THE INFLUENCE OF SEMANTIC MAPPING TOWARDS STUDENTS’ WRITING HORTATORY
EXPOSITION OF THE ELEVENTH
CLASS
CHAPTER
I
INTRODUCTION
1.1 Background of
Problem
Language
is important for human survival as a
system of communication using sounds and symbols. We use language as
communication tool and we need it for our living. Language is very important to
help us to express our feelings, thoughts, ideas, and experiences. Through
language we can interact with people around. Not only use spoken form, but
sometimes we also communicate in writing form. For example when we use hand phone we do
spoken language when make a call and use writing language when we send a text
massage. It is clear that language
is an instrument of communication that should be learn both in spoken and written form.
Learning language is not new thing to be
discussed. We learn language when we were still children either intentional or
not, such as mother tongue, second language and foreign language. We use those
languages in our daily life because we always communicate and interact with
people. In social life, we must communicate well over good language but, to use language well is not easy. We must
make our communication partner understand
the ideas, thoughts and feelings that we will convey. That is the reason why we
really need to learn the language.
Naturally the purpose of
language learning is to use the language for communication whatever languages
are learned include English. Since being international language,
English becomes an
important requirement for many countries in the world. Moreover on this
globalization era, English is used intensively. It is used in various fields such as communication, business,
technology and grade. Indonesia is one of the countries that active in
international organization. It means that Indonesia also uses English as
communication tool in business and technology fields. Realize this government
of Indonesia makes policy that it needs to be taught in every level of
education, from junior high school up to university.
English learning itself
involves the development of listening, speaking, reading and writing skills.
Those skills are related each other and those are equally important to learn.
But for this occasion of research, the writer focuses only in writing.
Writing
is one of important skills to be taught in learning
English. It is a skill where the students are
expected to be able to put their ideas and
thoughts into a sentence, paragraph or text. By writing we can
communicate and share information to the others. But in fact, writing itself is
not easy for the students.
Low passion and difficult to compose a good text are some reasons why the
students become lazy to write. It is supported by
Bryne
(1979:4)
that writing is a difficult activity for most people, both in mother tongue and
in a foreign language.
For most students, writing
is a
difficult
activity in learning English.
They still find the obstacles to make a paragraph. It is proven by the result
of preliminary research at SMA Negeri 2 Ogan Komering Ulu.
The writer found that students’ writing ability need to improve. It is showed
by paragraph they made. Most of them just made paragraph with less than five
sentences. It shows that many students could not express their ideas well in written form
although they might know what would be written. See the problems, the
writer assumes
that the students have a deal with vocabulary, grammar and moreover to develop
idea or topic.
Understand
the problem, English teachers are demmanded to be creative, innovative
and attractive in teaching English. For example by using variation technique,
method and media in teaching and learning English so that the students will
interest and enjoy the learning activity in the class. Besides, techniques and
methods can help students to be easier in writing process.
There
are several steps in writing process; planning, drafting, revising and editing.
In planning step, the writer will make the concept of idea and topic. It is a
step where the students sometimes have a deal to select vocabularies to start a
writing processs. There are some techniques that can be done to help the
students for planning step, especially about the vocabulary that the students
will write. One of the techniques is semantic mapping. Semantic mapping is a
technique of making a graphic arrangement of words. It is expected can help
students to draft a text by make a graphic of word first, before they take the
next step in making a draft of sentences to built a good text.
Considering the background above, the writer can conclude that semantic mapping can help the students
to develop the idea and topic in writing process, especially in writing
hortatory text, the material to be taught on second semester at SMA Negeri 2 Ogan Komering Ulu. Therefore,
the writer conducted a research entitled: The
Influence Of Semantic Mapping towards Students’ Writing Hortatory Exposition
Of The Eleventh Class.
1.2 The Identification of the Problem
Based on the background above, the writer
prepared some problems, as follows:
1. The
students’ writing ability need to be improved.
2. The
students are difficult to express their ideas in writing.
3. The
teacher has never used making semantic mapping in writing hortatory exposition.
1.3 The Limitation of the Problems
Based on the identification above, the writer
focused on: the influence of semantic
mapping toward students’ writing hortatory exposition of the Eleventh Class .
1.4 The
Formulation of the Problems
Based on the identification and limitation of
the problem above, the writer would like formulate the problem as follow:
1. Is
there any influence of semantic mapping towards students’ ability in writing
hortatory exposition?
2. Is
the average score of students’ ability in writing hortatory exposition through semantic mapping
higher than teaching by
explanation?
1.5 The Objective of Uses
of Research
1.5.1 The Objective of Research
According to the problem formulation above,
the writer would
find out the following facts:
1. To
know and describe the influence of semantic mapping towards students’ ability
in writing hortatory exposition.
2. To
know and describe whether the average score of students’ ability in writing hortatory exposition through
semantic mapping is
higher than teaching by
explanation.
1.5.2 The Uses of Research
The research is expected to bring the
following benefit:
1. To
give information to English teacher about the influence semantic mapping to
students’ writing hortatory text
2. To
give information for further research with certain interest.
1.6 The
Scope of Research
The scopes of this
research are as follow:
1.6.1 The Subject of The Research
The
subjects of this research are the students of the eleventh
grade
1.6.2 The Object of The Research
The
object of the research is the students’ writing ability of hortatory
exposition.
1.6.3 The Place of The Research
The
research was
conducted in SMA
1.6.4 The Time of The Research
The
research was
conducted at the first
semester of the eleventh grade in SMA
CHAPTER
II
FRAME
OF THEORY,
THINKING AND HYPHOTHESES
2.1 The
Frame of Theory
2.1.1 The Concept of Language
Language is useful
for humans. According to Wardhaugh on Brown (1994: 4), language is a system of arbitrary vocal
symbol used for human communication. In addition, Setiyadi (2006: 10) state that language is the everyday
spoken utterance of the average person at normal speed. It means that language
is a communication tool to deliver many things in our mind, such as ideas and
thoughts to other people. More than that, by using language humans can interact
with others.
By combine those
statements, we can say that language is an intermediary of meanings and
massages to listener and reader in communicating process. It means that through
language, we can give information by oral or written language. So it is clear that language is an important
aspect and without language there will be no such thing as interaction in human
life.
From all the
statements above the writer can take the conclusion that language is the most
important requirement for humans especially in community life. Because
basically, humans are social beings whose can not
live alone. It means that as long as we need others, we also need language.
2.1.2
The
Concept of Teaching English as a Foreign Language
A foreign language is a language not spoken by the
indigenous people of a certain place. It is supported by Murcia
(2001: 359) that a foreign language is a language
studied in an environment where it is not the primary vehicle for daily
interaction and where input in that language is restricted. It means that learn
a foreign language is difficult where that language is rare to use as
communication tool in daily life. So when we learn a foreign language, we have
to try a lot to apply that language, so that we do not feel awkward when have
to use that language if necessary. In
addition, Richard and Rodgers (2001: 57) state that foreign language learning is
basically process of mechanical habit formation. It means that learn a foreign
language is passionate adaptation to get new language with new concepts, new
vocabularies and new grammars.
According to Harmer (2004: 1), “English seems to be one
of the main languages of international language”. It is true. In fact, since
English become an international language, it is used in many fields in
international activities. At least English is used as a communication tool
among people in the world.
In some countries
where English is not a second language but a foreign language, it is being part
of education. Include in Indonesia, English is a foreign language which being
compulsory subject in junior and senior high schools and in the lower levels
such as in elementary school, English is the local content subject. It means
that English is important, due to the fact, nowadays English is used in many
fields in daily life. That is why even English is used in educational field.
Teaching English as a
foreign language is not easy where the students must learn the language which
rare to use. Automatically in
learning process, the students will find many difficulties to learn English. It
means that as the teachers we have to be more creative in teaching process and it can be given through the strategies used by the teachers themselves. Brown
(1994: 104) say that strategies are specific method
of approaching a problem or task, modes of operation for achieving a particular
end, planned designs for controlling and manipulating certain information. It
means that strategies can help the teachers
to approach and analysis what students’ needs, then they can choose the method and materials in language learning. So,
strategy is important to use in teaching a foreign language.
Basically the goal of
foreign language learning is to use that language as a communication tool. It
is supposed by Cameron (2002: 16)
that some syllabuses also deal in Topics, Functions and Notions, describing
language in terms of how it is used in communicating rather than seeing it as a
linguistic system or set of skills.
Based on the theories above, the writer assumes that the
students should be given a lot of practice in using English as a foreign
language. Because practice continously can makes students to be familiar with
English both in spoken or written language.
2.1.3
The
Concept of Writing
Writing is one of communication tools that is used to
transfer massage without face to face. Writing skill is more than just
producing words and sentences. To be
able to produce a piece of writing, we should able to write connected series of
words snd sentences which are grammatically and logically linked, so that the
purpose we have in our mind will suit the intended reader.
Writing is an ability
to combine and process the knowledge and components of language (vocabulary,
punctuation, spelling, etc.) to be notion or topic that poured into written
form. According Brown (1994: 321), “To make a good writing the writer has
to master the components of language; they are spelling, vocabulary,
punctuations mark”. In addition, Raimes (1987: 6)
states that there are many elements that should be considered and noticed in
producing content, grammar, syntax, mechanic, organization, word choice and so
forth. Those statements mean that writing is a skill that has a role to do. It
is supported by Harmer (2004: 44)
that writing, like any other skill, has its ‘mechanical’ component of language,
they are spelling, vocabulary and punctuations mark.
In applying, writing
is about how we communicate by text. It means that as a writer, we must send the massages by the text to the
reader, because not only by sounds, but we also often communicate by a text. It
is support by Murcia (2001: 207),
“Viewing writing as an act of communication suggests an interactive process
which takes place between the writer and the reader via the text.” In addition,
Lindemann
(1983: 11) also state that writing is a process of
communication, which uses conventional graphic system to convey a message to
reader.
According to Heaton
(1991: 135) “The writing skill is complex and
sometimes difficult, requiring mastery not only of grammatical and the
rhetorical devices, but also of conceptual and judgmental elements. It means
that to master writing ability, the author is not enough just to master
elements of language, but also must have knowledge, and sense of word order. In
addition the author has to practice and practice to make a good writing.”
From the theories above,
the writer can conclude that writing can be used to communicate. By the text, the writer can transfer their ideas,
thoughts, massages and information to the reader. So, to master writing
ability, we have to practice to write a lot.
2.1.4
The
Concept of Teaching Writing
There are four skills
in learning English that should be mastered to get success in learning a
language, one of them is writing skill. Writing is activity to express the
ideas and thoughts on the paper that used to communicate and give the informations to the
others, but writing is not an easy skill for students, especially in English.
It is caused by English is foreign language in Indonesia, where it is rarely
used to communicate both in oral or written form. That statement is support by
Bryne (1979: 4)
that writing is a difficult activity for most people, both in mother tongue and
in a foreign language.
According
Harmer (2004: 31), “Writing is one of the four
skills of listening, speaking and reading that have always formed part of
syllabus in teaching of English”. It means that writing is important ability to
learn besides three other skills in learning English.
Teaching writing means that we create a science education
that helps students see that writing requires steps to find, plan and create a
draft text. In teaching writing, teacher must have a strategy to make students
writing easily that follow some process of writing itself. (Agustine on http://jurnal.englishdept.fkipunlam.ac.id/wp-content/uploads/2013/05/ A1B208044.pdf)
In
addition, Maximilian and Ajeng (2013: 58)
also support that writing process has several steps including of planning,
drafting, revising and editing. It means that there is a process to make
paragraph or text, and in the process the teacher should be a motivator and
facilitator to guide the student, because learning writing in a foreign
language is not easy. The students sometimes have a deal with vocabulary, grammar,
etc. It means that the teacher should have the strategies to help students
solve problem in writing, so that they can are easier to develop their ideas
well to be a good writing.
The purpose of teaching writing is to help
and guide the students to be able express their ideas and thoughts on the
paper, includes reinforcement, language development and learning styles.
According Tricia (2005: 13)
“To become a good writer, the students need to write a lot. It means that to
master writing ability, the students have to practice a lot so that they can
improve their lacks in writing.
From the statement
above the writer assumes that writing is not simple thing to do. Writing is a
process includes planning, drafting, revising and editing. Four steps that have
to do and the writer should notice the component and element of language. It
shows that writing has a role. So in teaching writing the teacher must have the
strategy to help students to be a good writer, at least that strategy can make
the students like to write.
2.1.5
The
Concept of Semantic Mapping
Writing is
not easy as imagined. The students whose write in a foreign language, must be
have a problem with the vocabulary so they can not
develop their ideas well. Know that, the teacher should have a strategy to make
the students like to write, so that the students can express their ideas become
paragraphs or texts easily.
There are so many strategies that can be used
to help the students solve the problems in writing. One of the strategies is
semantic mapping. According Mathialagan on Maximilian & Ajeng (2013:59),
“Semantic mapping is a technique developed by Johnson & Pearson (1978). It means that semantic map is a graphic
arrangement of words and it shows how new words and ideas are related to each
other within a text. It is also an effective diagnostic tool”. On the same
page, Maximilian & Ajeng also add that semantic mapping is a technique
which describes a variety of words to shows how key word or concept is related
to one another through graphic representations.
“Semantic mapping is
a technique to represent graphical concept. It is an effective diagnostic tool.
It is also a visual and structural strategy for vocabulary development and
knowledge expansion displayed in categories of words in relation to other words.
It is opposed to an unstructured strategy, which shows the hierarchical
relationship of ideas on paper randomly”. (Mah on https://www.academia.edu/2414650/Semantic_ mapping_A_visual_and_structured_pre-writing_strategy_in_the_process_ of_essay_writing)
There is an example
of semantic map and a statement as follows:
‘Masters,
Mori, & Mori (1993) define semantic mapping technique as being used to
motivate and involve students in the thinking, reading, and writing aspects. It
enhances vocabulary development by helping students to link new information
with previous experience’. (Nyoni on
2.1.6
The
Concept of Hortatory Exposition
Astuti (2010: 180)
state that hortatory exposition is a text which represents the attempt of the
writer to have the addressee do something or act in a certain way. In the same
page she also add structure of hortatory
exposition as below.
a. Thesis
Introduces a topic, main idea or point of view to be
presented (thesis statement).
b. Arguments
Provides the evidence (arguments) to support the thesis
statement. Each paragraph identifies a particular point. The elaboration may be
further description, analysis, justification, giving examples, comparing, etc.
c. Recommendation
Makes a recommendation for readers.
“A hortatory exposition is a type of
spoken or written text that is intended to explain the listeners or readers
that something should or should not happen or be done. In other words, the main
function Hortatory Exposition texts is to persuade the reader or listener that
something should or should not be the case. To strengthen the explanation, the
speaker or writer needs some arguments as the fundamental reasons of the given
idea. This kind of text is called as argumentative essay. It presents argument
to support the thesis that state in the orientation. It means that the text
emphasize something and give recommendation to persuade and convinced the
readers.
Hortatory exposition text can be
found in scientific books, journals, magazines, newspaper articles, academic
speech or lectures, research report etc. Hortatory expositions are popular
among science, academic community and educated people. It means that the text
that asserts something to the readers by giving supporting statement and
evidence to convince it. To make the persuasion stronger, the speaker or writer
gives some arguments as the fundamental reasons why something is the case.
According Pardiono (2007) there are
some general characteristic or features of hortatory exposition text:
communicative purpose, schematic structure (generic structure), and linguistic
feature. Communicative purpose is driving the readers to act like the writer
thought as stated in the text. Semantic structure or generic structure consists
are thesis, argument, and recommendation. Thesis is a writer’s statement of his
or her position about a certain topic or problem. Argument contains description
of facts to support his or her statement. It is commonly more than one
argument. Recommendation contains a suggestion, an advice or a recommendation.
Then the last is language features contains appropriate grammar in the text.
The generic structure of hortatory
exposition text
According to Hartono (2005), the
generic structure of hortatory exposition are:
1. Thesis
Thesis is similar to tentative
conclusion which needs to be proven by certain fact and argument. In the end,
it can be true or false.
Thesis is introducing the topic and
indicating the writer’s position. The thesis consists of statement or
announcement of issue concern.
2. Arguments
This is the phases which try to
examine and support that the thesis stated above is true. It is explaining the
arguments to support the writer’s position. The arguments then will lead to
recommendation. Example: Firstly, smoking in a restaurant is impolite. The
smell of the smoke affects all people and can turn them off their food. People
pay to taste good food and not to be put off by foul smelling smoke.
3. Recommendation
This part gives suggestions which contains what
should or should not be done or happen based on the given arguments. This
recommendation is differentiating from analytical exposition. It is restating
the writer’s position. Example: It is suggested that smokers consider stopping
smoking for their health. Therefore, smoking in restaurants is impolite,
harmful to others and a health risk to the smokers and should not be allowed in
any restaurants.
Language
features of hortatory exposition text
1.
A
hortatory exposition focuses on generic human and non-human participants,
except for speaker writer referring to self. It
uses mental processes: to state what the speaker / writer thinks or feels about
something, e.g. realize, feel.
2. It often needs material processes:
to state what happens, e.g. .... has polluted...., etc.
3. It usually uses Simple Present Tense
and Present Perfect Tense.
4. Enumeration is sometimes necessary
to show the list of the given arguments: Firstly, secondly, finally, etc.
Modal
auxiliary is usually used: can, may, should, etc.
(Hardiana on http://ad-m-webquest.com/hortatory-exposition-text/explanation-of-hortatory-exposition-text)
2.1.7
The
Procedure of Teaching Hortatory Exposition Using Semantic Mapping
Hogue on Maximilian
& Ajeng (2013:61) explain steps of semantic mapping in teaching writing as
below:
a. Write target topic on chalk board;
b. Have students brainstorm words related to topic;
c. Write/list the words by categories in the form of map;
d. Have the students provide labels for each category
(optional);
e. Discuss the words on the semantic map.
2.1.8 The
Advantages and Disadvantages of Using Semantic Mapping
The advantages of
using Semantic Mapping in teaching writing as below:
a. Semantic Mapping helps students to link known words and
new words;
b. It helps students explore and develop their knowledges
and ideas;
c. It makes the students focus to the topic;
d. It is effective to develop ideas.
The disadvantages
of using Semantic Mapping in teaching writing as below:
The students get
difficulties in putting their ideas into sentence because they only focus on
the semantic mapping.
(Taken from: https://www.melta.org.my/ET/1990/main11.html)
2.2
The
Frame of Thinking
In teaching and learning English, the teachers should
teach by using technique and method to help the students to master the material
and make the students’ motivation enjoyable in learning and teaching process.
Based on the theories above the writer assumes that
Semantic Mapping is useful to apply in writing process, especially in hortatory
exposition. Semantic mapping can make writing easier in compose the sentences
by making a words graphic. Therefore, the writer assumes that Semantic Mapping
is appropriate technique in writing hortatory exposition. To see the influence
of Semantic Mapping towards students’ writing ability, the writer drew the
frame of thinking as follow:
|
Hortatory Exposition
(Y)
|
|
Characteristics:
a. A technique to represent graphical to make the students easier find new words based on
the topic.
b. To motivate and involve the students in writing
aspects.
|
|
Indicators:
a. Students are able to write hortatory exposition well.
b. Students are able to develop ideas based on the
topic.
|
|
Semantic Mapping
(X)
|
2.3
The
Hypothesis
Based on the frame of thinking above, the
writer made the hypothesis as follows:
1. There
is significant influence of semantic mapping towards students’ ability in writing hortatory exposition.
2. The average score of students’ ability in writing
hortatory exposition is taught through Semantic Mapping is higher than which is
taught through teaching by explanation.
CHAPTER
III
METHOD
OF THE RESEARCH
3.1 The Method of Research
In this research, the writer would use the experimental method. In
experimental method, the writer would
give treatment, observation and test to the class. It means that the writer would be active in learning process, to teach
the students writing hortatory exposition with semantic mapping technique. In
this occasion the writer would use
two classes of the eleventh class at SMA Negeri 2 Ogan Komering Ulu in 2015/2016.
3.2 The Variable of Research
There are two variables in this research.
Those are would
describe as follows:
1) The
independent variable of this research is semantic mapping (X)
2) The
dependent variable of this research is the students’ ability in writing
hortatory exposition (Y)
3.3 The Operational
Definition of Variable
The operational
definition of variable is used to describe the characteristic of the variable
that is investigated by the writer as follows:
1) Using
semantic mapping in teaching writing means that the writer uses it as the
teaching technique.
2) The
students’ ability in writing hortatory exposition is the ability of the
students in expressing their ideas, thoughts and opinions into written form,
especially hortatory exposition.
3.4 The Population, Sample
and Sampling Technique
3.4.1 The Population
The population of this research is the
students at the second semester of the eleventh class at SMA Negeri 2 Ogan Komering Ulu in 2015/2016.
The students of eleventh
class consists of
6 classes. It would be
described on the table below.
Table 1
The population of SMA
Negeri 2 Ogan Komering Ulu in 2015/2016
No
|
Grade
|
Gender
|
Total
|
|
Male
|
Female
|
|||
1
|
XI IPS 1
|
18
|
17
|
35
|
2
|
XI IPS 2
|
16
|
19
|
35
|
3
|
XI
IPS 3
|
21
|
15
|
36
|
4
|
XI
IPA 1
|
13
|
22
|
35
|
5
|
XI IPA
2
|
12
|
23
|
35
|
6
|
XI
IPA 3
|
11
|
25
|
36
|
Total
|
91
|
121
|
212
|
|
Source:
SMA Negeri 2 Ogan Komering Ulu.
3.4.2 The Sample
In this research the writer takes two classes
of eleventh class as an experiment class and a control class. The experiment
class is XI IPA 1 and the control class is XI IPA 2 and it consists of 70 students.
3.4.3 The Sampling Technique
To determine the sample of the research, the
writer uses Cluster Random Sampling Technique because the classes are
homogenous.
3.5 The Data Collecting
Technique
3.5.1 The Main Technique
To know the students’ writing ability, the
writer would
give writing test. It consists of three choices
of titles to make a composition of hortatory exposition. The titles are: Fast food, Internet, and Sports. The students are expected to be able to write hortatory exposition text, which have
the function to persuade the reader that something should or should not be the
case or done. The writer would
give the times for students 90
minutes to compose a hortatory exposition.
In scoring students’ ability to write
hortatory exposition, the writer
applies the scoring system proposed by Tribble (1996:130-131) as follows:
Table 2
Scoring System
AREA
|
SCORE
|
DESCRIPTOR
|
Content
|
20-17
|
Excellent to very good.
Excellent to very good treatment
of the subject; considerable variety of ideas or argument; independent and
thorough interpretation of the topic; content relevant to the topic; accurate
detail.
|
16-12
|
Good to average.
Adequate treatment of topic; some
variety of ideas or argument; some independance of interpretation of the
topic; some variety of ideas or arguments; some independance of
interpretation of the topic; most content relevant to the topic; reasonably
accurate detail.
|
|
11-8
|
Fair to poor.
Treatment of the topic is hardly
adequate; litle variety of ideas and argument; some irrelevant content;
lacking detail.
|
|
7-5
|
Very Poor.
Inadequate treatment of the topic;
no variety of ideas or argument; content irrelevant or very restricted;
almost no useful detail.
|
|
4-0
|
Inadequate.
Fails to adress the task with any
effectiveness
|
|
Organization
|
20-17
|
Excellent to very good.
Fluent expression, ideas clearly
stated and supported; appropriately organized paragraphs or sections;
logically sequence (coherence); connectives appropriately used (cohesion).
|
16-12
|
Good to average.
Uneven expression but main ideas
stand out; paragraphing or section
organization evident; logically sequence(coherence); some connective
used (cohesion).
|
|
11-8
|
Fair to poor.
Very uneven expression, ideas
difficult to follow; paragraphing/organization does not help the reader;
sequence difficult to follow (coherence); connectives largely absent
(cohesion).
|
|
7-5
|
Very poor.
Lack fluent expression, ideas
difficult to follow; litle sense of paragraphing/organization; no sense of
logical sequence (coherence) connectives not used (cohesion).
|
|
4-0
|
Inaddequate.
Fail to adress this aspec of the
task with any effectiveness.
|
|
Vocabulary
|
20-17
|
Excellent to very good.
Wide range of vocabulary; accurate
word/idiom choice and usage; appropriate selection to match register.
|
16-12
|
Good to average.
Adequate range of vocabulary;
occasional mistakes in word/ idiom choice and usage; register not always
appropriate.
|
|
11-8
|
Fair to poor.
Limited range of vocabulary;
noticeable number of mistakes in word/idiom choice and usage; egister not
always appropriate.
|
|
7-5
|
Very poor.
No range vocabulary; uncomfortably
frequent mistake in word/idiom choice and usage; no apparent sense of
register.
|
|
4-0
|
Inadequate.
Fails to address this aspect of
the task with any effectiveness.
|
|
Language
|
30-24
|
Excellent to very good.
Confident handling of appropriate
structures, hardly any errors of agreement, tense, number, word order,
articles, pronouns, preposition, meaning never obscured.
|
23-18
|
Good to average.
Acceptable grammar – but problems
with more complex structures, mostly appropriate structures, some errors of
agreement tense, number, word order, articles, pronouns, prepositions,
meaning sometimes obscured.
|
|
17-10
|
Fair to poor.
Insufficient range of structures
with control only shown in simple construction; frequent errors of agreement
tense, number, word order, articles, pronouns, preposition, meaning often
obscured.
|
|
9-6
|
Very poor.
Major problems with structures –
evens simple ones; frequent errors of negation, agreement tense, number, word
order/function, articles, pronouns, prepositions, meaning often obscured.
|
|
5-0
|
Inadequate.
Fails to address this aspect of
the task with any effectiveness.
|
|
Mechanics
|
10-8
|
Excellent to very good.
Demonstrates full command of
spelling, punctuation, capitalization, layout.
|
7-5
|
Good to average.
Occasion errors in spelling,
punctuation, capitalization, layout.
|
|
4-2
|
Fair to poor.
Frequent errors in spelling,
punctuations, capitalization, layout.
|
|
1-0
|
Very Poor.
Fails to address this aspect of
the task with any effectiveness.
|
3.5.2 The Supporting Technique
The supporting
technique to collect the data, the writer used observation, interview,
documentation and library study.
1. Observation
Observation
is used to observe the students and teachers in teaching and learning process.
2. Documentation
Documentation
is needed to know the condition of the students and teachers. It uses to
complete the data.
3. Library Study
The
writer collects some theories that can support the research.
3.6
The Validity and Readability of The Test
3.6.1 The Validity of the Test
To know the
validity of the test, in this research the writer used logical validity by
using the content and construct validity. It means that the test would design
base on the syllabus of the current curriculum and the material of teaching
English as a foreign language.
3.6.2 The
Readability of the Test
In administering a test, it is important to determine an
understandable instruction. It is necessary since there have been some cases in
which students failed to do the test due to their ability to understand the
given instruction. Huges (1989: 39-30) mention some factors to write a good
instruction. First, the instruction should be clear and explicit. Second, it
should avoid the supposition that students all know what is intended. Third,
the test writershould no rely on the students’ power of telepathy to elicit the
desired behavior.
Readability of
writing test contains of:
1. Whether the instruction are understandable or not.
2. Whether the kind of type of writing hortatory exposition
is clear or not.
3. Whether the organization (generic structure) of the
hortatory exposition is understandable or not.
4. Whether writing indicators to be evaluated are clear or
not.
5. Whether are topics are interesting or not.
To know the
readability of the writing test , the writer formulated the following
questions:
1. Do you understand the instruction of the test?
2. Is the kind of essay demanded in this test stated
clearly?
3. Is the organization of the essay demanded in this test
understandable?
4. Are the writing indicators to be evaluated in this test
clear?
5. Are the topics interesting?
To know the test is
readable or not, the try out was given to other students out of the samples
having the same level as the samples. The result is more than 75% of
respondents give “yes” answer to ech item of readability test. It can be
concluded that writing test is readable and it can be used in this research.
TABLE 3
Result of Readability Test
No
|
Question
|
Respondent
|
Total
|
|
Yes
|
No
|
|||
1
|
A
|
30
|
-
|
100%
|
2
|
B
|
30
|
-
|
100%
|
3
|
C
|
28
|
2
|
93%
|
4
|
D
|
24
|
6
|
80%
|
5
|
E
|
29
|
1
|
96%
|
From A question, there is 100% who give YES answer. From B
question, there is 100% who give YES answer. From C question, there is 93% who
give YES answer. From D question, there is 80% who give YES answer and from E
question, there is 96% who give YES answer. The result shows that the items are
readable.
CHAPTER IV
REPORT AND DISCUSSION
4.1
The Prosedure of Research
The research was conducted on October
12nd up to November 14th, 2015. Before conducting the
research, the writer asked permission to the headmaster and teacher of SMA
Negeri 2 Ogan Komering Ulu by giving the research letter and proposal. Then the
writer conducted the research by these following steps:
1. Determining the subject of the research, they were students of SMA
Negeri 2 Ogan Komering Ulu at first semester of eleventh class.
2. Taking the sample from the population.
3. Giving try out test to the students out of the sample to know the
readability of the test.
4. Giving treatment in experimental class by using semantic mapping.
5. Writing test after the treatment was given to get the data.
6. Analyzing the data from the test given and making conclusion.
7. Reposting the result of the research.
4.2
The Report of Research
In this research the writer explains
about The Data Normality Test of the Experimental Class, The Data Normality
Test of Control Class, The Homogeneity Test of Variance, The Hypothesis
Test,The Testing of The Equality of the Average Score, The Testing of the
Difference of Two Average and Discussion.
4.2.1
The Data Normality Test of Experimental Class
From the result and the calculation in
appendix 16, it is known:
The highest score = 95
The lowest score = 66
N =
35
K =
6
P =
5
S1 =
7.27
After analyzing the data, the writer
found that the data have normal distribution because
that is 5.05 < 7.81 or 11.3 (
was lower than
.
at significance level 0.05 is 7.81 and
0.01 is 11.3 and then
is
6.35). So, the H0 or hypothesis was accepted, it means that the data
had normal distribution.
4.2.2
The Data Normality Test of Control Class
From the result and the calculation in
appendix 17, it is known:
The highest score = 81
The lowest score = 49
N =
35
K =
7
P =
5
S2 =
8.68
After analyzing the data, the writer
found
=
12.68,
at
significance level 0.05 = 9.49 and ,
at
significance level 0.01 = 13.3.
Although
> ,
at
significance level 0.05 (12.68 > 9.49), but at significance level 0.01,
(12.68 < 13.3). it means that H0
was accepted and the data had normal distribution.
4.2.3
The Homogeneity Test of Variance
From the calculation in appendix 18, it
is known:
And also it uses the real level 0.05 and
0.01.
For α = 0.05 obtained from
For α = 0.01 obtained from
From the result above,
at
significance level of 0.05 is 2.07 and
at
significance level 0.01 is 2.63, since
(1.43 < 2.07 < 2.63). So, H0
is accepted and it means the sample had the variants quality.
4.3
The Hypothesis Test
From the calculationin appendix 19, it is
known:
Based on the previous calculation, the
writer got:
4.4
Testing of Hypothesis
4.4.1
The Testing of the Equality of the Average Score
From the calculation in appendix 19 it is
known also:
Based on the result above, it was found
that
= 5.30 was higher than
with significance level 0.05 = 2.00 and 0.01 =
2.66. So, H0 was rejected and Ha was accepted. It means
that there is positive influence of using Semantic Mapping towards students’
writing Hortatory Exposition of the eleventh class at SMA Negeri 2 Ogan
Komering Ulu in 2015/2016.
4.5
Discussion
In this research, the writer was focus on
Semantic Technique to help the students in writing ability. The writer was
active in learning process. It means she gave treatment, observation and test
to the students to get the data.
The research was conducted at the first
semester of the eleventh class at SMA Negeri 2 Ogan Komering Ulu in 2015/2016.
In this research the writer applied Semantic Mapping to increase students’
vocabulary to help them in writing ability. After analyzing the data, the
writer found that the average score of students, writing ability in
experimental class who are taught through Semantic Mapping was higher than
students in control class who are learn through teaching by explanation (77.43
was higher than 69.67). In addition the result of
was higher than
with significance 0.05 (4.96 was higher than
2.00). It means that the average score by using Semantic Mapping is higher than
teaching by explanation. Therefore the writer concluded that Semantic Mapping
was able to increase students’ writing ability of eleventh class at SMA Negeri
SMA Negeri 2 Ogan komering Ulu in 2015/2016.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
From the description of the hypothesis
test, the writer was able to make conclusion as follows:
1. Based on the data analysis, it was got 
or 
= 5.30, 
with significance level 0.05 = 2.00 and with significance level 0.01 = 2.66. It means
that Ho is rejected and Ha is accepted because 
(5.30 > 2.00 > 2.66). So we could
conclude that there was an influence of Semantic Mapping
towards students’ writing Hortatory Exposition of the eleventh class at SMA
Negeri 2 Ogan Komering Ulu In 2015/2016.
or = 5.30, with significance level 0.05 = 2.00 and with significance level 0.01 = 2.66. It means
that Ho is rejected and Ha is accepted because (5.30 > 2.00 > 2.66). So we could
conclude that there was an influence of Semantic Mapping
towards students’ writing Hortatory Exposition of the eleventh class at SMA
Negeri 2 Ogan Komering Ulu In 2015/2016.
2. 
Based on the analysis
of the data, the average score of experiment class was 78.29 and the average
score of control class was only 68.14. It means that class which was taught
with Semantic Mapping was higher than class which was taught with teaching by
explanation. So it means also that Semantic Mapping is a
technique that can increase motivation in learning writing especially in
writing hortatory exposition and Semantic Mapping is one of ways that can be
used by the teacher to make the students explore their ideas in teaching
writing.
Based on the analysis
of the data, the average score of experiment class was 78.29 and the average
score of control class was only 68.14. It means that class which was taught
with Semantic Mapping was higher than class which was taught with teaching by
explanation. So it means also that Semantic Mapping is a
technique that can increase motivation in learning writing especially in
writing hortatory exposition and Semantic Mapping is one of ways that can be
used by the teacher to make the students explore their ideas in teaching
writing.
5.2
Suggestion
Based on the conclusion above, the
researcher gives some suggestions to increase the quality of teacing learning
English at second semester of SMA Negeri 2 Ogan Komering Ulu. They are:
1. For the Teacher
·
In teaching writing especially
hortatory exposition, the teacher is suggested to use semantic mapping as an alternative
technique in order to help the students to get new vocabulary easily so that
the students can develop their ideas easily.
·
In teaching writing the teacher
should present in various ways to decrease the students’ boredom.
2. For the Students
The writer suggest that the
students consider the importance of mastering English especially writing
instead of thinking that is difficult to learn. Students should master
vocabulary and the contents of grammar to enrich their writing ability
3. For the School
The writer suggests for the school to increase the students’ motivation
in learning English by providing many collection of English books in library
because it can make the students improve their knowledge.
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