CCHAPTER I
INTRODUCTION
A. Background of the Study
Teaching and learning activity in writing need some skills for the students to master. Writing is the difficult skill in language because in writing the students must generate and organize their ideas to solve the difficulties in writing. The difficulty of writing includes spelling, punctuation, word choices, and so on. It must be the higher level skills if the students’ language proficiency is not weak. This is one of the difficulties in writing as well.
Beside that, in writing skills become highly complex. The students must plan and organize as well as possible for the spelling, word choice and punctuation to make a good writing.1 Whereas the ability or skills to write well is a close relationship to academic and professional success. It is stated by Grabowski (1996). He states that:
“Writing, as compared to speaking, can be seen as a more standardized system which must be acquired through special intruction. Mastery of this standard system is an important prerequisite of cultural and educational participation and the maintenance of one’s rights and duties. . . The fact that writing is more standardized than speaking allows for a higher degree of sanctions when people
deviate from that standard.” (Grabowski,1996:75)2
Writing allows the students to share their communication with the contemporaries and future generation. Writing is considered as student failures to get success in learning process. Even the teacher uses the writing as punishment for students. However the students must learn the proper
spelling and grammar in order that they can make a good writing. So they aren’t considered as poor students in English writing.3
Then, the students will be able to write a good writing if the teacher give some approaches to them. There are three approaches to writing. The first approach is products of writing through texts examination, discourse structure, and surface elements. The second approach focuses on the writer
and process concluding expressivist, cognitivist, and situated strands. And the third approach is how the writer engages with the audience or students in creating coherent texts.4
After the students are able to be creative in writing and they have approaches in writing, the teacher must have style in teaching writing especially in recount text. Mary Lynn Crow notes that:
“In the main, a person’s values, beliefs, and philosophy can easily be ascertained by the way he or she teaches.
The instructional strategies and techniques that are adopted by a teacher bespeak his attitudes about himself, his students, and their respective roles in the teaching and learning process.”
In this case, the style in teaching is important for the teacher. But it is difficult to have the elements of styles. To understand the teaching style, the teachers use the basis and must examine themselves because it is systematic manner. They must know the personal qualities and behaviors. So it can
affect the students to learn the ability especially in writing.5
In understanding recount text, the students also encounters problem in implementing the structure of recount text. The students feel confused to differenciate it such as orientation, events, and reorientation. The are also still confused how to make or write recount text correctly.6 In order to
understand a good recount text, they can learn some examples of recount text types such as newspaper reports, conversations, speeches, television interviews, eyewitness accounts, and letters.7
Selengkapnya terkait Contoh Skripsi Pendidikan Bahasa Inggris Judul Skripsi TO IMPROVE STUDENTS' WRITING ABILITY USING CONCEPT MAP IN TEACHING RECOUNT TEXTS Dari BAB 1 Hingga BAB 5 Penutup Termasuk Daftar Pustaka SIlahkan Miliki Di sini
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