CHAPTER II
THEORETICAL REVIEW
A. Writing
1. The Definition of Writing
Writing is a process of expressing ideas or thought in words on
a piece of paper. Writing actually is transferring information,
messages, or ideas in grammatically sentences. The information,
messages, or ideas is necessary to be expressed in a text.
Writing is a process and what we write is often heavily
influenced by constrains of genre, and then those elements have to be
present in learning activities (Hammer, 2004: 86). Furthermore
Nunan (2003: 88) stated that writing is the mental work of inventing
ideas, thinking about how to express them, and organizing them into
statements and paragraph that will be clear to the reader.
From the explanation above it can be concluded that writing is a
means of communication where written form is used to express the
writer’s purpose based on his or her experiments. A writer expresses his
or her ideas, experiences, thought, and feelings through writing for a
2. The Importance of Writing
Writing is importance skill to develop student critical thinking. It
stimulates them to think deeply about many aspects to build a good
writing result. Hammer (2004: 31-33) stated that there are many
advantages of learning writing as follow:
a. Writing encourages students to focus on accurate language use and,
because they think as their write, it may good provoke development
as they resolve problems which writing puts in their mind.
b. Writing is often used as a means of reinforcing language that has
been thought. They use writing skill to make a note about what they
have learnt while learning process happens.
c. Writing is frequently useful as preparation for some other activity.
d. Writing can be used as an integral part of a larger activity where the
focus is on something else such as language practice, acting out, or
speaking.
e. Writing is also used in questionnaire-type of activities. In some
examination, students have to answer in the written form.
From the explanation above, it can be concluded that writing skill
is important to be learnt by students, because it helps them in solving and
improving other skills in learning language.
3. The Types of Text
2003) as follows:
a. Narrative Text
The purposes of this text are to entertain, to tell an imaginary story or to
teach. The generic structure of this text is:
1) Orientation: telling who, where, and when story happened.
2) Series of events: describing happenings preceding the compilation.
3) Compilation: introducing main problem or conflict.
4) Resolution: telling how problem get resolved.
b. Recount Text
The purposes of this text are to tell what happened, to reconstruct a
chronologically ordered sequence of past events. The generic structure of
recount text is:
1) Orientation: telling who, where, and when story happened.
2) Series of events: describing happenings preceding the compilation.
3) Personal conclusion: states thought and feeling about the events
summarize account.
c. Procedure Text
The purposes of this text are to tell how to do something, to provide a
clear set of directions for completing a specific task. The readers have to
follow the instructions step by step in order to reach the result expected.
It has generic structure as follows:
1) Heading or Title
3) List of Materials or Ingredients
4) Steps of Sequence
5) Additional Suggestions
6) Visual Aids
d. Report Text
The purposes of this text are to give information and to report the
phenomena in a systematic manner. The generic structure of report text
is:
1) Classification: general statement of topic or phenomenon.
2) Series of description paragraph.
e. Explanation Text
The purposes of this text are to describe how something works and to
give reasons for a phenomenon. It has generic structure as follows:
1) Phenomenon identification: describe the phenomenon.
2) Series of events which offers more detailed information about
temporal or causal sequences.
f. Argumentative Text
The purposes of this text are to evaluate an issue and persuade another, to
take a position and justify it. It has generic structure as follows:
1) Thesis or personal statement of position.
2) Supporting argument and evidence.
3) Refusing counter-argument and evidence.
B. Procedure text
1. The Definition of Procedure Text
Procedure text is instructional text which tells us how to do
something through sequence of actions and steps. Aouladomar (2006)
says that procedure text consist of a sequence of instructions designed
with some accuracy in order to reach an objective. In our perspective,
procedure text range from apparently simple cooking recipes to large
maintenance manuals.
2. The Generic Structure of Procedure Text
Generic structure is the way in which a text is constructed to suit its
purpose. Generic structure also means the text organization or the text
arrangement. There are six generic structure of procedure text as follows:
1) Heading or Title
It consists of the theme of the text.
2) End Goal
It consists of target or purpose the activity.
3) List of Materials or Ingredients
It consists of substances, or what is required.
4) Steps of Sequence
It consists of stages, steps to do the activity.
5) Additional Suggestions
6) Visual Aids
It consists of some picture to make the explanation clear.
3. The Language Feature of Procedure Text
Language feature is also called lexical grammar is such things as
the grammar, vocabulary, and connectors that is used.
There are language feature of procedure text:
a. Using Simple Present tense
Pattern : S + V1 + s/es (if the subjects are he, she, or it)
Example : The writer writes procedure text about making chocolate
pudding.
b. Using Action verb as imperatives
Pattern : V1 + O
Example : Put the pudding in the refrigerator!
c. Using a range of adverbials:
Time (When) : First, Second, Third, Next, Finally Lastly, etc.
Example: First, slice three lemons in half.
Manner (How) : carefully, very slowly, finely, etc.
Example: Add 1,2 liter of boiling water into teapot
carefully.
Place (Where) : into teapot, through the tunnel, in a plate etc.
Example: Pour six tablespoons of sugar into teapot.
Example: Stir the water to make the sugar fuse
with it; to make it sweet.
4. The Example of Procedure Text
Generic Structure Explanation
Title Making a Lemon Ice Tea
Goal Through the title, the writer wants to tell you
steps to make lemon ice tea.
List of Ingredients Three lemons, 200ml hot water, a bag of tea, some cubes of ice, six teaspoons of sugar. List of Utensils A juicer, a teapot, a fork, a teaspoon.
Steps
- First, slice three lemons in half. - Second, juice the lemon using juicer. - Third, pour six tablespoons of sugar into
teapot.
- Fourth, place a teabag on the fork, put the fork on the teapot.
- Fifth, add 1,2 liter of boiling water into teapot carefully.
- Sixth, plunge a teabag on water until the tea spread on the water.
- Seventh, stir the water in order to the sugar fuse with it; to make it sweeten.
- Eighth, mix the lemon juice into the tea. - Ninth, put the teapot into refrigerator and
wait until being cold.
C. Mind Map
1. The Definition of Mind Map
Mind map is an organized display of information from the outset
of the writing process may help some students, as it is more easily
converted into a draft.
Mind mapping is a way to write creatively and it will map the
Putra (2012: 62) said that mind mapping is a useful technique that helps
students to learn more effectively, improves the way that students record
information, and support and enhances creative problem solving.
Furthermore Brown (2008) “A mind map is visual thinking to create an
organized display of the plan, problem, or project a diagram that mirrors
the way our brains naturally processes information. Information and tasks
radiate out from a central theme or goal, rather than falling below a
header, as in a list.
2. The Advantages of Mind Mapping
Basically mind mapping is an easy way to take note and recall the
information. Mind mapping can be used in many different context;
personal, family, or business, planning our day or planning our life aids,
presentation.
Mind mapping can help us in many ways (Buzan, 2005: 6). And the
advantages of mind mapping in writing according to Buzan are as
follows: (a) Arranging the plan, (b) Being more creative, (c) Saving the
time, (d) Organizing and clarifying thoughts, (e) Remembering better, (f)
Studying more quickly and efficiently, (g) Seeing the whole picture.
Mind mapping help us to learn, prepare, and store as much
information as that we want, and categorized them in a natural way, give
you an easy and direct access (perfect memory) to whatever you want.
the easier it is to recall the information (Einstein in Buzan, 2005: 12).
3. The disadvantages of Mind Mapping
There are some disadvantages of mind mapping. There are:
a. Mind map can become complex if students use more than two
branches.
b. An individual mind map may be so personal it could be difficult for
others to understand.
c. Students may have to redraw the map if students want to change
some branches or sub-topics after the evaluation.
(Menn, www.mindmapping.com)
4. How to Make Mind Mapping
There are seven steps to make mind mapping (Buzan, 2005: 15).
Those are:
a. Starting in the sentence of a blank page turned sideways, write the
title of the subject you are exploring and draw a circle around it.
b. Using an image or picture for you central point. It is useful because
images is worth of thousand words and help you use imagination. A
central image is more interesting to keep you focused and help you
concentrate.
c. Using color throughout. Why is essential because colors are as
your mind mapping, add tremendous energy to your creative
thinking and it is fun.
d. Connecting your mind branches to the central image and connect
your second and third level branches, you will understand and
remember a lot more easily.
e. Making your branches curved rather than straight-lined. A curved
line is more interesting than straight lines, because straight line can
make your brain feel bored.
f. Using one key word per line. It is because single key word gives out
mind mapping more power and flexible.
g. Using image throughout. Because each image, like the central image
is also words a thousand words. So if we have only 10 image in our
mind mapping, it is already the equal of 10.000 words of notes.
D. The Steps of Teach Writing Procedure Text Using Mind Mapping
To make the implementation of mind mapping procedure text
successfully, it is importance to pay attention to some steps as follows:
1. Apperception
a. The teacher prepares the equipments to use mind mapping as a media
for teaching learning activity.
b. The teacher stimulates the students by giving questions of how to
make something to guide them into the main topic of making
2. Motivation
The teacher explains the purpose of learning procedure text.
3. Exploration
a. The teacher explains about material of how to make procedure text.
b. The teacher gives the example of mind mapping which contains of
procedure to make or to do something.
c. The teachers together with the students analyze the generic structure
and language feature of procedure text.
4. Elaboration
a. The teacher asks the students to apply mind mapping which contains
of procedure to make or to do something.
b. The teacher asks the students to write procedure text based on it.
5. Confirmation
a. Teacher asks the students to make a mind mapping and procedure text
in paragraph form.
b. Teacher asks the students whether they still have difficulty on
understanding the material.
6. Closing
a. The teacher and the students conclude about the materials that were
learned.
E. Basic Assumption
Almost all the students in senior high school think that writing is the
most difficult skill in learning English. It is caused by some factors, usually
they are not able to organize idea when making composition; they are lack of
vocabulary so their composition are unreadable; they do not master the
grammatical so that the students’ composition are difficult to understand; and
they are still influenced by their native language.
To make teaching writing successful, the teacher needs teaching
strategy which will help the students to understand in learning writing.
Teaching writing using mind mapping is a good teaching strategy to solve the
students’ problem in making composition, especially to help them in
organizing idea. Using mind mapping strategy especially writing process is a
good teaching strategy to be applied in writing class. Teacher can give a
model of writing first and then involve the students to participate in the
writing process. By this teaching strategy students will be able to decrease
their problems in making composition, because they will get stimulus to build
up their knowledge in the prewriting, and they will get reinforcement and
feedback when they are writing their rough draft and doing revision. So that,
