CHAPTER II
THEORETICAL REVIEW
A. The Nature of Writing 1. The Definition of writing
Writing is one of the four basic skills, the other skills are reading, speaking, and listening. It is obviously skill and complex process to get product. This is important to students or advanced people as tool of communicating ideas, that is use of written or printed symbol, as found in books, news paper, magazines and Letters, according Ramalan (1992: 14) writing is representation or symbol.
Writing is an act of communication it is an act of making marks on a certain surface, in a from of graphic representation, to make meaning. Writing meaning is created by a particular set of according to Halliday (1989: 14) is a part of language “more specifically it is one kind of expression in language”. Its symbol, having conventional values particular language, which is drawn up visually.
Based on the theories above, writing is the act of putting letters symbol, numbers, or words on paper.
2. Teaching Writing
1. Classroom writing performance
a. Imitative or writing down
That category is suitable for the beginning level of learning to write, students will simple “written down” English letters words, and possible sentences. In order to learn the conventions of the orthographic code. Some forms of dictation fall into this category although dictation can serve to teach and test higher order processing as well.
b. Intensive or controlled
Writing is sometimes used as a production mole for learning, reinforcing is testing grammatical concepts. This intensive writing typical appears in controlled, written grammar exercises. A common form of controlled writing is to present a paragraph to students in which they have to alter a given structure throughout. So far example, they may be asked to change all present tense verbs to fast; in such a case, students may need to alter other time references in the paragraph and guided writing loosens the teachers control but still offers a series of simulator yet another form of controlled writing is a dicta-comp.
c. Self – writing
d. Display writing
It was already noted earlier that writing within the school curricular context is a way of life. For all language students, short answer exercises, easy examination and even research repot will in value the element of display.
e. Real writing
While virtually every classroom writing task will have an element of display writing in it. Nevertheless, some classroom writing aims a genuine communication of massages. Three subcategories illustrate how reality can been injected: academic, vocational / technical, personal.
Teaching writing by paragraph as a mode is including to second categories that is intensive or controlled writing performance because in this method teacher present a paragraph to the students as a control in their writing.
3. The Purpose of Writing
B. Games
1. The Nature of Games
Games are considered as an interesting media in teaching learning process. Hadfield (1990: 70) says that a game is an activity with rules, a goal an element of fun. Whereas Don Byrne says that games area natural form of self expression both for young and old, and are an activity they all are familiar with. There are two kinds of games. Based on that purpose: a. Competitive Games, in which players or terms race to be the first to
reach the goal.
b. Cooperative Games, in which players or terms work together towards a common goal.
Successful completion of the game will involve the carrying out of a task such as drawing in a route on a map, filling in a chart, or finding two matching word, rather than the correct production of a structure. However in order to carry out this task it will be possible to specify in advance roughly what language will be required.
Whereas Don Byrne divides games into; a. Games that practice particular structure.
b. Games that maybe “adjusted” so that they can be played at different levels of languages proficiency.
2. The Advantages of Games
Games are useful in many ways; they can help students practice on pronunciation, develop vocabulary, and try to produce humor in the target language. Priyantini (2000: 64) stated that among the advantages of using games are;
a. Games add variety to the range of learning situation.
b. Games can be used to punctuate long formal teaching units and renew student energy before returning to more formal learning.
c. Games can give 'hidden' practice of specific language points without students being aware of this.
d. Games can increase student's communication, and so educe the domination of the classroom by the teacher.
C. Thematic Card Game
1. Definition of Thematic Card Game
A type of games which becomes the focus of this research is thematic card game. In Oxford Advance Learners Dictionary (1974: 895), it is stated that thematic is the subject of a talk, a piece of writing or a person's thoughts; a topic. In teaching learning process thematic is a new method because it is mixing between themes with the order. Teaching vocabulary has to use the creative method, it makes the students interest and easily to understand the material when the students learning English. 2. The Advantages of Thematic Card Game
Teaching English using thematic card game has some advantages. It makes the students work together and think quickly. It can add students vocabulary and develop their creatively and well. The best point is that thematic card game can make the students more interested in learning English
3. Thematic Card Game in Teaching English Writing
According to Briggs as quoted by Sadiman and friends (1993: 56), Media are all physical aids that can give massage and stimulate students to study. Media are regarded as the most effective teaching aids, because by media the teacher can increase the student's interest in learning and can motivate students to study hard.
experimental class.
Before teaching the experimental class, the writer makes preparation as follows:
a. Select the themes which have correlation with the lesson.
Example: in dining room (ladle, colander, vegetable bowl and etc.) b. Make card.
c. Write the name in each item of card. d. Make instructional objective.
In Vocabulary game, the writer carries out same steps; a. Give thematic card to the students.
b. Give the rule of the game. c. Students play the game.
The procedure of playing thematic cards is matching the card with correct item. The procedures are;
a. The class divided into several groups, each group consists of five or six students.
b. Distribute thematic card to each group, and every group get one package of thematic card.
c. Shuffle the thematic cards. d. Match the card in correct.
b. Basic Assumption
The use of thematic card game in English learning has special contribution in making the students active and the class more a life. This condition really supports the students to have more interest in learning English. When they are interested in certain material, it will be easier for them to understand. Use game in classroom will make the class fun and enjoyable.
c. Hypothesis
