Rabu, 16 Januari 2013

PROPOSAL: IMPROVING THE ABILITY OF STUDENTS IN WRITING DESCRIPTIVE TEXT USING MIND MAPPING ON TENth GRADE OF AGRICULTURE DEPARTMENT AT SMKN O1 PALOH West Borneo



CHAPTER I

INTRODUCTION

1.1  Background of the Study

Nowadays, English has become more and more important. Nunun cited in (Cahyono, 2009: 91) states that English has become a tool for international communication in transportation, commerce, banking, tourism, process of technology, and scientific research. Moreover, Crystal (2003: 3) states that English has achieved a genuinely global status since it develops a special role that reconized in every country. Therefore English is considered as a global language which is spoken by many people all over the world either as the first or the second language.

 Realizing the important of English nowadays, our government states that English is a foreign language should become a compulsory subject at school. It is taught from Junior High School to University and it becomes one of the subjects in National Test (UN). Because of that students need to understand spoken and written English to communicate their ideas effectively.

In the KTSP or content Based on Curriculum students have to muster the four language skills: listening, speaking, reading, and writing. However, writing is the most difficult and complicated skill to be learned compred to other language skills. It requires more effort to produce meaning trough writing than organized meaning trough listening and reading (dixon and Nessel, 1983). In line with Dixon and Nessel ( in Cahyono, 2001:44) also noted that writing is the most difficult skill among the four language skills. It is because of writing is not only mustering how to use language but also everything about what we are going to write and the way we arrange and write it.

In relation those problems mentioned above, the researcher choose concept mapping, also called mind mapping, semantic mapping, webbing or clustering, to solve those problems. This technique is expected to help the students in generating ideas before writing so that they can write smoothly based on the mapping that they made. Mapping involve making a visual record of invention and inquiry. It helps writer think and explore about topic and its details. It also shows the relationship between ideas so as to allow the students develop them into passage more easily. In term of discovering ideas, mind mapping is worth applying in the process of writing. To contribute new findings at different level and grade of education, the researcher conduct a study in the form o Classroom Action Research (CAR) about the use of concept mapping to help the tenth grade of vocational high school students to generate ideas for writing descriptive paragraph.



1.2   Problems of the Study

Based on the research background, the research problem is formulated as follows: how can teaching descriptive text using mind maping to improve writing skills on the Tenth grade of Agriculture department at SMKN 01 PALOH West Borneo 2013/2014.



1.3   Objective of the Study

Concerning with the problem mentioned above, the objectives of the study are to describe the teaching writing the Tenth grade of Vocational school. The objective of the study can be stated as follows: to know how can teach descriptive text using mind mapping to improve writing skills on the Tenth grade of Agriculture department at SMKN 1 PALOH West Borneo 2013/2014.

1.4   Significance of the Study

  The result of the research was  expected to give contribution to the English teacher, students, and the other research.

1.      For English Teacher

The result of this study will be hopelessly useful for English teacher in teaching descriptive text to improve writing capability.


2.      For the Students

The result of this research will be hopefully useful for students of vocational school in learning, improving, and producing the new interest writing text.

3.      For Research

This observational result of this research might be used as an input consideration for those who want to conduct research particularly that concern with improving writing English text.


1.5   Scope and Limitation of the Study

This research is focus on the descriptive text as instrument or object to improve English writing skill. In this research the researcher choose the Tenth grade students of Agriculture department at SMKN 1 Paloh West Borneo in Academic year 2013/2014.

1.6    Definition of Key Term

  In order to clarify the title “Improving the Ability of Students in Writing Descriptive Text Using Mind Mapping on the Tenth Grade of Agriculture Department at SMKN 01 PALOH”. The researcher give the definition of key terms to avoid misunderstanding, as follows:

1.    Descriptive text refers to paragraph/text that describe an object, a situation, or people by Madden (2004: 26).

2.   Improve is become or made better in quality.

3.    Writing skill are specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message.

4.     Mind mapping is the model of learning process to apply the creativity way of thinking in solve faced problem.




 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1     The Nature of Writing

          Brown (2001: 335) elaborates the upshot of the nature of writing that has produced writing pedagogic that focuses student on how to generate ideas, how to organize them coherently, how to  use discourse markers and rhetorical conventions to put them cohesively into writing text, how to revise text for clearer meaning, how to edit text for appropriate grammar, and how to produce a final product. The point of writing is that writing what is in mind and making the readers understand what has been written.

2.2     Product of Writing

          There are two the product of writing, that are:

1.    Paragraph

         According to Plogger (2000:14), a paragraph is a short piece of writing with the writer can practice many important skills of communication ideas and create good writing without becoming overwhelmed the content needed to write and easy. She/he can tackle simple to complex main ideas in a paragraph. So paragraph is a group of related sentence which always has main idea to be develop and it marked by an indentation in the first line.

2.    Descriptive Text

         Rozimela (2004: 12) explain that descriptive text is to give the brief explanation from the object clearly about person, place or things as if the reader can visualize and feel it. It usually uses the present tense. Descriptive text has two generic  structures, they are identification and description. Meanwhile, description is to describe parts, quality and characteristic.


2.3    The Process of Writing

      There are three stages of writing, that are per-writing, writing, and post-writing

1.    Pre- writing stage (Concept Mapping)

       A concept map is a way of representing relationships between ideas, images, or words, in the same way that a sentence diagram represents the grammar of a sentence, a road map represents the locations of highways and towns, and circuit diagram represents the working of an electrical appliance. In a concept map, each word or phrase is connected to another and linked back to the original idea, word or phrase. Concept maps are a way to develop logical thinking and study skills, by revealing connections and helping students how individual ideas form a large whole (Smalley, 2001: 36).

     Concept maps are used to stimulate the generation of ideas, and are believed to aid creativity. For example, concept mapping is sometimes used for brainstorming. Although, they are often personalized and idiosyncratic, concept maps can be used to communicate complex ideas. Similar to mapping, it also adds a visual dimension that helps student gain greater control and fluency in thinking and writing (Brown, 2001: 46).

2.    Writing Stage

       Writing is drafting to give ideas shape and form in the symbol of written language, involves an attempt to create or conducts a whole text. Writer do not need to be worried with the convention in the writing because it will be reworked, rearranged, reorganized, or revised, and edited to get it satisfactory.

        In additions, Ploeger (2007: 7) states that a draft is a beginning, an attempt to clarify thinking about the paragraph’s main ideas. Drafting is also a way to discover more ideas about a certain topic, since new ideas will comes as the writer the draft. That is all a draft is. It is never perfect and should never be turned in as a final version.

3.    Post-writing

        In post-writing, there are two steps involved, which are revising and editing, as explain follows,

a)      Revising

Ploger (2000: 90) assumes that revising is one of the most important phases of the writing process. When revising, focus on different aspect of writing, from how well the ideas are expressed and organized to sentence structure. That is why revision is essential to good writing. remember that a draft may be fermented or out of sequences, with irrelevant information that needs to be moved or thrown away. In the same way, sentences  problems have to be corrected or combined.

b)      Editing

Latief (2003: 53) say that editing is putting the last touches on your work to make sure it flows well like adding any missing pieces or removing parts that do not fit. Madden (2004: 42) adds that editing involves shaping the message, perhaps changing sentences, or condensing, deleting, or combining them.



CHAPTER III

METHODOLOGY



3.1     Research Design

The design of the research is classroom actions research (CAR) since it deals with the classroom setting. It focuses on a particular group of a student in a certain classroom. As defined by Kemmis and Mc Taggart (2007), actions research is a form of self-reflective inquiry experiences by the participants (the teacher, the students, and the principals) in the social (including educational) situation in order to improve the rationality and justice of (a) their own social and educational practices, (b) their understand of these practices, (c) the situations and institutions in which these practice are carried out.

In addition, Marllasri (2007:29) mentions that the purpose of an actions research is to solve problem through application of a scientific method. It is concerned with a local problem and conducted in a local setting. The primary goal of action research is the solution of a given problem, not the contribution to science.

According to Kemmis and Mc Taggart (in Khoirunnisa, 2007: 25), action research is a cyclic process, which consist of some stages namely: planning an action, implementing the actions, and reelecting on the observation the actions, and reflecting on the observation. Besides, Latief (2003: 99) adds that classroom actions research may be done in several cycles begins with planning, implementing the plan, observing the implementation, and reflecting or evaluating the process and the result of the implementation.

3.2  Population and Sample

1.         Populatin

         Population is the total all of analysis units have characteristics will expect (Iskandar, 2008: 68). With the research, we can get the conclusion, because population is the all of the research subject/object has quantity and characteristic determined by the researcher. As regards to be population on the research is the Tenth Grade of Agriculture department at SMKN 01 Paloh West Borneo on 2013/2014.

2.          Sample

           Sample is part of characteristic had by that population (Sugiono, 2007). And according of Iskandar’s opinion  (2008: 69), Sample is part of population taken with representative or represented small part of population to research.

           Based on the apinion above, we can understand because sample is delegate from population have characteristic to created the source of research. The sample taken by the researcher in this research with the total 42 students from the tenth grade of  agriculture department at SMKN 01 PALOH West Borneo on 2013/2014.

3.3  Research Instrument

Instrument is the implement used by the teacher to get data. The kind of data used by researcher are:

1.         Noted test

This test is used to measure the creativity in thinking of students. The test given before (pre-test) and after this method applied.

2.         The teacher and student observing paper

This observing paper is used to observation the activity of the teacher and the student since teaching and learning process and having content evaluating toward the teacher and student activity.


3.4 Data Collection

Instrument is the implement used by the teacher to get data. The kind of that instrument used by the researcher are: 

1.         Test

The Test used by the researcher are pre-test and post-test. Pre-test given to know how far the knowledge first of the students about the materials (descriptive text) will given by the researcher. And post-test is done at the last of our research, with the purpose to look development about the materials.

2. Observation

Observation is done to measure of development the result of students study in affective and psychomotoric domain.  This activity occur since teaching and learning process and evaluating toward the activity the teacher and the students.

3.5 Data Analysis

            Analysis is data is done on data already being gotten good of sheet   observation, essay, and RPP. Analysis is data on observational it corresponds to formula   problem that done by make descriptive text, which is words scene   one that happening at the site by nature without statistic teach by accentuates   learning process as effort increase cognitive studying student learning by use of mind mapping.

CRITICAL ANALYZE THE POETRY OF GEORGE HERBERTVIRTUE


“Virtue”
Sweet day, so cool, so calm, so bright!
The bridal of the earth and sky-
The dew shall weep thy fall to-night;
For thou must die.
Sweet rose, whose hue angry and brave
Bids the rash gazer wipe his eye,
Thy root is ever and its grave,
And thou must die.
Sweet spring, full of sweet day and roses,
A box where sweets compacted lie,
My music shows ye have your closes,
And all must die.
Only a sweet and virtuous soul,
Like seasoned timber, never gives;
But thought the whole word turn to coal,
Then chiefly lives.

   Virtue By George Herbert


 
Interpretation Of The Title
Base on that title; namely “virtue”, so in my mind appearance the human attitude like friendly,  care each other, beloved by Allah and a lot of people around us.

Theme
·         Virtue is never die
Because that poet is trying to convey kindness, “and all must die like day of the first stanza, the rose of the second stanza, and the spring of the third,only a sweet and virtuous soul that can be permanent”.

Interpretation Of  The Poem
ü  First stanza
First stanza of the poem tell us about weather is not permanent; although, the day that very cool, bright, sweet but if night come the beautiful of day will lost soon because they not constant.
ü  Second stanza
Rose is the symbol of  breathy  and root is symbol of  power. The second stanza tell us about the breathy and the power but finally it will lost and die.
ü  Third stanza
Third stanza tell us about lying or false. There are sweet spring day, sweet day, and beautiful rose that wrap in beautiful box but actually they are lie to be beautiful and life forever. And they also die.
ü  Fourth stanza
The fourth stanza tell us about something that never die namely virtue. Although our body in the grave but our soul still remember from many people if we always do something right to other people or to other Allah’s creature.

Summary Of  The Poem
“Man pass a way leave his or her name”, that aphorism is suitable for George Herbert’s creation. Because in his poem tell us about or content about how beautiful the weather in the day, how strong and brave someone but that all will die instead.
There are spring day, beautiful day, beautiful rose all of them wrap in a beautiful box but they are lie to be beautiful forever and actually they also die but just only a sweet and virtuous soul that will be permanent although body separated with soul.

Atmosphere
·          Sadness
The poet used descriptions of sadness with cry, die.

 Point of view
·         Nature
Why? Because that poet view from nature,from the beginning until the ending.

Figurative Language
a.       Allegory is the comparison a situation  with several figure of speech.
·       The bridal of the earth and sky-
The dew shall weep thy fall- to night
b.      Simile is direct comparison between thing which are not particularly similar in their essence.
·       Like seasoned timber, never gives;
c.       Personification is figure of speech which describes an object by giving human characteristics to inanimate objects as if alive.
·         But though the whole world turn to cool,
·         A box where sweets compact lie,
·         The dew shall weep thy fall- tonight,
·         Like seasoned timber,never giver,

   Diction
·           Connotation One of the various implications or association that a word carries. mostly word have many connotation.
- Only a sweet and virtuous soul = The people who has good character.
- Thy root is ever in its grave = that is the symbol of rose that not permanent.
- Sweet rose, whose hue angry and brave = the emotion
- The dew shall weep thy fall to- night = cry

The value
·      Moral value
That poem convey about human behavior or character namely virtue.

The message
The message that can we get in that poetry are, the people will always remember about our kindness although we passed away, and as we know wickedness, anger, etc will defeated by kindness. Because wickedness and kindness can not united. The kindness or virtue is permanent and the wickedness, anger is impermanent. So keep our relation with God, nature, and human. And remember that all of kindness come from Allah.        

HOME AGAIN



Displaced by a horrible tragedy, two brothers find their way back to family by Steve Burgess
In the summer of 1980 in south central Los Angles eight years old  Daniel Fong was playing with some empty boxes on the floor of the Golden State Market, his parents store, when three man entered. One of them was carrying……
“ the guy asked for money,” Daniel recalls now. “ I think my mum was reaching for the money they kept under the counter. He shot her. My father ran ti her aid. He shot him, too.”
The police arrested John Wetly Hayes two days later. Hayes confessed to the murder of Leonard and Susan Fong, and to the murder of Ramond  Vasques, a man he had shot at a hamburger stand a few days before the Fong murders. He was given a death sentence for two of the murders, but n appeal, he was sentenced to life imprisonment without the chance of parole.
After the murders, the question arose of who would look after Daniel and his brothers, Leonard, younger by four years. The two boys had been cared for by Ying-Ying, their paternal grandmother, and by Sui Tong Ng and “ Po-Po”, their maternal grandparents, who had arrived from Hong Kong the previous year.
chines tradition usually favors the father’s family, so when the boys were sent to life with Ying-Ying, they were unconcerned. “Ying-Ying was a part of my child-hood,” says Daniel.
What Daniel and Leonard didn’t realize, thought, was that they would not be staying with Ying-Ying. She had informed her daughter, Sue,and son -in-law, Tommy, that it would their responsibility to raise the orphans. “ it wasn’t a choice. It was duty”, Daniel says. “ And suddenly we were packed up and  rushed out. We showed up at the Toronto airport in the fall. It was a whole word that was new and miserable.”
Daniel and Leonard felt their new guardians were not happy with their burden. With three daughters and a young son  of their own, Tommy and Shu had to move  the family to a larger home in Mississauga to accommodate the boys. Within a couple of years, Ying-Ying passed away and Daniel and Leonard’s last link to the familiar was past gone. “ in our new home, we always felt like  we were  a hassle,” Leonard says. “ I remember being hit with a duster. It seemed as if we were punishedfor things their kids did. “ They’s say, you are stupid, you are teacher think you are stupid ”. if we were five minutes late for dinner, we did not eat.”
Unlike the couple’s own children, Daniel and Leonard were never given keys to the house. If Daniel got home after 10pm, the door would be locked. He would sleep at a friend’s house or spend the night skateboarding with other rootless kids. “ I was growing up on a skateboard, “ Daniel says.
Daniel and Leonard learned about loving families from friends. It was revelation. “ they had keys, their parents cooked and left food for them, “ Leonard says. ‘We matched it up with our own lives and knew something was not right.”
Finally, in1989, when Daniel was 17, after an argument with his uncle, he left the house with his skateboard and the clothes on his back , and he never returned.
For the next few month, Daniel stayed at a friend’s house. When he turned 18, he came into his share of his parents……. For the next five years, Daniel bounced between Ontario and the West Coast before finally ending up a student at Vancouver’s Emily Carr University of Art Design. Leonard’s turn came when he was 16. After yet an other fight, he, too, moved in with a friend’s family. Two years later, Leonard joined Daniel in British Columbia and completed high school three. Within a few years, he decided to travel the world, and met Jenifer, who became his girlfriend, in Venica. He returned to Canada, where he studied photography for two years at Sheridan College, than moved to New York, too, and began working for the UN.
One day in September 2009, Leonard idly punched his name into Google. The information that popped up was not about himself but his father, Leonard Fong, Sr: a document from the Supreme Court of California regarding the appeal of John Westley Hayes, the man who had killed his parents. It was a name Leonard had never known, and the first time, he read the details of the crime. The document has contained another surprise: there had been a third shooting victim in the store that day. Her name was Yuk Chun Wong.
Leonard was stunned: Yuk Chun Wong was his maternal  grand mother-the woman the boy knew as Po-Po so many years ago. Hayes had shoot her in the hip when she moved to help her daughter.
“was she there?” Leonard asked his brother. Daniel had no memory of it.
Jennifer came up with a surprise birthday present for Leonard. Searching databases and Chinese cemetery  records in the Los Angeles area, she found a copy of the Fong’s death certificates. On them was the location of their East LA burial plots, sa well as the address of the old family house. In October 2009 Leonard decided  to travel west alone to visit their graves, “ just to get some inner peace”, he says. First, Leonard visited the two plots in the Chinese cemetery in East LA, then, with the address of the old family home in hand, he headed over to take a look.
The place looked just as he remembered it. But, he wondered, what about the old gazebo and koi pond he used to play besides a child? surely the current occupants would not mind if he had a look around. He stopped up on the porch and knocked on the door. A window opened. A women’s voice said something in Chinese ” I used to lived here,” replied Leonard in English, pointing to the ground. “ when I was four years old.”
There was a pause. “ Daniel?” the woman asked.
“ Daniel is my brother. I’m Leonard.” Inside the house, there was shouting and commotion. The door flew open. Two women stood there, crying. “ I’m your aunt,” one said. “ there is your Po-Po.”
They pulled Leonard inside and, in a rush, almost 30 years of history spilled out: after the shooting, by the time Po- Po come out of hospital, the estate of her daughter and son-in-law had been liquidated and her two grandsons had been whisked away to Toronto. Ying-Ying had left a Toronto address, but when the family moved to Mississauga with the boys, the maternal relatives in California were not informed of the address change. Hampered by the language barrier, Po-Po and her husband, Sui Tong Ng, had completely lost touch with Daniel and Leonard.
However, at the estate sale, Sui Tong Ng had purchased the family house. Although their children wanted him and Po-Po to move, they were adamant about staying in the house, hoping that someday their grandsons would find their way back there. The house was almost as it has been when Daniel and Leonard had lived there so many years ago. “the kitchen looked exactly the same,” Leonard says. “ the wallpaper, everything.”
Leonard pulled out his phone and made a call to Vancouver. “ Daniel, he said, you will never guess where I’m standing right now .”
Po-Po produced a photograph of two boys, aged five and one. Excited calls were made and people came in the front door, the side door. All of sudden, the room was full of relatives, some from around the country. More than coincidence, Leonard believes it was destiny that brought him to that place at the moment.
The entire family was gathered there to mourn, as Sui Tong Ng had been buried just the day before. So, in death, the boys grandfather, who had kept the faith for so many years, had finally reunited his family.