CHAPTER II
THEORETICAL REVIEW
A. Writing
1. The Definiton of Writing
According to Lyons (1987:1), writing is a form of problem solving in which the writer faces two main tasks: (a) generating ideas in language, (b) composing these ideas into a written structure adapted to the needs of the reader and the goals of the writer.
Writing is an act of communication; it is an act of making marks on certain surface. In form of graphic representation, to make meaning writing, writing is part of language “more specifically, it is one kind of expression in
language” it means that it is created by particular set of symbol, having conventional values for representing the words of particular language which is drawn up visually.
In order to get good writing, we make correct sentences then to organize a paragraph and we have purposes to communicate with our reader using written language. Before starting writing, the students have purpose of writing. Hopefully, they can express their ideas correctly and clearly.
2. The Advantages of Writing
Writing is clearly a complex process. It means that in writing students have to consider many things to build a good writing result.
Harmer (2004: 31-33) states that there are many advantages of learning writing. Here are some of them :
a. Writing is often used as a means of reinforcing language that has been thought. They are use writing skill to make a note about what they have learnt while learning process happens.
b. Writing is frequently useful as preparation for some other activity. c. Writing can also, of course, be used an integral part of a larger activity
where the focus is on something else such as language practice, acting out, or speaking.
d. Writing is also used in questionnaire-type of activites like examination 3. The Purpose of Writing
on the thought, organization, diction, and sentence used. Every writing activity has purpose.
Hugo in Tarigan (1994:24) summarizes the purposes of writing as follows:
a. Altrustic Purpose
The writer writes to entertain the readers, to reduce the reader‟s sadness, to help the readers to understand and comprehend the feelings and their logic, to make their lives much easier by using his writing.
b. Informative Purpose
The purpose of this writing is to give information, explanation to the readers.
c. Self-expressive Purpose
The purpose is to introduce the writer to the reader. d. Problem-solving Purpose
This writing is used to solve problem faced by the writer. He wants to explain and observe carefully about his thought and idea to be understood and accepted by the readers.
4. Evaluation of Students’ Writing
1) Grammar
Grammar means how sentences are written appropriately to the function. Therefore, the sentence can work properly.
2) Vocabulary
Vocabulary means the writer should choose appropriate words and arrange the words into paragraph.
3) Mechanic
Mechanic is how all the words are developed in correct spelling. It is also about correct punctuation in writing.
4) Fluency
Fluency of writing deals with the students‟ ability in writing the
content. A good fluency should be clear and relevant. 5) Form
Form means how paragraphs are arranged to be a good text and coherent.
In this research, those aspects were used to evaluate students‟ writing
procedure text. In addition, the students‟ writing were evaluated through inter
B. Procedure Text
Procedure text is a text that tells the reader or listener how to do something. It purposes is to provide instruction for making something, doing something or getting somewhere. (Anderson, 1998:28).
Procedure text is a text thath shows a process in order. Its social function is to describe how something is completely done through a sequence of series. Procedures are found in the written text to do with science, art and craft, cookery, media studies and health as well as other subject (Sadler, 2004:50).
1. The Generic Structure of Procedure Text
In procedure text, there are generic structure and language feature. Generic structure or in other word is schematic structure is the distinctive begining-middle-end structure of a genre(that is a stages accomplishing a genre‟s social purpose) the stages may be either obligatory
(always present) or optional (present only under certain condition). Based on (Anderson, 1998:28) there are three generic structure:
a. An introductory statement giving the aim or Goal 1) This may be the title of the text
2) This may be an introductory paragraph b. Materials needed for completing the procedure
1) This may be a list
2) This may be a paragraph
c. A sequence of steps in correct order
1) Numbers can show first, second, third and so on 2) The orders is usually important
3) Words such as now, next, and after this can be used
4) The steps usually begin with a command such as add, stir, or push 2. Language Feature of Procedure Text
Besides, procedure text also has language features. Language feature is particular aspect of the register relevant to the genre and to extending student‟s writing in that genre. (a genre based Approach to
Teaching Writing in years 3-6 book 1:19). Language features of procedures text are :
a. Focus on generalized human agents. b. Use of simple present tense.
c. Use of mainly temporal conjunctive relations. d. Use of mainly material (action) clauses. 3. Kinds of Procedure Text
Based on (Anderson, 1997:51), there are some examples of procedure texts, which we always see anywhere and anytime. We usually did these things but we never realize if the things we did such a kind of procedure text. They are :
c. Instruction manuals (use electronics, make a toy, paly games, make something, etc).
C. Video
Mayer on Muniandy, et al. (2011) stated that video as a kind of multimedia material consisting of verbal and non verbal presentations displaying simultaneous images, narration and on screen text. Video can be beneficial for educators as the access to an extensive and expanding spectrum of topics are increasingly available to them.
Video is an audio visual media that show a move, the message which is performed can be fact, fictive, informative and intructional education. So, video is a modern technology which can be used by teacher to teach and to improve their way in teaching English.
1. The Advantages of Video
According to Harmer (2003: 282), there are four advantages of video for teaching English:
a. Seeing language-in-use
By watching video students do not just hear language, they see it too. It will convey general meaning and moods through expression, gesture and other visual clues.
b. Cross-cultural awareness
c. The power of creation
When students use video cameras themselves, they are given the potential to create something memorable and enjoyable.
d. Motivation
Most students show an increased level of interest when they have a chance to see the use of language as well as hear it, and it is coupled with interesting tasks.
2. The Problems on Using Video
According to Harmer (2003: 283), in order to use video successfully in classes, it is necessary be aware to some number of potential problems:
a. The ‘nothing new’ syndrome
Just switching on the monitor in a classroom is not especially exciting for a television (and internet) viewing population. It is needed to do some activities using the video and do not just replicate home television viewing.
b. Poor quality tapes and disks
Poorly filmed and woodenly acted material will not engage students to be better. When deciding whether to use a videotape or disk, it is important to judge whether the quality is sufficiently good to attract our students‟ interest.
c. Poor viewing conditions
class to see the screen clearly. It is difficult to dim the ambient light sufficiently for the picture to be clear.
d. Stop and start
Some students become frustrated when teachers constantly stop and start the video.
e. The length of extracts
Some people think that more than two or three minutes of video sends students to sleep. Short video sequences of between one and four minutes can yield a number of exercises, demonstrate a satisfying range of language, are easier to manipulate, and can be highly motivating.
D. The Procedure of Teaching Writing Procedure Text Using Video
To make the implementation of video in teaching procedure text successfully, it is important to pay attention to some steps as follows:
1. Apperception
a. The teacher prepares the equipments to play video as a media for teaching learning activity.
b. The teacher stimulates students by giving questions of how to make something to guide them into the main topic of making procedure text. 2. Motivation
Teacher explains the purpose of learning procedure text. 3. Exploration
b. Teacher explains about the generic structure and language feature of procedure text.
c. Teacher plays a video which contains of a procedure to make/to do something.
d. Teacher together with the students analyze the generic structure and language feature of video.
4. Elaboration
a. Teacher plays a video which contains of a procedure to make/to do something.
b. Teacher asks the students to write procedure text based on it. 5. Confirmation
a. Teacher asks the students about the material of procedure text.
b. Teacher asks the students whether they still have difficulty on understanding the material.
6. Closing
a. Teacher and students conclude about the materials that were learned.
E. Previous Releveant Studies
who interact with the facilitator via video or computer, and in self-study and evaluation situations. It can also be used in the teacher‟s personal and professional development or with students as a way of presenting content, initiating conversations, and providing illustrations for various concepts. The videotaped material that I produced can be used to teach an EFL sixty-minute lesson. Consequently, the teacher may design this activity or exercise to help students with their language skills such as: short answer question, multiple choice question, role play, and writing task. The result suggested that using videos in college English classes would not weaken, but reinforced the good effect of teaching and understandable for the students.
Besides that, Alfian Ihsan(2013) wrote a thesis entitled “Improving Students‟ Ability in Writing Procedure Text Using Video”. It also conducted a
research using videos to teach English in SMP Negeri 1 Sokaraja. The researcher used classroom action research as a method to do this research. . The students‟ mean score in post test 1 was 68.23 and the students‟ mean score in post test 2 was 76.72. The result of the research proved that the use of videos was give significant improvements in teach English.
F. Basic Assumption
According to the statement above, videos in teaching writing procedure text are also able to increase students‟ comprehension in understanding the
the steps and vocabulary. It is assumed that videos are appropriate to teach writing procedure text.
G. Hypothesis
