BAB I SKRIPSI (DO NOT COPY)

CHAPTER I

INTRODUCTION

A. Background of Study

            As an international language, English has an important role in the world, which is widely all over used the world. Since English is the most important language in the world, it is all important for government, business, and imformal communication for people from different countries, it can be a great help of increasing knowledge, because many textbook of science, social and cultural are written in English. It should be studied.

            Learning English can not be separated from the four skills in English, those are speaking ,listening, reading and writing. Speaking and listening are regarded as basic language skills, while reading and writing are as developmental one. Writing is one of difficult skills in learning English. It becomes a problem for some students, because writing is not an easy work. According to white and Nunan, writing is not a natural activity, all physically and mentally normal people learn to speak. Yet all people have to be taught the way how to write. This is a crucial problem between spoken and written forms of language .there are other important differences as well. Writing, unlike speech,is displaced in time. Indeed, this must be one reason originally why writing envolved makes possible the transmission of a message from one place to another. A wrriten message can be received, stored and referred back to any time[1]

            In writing skill, the students have to master vocabulary and know how to use grammar in making texts or sentences. In writing students try to elaborate their idea or they must express idea to achieve writing form. Moreover, writing can also develop writer’s understanding of an issue by organizing their idea on a peace of paper.  According to Canale and Swain’s, that writers need, at least:

1.      Grammatical competence – a knowledge of grammar, vocabulary and the language system.

2.      Discourse cpmpetence – knowledge of genre and the rhetorical patterns that create them.

3.      Sociolinguistic cvompetence – the ability to use language appropriately in different contexts, understanding readers and adopting appropriate authorial attitudes.

4.      Strategic competence – the ability to use a variety of communicative strategies. [2]

Through writing students can express their ideas, their feeling, their hopes and etc. writing for some writers have different purpose. Students have some reason to write. The students need to know for what they write in order to make them easier for developing their ideas. If students do not have clear purpose of writing, they will fell bored and cannot focus on their writing. By knowing the purpose, students will be easy to decided the thecnique or strategies to achieve good writing. Therefore, students need to identify a purpose of their writing.

To improve students’ writing ability in writing analytical exposition text needs an appropriate strategy and technique that can help them as solution. There is a good technique that can help students in writing analytical exposition text, it is called cubing. According to Hedge, cubing is a technique that makes students considered to the same topic from six points of view. Means that, cubing technique will let students think based on six cubes served in cubing technique. The six cubes are, describing, comparing, analyzing, associating, arguing, and applying what the topic discussed in writing.Cubing is the problem-solving technique, which helps thinking about the topic and accumulates a sufficient amount of words on paper.

Related to this problem, cubing is a technique that is useful to help students in writing analytical exposition text. Some of the aspects in writing analytical exposition are available in cubing, such as, analyzing and arguing. In this case, argument is the body of the text. There are three parts of analytical exposition text, the first is generic structure called thesis, the second is argument and the last is conclusion. So, in writing analytical exposition by using cubing, the students will write what they have analyzed and what they have argued. Both of the aspects that are available in analytical exposition are known as process in applying cubing.

            Based on the explanation above, the writer is interested to conducts the research by doing experimental research entitled The Effectevenees of Cubing Technique in Teaching Writing Analytical Exposition Text (An Experimental Research at Second Grade of SMA N 1 Cijaku).

B. The Identification of The Problem

            Based on description above, there are some problems that can be identified as follow:

1. Students get difficulty in writing

2. Uninterst teaching makes students bored in learning English

3. Students unable to develop their ideas in writing analytical exposition text well

4. Student difficult to know the way how to place the argument in making analytical exposition text

C. The Limitation of The Problem

            Based on the identification of the problem above, the writer should limit the problem. This research focuses on the correlation between using cubing technique and student writing analytical text.

D. The Statement of The Problem

            Baased on the background above, the writers identify the problem.

The problem above, can be formulate as follow:

1.      How is the implementation of Cubing Technique in teaching Writing analytical exposition text?

2.      How is the influence of using Cubing Technique on students writing analytical text?

E. The Objective of The Research

Back to background of problem above, the purpose of this research is to make description that can give the clear explanation about:

1.      To know the application of Cubing Technique teaching writing analytical exposition text in the class room at the second grade of SMAN 1 Cijaku

2.      To know the influence of ability in writing analytical exposition text by using cubing technique

F. The Previous Study

The researcher finds previous studies of researchers about writing analytical exposition using cubing technique research as follows:

Rina Hidati thesis, the title of the research is “The Difference of Ability in Writing Analytical Text of Students Who Are Thought by Using Cubing Technique and Who Are Thought by Using Tree Phase Technique at The Second Year Students of SMAN 12 Pekanbaru”

The writer finds that the result This study was conducted with an experimental design., it can be seen that t_ois 3.33 and df is 48. The t_o obtained is compared to t table either at 5% or 1%. At level 5%, t table is 2.01and at level 1%, t table is 2.68. Based on t table, it can be analyzed that t_o is higher than t table either at level 5 % or 1%. In other word, we can read 2.01<3.33> 2.68. Therefore, the writer can conclude that Ho is rejected and Ha is accepted. It means that there is significant difference between students’ ability in writing analytical exposition text taught by using cubing technique and students’ ability in writing analytical exposition text taught by using conventional technique.

The difference between this paper and previous study is the methodology in research in the previous study to compare between cubing technique and three phase technique but in this paper is to know an effectiveness using cubing technique in teaching writing analytical exposition text.

G. Hypothesis of The Research

            David Nunan, in Research Method in Language Learning, said that hypothesis is a formula statement about an experimental relationship between two or more variables, which can be tested through an experiment.[3]

            Related to the objectives of the research and definition of hypothesis above, the researcher can create hypothesis as follow:

Ha     :      there is influence of cubing technique in teaching writing analytical exposition text.

Ho     :      there is no influence of using mind cubing technique in teaching writing analytical exposition text.

H. The Organization of Writing

            The writer divided this paper into five chapters, as follow:

            The first chapter is introduction, it is consists background of the study, the identification of problems, the limitation of the problems, the statement of the problems, the objective of the research, the previous study, hypothesis and the organization of the writing.

            The second chapter is theoretical framework. It contains definition of writing, the purpose of writing, the process of writing, the concept writing analytical exposition text, the assessment grading scale of writing analytical exposition text, definition of cubing technique, the advantages of cubing, application of cubing technique in teaching.

            The third chapter is discussed about methodology of research which consist of method, place and time of the study, population and sample, the instrument of the research, the technique of data collection, the technique of data analyzing.

            The fourth chapter is incorporates the description of data, the analysis data, the test of hypothesis and the interpretation of data.

            The last or five chapter is closing, it describes conclusion and suggestion.

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1 David Nunan, Designing Task for Communicative Classroom,(New York: Cambridge University Press, 2001),p.35

[2] Ken Hyland, Second Language Writing,(New York: Cambridge University Press, 2004), p.32

[3]David Nunan, Research Method in Language Learning, (New york: Cambridge University Press, 1992),p.27

KISAH NEGERI CANDAAN

Negeri Candaan adalah suatu negeri yang subur tanahnya berlimpah hasil lautnya dan kaya akan sumber daya alamnya. Sawah sawah nampak hijau bak permadani yang di gelar sepanjang mata memandang. lautan yang membiru dengan ikan yang melimpah tak akan membuat rakyatnya makan tanpa lauk pauk. Gunung gunung menjulang seolah menegaskan betapa kuat dan kokohnya dia sebagai paku bumi yang menyimpan butir butir emas dan kekayaan lainnya. Itulah pemandangan alam di negeri candaan.

Tapi keanehan justru terlihat di negeri candaan ketika melihat pemandangan manusianya. 

Rakyat negeri candaan yang subur masih banyak yang tidak bisa makan nasi setiap harinya. Lautan yang luas tak mampu menyajikan lauk yang tersaji tanpa nasi. Lumbung lumbung emas dan minyak bumi tak mampu membuat rakyatnya lepas dari derita kemiskinan. Aneh sungguh aneh. 

Sekarang kita tengok pejabat di negeri candaan, Nasi tak mungkin kosong dari ruang makan walau mereka tak mempunyai sekotak sawah. Lau pauk dan sayuran jadi pelengkap walau mereka tak tahu dengan cara apa nelayan menangkapnya, Emas dan harta tak seolah di pamerkan bergelantungan di leher dan telinga istri-istrinya, bahkan untuk ber make up pun mereka ke luar negeri yang katanya lebih maju dari negeri candaan. Perut perut tambun pejabat itu membuat mereka susah untuk berjalan dan selalu menggunakan mobil mobil mewah. Makmur dan sejahtera singkatnya para pejabat di negeri candaan. Salah, ada yang salah di negeri candaan.

 Sekarang kita lihat menggunakan teleskop paling besar ke anehan di negeri candaan.

Ternyata di sana di negeri candaan sana korupsi, kolusi dan nepotisme sudah menjadi budaya. Dengan prinsip"Tak Korupsi Tak Keren" mereka seolah berlomba untuk korupsi bahkan sering mereka lakukan berjama'ah. Layaknya ibadah lebih banyak jemaat yang ikut lebih besar pula pendapatannya.

Mereka melihat rakyat hanya sebagai alat ketika mereka ingin terpilih kembali maka mereka berpura pura menjadi rakyat. Ketika sudah terpilih mereka lupa bahwa mereka memohon dan mengemis untuk di pilih menjadi pejabat. Rasanya kalau mereka jadi pejabat sedangkan saudara dan keluarganya masih melarat malu lah mereka. Mereka angkat satu persatu saudara nya mendampingi. Ga perlu tinggi tinggi jabatannya asal mereka bisa menikmati seperti saudaranya yang pejabat. 

Lantas rakyatnya bagaimana?? Ah mudah saja. Kasih mereka janji yang indah ketika akan ada pemilihan. Jangan lupa amplopnya harus ada, sekedar buat sehari makan tak apa. Nanti juga kita potong sesuai pemberian kita ketika terpilih. Prinsip para pejabat di negeri candaan.

Tragis dan ironis kondisi negeri candaan tapi itulah budayanya. Di sekolahan mereka selalu di ajarkan warisi budaya dan lestarikan lah.

Maka lestari lah sudah budaya negeri candaan.

Kreatifitas HOAX

                  Picture by google image

Di era digital saat ini manusia di manjakan dan mampu mengakses informasi dengan cepat, dikarenakan hampir semua orang pula paham akan penggunaan smartphone yang serba internet. Bahkan pasar media online sedang ramai-ramainya. Media social sebagai objek pasar yang begitu menggiurkan. Tapi dari beberapa kelebihan diatas ternyata tidak sedikit pula oknum yang salah dalam berkreasi dan mengekspresikan kreatifitasnya di media social dengan berbagai macam tujuan. Di Indonesia sendiri saat ini banyak beredar informasi yang tidak kredibel dan dipertanyakan keasliannya dalam penyebaran informasi yang dikonsumsi public melalui media social. “HOAX” mungkin satu kata yang jarang terdengar tapi menjadi sangat viral pada saat ini, bahkan pemerintah kita sedang giat memberantas “HOAX” dengan rencana pembentukan Badan Cyber Nasional. Sebagai masyarakat awam tentu kita bertanya Tanya “ Apa itu HOAX?” Dan” kenapa HOAX menjadi sesuatu hal yang begitu menakutkan?”
HOAX menurut Kamus Besar Bahasa Indonesia (KBBI) adalah” Kebohongan Besar” atau “Ketidak benaran informasi yang tidak bersumber(sumer tidak jelas)” contoh: A: eh,katanya mas azis meninggal. B: Hoax tuh, wong barusan saya ketemu.
Lalu kenapa hoax menjadi satu hal yang menakutkan, karena belum semua element masyarakat Indonesia mampu mengidentifikasi mana berita atau informasi yang bisa dipercaya dan mana yang bersifat hoax semata. Sehingga tentu menjadi kekhawatiran berbagai element termasuk pemerintah sekalipun.karena di tengah situasi bangsa yang sedang menghadapi berbagai dinamika dengan geopolitik nasional yang tidak stabil, informasi hoax menjadi media agitasi dan propaganda yang mampu membangun opini public dan bahkan menggerakan massa. Tentu selain untuk mengantisipasi dinamika yang lebih meluas lagi pemerintah juga bertanggungjawab memberikan konsumsi informasi yang ideal dan kredibel bagi bangsa saat ini dan juga untuk generasi generasi kreatif yang sering disebut Generasi X jangan sampai kreatifitas nya di salah fungsikan menjadi kreatifitas hoax atau penyebar kebohongan.
Adolf Hitler menulis dalam otobiografinya bahwa jika kebohongan diulangi secara terus menerus, maka pikiran manusia akan mempercayainya. Kebohongan pun diterimanya sebagai kebenaran.