Improving the Students’ Ability to Write Paragraph by Using Flowchar

CHAPTER I

INTRODUCTION

            This chapter deals with background, problem statement, objective, significance, and scope of the research.

A.    Background

English language has a central role in developing intellectual, social, and emotional competence to students. It is also an important tool in learning and developing sciences, technology, and art. Language learning is expected to help students to recognize themselves, their culture and another culture. Besides, it also helps students to express their idea, thought, and feeling. In addition, they are able to participate in society and even to find and also use their analectic and imaginative ability.

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In the competence based curriculum, the students are expected to be able to communicate. The ability to communicate is the ability to understand and produce discourse of which it can be realized in four language skills, namely listening, speaking, reading, and writing. Moreover those four skills should be applied in real life. Hence, English subject needs to develop those skills. In order that, the students are able to communicate and make discourse in English language in certain literacy level.

Writing is one of the language skills that play an important role in human communication. The important of writing is coming to be more and more recognized. It is through the written mark that links with the outside word are formed.

There is no doubt that English writing is important as the other three-language skill. The ability to write is frequently demanded in many occasions in our life.  For many reasons writing skill is crucial to most people. Adelstein and Vipal (1980) express that in all subjects in our life or in all profession, the ability to write or express oneself clearly is essential basic for success. Writing is crucial meaning of human communication. It is used to communicate with other people in society and to express our feeling and opinions. Writing means of both communication and self expression.

Heaton in Noni (1984:126) states that many students still encounter difficulties in writing because it is complex and difficult. In studying English, many students who study in the tertiary level still often make errors in writing through they have learned it for many times, even years.

In writing we need a good idea in order to produce a composition or written material. If students have no good ideas they will get boring and not interesting in it. For writing subject, students must have idea about what will they write and how far they know about the topic, sometimes they have to choose one theme and then decide one topic, finding the appropriate word to express an idea.

Writing through process helps students become aware of their skills. Pulitzer Pricze Winner, Donal Murray in Supriadi (2008) say that creative writing is not only to communicate information, but also to make the reader care about that in formation, makes his felling, experiences, gets under his skin must be developed by encouraging students to discover who they are and what they have to say. After that, they put words into sentences, into paragraph and paragraps into free of composition.

Because of the difficulties of writing, teacher should give more attention to teach writing skill to increase the students’ ability to write. One of the way of increasing the students’ attention in writing is to provide media, which are interesting to them. One kind of useful media in teaching process is visual aids like ficture, flowchart, etc.

In relation to the importance of meaningful material, the researcher has an alternative to use flowchart. Especially flowchart to help the students to express their idea or opinion in to written form, but sometimes they have a limited idea and make their writing dead.

Flowchart using fictures symbolizes or signs for kinds of work and certain function. It fictures only essential commands and is effective to design structured programs. The use of flowchart can be used as on alternative media in writing because it serves both visual aids and minds mapping.

Refering to the explanation above, the writer is interested to conduct a research at SMP Negeri 4 Makassar. So through flowchart, it tends help the students to express their ideas easier. Experienced writers often return to flowchart whenever they are stuck for ideas or words. It gives them writing power.  

Based on the explanation above, the writer carries out the research under the title “tImproving the Students’ Ability to Write Paragraph by Using Flowchar of the Second Year Students at SMP Negeri 4 Makassar”

B.     Problem Statement

Based on the previous background, the writer formulates a research question as follows:

1.      Is the flowchart effective to improve the students’ ability of the second year students at SMP Negeri 4 Makassar to write paragraph?

2.      Are the students interested in using flowchart to write paragraph?

C.    Objective of the Research

To find out whether or not of the using of flowchart can improve the ability of the second year students of SMP Negeri 4 Makassar to write paragraph. Moreover, it is to find out the students’ interest to write paragraph by using flowchart.

D.    Significance of the Research

The result of this research is expected to be a piece of useful information for teaching in general, in particular for those who teach English in SMP Negeri 4 Makassar. In addition, it is intended to find out the ability of the second year students to write paragraph and apply flowchart as one alternative media in teaching writing.

E.     Scope of the Research

This research is under applied linguistics and restricted to the use of flowchart in improving the ability of the second year students of SMP Negeri 4 Makassar to write paragraph.

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