teori skripsi tentang The Influence of Groupwork towards Students’ Writing Narrative Text ability at the Second Semester of the Tenth Class

II

THE FRAME OF THINKING, THEORIS, AND HYPOTHESIS

2.1 The Concept of Language

Language can be described as a means of communication that the user of language wants to do, convey emotions or express the feeling and experience to the other people. Language is also a symbol for communication in human life. Beside that language is a social construct as much as it a mental ability. Language also as a media to sends message for ideas it is a means of communication.

Language is system of sound and words by human to express their feeling. It mean that we as a human by using language we are not only used language to communicate with other people but also we used language for make a good relationship with other people. One of the languages which is used widely in the world is English. Many people say that English is a one of the international language. It means that English plays an important role in international communication.

Brown (2001:34) states, “Language is system for expression of meaning: primary function-interaction and communication.” It means that by using language we can communicate with other and makes relationship, even though we have different culture and different language. Because without language, we cannot express and make interaction to each other. It is also supported by Brown (2001:34) states, ”Language is more than a system for communication. It involve whole person, culture, educational, developmental communicative processes.”

Language and the culture are have the good relationship. They cannot be separated in their usage. In the real life and society, the understanding of them is very important. Therefore, to learn the language we have to know what the culture they used.

Brown (2007:3) states, ”Language operates in a speech community or culture.” It means that language that language is made in order to express what people think of something. However, some people may get trouble with it because the language itself in influenced by dialect where the language comes form.

Language is a guide to social reality. So in human being, we are expressed by our own language for our society. From statement above we know that language is really important for us as a human being in our life. It is using in every aspect of our life. Without language, our communication cannot be run well. We will be difficult to make interaction. English is one of the languages that can be used as a tool to communicate because English is one of the international language in the world.

2.2 Teaching English as a Foreign Language

English is one of international language in the world that is used in many countries. In Indonesia, English still as the foreign language. Because in our country does not use English in our daily activity which is use the language together without mother tongue. So we need to learn English because, English as a foreign language (EFL) refers to learning of English by the students in country where English is not the native speaker. And when we learn a second language, we learn to communicate with other people, to understand them and to talk to them. Raimes, (1983:3) states, “We are as teachers of English as a foreign language (EFL), must know the task to increase motivation of the students by using appropriate techniques and methods in teaching learning process.

Gebhard (2009:40) states “in many countries where English is a foreign language, a dual goal for teenagers studying in the educational system is to pass english entrance exams to enter good high schools and universities and, more recently, to be able to use english as a global language. Its mean that the purpose as TEFL in our country is to enable the students to get successful in learning English and four language skill (writing, listening, speaking and reading) can be used well by them. English is a part of the curriculum and the universities need to read reference from English scoured in our country. But as we know the students tend to have a passive skills of the language needs development of the productive skills to be better.

In teaching English as a foreign language is not easy, so it needs some good techniques that can make the students are interested in English communication. Not only that if we are teacher, we give motivation to students and quires themselves do not lazy in learning English. This statement supports by Brown (2001:12) He state, “Learning is showing or helping someone to learn how to do something, providing with knowledge causing to know or understand.” It means that the teachers in teaching activity in giving instruction, providing with knowledge, guiding about something, and give more students chance in practice their English to acquire the ability by using English.

English teacher should know following ideas, before they are going to teach, they are

1.    The nature of language

It means that the characteristic of language and the language of the learner in particular.

2.    The nature of learner

It is including the characteristic of the learner, for instance their ages, their interest, their culture background and their previous knowledge about the language their learning

3.    The aims of instruction

For instance to decide what skills the learners must be able to do at the end of instruction.

2.3 The Concept of Writing

Writing is an expressing ideas, though, and feeling of the writer using conventional system, so that the reader understands the massage or information. This idea is support by Raimes (1983:3) he stated, “Writing is the effort to express ideas, and the constant use of eyes, hand and brain is a unique way to reinforce learning.” It means that learning writing process is to express students’ ideas, though, opinions, and feeling in context of language learning.

According to the J.D Angelo (1989:5) writing is a form of thinking. It means that writing is an activity to express ideas, issue, events, feeling or thinking to the others through written form. And it is also supported by Harmer (1998:79) states, “For the reason for teaching writing to students of English as foreign language include reinforcement, language development learning style and, most importantly writing as a skill in its own right.” Based on statements above, writing is the really important in teaching learning process of foreign language (EFL).

Writing is the most subject in the school since the students have to produce a text by using English. They have to write about what they think in their mind and state it on a paper by the using correct procedure. And it is also a way to produce language you do naturally when you speak. It means that everybody have each way to produce language for tell their language on their mind as naturally and writing is the one way to produce that language.

Writing is also an action a process of discovering and organizing your ideas, putting them on a paper and reshaping and revising them. In other words,

Harmer (2004:86) states, “Writing is a process and that we write is often heavily influenced by constraints of genres, then these elements have to be present in learning activities.”

Writing is a continuous process of thinking and organizing, rethinking, and reorganizing. Writing is really a form of thinking using the written word. From the definitions above I can conclude that writing is a way to produce language that comes from our thought. It is written on a paper or a computer screen.

There are many reasons that make writing so important

1.    Writing is portable and perm ant. It makes our thinking visible.

2.    Writing fosters your ability to explain a complex position to readers, and to yourself.

3.    Writing helps us to refine your ideas when you give other feedback.

4.    Writing come out, our ideas permits you to evaluate the adequacy of our argument.

5.    Writing helps us to understand how truth is establish in a given discipline.

Writing is the real way that can help the student, it is support by Ann Raimes (1983:3) writing helps our students learn. It means that writing is the way to focus and must have a good strategy to increase their ability in learning writing process and do not forget to give the students feedback based on instructor in develop this skill.

2.4 The Concept of Narrative Text

Anderson and Anderson (1997: 8) states,“Narrative is a piece of text which tells a story and in doing so, entertains or informs the reader or listener.”It mean that to teach and to inform writer’s reflections on experience it can be imaginary or factual (fairy tales, mysteries, fables, romances, adventures stories, myths and legends), or it can be complicated event that leads to a crises that finally find a solution.

The Generic Structure of Narrative Text

1.    Orientation

Introduces participants/character (who)

Sets the scene (when & where)

2.    Complication

Development of a Crises: a crisis arises, something happened unexpec-tedly

3.    Resolution

Solution of the crisis: for better or for worse

4.    Re-orientation

Closing to the narrative (optional)

(http://englishstory83.blogspot.com/2008/genericstructurenarrative.html?m=1 (2014/05/05/20:32)

Language Feature of Narrative Text

1.    Presented in spoken or written form

2.    May be augmented/supplemented/partly presented using images (such as illustrations)or interactive/multimedia elements (such as hypertext/ images/ video/ audio)

3.    Told/written in first or third person (I, we, she, it, they)

4.    Told/written in past tense (sometimes in present tense)

5.    Chronological (plot or content have a chronology of events that happened in a particular order)

6.    Main participants are characters with recognizable qualities, often stereotypical and contrasting (hero/villain)

7.    Typical characters, settings and events are used in each genre

8.    Connectives are widely used to move the narrative along and to affect the reader/listener:

a)    To signal time (later that day, once)          

b)    b.To move the setting (meanwhile back at the cave, on the other side of the forest)

c)    To surprise or create suspense (suddenly, without warning).

(http://Guide-to-text-type-sample.pdf/2014/05/01/19:45)

Narrative text contains of structural and character elemnts that should be familiar to the students. These elements can be used as guides to helps the students think about the actions, themes and contexts of the story.

Example and Generic Structure

The Frog Prince Orientation Once upon a time, there lived a beautiful princess who had a golden ball. One day, while playing in the garden, the ball fell into a pond. She was very upset and did not know what to do. While she sat there crying helplessly, a frog hopped out of the pond and asked, “Why are you crying, little princess?” She told him about her golden ball. The ugly frog said, “I can help you get your ball but what will you give me in return? “I will give you anything you want!” promised the princess. Complication The frog immediately dived into the water and fetched the ball for her. The princess was very happy. The frog reminded her, “Remember that you promised me anything. Well, I want to be your friend, eat from your plate, and sleep in your palace!” The princess hated the idea but she agreed and ran back to the palace. Resolution The next morning, the princess found the frog waiting for her. He said, “I have come to live in your palace.” Hearing this, the princess ran to her father, crying. When the kind king heard about the promise, he told her, “A promise is a promise and you must keep your word. You must let the frog stay here.” The princess was very angry but she had no choice and let the frog stay. He ate from her plate during dinner and asked the princess to take him to her bed at night. The princess picked him up angrily and threw him to the floor.             Re-orientation In a flash, the frog turned into a handsome prince! He told the princess that he had actually been under the spell of a wicked witch. The princess fell in love with the prince. They were married and lived happily ever after.

                                                                                

(http://shortstoriesshorts.com/story/the-frog-prince/.html2014/05/01/19:25)

2.5 The Concept of Groupwork          

Using Groupwork in teaching learning process is the one way to easier for learner to get optimally. It is based on Elizabeth (1994:2) “Groupwork is everyone working together to achive one goal.” It means that  groupwork is based on cooperative work rather than any individual work. And Elizabeth(1994:1) states that “Groupworkas students working together in a group small enough so that everyone can participate on a task that has been clearly assigned”.

Harmin (2006:242) instructing small group to work at task and, while working, practice an interpersonal skills. This strategy is most powerful form of cooperative learning. It advances not only academic learning but also effective interpersonal skills. It is also a technique for solving common classroom problems, keeping students involved with their work, and managing instruction for students with a wide range of academic skills.

Students have much to gain from participating in creative group problem solving. They learn from each other, they are stimulated to carry out higher order thinking, and they experience an authentic intellectual pride of craft when the product is more than what any single member could create.

By dividing the class into group students get more opportunities to tell their ideas than in full class organization and each student can say something. Teachers working with large classes should divide them into five groups which is the most effective organization for practicing.

If the topics are adequate to the learners' interests and level such a lesson can be really effective and give a lot of satisfaction both to the learner and the teacher. We should always remember how important the ability to communicate is and provide enough communicative practice while working with the whole class. That is why oral practice in small groupwork is essential.

Working in a group students are more engaged not only intellectually but emotionally as well. They have to think, contribute to the group, evaluate what other members of the group say, share information, ask friends for clarification, and prepare a presentation together.

Groupwork gives learners exposure to a range of language items and language functions. Students use and experiment with the language items they already know in order to develop fluency; they also use some items pre-taught by the teacher or contributed by the members of the group to express themselves more fully and improve the quality of their performance. Preparing the presentation they learn the new items, process them and make them more personal. They also have to use different strategies to compensate

For the items they do not know.

In the long run groupwork develops learners' independence. At first preparing a group or a pair presentation may be time consuming and requires more effort from the student. However, using this technique regularly students become more efficient and skilled at practicing the language. They become more confident, their motivation also increases and they can manage without regular teacher's supervision. Students learn how to learn and gradually take responsibility for their own learning.

Besides practicing and consolidating the language groupwork help to integrate the class. Learners learn how to cooperate with one another, make compromise, negotiate, and respect individuals with different abilities and views which is important for the class atmosphere and relationship with the teacher. Instead of sitting alone trying to understand something difficult they can help each other.

If a person in a group is not able to solve a problem they can always rely on their friends who will help, because there is a greater chance that at least one member of the group will be able to solve a problem when it arises. In such a class the teacher is no longer a supervisor but becomes a resource Centre and advisor for the students. So it the reasons why the writer choose groupwork.

2.6 The Strengths of Groupwork in Teaching Writing

Elizabeth (1994:6) said“Group is an effective technique for achieving certain kinds of intellectual and social learning goals.” It is a superior technique for conceptual learning, for creative problem solving, and for increasing in written language proficiently.

Strengths of Groups Working in teaching writing, they are:

1.    Groupwork can involves active learning. When students get actively involved in the material they are studying deeper learning and understanding usually result.

2.    Students feel less isolated and alone and especially at the beginning, they have support at the ‘where do I start’ stage.

3.    Depending on the task it may be possible to divide out components and share work loads

4.    Learner’s responsibility and autonomy are encouraged through group work. “The small group becomes a community of learners cooperating with each other in pursuit of common goals”. Brown (2001:178). Students are not constantly relying on the teacher to complete their tasks. They learn that they can complete an activity successfully with the help of other classmates or by themselves.

5.    Groupwork can help the low achieving student in still a different way. Although the student may be perfectly capable of discussing and coming to understand the conceptual goals of the task, he or she may not be able to read and understand the instructions.

                                                                                  

2.7 The Weaknesses of Groupwork in Teaching Writing

Elizabeth (1994:25) states that “Two of them are not saying very much in their group. They have not the book open and look not interested, but one in the group is paying attention to them”.

                          

Weaknesses of Group Working in teaching writing, they are:

1.    Individual students will have less control over the overall task than if they were completing it alone.

2.    There is always a risk of group members who are overly dominant, who contribute too little, and who fail to participate effectively.

3.    Individual students, especially high-achievers, often feel that they could have attained a higher mark had they worked alone.

4.    If only a group mark is used in group assignments there can be resentment fall members did not contribute equally.

5.    Students sometimes see group commitments such as meetings and agreeing deadlines, deliverables etc. As an added burden on top of having to complete the task itself.

                                       

2.8 Teaching Students Writing Narrative Text Trough Groupwork

Working in pairs and groups is less stressful and more effective for students. Especially introverts who need perform in the front of the whole class. They feel more confident working with their friend they like and are more likely to accept his or her correction or criticism. According to Elizabeth (1994:19), “ groupwork solves two common discipline problems. It help with the problem of the low achieving student who is often found doing anything but what he or she is supposed to be doing.”

There are five factors as the principle of Groupwork:

1.    The goal making Groupwork in this research is to make the students easier in mastering past tense.

2.    The work gives the students some exercise as their work to measure whether the students understand well or not. The work which is given to the students consist of questions dealing with narrative text.

3.    The way information is distributed before the student begins their discussion, the teacher explain everything to the students related to the material, what they should doing in their Groupwork.

4.    This research, the students are asked to sit in the circle, so that each learner is in equal distance from any other learner.

5.    This research, the social relationship among the members of the group is one of inequality. It means that the member of the group are mixed between higher and lower of the students’.

2.9 The Procedures of Teaching Writing Narrative Text trough Groupwork

Harmer (2007:171) states that “Our role in group task does not end when we have decided which students should work together, of course. We have other matter to address, too, not only before the activitiy stars, but also during and after it.

Before: when we want students to work together in pair or group, we will want to follow an ‘engage-instruct-initiate’sequence. This is because the students need to feel enthusiastic about what they are going to do, they needto know what they are going to do, and they need to be given a idea of when they will have finished the task.

During: while students are working in pair or groups we have a number of options. We could, for instance, stand at the fornt or the side of the class(or at the back or anywhere else) and keep an eye on what is happening, nothing who appears to stuck, disengaged or about to finish. In this position we can tune in to a particular pair or group from some distance away. We can then decide whether to go over and help them.

After: when pair or groups stop working together, we need to organize feedback. We want to let them discuss what occurred during group work session and, where necessary, add our own assessment and make corrections.”

Based on the theory above the students are grouped.The members of group can vary such as pairs, small group, or large group. The teacher promotes the students in group to work together in accomplishing the writing task.they can help one another in member of the group who are possibly weak in the writing task. And the teacher  assigns the students to do the writing individually by considering the result of discussion.

2.10 The Frame of Thinking                                             

Since the purpose of Groupwork can help students to improve or develop writing skill more creative, including the interaction such as asking questions, explaining, making suggestions, criticizing, listening, agreeing, disagreeing, or making joint decisions. This good condition it might be seen while the teacher moves around and sees how the students’ Groupwork in writing narrative text.

The Groupwork (X)

The Students Writing Narrative Ability (Y)

In Groupwork the students will help each other to arrange the ideas and sentence in their writing. Here, Working in a group children are more engaged not only intellectually but emotionally as well. They have to think, contribute to the group, evaluate what other members of the group say, share information, ask friends for clarification, and prepare a presentation together and the most important this are they feel more confident working with the friend and are more likely to accept his or her correction or criticism.

Characteristic(X): 1.    It encourage students’ to share ideas. 2.    It makes students actively involve in the class. 3.    It helps improve students’creativity. 4.    It encourage responsible for their teammates’ learning as well as their own. 5.    And it helps students’ in learning writing.

Indicators (Y): 1.    Students are able to write narrative text with the appropriate content from one paragraph to other paragraph. 2.    Students are able to use the correct grammar in making sentence. 3.    Students are able to use the appropriate word in making sentence. 4.    Students are able to organize the composition in a good order. 5.    Students are able to use correct punctuation/ mechanics in writing sentences.

 

2.11 The Hypothesis

 Based on the theoretical assumption above, the writer formulates the hypothesis as follows:

1.    There is significant influence of Groupwork towards students’ narrative writing ability.

2.    The average score of students’ narrative writing ability who are taught through Groupwork is higher than those who are taught writing with conventional technique.