CHAPTER I
INTRODUCTION
A. Background
English, as a worldwide language, plays an important role in the
development of science and technology. English as foreign language involves
four skills, namely: speaking, writing, reading and listening. In teaching English,
those skills must be taught interestedly as much a possible. These component
can not be separated because they are important taught integrated. Gunnarsson (1997:5) states speaking, writing,
reading and listening overlap one another and in some cases certain learning in
one progression is a prerequisite for learning in another. The
interrelationship between them also mean that no one strand should be
considered on its own.
In Indonesia, English is taught as a foreign language and become a
compulsory subject focusing from the elementary school up to university levels.
As we know English
teaching used in elementary school up to university levels, are : oral and
written. Oral communication is a two way process between speaker and listener
(or listen) and involve the productive skill of speaking and receptive skill of
understanding (or listening with understanding).
In listening
comprehension, we don’t only need to involve any overt responses on the part of
the students; on the other hand dictation involves the ability not only to
understand a sequence of text read aloud but also to reproduce it in writing.
Zemach and Islam (2006:1) states writing is an important form of
communication in day-to-day life. Writing is also one of the most difficult
skills to master both first language and second language. Students can find it
challenging to find ideas to include in their writing.
Some researchers have shown that the result of the students writing at
school is still poor, especially in writing paragraph. The students often make
errors in grammar, such as errors in the choice of tenses, nouns pronouns and
vocabulary. It was happen because they are rarely done in writing exercise.
One reason for learning to write is to transmit ideas to other people,
especially those who are at a distance of space. In learning language, writing helps the
students reinforce the grammatical structure, idioms and vocabulary. When the
students write, they also have change to be adventurous with the language, to
go beyond that have just learned to say, to take a risk. In other words, they become involved with the language.
There are some factors that influence the student’s ability to write.
These are the vocabulary, the interest on the topic given, the interest of
students in learning writing, the time to teach writing in English course and
the techniques. So that the students can improve their ideas into good writing.
In English writing many techniques can be applied as West in Tan ( 2009: 4)
states that the teacher vary in the techniques they applied in teaching writing
and students differ in their learning. Free writing exercise helps the students
generate, organize and express their ideas in their own sentences by making a
paragraph of letter and a long composition or essay. In grade one and two, the
students are supported to have done sufficient guided exercises.
As the explanation above. The observation result when the
researcher conducted teaching practice at SMK Negeri 1 Barru, the students had problem in writing skill,
especially in writing paragraph. There are some factors that students poor in
writing, such as because they are learnt writing without using a good approach
and treatment. They were just asked to write a paragraph based on topic that
had been prepared in the text book without checking their ability in mastery
aspects of writing. The students didn’t understand about certain instruction of
text for example the generic structure of the paragraph, purposes and the
language feature of the text. The students also didn’t really know how to
correct their own writing because they had gotten the correct answer from their
mistakes, but most of the corrections only for the correction in punctuation
and spelling without giving correction in content of writing, and vocabulary. As
value of observation is the classroom the student has score 49.76. This score
is a poor category. In this research the aim is to solve this problem until the
students have a good score.
In addition, they couldn’t evaluate their own writing
because they haven’t trained to do so because the teacher hadn’t had a good
approach or strategy to make their writing better. Using teacher’s PWIM might
be a starting point to start the improvement for students’ ability in writing.
Because the researcher thinks that the evaluation in writing process in
classroom should be started by the teacher first before it can affect the
students’ ability to evaluate their writing by themselves.
The researcher assumes that the problem can be solved by
this model or strategy and the students also can improve their writing ability.
Based on the statement above, the writer is interested in conducting the research that entitled. IMPROVING THE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE PARAGRAPH THROUGH PICTURE WORD INDUCTIVE MODEL (PWIM) AT THE SECOND YEAR STUDENTS OF SMK
B. Problem
Statement
1.
How
does PWIM improve the students’ ability to write descriptive paragraph in terms
of content?
2.
How
does PWIM improve the students’ ability to write descriptive paragraph in terms
of organization?
3.
How does PWIM improve the students’ ability to
write descriptive paragraph in terms of vocabulary?
4.
How
does PWIM improve the students’ ability to write descriptive paragraph in terms
of language use?
5.
How
does PWIM improve the students’ ability to write descriptive paragraph in terms
of mechanics?
C. Objective
of the Research
The object of the study is :
1.
To
find
out the students improvement of
content in writing descriptive paragraph through PWIM.
2.
To
find
out the students improvement of organization
in writing descriptive
paragraph through PWIM.
3.
To
find
out the students improvement of vocabulary
in writing descriptive
paragraph through PWIM.
4.
To
find
out the students improvement of language
use in writing descriptive paragraph through PWIM.
5.
To
find
out the students improvement of mechanics
in writing descriptive
paragraph through PWIM.
D.
Significance of the Study
The result of this research is expected to be useful or great
information and positive contribution for English teacher and the students in
applying an appropriate model in teaching writing descriptive paragraph to
pursue a great understanding.
E.
Scope of the Study
The research is about the application of the use Picture Word Inductive
Model (PWIM) in order to improve students’ writing skill in paragraph
descriptive restricted on content, organization, vocabulary, language use and
mechanics at the second year of SMK NEGERI
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