CHAPTER I
INTRODUCTION
A.
Background
.
Writing is important to support learning English especially in enriching
vocabulary and gaining a large portion of their education. Therefore, the
writer consider that writing could be taught at junior high schools. Due to the importance of writing explained above,
the teachers had to develop students’ writing ability since it is the first
stage they learned English. By developing students’ ability to write well, the
teachers developed their students’ ability to become more independent learners,
as the students could be able to reproduce language accurately and refine their
understanding of grammar and developed their own vocabulary. The better
students improve their writing ability, the better they reach the achievement
in writing Teachers, therefore, should
explore a new productive strategy in brightening writing classes in order to
encourage students in learning writing skill. They should create interesting
and entertaining materials to motivate the students’ active responds in doing
writing exercise. After the teaching and learning process and all the materials
were given to the students, there was expectation that students made a progress
in their study. To knew whether the students made some progress in their study,
it was useful for teacher to conduct a test or an examination at the end of a
program. So the students were motivated to learn and master the materials which
was taught by the teacher.
There
were many reasons for getting students’ to write, both in and outside class.
Writing gives they more thinking time then they get when they attempt
spontaneous conversation. This allows them more opportunity for language
processing, that was thinking about the language. When thinking about writing,
it was helpful to make a distinction between writing for learning and writing
for writing. In the case of the former, writing is used as a practice tool to
help students practice and work with language they have been studying. When we give
example, ask a class to write five sentences using by using a given structure,
or using five of the new words they learned. Writing activity like this are
designed to give reinforcement to the students.
The
kinds of writing we ask student to do could depend as most other things do, on
their age, level learning styles and interests. We won’t get beginners to try
to put together a complex narrative composition in English.
In helping the students to write, we
need to consider with the gender. A gender was a type of writing which members
of a discourse community would instantly recognize for what it was. Thus we
recognize a small add in newspaper the moment we see it because, being members
of a particular group, or community, we have seen many such texts before and
are familiar with the way they are constructed.
According to the information,
the researches got the
real fact of the
situation
in learning at SMA N 1 Tompobulu, The researcher got information from the
English teacher and colleagues. Which in fact, class XI
kept a big potency but they were still have a difficulty in expressing their
ideas. The students’ ability was still proportional where, there were student
which so predominate the class other student tend to passive. Beside that, based on the data source
indicated that the students’ mean score was still low (60). Therefore the
students’ mean score was still low because the successful minimal criterion
(KKM) is 65.
Based on the explanation above, the
researcher intended to improve students’ ability to write. It means that the
researcher has target to improve the students’ mean score in writing until 7.0 through
genre based approach.
This circumstance opened the
researcher mind to take the strategy to maximize their potency. In this case, the
researcher found a good way to improve the students’ writing ability through
genre-based approach.
B.
Problem
statement
By
looking at the background above, the problem statement of this research was
formulated follows:
1. How
is the students’ improvement of content in writing ability through genre-based
approach at the second year students of SMA Negeri 1 Tompobulu?
2. How
is the students’ improvement of organization in writing ability through
genre-based approach at the second year student of SMA Negeri 1 Tompobulu?
C.
Objective
of the Study
This
research aims to find out;
1. The
improvement of the students’ content of writing ability by using genre based
approach.
2. The
improvement of the students’ organization of writing ability by using
genre-based approach.
D.
Significance
of the Study
The
result of this research was expected to be an alternative contribution to increase
writing ability and helpful information for teachers of English in teaching
English to increase their quality in teaching English specially the writing
teaching and finally as the intention for improve the student content and
organization of writing ability. Students were hoped to use the result of the
research to make their writing ability better than
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