CHAPTER II
THEORETICAL REVIEW
A. PREVIOUS RESEARCH
This research will describe some works which are relevant to this thesis to make the thesis arrangement easier and to avoid repeating the same study.
Among them to a study conducted by Ismatul in 2010. Thesis entitled “The Effectiveness of Word Web in Reading Comprehension Achievement
(An Experimental Study at The Tenth Grade Students of Senior High School PGRI 56 Ciputat in Academic Year 2009/2010)”. The result of these study
concluded that Word Web is effective to help Senior High School students in reading comprehension.
Based on this previous research above, word web is effective in teaching reading in the level senior high school. This research is aimed at finding out whether word web is effective in teaching narrative text in level of junior high school.
B. WRITING
1. Definition of Writing
Writing is process of discovering and organizing ideas, putting them on a paper and reshaping and resaving them.
Cited of Nunan (2003:88), “Writing is both a physical and a mental
act. At the most basic level, writing is a physical act of committing word or ideas to some medium or an email message typed into a computer, and also writing is the mental work of inventing ideas, thinking about how to express them and organizing them into statements and paragraphs that will be clean to a reader”.
Based on the explanation above, it can know that writing is a means of communication where the written form is used to express the writers‟ purpose, feeling and thought.
2. Organizing and Developing Ideas
a. Chronological order
A chronological or step by step arrangement of ideas by time or order of occurrence
b. Spatial order
Spatial, geometrical or graphical arrangement of ideas according to their position in space left to right, top to bottom, or circular
c. Common logic
1) definitive (e.g., is called, made up of)
2) classification and division (e.g., parts and relationships) 3) order of importance (e.g., firs, second)
4) comparison and contrast (e.g., compared to, differs from) 5) cause-effect (e.g., consequently, the reason for)
6) problem-solution (e.g., problem, alternatives, decisions) 7) pros and cons (e.g., strongly support, against)
8) inductive and deductive (e.g., specific to general, broad to specific) 9) dialectic (e.g., thesis/antithesis/synthesis)
Students can consider constructing word web to organize their main ideas and supporting details.
3. Process of Writing
writing is a messy process, it is not linear; it is recursive, “a loop rather than a straight line”, where the writer writes, then plans or revises, and
then writes again. Teacher can help students write more effectively by getting them examine own creative processes. Although the process of writing is essentially idiosyncratic, writers usually work through a few basic phases. Students can be shown the different stages in the production of a piece of writing and be encouraged to discover what works best for them. Students can be shown the basic phases of the writing process: pre-writing, drafting, revising (editing and proofreading) and presenting. The writer process is the thinking processes that go on during writing.
According to Crowhurst (1988:7), the writing process can be summarized as follows:
a. Pre-writing
The steps of pre-writing are as follows:
1) using pre-writing techniques to gather ideas 2) choosing a purpose and an audience
3) ordering ideas b. Drafting
c. Revising
The steps of revising are as follows:
1) editing: considering ideas and organization
2) proofreading: correcting errors including sentence structure, usage, spelling, punctuation, and capitalization
3) polishing d. Presenting
The step of pre-writing is as follows: 1) sharing writing
4. Students’ Problems in Writing
Writing is a way to express our feeling in the written form. Regarding to Hernowo in Rudianto (2006:9), Writing English is more complicated than just expressing the feeling because there is more consideration about the English structure. In this case, there are some problems students‟ faces
in writing as follows:
a. Non-Language Problems 1) Lack idea and opinions
b. Language Problems
1) Spelling. The fact that English is not phonetic leads to spelling problem. Most learners are able to memorize consonant in words, but often use incorrect vowels, incorrect word endings and forget to add silent letter.
2) Using incorrect language (word order, syntax and grammar). Students often translate directly from their own language and forget that most simple English sentence use SVO patterns. Pronoun, plurals, prepositions and articles are frequently used incorrectly.
3) Forming paragraph. Students may only write short sentences and lack confidence to write at paragraph level.
5. Types of Writing
6. The Testing of Writing
A test or examination is an assessment intended to measure a test taker‟s knowledge, skill or classification in many other topic (e.g.,
beliefs). Writing is method of representing language in visual or tactile form. Testing writing is a test or an assessment intended to measure writing skill students.
The element of testing writing as follows: a. Grammar
b. Organization c. Content/substance d. Fulfillment of purpose e. Vocabulary/word choice
The type of testing writing as follows: a. Essay
b. Letter c. Paragraph d. Short story e. Matching items f. Make a synopsis
According to Heaton (1975), writing is complex and difficult to teach. Requiring mastery not only of grammatical and rhetorical devices but also conceptual and judgments. The following analysis attempts to groups of varied skills necessary for writing as follows:
a. Grammatical skill: the ability to write correct sentences.
b. Stylistic skill: ability to manipulate sentences and language effectively.
c. Mechanical skill: the ability to use correctly those conventions peculiar to the written language, (e.g., punctuation, spelling, etc). d. Judgment skill: the ability to write in an appropriate manner for a
particular purpose with a particular audience in mind, organize and order relevant information.
C. NARRATIVE
1. Definition of Narrative
Narrative is an account of interesting connected events experienced by specific participants. Its social function is to tell a story and entertain or amuse as well as give a certain moral lesson to the readers.
2. Generic structure
a. Orientation
Introduction of the characters, setting and time of the story are established. Usually answers who? When? Where? E.g. Mr. Wolf went out hunting in the forest one dark gloomy night.
b. Complication
The complication usually involves the main characters (often mirroring the complications in real life).
c. Resolution
There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader.
Language features of narrative text as follows: a. Using active verbs.
b. The first person (I, we) or the third person (he, she. They). c. Using simple past tense.
d. Conjunctions are used.
e. Adjectives and adverbs are used.
To help students plan for writing of narratives, model, focusing on:
b. Setting: Where will the story take place? When will the story take
place?
c. Characterization: Who are the main characters? What do they look
like?
d. Structure: How will the story begin? What will be the problem? How
is the problem going to be resolved?
e. Theme: What is the theme / message the writer is attempting to
communicate?
3. Type of Narrative Texts
There are many types of narrative. Generally, it could be categorized into the fictional narrative or imaginary, the nonfictional narrative, or combination of both;
a. A Fictional Narrative presents an imaginary narrator‟s account of a story that happened in an imaginary world. It includes fairy tales, folklore or folktales, horror stories, fables, legends, myths, and science fictions.
b. A Nonfictional Narrative (also factual narrative) presents a real-life person‟s account of a real-life story. It includes historical narratives,
ballads, slice of life, and personal experience. In the other resource the type of narrative as follows:
c. Nonfiction d. Realistic Fiction e. Science Fiction f. Historical Fiction g. Tall Tales
h. Folktales i. Folklore j. Myth k. Legend l. Fables m.Fairy Tales n. Fantasy o. Biography p. Autobiography q. Personal Narrative r. Memoir
s. Journals t. Short Story u. Essay v. Poetry w.Lyric Poetry
D. WORD WEB
1. Definition of Word Web
Word web is an effective means to take notes and strategy for generating ideas by association. In order to create a word web, you usually start in the middle of the page with the central theme / main idea and from that point the students work outward in all directions to create a growing diagram composed of keywords, phrases, concepts, facts and figure.
The way it can be used for assignments and essay writing relates to the initial stages. It is an ideal strategy to use for your “thinking”. Word web can be used for organizing, note-taking, and problem solving, so that you can get started with assessment task. Essentially, a word web is used to “brainstorm” a topic and is a great strategy for
students.
According to Steve, he says that the use of word web in learning process make the student can learn to:
a. Communicate their ideas b. Expand their vocabulary c. Implement problem solving
d. Visually represent their thinking process e. Explore all possible option by brainstorming
f. Visualize the general concept and break it down into manageable, specific media
2. Form of Word Web
Regarding to Jean (1992), there is various ways to modify a word web. Word web writes on the connecting branches rather than at the end off branches. Word web is more compact and font size of words themselves can be bigger and therefore they can stand out more with and memory.
There are several forms of word web as follows: a. A web of words
Start by making one copy of the reproducible. In the center of the web, write a Halloween word. Copy the page for the students and let them add words around the web that relate to the center word. For example, if you‟re studying bats, write the word
b. Spider word web
Start by making one copy of the reproducible. In the spider‟s abdomen, written a Halloween-related word or other
word of your choice. Make a class set of the page and have students write on the dotted lines as many words as they can think of that relate to the center word. For example, the word Halloween might generate such words as customs, candy, pumpkins, monsters, spider, bats and ghosts.
3. The Advantages of Word Web
Compared with linear methods of taking notes and recording idea word web have the following advantages:
a) Thing allow a large number of complex ideas to be compressed into a single page.
b) Created in an organic and flexible way-links can be drawn between any items or section. New ideas can be added in any direction, so they good for brainstorming.
c) It mirrors the way in which the brain works and incorporates color, visual images and compressed idea, a word web is much easier to memorize and recall than a linear list.
d) Giving you an overview of broad topic and allowing you to represent it in a more concise fashion.
f) Enabling you to plan or make choices about the selection of resource material you have for an assignment and where you are going to place it.
4. Word Web Usage
Regarding to Tony Buzan (2005:5) word web has several utilities that can be used to develop these ideas; it is very useful to assist students in the writing process. The usages of word web as follows: a. Notes
Whenever information is being taken word web helps to organize it into a form that is easily assimilated by the brain and easily remembered. It can be used to note anything.
b. Recall
Whenever information is being retrieved from memory, word web allows ideas to quickly note as it occurs, in an organized manner. There is no need to form sentences and write it out in full.
c. Creativity
Whenever we want to encourage creativity, word web liberates the mind from linear thinking, allowing new ideas to flow more rapidly. Think o very item in word web as the center of another mind web.
d. Planning
can be used for planning any piece of writing form a letter to screenplay to a book
E. BASIC ASSUMPTION
Writing is important aspect in life because it can be a tool of communication through written form. It can give huge benefits in many aspects of this life, one of them is education. Therefore, teaching writing should be done carefully and effectively. Word Web is strategy that can help students to learn writing in easy way. Word Web strategy can increase student‟s initiative or critics about something. It is very useful to
strategy, student‟s dependence of their teacher can be minimized because
students are able to find the material and information individually. These conditions make students have motivation and courage to write without any fear. It is very important for the students because sometimes students are afraid to write something in their life. Those facts above are enough to take this strategy as the main issue of this research. The basic assumption for this research is Word Web strategy can be apply in teaching especially in teaching writing because this strategy have many benefits for the students or teacher.
F. HYPOTHESIS
Based on the basic assumption above, the hypothesis can be formulated that Word Web is effective in teaching writing to the VIII grade students of MTs Ma‟arif NU Kemangkon, Purbalingga.
G. RESEARCH VARIABLE
A variable is anything which does not remain constant (Nunan, 1992:25). It includes proficiency, motivation, intelligent, first language background and language ability. It implies that variable is something that can be researched bt the researcher to get information about that. According to Sugiyono (2008: 61), there are two variables in the research, independent variable and dependent variable.
