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 tois 3.33 and df is 48. The to
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
to 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.
