………………………………………...…. 12 4. The Process of Writing ……………..……………………….. 13 5. Writing Dificulties ……………………………………….….. 18 6. Teaching Writing ………………………………...………….. 19 7. Characteristic of technique in Teaching Writing ……….…… 21 8. Technique of Teaching Writing ……………………...……… 22 B. Descriptive Text …………….…………………………...……… 24 C. Outdoor Activity ……………………………………………..…. 26 1. Writing in Outdoor ……………………………….………….. 26 2. Teacher Activity in Outdoor …………………………….…… 29 3. The Purpose of Outdoor Activity ……………………….…… 29
D. The Teaching Design of Outdoor Activity ……………….…… 31 E. Theoritical Frame Work …………………………….…………. 32 F. Alternative Hypotesis ………………………………...………… 33
CHAPTER III: RESEACH REPORT ……...……...…………………. 34
A. Reseach Setting ………………………………………………….. 34 1. The General Description of Mts Sudirman Getasan …………. 34 2. The Setting of Time ……………………………………….…. 35 3. The Condition of Teachers and Staffs …………………..…… 35 4. The Facilities of Mts Sudirman Getasan ……………...……… 36 5. The Organization Structure ………………………...………… 37 6. Distribution of the Class ……………………………….…….. 37 7. The List of the Students in VIII D ………………………..….. 38 B. Reseach Methodology ……………...…………………………… 39 C. Reseach Subject …………………...…………………………….. 40 D. Procedure of the Reseach …………………………………….… 40 E. Methodh of the Collecting Data ………………………...……… 47 1. Test …………………………………..…………………… 47 2. Observations …………………………………...………… 48 3. Interview ………………………………………….……… 494. Documents …………………………………………….…. 49 F.
Reseach Instrument ………………………………………..…… 50 1.
Written Test ………………………...…………………….. 50 2. Observation Sheet ……………………………...………… 51 3. Interview Guide ………………………………………...… 52 4. Documents …………………...………………...………… 53 G.
Method of Analyzing Data ………………………...…………… 53 1.
Qualitative Data Analysis ……………….……………….. 54 2. Quantitative Data Analysis ……………………….……… 54 H.
Statistical Hypotesis …………………………………………..… 56
CHAPTER IV: RESEACH RESULT AND DISCUSION ……..…..... 57
A. DESCRIPTION OF MTS SUDIRMAN KOPENG GETASAN 59 B. DESCRIPTION OF VIII D ……………………………..……… 59 C. RESEACH CONDUT ……………………………………..……. 60 D. DATA ANALYSIS ………………………..…………………….. 60 E. DISCUSSION …………………………………………...………. 82 1. Before Cycle ………………………………………….……… 82 2. Cycle 1 ……………………………………………..………… 84 a. Planning ……………………………………………....….. 85b.
Implementation ………………………………..…...…….. 85 c. Observation ………………………………..………...…… 90 d.
Reflection ……………………………...….……………… 90 3.
Cycle 2 …………………………………………….…………. 91 a.
Planning …………………………………………...….….. 91 b.
Implementation ………………………………..…...…….. 92 c. Observation ………………………………..………...…… 96 d.
Reflection ……………………………...….……………… 96 4.
Cycle 3 ……………………………………………………….. 98 a.
Planning …………………………………………...….….. 98 b.
Implementation ………………………………..…...…….. 98 c. Observation …………………………..…..………...…… 101 d.
Reflection ……………………………...….………..…… 101 5.
After Cycle ………………………………………………….102
CHAPTER V: CONCLUSION AND SUGGESTION ……...……… 109
A. CONCLUSION ………………………..………………………. 109 B. SUGGESTION …………………………………...……………. 110BIBLIOGRAPHY …………………………………………………….. 112
APENDIXES ……………………...…………………………………… 115
LIST OF TABLE
Table 3.1: The teachers and Staff of Mts Sudirman Getasan ……..…...... 36
Table 3.2:The Facilities of Mts Sudirman Getasan .................................... 37 Table 3.3: The distribution of the class in Mts Sudirman Getasan ……… 37 Table 3.4: The list of the students of VIII D ……………………..……… 38 Table 3.5: The steps of the cycles ...…………………………………..…. 41 Table 3.6:
Students score sheet …………….............................................. 50 Table 3.7: Score criteria ………………………………...……………….. 51 Table 3.8: Score criteria of observation sheet …………………………… 58 Table 4.1
: The Reseach schedule ……………………………………….. 60 Table 4.2: The Score of Student s‘ Pre-test …………................................. 61 Table 4.3: The Criteria of Student s‘ Achievement of Pre-test in cycle 1.. . 62 Table 4.4: The Score of Student s‘ Post-test in cycle 1................................ 62 Table 4.5: The Criteria of Student s‘ achievement of Post-Test in cycle 1...63 Table 4.6: Student s‘ Deviation of Pre-test and Post-test score in cycle 1 .. 64 Table 4.7: Result of the Observation Sheet in cycle 1 .........................
….. 67 Table 4.8: The Score of Student s‘ Post-test in cycle 2 .............................. 69 Table 4.9: The Criteria of Student s‘ Achievement of Post-test in cycle 2.. 70 Table 4.10: Students ‘ Deviation of Post-test cycle 1 and Post-test score in cycle 2 ....................
………………………...…………… 70 Table 4.11: Result of the Observation Sheet in cycle 3 …………….……. 76 Table 4.12: The Score of Student s‘ Post-test in cycle 3 ............................. 76 Table 4.13: The Criteria of Student s‘ Achievement of Post-test in cycle 3
……………..…………………………. 77 Table 4.14: Students
‘ Deviation of Post-test cycle 2 and Post-test
Table 4.15:Result of the Observation Sheet in cycle 3 ……………...….... 81
Table 4.16: Result of Teaching Learning Process ………………..…….. 103
LIST OF FIGURES
3.1: The organization structure .................................................................. 37 3.2: The CAR Model by Kemmis ……………………………………….. 40
LIST OF TEXTS
4.1: My School …………...……………………………………………… 86 4.2: Kopeng ………..…………………………………………………….. 88 4.3: Rio …………………..………………………………………………. 93 4.4: Mount Bromo ……………………………………………………….. 99
ABSTRACT
Sri Suharmi. 2015. “IMPROVING STUDENT’S WRITING SKILLS IN
DESCRIPTIVE TEXT BY USING OUTDOOR ACTIVITY (A CLASSROOM
ACTION RESEARCH) OF THE SECOND YEAR OF MTS SUDIRMAN
KOPENG, GETASAN IN 2015 /2016 ACADEMIC YEAR ”. Graduating Paper.
English Department State Institute for Islamic Studies (IAIN) Salatiga
Counselor: Ruwandi MA.,This study is a clasroom action research. The general objective of this study is improving students‘ writing skill through outdoor activity. While the spesific objective of this research are (1) whether or not outdoor activity can increase the students‘ ability in writing content of descriptive text the second year of MTs Sudirman Getasan. (2) To describe whether the outdoor activity can improve the students‘ writing skill in developing paraghrap. This classroom action research was conducted at MTs Sudirman Getasan. The procedure of the research consisted of planning, action, observation, and reflection. The data were collected from achievement test, observation, interview and document. The observation during the process of English teaching and learning was conducted with the help from collaborator. In this research, the writer acted as the practitioner. The tests were in the form of pre-test and post-test conducted in cycle 1, cycle 2 and cycle 3. The research resulted: (1) Using outdoor activity as a method can improve student s‘ writing skill, it is proved with the student s‘ improvement score the mean score pre- test of the students was 57 (very poor) and the mean score of the post-test 70 (good). The mean of the post- Test 1 is higher than the mean of the pre- Test (64.53>56.56), the mean of post-test in cycle 2 is higher than mean of post-Test in cycle 1 (70.59>64.53) and the mean of post-Test of the cycle 3 is higher than post-Test in the cycle 2 (74.56> 70.59).The proven result of the implementation was (2) The effectiveness of using outdoor activity in improving students writing skill is proved from the result of t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test was higher than the score of t-table and the result of t-test and t-table in cycle 3 (15.11>2.042) also showed that the score of t-test was higher than the score of t- table.
Keyword: outdoor activity, writing skill, descriptive text
CHAPTER I INTRODUCTION A. Backround of the Study English is one of the subject matter learned by students that are given any
educational level, such as elementary and upper intermediate level. It covers four language skill that must be mastered if someone wants to be succesfull in studying English: listening, speaking, reading and writing.
One of those four component that must be thought by the teacher is writing skill. It has always important place in most English language course. One of the reason is that more people need to learn writing in English for occupational or academic purpose. To write well people must have good capabilities in writing. More ever, people wants to write the essay or story must know the steps in writing process and aspect of writing. The writer must be able to organize the ideas, to construct the sentences, to use puncuations and spelling well. Beside that, they must be able to arrange their writing into cohesive and coherent paragraph and text that is why writing is a very complex skill. Thus, it is not easy task for English teacher to teach it. Teacher often find difficulties in teaching writing.
Just like the teacher in the second year of Mts Sudirman Kopeng, Getasan who finds many problem to equipped the student with that skills. According to pre
th
interview of this research that was held on 7 of January 2015, the writer found some difficulties that faced by the students in writing. In doing pre interview the writer asked some questions to the teacher, the question are about general condition in teaching learning process of English material especially in writing subject, about the studets and their participation and also the strategy that used by the teacher in writing.
The teacher gives some arguments, which are as it knows that writing skills are concidered difficult by the students for some reasons, those reasson are that the students usually get difficulties in starting their writing. Many student waste vaulable time just for getting started. Beside, the student have problem to develop the paragraph with a good stucture and text component. They are confused to develop paragraph because they have not inspiration to develop it and lack of linguistic competence and rhetorical styles that lend to texture component. They have less understanding about the notion of text context and genre wich have relationship with writing activites.
Besides the pre interview, the writer also saw the teaching process, some of the students walking around the class, loking out of the window while teaching- learing process are running. The student were seem bored to study indoor or in class, they need inspiration to write that make them face a real concept not only imagination that the teacher brings to the class. Brings some imagination only give some litlle help to the students in the class to build a good sentences, by bring the real things or come to the real things the students will get more than a sentences to write.
Based on the problem indentification in the field of research, the writer conducts an action research using outdoor activities. It is expected that the writer as teacher will be able to motivate the students to learn the materials, pay attention to the lesson and make them not to get bored.
Outdoor activities usually mean activities done in nature away from civilization, out of the house or building. Outdoor activity is an activity that can be done by people to lose the feeling of boredom. It is more interesting than indoor activities, because these activities are conducted outdoor. When we are outdoor, we can get more motivation to learn something. Althought outdoor activity make noise, it needs power and physical energy (Patmonodewo, 2003: 113). The sense of peace and pleasure is the children‘s exprerience when they take in the fresh air. In outdoor the children get inspiration for their writing because they can see the object that they will desribe, beside at outdoor they feel relax. While children spend outdoor everyday, children have many ways to enrich the objective of the course and support children development and acquisition.
Based on the previous reasons, the writer interested in conducting a classroom action research entitled
Improving Students’ Writing Skill in Descriptive Text by Using Outdoor Activity (a Clasroom Action Research) of the Second Year of MTs Sudirman Kopeng, Getasan in 2015/2016 Academic Year.
B. Limitation of Study
In this research the writer limits her reseach on improving writing skill of descriptive text using outdoor activity of the second year of MTs Sudirman Kopeng, Getasan.
C. Problem Statements
Based on the backround of the study the writer formulated the research problem as follows:
1. What is the improvement made by students of the second year in MTs Sudirman
Kopeng Getasan in 2015/2016 Academic Year in writing descriptive text by using outdoor activity?
2. To what extent is the effectiveness improvement of the student‘s ability in writing descriptive text of the second grade students of MTs Sudirman Kopeng Getasan in 2015/2016 Academic Year? D.
Objective of the Study
In general the study aims to improve the students writing skill spesifically it is to:
1. Whether or not outdoor activity can increase the students‘ ability in writing content of descriptive text the second year oMTs Sudirman Kopeng, Getasan and
2. Describe whether the outdoor activities can improve the studen‘s writing skill in developing paragraph, in order that a.
The student are able to write a paragraph with correct structural component.
b.
The student are able to write a paragraph with correct text component.
E. Benefit of the Study
After analyzing the problems, the researcher would like to get partical and theoretical benefits as follows.
1. Theoritical Benefit a.
Finding of the research will be useful expecially for the student of MTs Sudirman Kopeng, Getasan.
b.
The result of the research can be used as an input of English teaching learning process expecially in teaching writing.
2. Practical Benefit The research‘s finding can be used by the students, teacher, school, and writer and it will be usefull to other reseacher who are interested in analyzing learning writing: a.
For students 1) It can improve the mastery of writing subject. 2) The student will be able to write better.
b.
For the teachers 1) The teacher know the level of student mastery in writing ability.
2) The result can become an input to determine the step and strategy for teaching as feed-back to improve in the proccess of english teaching learning especially in writing and it can be as the important information in using media to improve the quality of teaching writing.
F. Definition of the Key Terms 1.
Students‘ writing skills Writing is clearly a system of human intercomunication by means of convetional visible marks, but it is evident from what has been sain that what the primitives understood as writing is not the same thing as what we do (Gelb, 1962: 12). Students‘ writing skill mean students‘ ability in term of writing.
2. Outdoor Activity Outdoor ia an activity that can be done by people to loose boredom. ― when we are outdoor, we can get more motivation to learn something, althought out door activity makes noise, need power and physical energy‖ ( Partmonodewo, 2003: 112). According to Oxford Learner‘s Dictionary (2003: 291), ― outdoor activity is activity done outside a house or building‖.
3. Descriptive Text Descriptive text is a text which is used to describe something like a particular place, certain person or thing from the physical condition. The senior high school students are required to understand the component of descriptive text genre, those are: generic structure and language feature. The generic structures of this genre are identification (mention the special participant) and description (mention the part, quality, and characters of the subject being described). And for the language features of this genre, usually uses simple present tense, adjective, noun phrase and adverbial phrase.
Description is used to add details about something physical like a person, place, or thing. This method uses sensory language, that is, words that appeal to the five senses: sight, hearing, smell, taste and touch. To create the most accurate picture in reader‘s mind, the writer has to be precise in the choice of words. What is include to sight, hearing, smell, taste and touch. With adequate sensory detail, the reader can create a clear and specific picture in her or his mind about the topic that the writer wants to describe.
G. Research Paper Organitazion
In order to make this research easy to follow, the writer organized it as follows:
Chapter I is introduction. It consists of background of the study, problem
statement, limitation of the study, objective of the study, benefit of the study, hypothesis, definition of the key terms, review of related literature, and research paper organization.
Chapter II is research theories, in this chapter, the researcher presents about
many theoritical frameworks of this study. It is aimed to give relavant knowledge underlined the study. Therefore, this chapter describes some information involving: general concept of general concept of writing skill, descriptive text, outdoor activity.
Chapter III is research methodology, that consist of type of the research
design, object of the study, subject of the study, method of collecting data, and technique for analizing data.
Chapter IV is data analysis and chsussion of the finding. In the chapter, the writer present the data and data analysis. Chapter V is conclusion and suggestion .
CHAPTER II RESEARCH THEORIES In this chapter, the researcher presents about many theoritical frameworks of this
study. It is aimed to give relavant knowledge underlined the study. Therefore, this chapter describes some information involving: review of related literature, general concept of general concept of writing skill, descriptive text, outdoor activity.
A. Review of Related Literature
The writer takes two researcehes to support the writer‘s study in order to show the originality to the research. The first research has been conducted by Anggani (UMS Composition to the Second Year Student of SMP N 1 Gemolong in 2007/2008 Academic Year ( A Case Study). The result of the analysis shows that guided composition technique is appropriate and quite effective for the second year student of SMP N 1 Gemolong in teaching writing narrative genre. The student are enthusiastic, interested, and motivated to take part in the classroom activities. The teacher has several problem in teaching namely dificulty in explaining the content of the English story, student dificulties in developing paragraph in a narrative genre, student‘s dificulties in mastering component of writing, and facking of teaching media.
The other study was conducted by Emilia (UMS 2008). She conducted her research entitlled Increasing Student‘s Writing Skill Using Picture Strip Story at the First
Year of MTs hadul Muta‘alimin Katerban Ngawi. She focused to the increasing students writing skill using picture strip story.
Her conclusion is the student‘s writing skill increases after they were taught using picture strip story.
Altough the writer has smilar topic. ―Writing‖, but the writer has different object of the study and technique. Besides it the writer focuses on teaching writing of descriptive text. The writer analyzes on improving student writing skill of descriptive text using outdoor activity of the second year of MTs Sudirman Kopeng.
B. General Concept of Witing Skill 1. Definition of Writing
Writing s acomplex activity which consist of some component that consctruct the result of writing ability (White,1992: 9-12). The component of writing include content, organization , gramatical use, vocabulary use, and mechanical consideration such as spelling and punctuation ( Fauziati, 2005: 153). The procedure a good written product, the writer should master them well: they are interacted recursively in writing process. Besides in removing the writers‘ idea to written text is complex.
The write is required to generate the ideas to the written text by connecting the writer‘s acquisition of writing components and also their coqnitive operation to generate and organize their purposed to produce a text that can be understood by reader. The writer must be able to organize idea, to construct the sentences to use punctuation and spelling well and to arrange their writing into cohesive and coherent paragraph.
Nunan (2003:88) states that writing as both physical and mental act. At the most, basic level is a physical act commiting words or an email message into computer. Writing is the mental work of inventing ideas, thingking about how to express them into statement and paragraph. Writing can be called as an activity in using long in the form of written text. The writer should move their ideathrough a series activities or stage in writing process to produce a piece of writing. Activities are selected according to opportunities they provide for developing composing skills as planning, drafting, rev ising. The writr‘s activities includes generating their ideas organizing them into paragraph drafting, editing, reading and re-reading.
2. Importance of Writing
Mastering writing ability is important since writing is one of the ways to communicate with other people. The ability to write is required in many parts of people‘s life. Harmer states that writing as a skill is the important reason for teaching writing. It bis a basic language skill just as important as speaking, listening, and reading. The ability to write is also required in many jobs such as writing application letters, business proposal, reports and memos. It will guide students to be succeed person and get better position in their job.
According to Graves as quoted by There are many several ways in writing which are important in lives: a.
As a contribution to the development of a person, no matter what the person‘s background and talents. Writing is a highly complex act that demands the analysis and synthesys of many levels of thinking.
b.
Writing develop initiative. In reading, everything is provided. In writing, the learner must supply everything such the right relationship between sounds and letters, their form on the page, the topic, information, question and answer.
c.
Writing develops courage. At no point is the learner more vulnerable than in writing.
d.
Writing, more than any other subject, can lead to personal breakthroughs in learning.
e.
Writing can contribute to reading from the first day of school.
Writing, someway, is active, where as reading is passive.
f.
Writing contributes strongly to reading comprehension as children grow older.
The ability to revise writing to greater power and economy is one of the higher forms of reading.
This theory is grafted to give more information to the reader that there are many several ways in writing which are important in lives. Hopefully, by reading this theory the reader will be more interest in writing and it can support the writers to be more creative in creating their writing.
3. Paragraph Writing a.
Notion of Paragraph Paragraph is the combination of many sentences in one idea. Dumais
(1988:48) states that ― a paragraph is a group of sentences, which tells about main idea‖.
b.
Paragraph Composition Paragraph composition consist of the main idea, topic sentences, controlling idea, concluding sentence, paragraph development. Topic sentence is a general sentence that introduces the topic. Controling idea is the sentences that follows in the paragraph and controls the information that is given in the paragraph. Then concluding sentence is the sentence that ends the paragraph.The last is paragraph development (Reid, 1994: 29).
c.
Ways of Paragraph Development There are four ways of paragraph development. They are description, narrative, cause and effect, definition. Description is a paragraph that describing something. Writer uses narrative paragraph when they want to retell an event or an experiences or when they want to tell miniature of a story or an anecdote. ― In a cause- effect development, there is always a caused betwen the topic sentence and the supporting sentence or event between major supporting sentences and minor ones (Dumais, 1988: 79). Whereas,
― definition is explaining a term, or how you are using it in a particular situation‖ (Dumais, 1988: 72).
4. Process of Writing
Writing is a complex activities which consist of some components that constructthe resultof writing ability. ― One of them is that the writer should move thought a series stage/ process to pocedure a piece of writing. There are some steps in writing process‖ (Regina, 2001: 81). They are: planning, drafting, and writing, and revising. All of this stage in straight chronological order: a.
Planning Planing is a series of stategies designed to find andd produce information in writing. It also called pre-writing. The write are asked to be able to formulate and purpose the writing, decide to wrote, select a style that is likely to complish the purpose and then organize the message.
In this stage the writer will only concern with finding out the topic to write is very important in writing because it can help the writers towrite easilyin planning, the writers begin digging for the basic raw material they need.
b.
Drafting and Writing Drafting is the manifestation of the process after planning. It is a series of strategies designed to organize and develop a sustain piece of writing. In drafting the writers should make decision about the main idea that will be expressed. Then the writer will concern with the outlin in wich they organize the content of writing in order to b coherent. Finally, the writer develops it by giving the tittle, introducing and make oaragraph into the competence writing
After writers have generated ideas about their topics, they focus their ideas on the main point and develop a rough plan for the paragraph or essay they are going to write
. In this stage, you can add new ideas or delete original‘ ones at any time in the writing process c.
Revising
Revising is a procedure for improveing or correcting a work in progress. It is a sries of stategies designed to re-exmine, re-evaluate the choice thet create a piece of writing. In revising, the writer should check aspect insloved in writing activity such as spelling, grammar, punctution, paragraph development, etc.