WRITING

CRONOLOGICAL ESSAY

OUTLINE

Tittle: HOW TO MAKE A GOOD PARAGRAPH

       I.            INTRODUCTION

Thesis statement: Writing a good paragraph has 4 main steps that we should do.

    II.            BODY

A.    The first step is prewriting

1)      Choosing the narrowing a topic

2)      Brainstorming

a.       Listing

b.      Freewriting

c.       Clustering

B.     The second step is planning

1)      Making sublist

2)      Write the topic sentence

3)      Make an outline

C.     The third step is writing and revising draft

1)      Writting the first rough draft

2)      Revising content and organization

3)      Proofreading the second draft

D.    The last step is writting the final copy to hand in

 III.            CONCLUSION

In summary, a  paragraph can be said as a good paragraph if the content related with the tittle. Also, good paragraph should be interesting. To make a good paragraph there 4 main steps that we should do; prewriting, planning, writing and revising draft, and the last is writing the final copy to hand in.

HOW TO MAKE A GOOD PARAGRAPH

Writing is the one of the subject that we are studying at the University or Collage. Especially for student who concerns in Language Programme. The student who wants to graduation must be writing a thesis. Before makes a thesis, of course we should know how to make a paragraph first. So, after we know about it, we can easily make thesis in a good way. Not only for student in Collage, writing is important for new learners of English; how to note something that writing is a “process” but not a “product”. Writing a good paragraph has 4 main steps that we should do.

The first step is prewriting. Prewriting is the activity to help the writers assigment. In prewriting is devided into 2 steps that are choosing topic and brainstorming. At the first place is choosing the topic, before we make paragraph, we should know about the topic that writers will discuss in the paragraph. Some people may be have  a prooblem in getting an idea. But to get more ideas we demand to read. ”Read more, get more”, it is the good way to make your paragraph better. Not only read books, the writers can get many information from searching in internet, online book, and so on. Good paragraph which is the paragraph  has many informations and the content is related with the tittle.

After get the topic, the writer go to the next step in prewriting is brainstorming. Brainstorming is the activity which is the writer must generate the topics and ideas. In brainstorming technique is devided into 3 kind; listing, freewriting and clustering.

Listing means a brainstorming technique which the writer think about a topic and quickly make a list of whatever words or phrases come into the mind. The words or phrases have connection with the topic. For example you choose the topic  about ” Entertaiment”. In the entertaiment there are many aspects such as music, film, song, singer, actors, actress, gossip, magic and so on. After you make some words or phrases you may to choose one or some of it to be your topic that you will develop in your paragaph. Next, make some words that support your idea. The last, check it once more, if you found some words or phrases which is unsupport your idea, you may cross to check it. Freewriting is brainstorming technique which the writers write freely about whatever the writer want because the writer is looking for a specific focus. In this technique you write as much as you can about the topic  until you get the main idea. After you found it, you may develop that idea into a paragraph. For example You choose the topic about the problem in your  collage. There are many problems in you collage such as a facility, toilet, canteen, library, parking area and so on. After you write it, you decided to choose or focus on parking area. So, it is mean that the parking area’s problem in your collage will be your main idea. In sum, in this technique  you get an idea when you are writing freely and write as much as you can. Clustering is the activity that the writer can use to generate the topic. The writer chooses a topic  and put all information relate the topic. In this technique the writer put information in circles, and put the main idea in the center of the paper. For example you choose the topic about “cat” so you write down anything about the topic into some circles.

Second step in making paragraph is planning or outlining. In planning, you should make a list (main idea) which support with sublist (supporting detail) that related to the topic. If you found the sublist does not relate to your topic, you may cross out it. Next, write down your topic sentence in effective sentence. The last in planning step is to make an outline. After you grouped all of this points into their appropriate sublist, you have created a priminary outline of the  paragraph. The example of outlining:

The advantages and disadvantages of Social Network

Main idea: Social Network is one of the modern technology product.There are some advantages and disadvantages of Social Network.
A. The advantages of Social Network           
            1. Get more informations
            2. Keep connected with people around the world
B. The disadvantages of Social Network
            1. Less time
            2. Expensive

Third is writting and revising draft. In writing and rivising draft, there are 3 steps that we should do. First, writting the first rough.In this step, you begin to start writing. Underline your topic, it will remind you to focus of your paragraph. Follow your outline and do not hesitate to add idea of your paragraph. Do not worry about the ideas are not in your outline, provided that the ideas related to the topic. Do not worry about grammatical mistakes just write down as much as you can by following your outline. In the end of the first pargraph,you may write an concluding sentence. Its function to make your topic clearly and the reader easily to catch the point that you will discuss in your paragraph. Second step in writing and revising draft is revising content and organization. In this step, you should revise your hand writting , you may add or delete some point to make your paragraph more clear than before. Check everything that you think is important and necessary such as the topic sentence, the unity, the general logic or coherence, achieved the state purpose, concluding sentence and so on. The last step is proofreading the second draft. In this step, you should focus on everything about grammar, the vocabulary words, the mechanics  and also you may check over all of sentence for correctness and completeness.

            The last step in making paragraph is writing the final copy to hand in. After you check all, your are ready to write the final copy.  Its mean that your written is ready to read by people.

            In summary, a paragraph can be said as a good paragraph if the content related with the topic. Its mean that to make a paragraph which the content related to the tittle, we need to do these third step is write the first rough and underline your topic so that you can focus on the topic. The good paragrah  also should be interesting. To make a good paragraph there are 4 main steps; prewriting, planning or outlinening, writting and revising draft, and the last is writing the final copy to hand in.




















 TASK 2

CHAPTER I

INTRODUCTION

A.    Background of the Problem

 English has four basic skills (listening, speaking, reading, and writing) that every skill is related to each other. Four of the skills should be mastered by the students to increase their ability in English learning. Writing is one important skill that students should have in learning English as foreign language. Writing is an activity to share massage to someone, public and goverment or the others. In daily activity, writing can be used as a mean of telling others about experiences such as writing letter and biography. Writing is not only seen as the product of individual, but as a social and cultural act. As staed by Hayes in Weigle, writing is socila act because it is social artifact and carried out in social setting. What the writer writes, how the writer writes, and who the writer writes is shaped by social convencient and by our history of social interaction[1]. Also, writing as media of interaction can make communication run well.

In other word, writing is the process when the students create their idea in a piece of paper than they will develop it into a paragraph. Studying writing is not only require the students to combine words into a sentence or paragraph but students should be able to write connected series of words and sentence, which is grammatically corect. So the students should use their experience and perior knowladge to strenghtness their piece of writing. One of the media that can be used is picture series. Picture series is a setting three to six pictures depicting a story line that provides a suitable stimulus for written production sequences[2]. The use of picture series can also motivate students in wring English and help to develop students’ creativity in writing.

Students in Senior High School learn to write text of certain genre.genre is an idea with a history perharps as long as that thought itself[3]. It is clasified according to its social purposes and identified stage it move through to attains its purposes. Based

on the syllabus of senior high school, there are six kinds of genres which are taught at the third grade of senior high school. There are recount, narrative, descriptive, spoof, procedure and news item. In this research, the researcher focus on recount text.

Recount text is very similar to narrative. Recount explores the sequences of events which happened to participants.these event are the main element in composing the context. However, it just focus on the events themselves. It does not include the conflict inside. The event will be told about in cronological order based on time and place. Recount text, is a kind of text that found or presented in journal, diary, report, history and so on.

To teach recount text by using picture series there are several step that teacher should do in the class. The first step is teacher introduce to the students about the picture series. The second step is to teacher explain about the picture series. Next, teacher explain to students about generic structure also about the language feature of recount text. After that, the students are ased to imagine that they are involved in the pictures. And then the teacher asks the students to give their own ideas about the picture series. Finally, the students are asked to write a recount text based on the picture series[4].

Based  on the researcher preliminary observation in difeerent classes at the third grade in Senior High School 1 Ampek Angkek on Desember 11^th, 2014, the English teacher taught the recount text by using picture series in student daily task. The teacher use used picture series  by following some procedure: first, the teacher introduce the picture series by showing in front of the class. Then she explained about  the picture series by giving some question to the students related with the picture series that given based on guidance book. Next, she explain about the generic structure ang language feature of recount text. After that, the teacher asked to the students to imagine that they are involved in the picture by giving some parable if they are who acted in the picture series. The task was to make the letter as realistic as possible, so the students would have no more ro do than just change the verbs. And then, the teacher ask the students to give their own idea about the picture series by asking them related to the pictures. Finally, the teacher aks the students to make a recount text based on the picture series.

English teacher in Senior High School 1 Ampek Angkek used picture series as an alternative media to teach recount text to third grade students, in order to make students easily to getting an ideas of the story, to limir their idea, to help them to write coherently. In conclusion, this media is used to helps the students writing a recount text well.

Althought the teacher taught based on procedures, there were still many problems that appeared in this class. First, some students still made mistake in language features of the recount text. Second, some students still did not write basd on generic structure that have taugh before. In addition, students also had difficulties in vocabulary. It can be seen in students’ daily task score in writing recount text by using picture series. Some students’ score are already good, but some others still have the low score in writing recount text.

Based on the problems above, the researcher intends to identify wheter the using of picture series in taugh recount text is effective that has been implementedby English teacher at Senior High School1 Ampek Angkek. It will be covered in a research entitle The Effectiveness of Using Picture Series In Writing Recount Text At The Third Grade of State Senior High Shcool 1 Ampek Angkek in the Academic Year Of 2014/2015.

---

[1] Sara Crushing Weigle, Assesing Writing, (United Kingdom: Cambridge University Press, 2002), p.19

[2] H. Douglas Brown, Language Assesment Principle and Classroom Practice, (Longman, 2007), p.227

[3] Anne Herington, Charles Moran, Genre Across the Curriculum, ( United State of America: Utah State University Press, 2005), p.1

[4] Mary Finochiaro in Metiawati, English is a Second Language Form Theory to Practice ( New York; Regents Publishing Company Inc, 1974), p.52-53