1 A. Background of the Study
Writing is one of the four skills in teaching English that is the process of transferring ideas, feeling, and though from the writer to the reader. As one of the four basic skills, writing is an essential aspect that should be mastered by the students. Through writing, the students can express their ideas, convey feeling or a piece of information using language in written form to their reader fluently and accurately. By writing, the students also acquire their imaginative and critical thinking ability.
In addition, writing is 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 (Ur, 1991; 163). It means that writing is a way to express/share thought and idea from the writer to the reader by a text. The writer also pays attention for the using of grammar, punctuation, and vocabulary when writing.
means that writing is the effort to express ideas and the constant use of eye, hand, and brain. In fact, this a unique way of learning.
To gain that purpose, the teacher should encourage or facilitate the students’ to control the students’ writing activity and the teacher use various media in writing activity. As the result, students should be trained to practice writing as much as possible. In addition, through writing the writer can express his or her own feelings, ideas, opinions, emotions and thought so that the reader can comprehend his or her work easily. Moreover, writing is also a communication tool to express the writer himself or herself.
Based on the preliminary study that had been conducted at State Junior High School 23 Padang, there were many facts founded. First, teachers have been teaching English for four hours in a week enrolled in two meetings. Second, they have evaluated the students’ English skills. However, they just evaluated them generally without English based components. The following table is the students’ scores in English midterm test.
Table. 1.1 Students’ English Score State Junior High School 23 Padang
NO CLASS TOTAL STUDENTS MID TERM TEST
1 VIII 1 30 69,88
2 VIII 3 30 63,71
3 VIII 7 34 61,31
KKM 78
Source: English Teacher Bookmark at State Junior High School 23 Padang
Based on the data above, the students, English skills were low. Third, English teacher didn’t do assessment on writing skill. Since that teacher didn’t evaluate students’ skill in writing, the researcher and English teacher at that school assessed the students.
The researcher gave the test to the students by asking them to choose one of the best topics they like to write. Simple random sampling was use to choose the respondents. It was found that they were many students could not finish their composition on time. There were some students who just wrote four lines until six lines and there were some students whose paper was still blank. Generally, students’ knowledge about components of writing (content, organization, vocabulary, language use, and mechanic) was still low. It can be seen on the following table.
Table 1.2 Students English Writing Score
Class Number Component Of Writing Total Source: English Teacher at State Junior High School 23 Padang
combine some information without good attention to make text coherent and text generic structure. So the result was created not systematically. It can be seen in the figure below.
From the figure above, it can be seen that the students had problems in writing because they could not produce a recount text well. There are five components of writing that should be mastered by each student, such as content, organization, vocabulary, language use, and mechanic.
Generally, the students produced written work related to the topic given. The topic was his last holiday. It means the students’ content of writing should talk about his holiday. It can be seen from his writing, there were talking about My Holiday, such as my holiday I go to the zoo. But the content is not sufficient to evaluate. Organization related to the generic structure of the text. In writing, the students still had weaknesses in arrange their ideas into written work. Researcher also found that many students had limited vocabulary.
Topic sentence, detail sentences, and a closing sentence are the main elements of a good paragraph, and each one form a different "piece" of the hamburger. Hamburger strategy is a successful strategy for teaching writing paragraphs. It can be said that, Hamburger strategy introduce the part of an essay through the pieces of hamburger. There are three important parts of an essay; introduction paragraph, body paragraph, and conclusion. Hamburger there is a top bun. For the body of paragraph will be seen in condiments and meats of the hamburger. The last, conclusion paragraph will be seen as bottom bun of hamburger.
The previous researches had proved that Hamburger Strategy could solve the students’ problem in writing. There are Fajri Maulina (2013), Lisa Afridona (2013), Dede Suhendra (2014), Rina Febridayani (2015) and Anggi Febriyati Lova (2016).
Based on the explanation above, the researcher is interested in doing the research about: “The Effect of Hamburger Strategy towards Students’ Writing Skill in Recount Text at Class VIII of State Junior HighSchool 23 Padang”.
B. Identification of the Study
based components. Most of the students were difficult to start to write in English written form. They had lack of vocabulary and they were difficult to organize information or idea. They just tried to combine some information without good attention to make text coherent and text generic structure. So the result was created not systematically. English teachers at that school had not implemented Hamburger Strategy to teach writing.
By using Hamburger Strategy, the students will be able to develop their writing aspects such as content, organization, vocabularies, language use, and mechanics. Hamburger strategy also gives contributions in produce written work clearly guided by teacher by using Hamburger Graphic Organizer.
C. Limitation of the Study
Based on the identification above, this research is focused on using Hamburger Strategy to teach writing skill at State Junior High School 23 Padang.
D. Formulation of the Problem
Based on limitation of the problem above, the researcher formulates the problem of this research as follows:
1. Does the Hamburger Strategy give significant effect towards students’ writing skill at class VIII State Junior High School 23 Padang?
E. Purpose of the Study
In general, the purpose of this study are:
1. To find out whether Hamburger Strategy gives significant effect toward students’ writing skill at State Junior High School 23 Padang.
2. To find out which compenent of writing skill can be affected by using Hamburger Strategy at class VIII State Junior High School 23 Padang. F. Significance of the Study
On completing this study, the researcher expects that this research signifies to be one of the alternatives for any teacher teaching writing with an interesting technique favorable to the students. The English teacher, the researcher hopes that this will provide information which of value for teaching and learning purposes. Finally, this research hopefully may serve as one of the resources for further studies of the same field.
G. Definition of the Key Terms
Writing : Writing is the way to express thought, ideas, and information into written text.
Hamburger Strategy
: A successful strategy for teaching third graders about writing paragraphs. It can be said that, hamburger strategy introduce the part of an essay through the pieces of hamburger. There are three important parts of an essay; introduction paragraph, body paragraph, and conclusion. Hamburger there is a top bun. For the body of paragraph will be seen in condiments and meats of the hamburger. The last, conclusion paragraph will be seen as bottom bun of hamburger.
