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CHAPTER I

INTRODUCTION

A. Background of the Problem

English is a foreign language that is widely used by international

country. Nowadays English in Indonesia is really needed, not only for

communication but also for educational side and the other sides. English

education is very important for all students from basic school until universities.

Besides English is as international language and as communication tool,

central characteristic and intellectual development, social and emotional

student form the success in learning (Kusumawati,2017) .

Based on Indonesia 2013 curriculum, teaching English at senior high

school requires students to be able to communicate in both oral and written

form. Besides listening and speaking, the students of senior high school are

expected to be able in reading and writing. Teachers of English Foreign

Language has to be able to find the best way in teaching writing in order to

make senior high school students able to write as what the curriculum requires

them to pass the English subject at school. It is supported by Harmer

(2007:112) who says that there are two reasons of teaching writing, “writing

for learning” where writing is used as a practical tool to help students practice

and work with the language, and “writing for writing” where students are

directed at their competence as writers.

Writing is an important skill in learning language. Writing is a process

of expressing thought and feelings of thinking on shaping experience. It means

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that we are free to express everything on our mind, feelings, and also

experiences in writing form clearly and efficiently (Setyawan, 2016). As

English Learners, Students are expected to be able to express their ideas,

thoughts, and feelings in writing form.

On the other hand, writing is an activity which is productive and

expressive. It means, writing does not come automatically. We need a lot of

practice to make a good writing. So, it is important to note that writing is a

process not a product, because it is not easy and it takes time to study and

practice in order to develop writing skill.

Since writing is not a simple activity, students have to consider

many aspects before they write. They have to think about idea and deliver it in

words using good organization based on the text organization of genre. Writing

involves expressing the ideas that come from mind in written form.

Based on the researcher’s preliminary study at Senior High School 5

Pariaman, the researcher found that many students got difficulties in

producing the text. The researcher found some problems related with the

failure of students in their writing. Generally, students’ knowledge about the

five components of writing (content, organization, vocabulary, language use,

and mechanics) was still low.

When the researcher asked the class to write a text that has learn in

second semester (hortatory exposition text), the researcher observed the

process of students doing the composition. It was unfortunate condition.

Nobody of students could finish their compositions on time. There were some
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students who just wrote four lines, six lines, and even there were some

students whose paper was still white. They did not know what to write

eventhough the researcher gave freedom to chose what topic they wanted.

Some students even got difficult in putting and ordering their ideas into their

writing. It made them became lazy to finish their composition and even made

them to stop their work.

Beside that, the researcher found that the students were lack of

vocabularies. It can be seen when they were making the composition. Very

often students asked the researcher the words that they did not know in

English. Some students were just silent without finishing their composition

because there were many vocabularies that they did not know. Some students

did not bring dictionary. They were also lazy to ask to the researcher or to

their friends. They were defenseless with their ignorance.

Furthermore, in language use and generic structure they also did not

understand completely. They did not know tenses that they will use. They just

put the verb which they know (eventhough it was wrong tenses). So did in

generic structure. There were some of them did not understand. They did not

know how they start their writing. They felt difficult to arrange easy

sentences.

Beside that, the researcher also aksed the teacher about students’

weakness in writing. Generally the teacher said that students had several

problems in doing writing. First, students’ motivation was low in doing

writing activity. Second, students had less vocabulary so that it is hard for
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them to do writing. Third, students was difficult to memorize what they have

learned. On the other hand, students found difficulties to recognize the

patterns or forms of English that they have learned.

Here is the table above shows the data about student’s achievement in

writing:

Table I
Students’ Writing Score at Class XI IPS1
ASPECTS Mean
NO STUDENTS C O V L M score
(30) (20) (20) (25) (5) ( 100 )
1 22 Students 18.59 13.22 13.81 16.54 3.09 65.27
KKM = 75
Source: the students writing’s score in hortatory exposition text of XI
grade Senior High School 5 Pariaman

Note: C = Content V = Vocabulary M = Mechanics


O = Organization L = Language Use KKM of Writing = 75

These are some students’ product in writing.


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From the figures above, it can be seen that the students had problems in

writing because they could not produce a hortatory exposition text well. The

students had problem in generating their idea. It could be seen from their

writing. The students’ writing is not completed yet. Complete hortatory

exposition texts have; thesis, argument, and recommendation. Meanwhile in

recommendation the writer need to recommend something to should or should

not be done by the reader. Yet, in the first figure, the researcher could not find

the recommendation of the text. The thesis and the argument of the text are

also not clear. In the second figure the researcher also could not find the

recommendation. The thesis and arguments are also not clear like the first

figure. The students still had weaknesses in arrange their idea in their writing.

Researcher also found that many students had limited vocabulary. They

do not have enough vocabulary to produce a text. The teacher asked them to

bring dictionary, but almost of them did not bring it. It caused they were

difficult to find out the meaning of the word. They were often use inappropriate

vocabulary (e.g. Shalat is worship people Islam to allah or god, people shalat to

face seen bright and clear and always happy, when house clean). The students
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also had weaknesses in produce sentences. It can be seen there were too much

grammatical error in writing such as at using appropriate verb (e.g. people

Islam, people sholat) subject pronoun (e.g person, we) noun phrase (e.g area

circle house) the students also had weaknesses in using mechanics. There were

some error on using capital letter (e. g. allah, we), wrong spelling (becaus, )

and using punctuation.

Based on the problem above, teacher should find and apply a good

strategy in teaching writing. It is needed for making the students have good

achievement in writing. Teacher should use an effective strategy in order the

writing process run successfully. Thus, teachers have a big role in finding and

applying an interesting strategy to make students able to write. One of the

strategies that can be use is Draw Label Caption Strategy. This strategy let

the students interested to learn and they can share their idea to their

teammates. The researcher wants to prove whether with using Draw Label

Caption strategy in writing activity gave significant different to students

writing skill. Based on the researcher observed it found that the English

teacher never use this strategy. Because of that, the researcher intended to

conduct the research with title: “The Effect of Draw Label Caption (DLC)

Strategy toward Students’ Writing Ability in Hortatory Exposition Text

at Class XI of Senior High School 5 Pariaman”.

B. Identification of the Problem

Based on the background of the problem above, there are many factors

that writing is difficult for the students. Most of Senior High School 5
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Pariaman students still have difficulties in writing. In this case, the problem

happen at Senior High School 5 Pariaman, the researcher found that the

students faced problem in writing because they had to consider many aspects.

The problem that was found in writing skill, especially in writing a Hortatory

Exposition Text is dealing with the students’ difficulties in considering the

components of writing such as content, organization, vocabulary, language use

and also mechanics when they are writing. The students don’t understand well

how to consider those components in writing, especially in content. They don’t

know how to develop their idea. Therefore it makes them get difficult in

writing and affect their product.

C. Limitation of the Problem

Based on the identification of the problem above, the researcher limite

to the effect of DLC Strategy toward writing ability XI IPS at Senior High

School 5 Pariaman.

D. Formulation of the Problem

Concerning on the formulation of the problem above, the problem of

this research was formulated as follow: “Does Draw Label Caption (DLC)

Strategy give significant effect on students’ writing especially in writing

Hortatory Exposition Text at class XI IPS Senior High School 5 Pariaman”.

E. Purpose of the Problem

In general, the purpose of this research is to identify whether Draw

Label Caption (DLC) Strategy gives significant effect on students’ writing


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especially in writing Hortatory Exposition Text at class XI IPS Senior High

School 5 Pariaman.

F. The Significances of the Problem

In school based curriculum and character education, writing is one of

the skills to be mastered by the students. They are required to understand and

write the texts in order to fulfill the competencies in curriculum. By conducting

this research, it is expected that the students gain essential perspective about

the importance of producing a text by considering the five components of

writing. This research is useful for the researcher as the addition of knowledge

and experience in conducting teaching for the next.

Through this research, researcher expects that the problem solving that

is offered in this study gives contribution to the teachers where they may

choose and apply one of the various strategies in teaching and learning process

to improve students’ writing skills. In this case, the teachers should consider

about the implementation of Draw Label Caption (DLC) Strategy in teaching

writing as an alternative strategy that is expected to help the teacher in teaching

writing. Students feel enjoy and comfortable to write because they have a

guidance to help and lead them in doing writing activity. They will get good

result after applying Draw Label Caption (DLC) Strategy. Finally, this

research, hopefully, may serve as one of the resources for further studies of the

same field.
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Meanwhile, for the researcher herself, this study is hoped to be a

valuable experience that teaches her to be a better teacher in teaching English

and a better researcher in research.

G. Definition of Key Term

To avoid miss understanding about the terms used in this study, the

writer defines operationally as follow:

1. Effect : Change that something causes in something or

someone else (Oxford).

2. Writing : the expression of idea, the conveying of a

message to the reader, so the ideas

themselves should arguably be seen as the

most important aspect of the writing. It means

that writing is a way to express/share thought

and idea from the writer to the reader by a

text Ur (1991: 163)

3. Draw label caption : strategy can help students focus on a topic

and add details to a piece of writing. Jean and

Podlewski (2013:11)

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