CHAPTER I INTRODUCTION A. Background of the study English is one of the global languages in this world. It is also used by most of the societies of many fields worldwide. By using English people can absorb and develop their mastery in science, technology, and culture. As a developing country, Indonesia has realized that teaching English is an essential subject in providing students to face the real world challenges. That is why it is learnt by and taught to the Elementary school, Junior high school, Senior high school and even at University. Based on the 2013 Curriculum, the purpose of teaching English in senior high school is to develop the students’ ability to communicate using the target language both in oral and written forms that involve the four language skills. They are listening, speaking, reading and writing. 1
Transcript
CHAPTER I
INTRODUCTION
A. Background of the study
English is one of the global languages in this world. It is also used
by most of the societies of many fields worldwide. By using English
people can absorb and develop their mastery in science, technology, and
culture.
As a developing country, Indonesia has realized that teaching
English is an essential subject in providing students to face the real world
challenges. That is why it is learnt by and taught to the Elementary school,
Junior high school, Senior high school and even at University.
Based on the 2013 Curriculum, the purpose of teaching English in
senior high school is to develop the students’ ability to communicate using
the target language both in oral and written forms that involve the four
language skills. They are listening, speaking, reading and writing.
One skill of the learning objectives is writing. The students should
be able to write various text types, such as report, narrative, descriptive,
spoof, analytical exposition, and hortatory exposition. Writing needs some
aspects, such as organization, content, grammar, mechanic and style,
quality of writing. Meanwhile, writing skill is also important for students
because it can help them develop their ideas and logical thinking. So they
have to improve it.
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In relation of this, the observation which the writer has done at
SMA N 4 Magelang shows that the result of XI class’s writing skill test is
not satisfactory yet. Through the data given by the English teacher, the
average standard learning target (KKM) scores is 75. The result of the
average of the English test of XI graders was only 65. Therefore, the
writer is interested to improve their writing skill.
From the above explanation, the writer summarized that there are
internal and external factors that appear during the teaching and learning
process that influence the students’ low writing skill. The internal factors
show that the students are less interested in English. Besides, they have
low motivation to learn English for their daily conversation. Even they
have to be able to develop not only English, but also the other languages,
such as Japan, Arabic, and French.
Organizing and expressing ideas are the main problems which are
faced by students. They cannot arrange the sentences into a good
paragraph. The coherent and cohesion between sentence and paragraph are
not synchronic. Another problem that students face is that they lack of
vocabulary. It makes them difficult to choose or use the appropriate words
or vocabulary in writing. On the other hand, they do not know how to
write in real English. It is caused by their low knowledge of grammar.
For that matter of external factors, the writer finds that the
students’ handbook is limited. They are not using dictionary in English
lesson. The teaching and learning process also influence the achievement
of teaching learning. In fact, the teacher technique which is used in class is
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not in various techniques. It seems that the students being not active and
the class is not interesting. The students also feel bored and sleepy.
Choosing the media, technique or strategy is more interesting to
make the students become active and avoids of making students bored.
There are many kinds of media, techniques or strategies which are used in
teaching and learning process. One of them is using Academic
Controversy technique. By using it, the students are expected to be more
active and also interested in English.
Based on the above explanation, the writer tries to apply a
Academic Controversy technique to improve writing skill especially
hortatory exposition text. The writer will take SMA N 4 Magelang as the
setting of the research. The writer will write a paper with a title of “Using
Academic Controversy Technique to Improve the Hortatory Exposition
Text Writing Skill of the Eleventh Graders of SMA N 4 Magelang in the
School Year 2014/2015”.
B. Identification of the Problems
Based on the background of the study, the writer identifies the
following problems:
1. The students have low motivation to learn English.
2. The students cannot organize and express their idea into good
paragraphs.
3. The students have difficulties in arranging sentences into coherent and
cohesion paragraphs.
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4. The students lack of vocabulary.
5. The students do not know how to write in real English.
6. The students have limited knowledge of grammar.
7. The students’ handbooks are limited.
8. The students are not interested in the teacher’s technique.
9. The teacher’s technique is not varied.
C. Limitation of the Problems
The writer realizes that it is impossible to conduct a research
covering all the above identification of the problems. In this paper, the
writer limits on the difficulties of the students to write hortatory exposition
text. Therefore, the writer uses Academic Controversy Technique to
improve the Hortatory Exposition Text Writing Skill of the Eleventh
Graders of SMA N 4 Magelang in the School Year 2014/2015.
D. Formulation of the Problems
Based on the background of the study which has been stated above,
the writer formulates the problems as follows:
1. Can the use of Academic Controversy technique improve the learning
motivation of the hortatory exposition text writing skill of the eleventh
graders of SMA N 4 Magelang in the school year 2014/2015?
2. Can the use of Academic Controversy technique improve the hortatory
exposition text writing skill of the eleventh graders of SMA N 4
Magelang in the school year 2014/2015?
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E. The Objectives of the Study
1. To know whether the use of Academic Controversy technique can
improve the learning motivation of the hortatory exposition text
writing skill in of the eleventh graders of SMA N 4 Magelang in the
school year 2014/2015 or not.
2. To know whether the use of Academic Controversy technique can
improve the hortatory exposition text writing skill of the eleventh
graders of SMA N 4 Magelang in the school year 2014/2015 or not.
F. The Significances of the Study
The result of this action classroom research is expected to give a
lot of benefits in teaching learning process to:
1. The teacher
The Academic Controversy Technique helps the teacher to teach
writing hortatory text effectively and more interesting.
2. The students
The Academic Controversy Technique makes the students have more
attention and interest in writing class.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Background
1. Motivation
a. Definition of Motivation
Academic motivation as enjoyment of school learning
characterized by a mastery orientation, curiosity, persistence, task-
endogens, and the learning of challenging, difficult and novel tasks
(Gottfried, 1990:525), while Turner (1995:413) argues that
motivation to be synonymous with cognitive engagement, which
he defines as “voluntary uses of high-level self-regulated learning
strategies, such as paying attention, connection, planning and
mentoring.” Motivation can lead person to do actions.
William and Burden (1997:20) say that motivation is state
of cognitive arousal which provokes a decision to act and give rise
to period of sustained intellectual and physical effort, so that the
person can achieve some previously set goal. On the other hand,
Dornyei (2001:56) defines that motivation explains why people
decide to do something, how long they are willing to sustain the
activity and how hard they are going to pursue it.
Based on the above explanations, the writer concludes that
motivation is a state of cognitive arousal which characterized by
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mastery orientation, curiosity, persistence, task-endogen and
learning of challenging that can provokes to do something.
b. Type of Motivation
According to Harmer’s idea (2001:51), there are two types
of motivation:
1. Extrinsic Motivation
Extrinsic motivation is caused by any number of outside
factors such as the need to pass exam, the hope of financial
reward or the possibility of future travel.
2. Intrinsic Motivation
By contrast, come from within the individual. Thus a person
is motivated by the enjoyment of the learning process itself
of by a desire to make they feel better. Most of the writer
methodologist has come to the view that intrinsic
motivation is especially important for encouraging success.
c. How to Measure Motivation
Based on Guttman scale (1990), the result of the test could be
classified into five categories, they are:
Categories Score Precentage
Very High 86-100%
High 70-85%
Fair 60-69%
Low 50-59%
Very Low <50%
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Based on Carla (2005) there are some ways to measure
motivation, they are:
1) Project Test
2) Questionnaire
3) Behavioral Observation
2. Writing
a. Definition Writing
Eltis (1994:17) defines that writing is the representation of
language in a textual medium through the use of a sign or
symbols.
Brown (2000:335) defines that a writing product which is
completed after the process of thinking, planning, drafting and
revising and also demands efforts and specialized skills of
generating ideas, organizing them coherently, making use of
discourse markers and the rhetorical conventions, putting all of
them into one, revising the content for a clearer meaning, and
editing for accurate grammar into final product.
For all of the above definitions, the writer summarizes that
writing is ability or skill of English about decoding ideas, interest,
of feeling in written codes to communicate with the readers
without pressure and to explore experience.
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b. The Importance of Writing
There are many reasons why writing is important. Raimes
(1993:98) explains some reason about the importance of writing.
According to him, writing used to help students in the learning
process. The reason that are as follows:
1. Writing reinforces the grammatical structure, idiom, and
vocabulary that have been thought to the students.
2. When the students write, they necessarily become very
involved with new language, the effort to express.
3. When then students write, they also have a chance to be
adventured with the language, to go beyond what they have
learned and to take risks.
c. The Elements of Writing
Brown (2004:220) pointes out of five components of
writing. They are content, organization, vocabulary, language use
and mechanic.
1. Content
There are at least three things which can be measured in
connection with content, the point are presented and formal
signals given the reader to guide in understanding the topic
fully.
2. Organization
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Organization is the internal structure of a piece of
writing, the thread of central meaning, the pattern and
sequence, so long as it fits the central idea. Organizational
structure can be based on comparison-contrast, deductive
logic, point-by-point analysis, development of a central theme,
chronological history of an event, or any of a dozen other
identifiable patterns.
3. Vocabulary
The choice of vocabulary could describe the writer’s
knowledge. The number of words that is mastered by a writer
could indicate that he/she mastered a number of concepts.
Mastery of vocabulary can improve by writing and listening a
lot.
4. Language Use
It is the elements of grammatical forms, systematically
pattern, and sentence structure consists of phonology,
morphology, and syntax. Phonological roles do not have any
roles in the writing activity, while morphological and
syntactical rules play some important roles in the writing
activity, it deals with effective use of the right affixes,
conjunction, prefixes and composition, the structure of the
sentences.
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5. Mechanics
Mechanic of writing deals with capitalization, spelling
and punctuation. Capital letters are used to start sentences,
name of person, cities, countries, day, and month. The
punctuation has function to make writing clearer for the reader.
The ability to spell correctly can be acquired with a little
persistent practice. The function of the way of writing is to
communicate a massage as clearly and efficiently as possible.
d. The Process of Writing
The most effective way to learn to write is to go it as a
process. Writing is a complex process with a number of operations
going on simultaneously. Deporter and Hernaki (2002:86) argue
that the process of writing contains a number of stages and it can
be grouped into seven major activities. They are:
1. Pre-Writing
It has come to stand for all preparations the writer makes
before the beginning to write or draft. This stage includes, but
it is not limited to perceive a subject, determining a point of
view toward that subject defining the purpose and the audience
gathering information and choosing the best form.
2. Drafting
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Drafting helps someone’s putting the words, sentence and
paragraphs on paper. It is intended to help him make a
preliminary. Survey of the territory the subject of four minds.
They are three principles of drafting:
a) Keep the text fluid as long as possible.
b) Keep the concentration focused on what to say and how to
say it.
c) Balance comfort and concentration to enhance a and b.
3. Sharing
That is the most important thing to do but someone always
ignores it. There are some instructions to be shared.
For the writer:
a) Tell the reader about the aim in writing
b) There is no true and false in sharing, so he does not include
his emotion when he gets feedback. Afterwards he can edit
the feedback.
c) Just listen to the reader’s opinion do not give comment
about the opinion of the reader. If there is no opinion then it
doesn’t need opinions.
d) After the reader finishes giving feedback, he can also ask
some questions to make clear about it.
For the reader:
a. Just read the contents and neglect the grammar, in the
spelling and the mechanic marks.
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b. Tell the writer about some words, phrases and the main
ideas that are good for the reader.
c. Ask question as many as possible.
d. Tell to the writer that it’s successful in writing as aim.
e. Tell how the easy can be better and clearer.
4. Revising
Revising is the something as drafting. It means improving what
you have already written. When you revise, you examine how
tell you first draft make its point and achieves its purpose for its
audience. We can revise it using the reader’s feedback. Then
we read what we have written at another setting of writing
project so he can get the best result.
5. Editing
Editing is dealing with surface errors like grammar, spelling
and mechanics. He must eliminate the surface errors in his
writing. Make sure that he uses appropriate verbs and correct
sentences.
6. Re-Writing
It is writing project and incudes the revising and editing the
result of the writing.
7. Evaluation
Evaluation is checking to make sure about the writing that the
writer has reached the best writing.
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From the above explanation, the writer summarizes that the
writing process is a complex process with a number of operations
going on simultaneously to get the best result. We have to use
appropriate verb and correct sentences to get the clearly meaning
so the reader fell interest.
e. The Type of Writing Performance
Brown (2004:220) shows four types of writing
performance, they are imitative, intensive (controlled), responsive,
and extensive writing.
1. Imitative writing
To produce written language, the learners must attain skills in
fundamental, basic tasks of writing letters, words, punctuation
and very brief sentence. This category includes the ability to
spell correctly and to perceive phonemic-grapheme
correspondences in the English spelling system. It is a level at
which learners are trying to master the mechanics of writing.
At this stage, form is the primary if not exclusive focus, while
context and meaning are secondary concern.
2. Intensive writing (controlled writing)
Beyond the fundamental of imitative writing are skill in
producing appropriate vocabulary within a context,
collaborations and idioms, and correct grammatical features up
to the length of a sentence. Meaning and context are some of
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importance are more concerned with a focus on form and are
rather strictly controlled by the rest design.
3. Responsive writing
Assessment tasks in responsive writing require learners to
perform at a limited discourse level, connecting sentences into
a paragraph and creating logically connected sequence of two
or three paragraphs. Task respond to pedagogical directives
and descriptions, short reports, lab reports, summaries, brief
responses to writing, and interpretations of chart of graphs.
Under specified conditions, the writer begins to exercise some
freedom of choice among some alternatives forms of
expressions of ideas. The writer has developed the
fundamental of sentence level grammar and is more focused
on the discourse conventions which will achieve the objective
of the written text. Form-focused attention is mostly at the
discourse level, with a strong emphasis on context and
meaning.
4. Extensive writing
Extensive writing implies successful management of all
processes and strategies of writing for all purpose, up to the
length of an essay, a term paper, a major research project
report, or even a thesis. Writer focuses on achieving a purpose,
organizing and developing ideas logically, using details to
support or illustrate ideas, demonstrating syntactic and lexical
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variety, and in many cases, engaging in the process of multiple
drafts to achieve a final product. Focus on grammatical form is
limited to occasional editing or proof writing of a draft.
f. Characteristic of a Good writing
Zimmerman and Rodrigues (1992:9) show some
characteristics of a good writing as the following:
General features of good writing:
1) Appropriate for purpose
2) Appropriate for audience
3) Appropriate content
4) Appropriate style
5) Appropriate tone
Specific features of good writing:
1) Effective organization
2) Effective sentence structure
3) Effective word choice
4) Effective visual display or information
3. Text
a. The definition of text
A text is determined by genre (and other semiotic system
are parts of the context of culture) and register (the meanings
associated with the context of situation-field, tenor and mode).
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Furthermore, the oral and written text which people create also act
upon an influence of the context (genres and register) which are
part of the environment of all speakers and writers (Literary and
education research Network, 1990)
Based on Board of Studies NSW (1994), a text is a product
of a particular context of culture and context of situation. It is
necessary to understand a text in term of context in which it is
produced. The difference in text occurs because of the choices are
which are made from the language system. Meanwhile,
Derewianka (1995:17) states that text is only meaning full stretch
of language-oral or written. However not all texts are the same and
a functional model of language tries to describe the ways in which
they differ.
Related to the above explanation, it can be understood that
a text may be in oral or written form that it has meaning given by
the writer.
b. Genre of text
According to Gerrot and Wignell (1994:7) genre can be
defined as a cultural spesific text-type which result from using
language (written and spoken) to help acomplish something. There are
fourteen common genres according to Garrrot and Wignell (1994:192)
opinion. They are recount, spoof, report, description, hortatory
exposition, explanation, duscussion, reviews and commentary. There
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are two types of genre, according to Garrot and Wignell (1994:176),
they are:
1) Story Genres
a) Narrative
It is a non factual text which is used in a variety of models to
amuse, entertain, and to deal with actual or vicarious
experience in different ways.
b) News Story
It is a factual recount text which informs the readers of daily
newspaper about events of the day which are regarded as
newsworthy or important.
c) Exemplum
It deals with incidents that are in some respects out of the
usual.
d) Anecdote
It deals with something unexpected or out of the ordinary, and
to share with others an account of a usual or amusing accident.
e) Recount
It is a text which is to retell events for the purpose of informing
and entertaining.
2) Factual Genres
a) Procedure
It is a factual text which is designed to describe how something
is accomplished through a sequence of action or steps.
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b) Explanation
It is a factual text which is used to explain the processes
involved the evaluation of natural or sociocultural phenomena.
c) Report
It is a factual text which describes the way things are, with
reference to a whole range of phenomena, natural, synthetic
and social in our environment.
d) Discussion
It presents information and arguments for both sides of an
issue, concluding with a conclusion or recomendation based on
the weight of evidence.
e) Hortatory Exposition
It is a text to persuade the reader that something should or
should not be the case.
f) Analytical Exposition
It is a text to persuade the reader that something is the case.
4. Hortatory Exposition Text
a. The Definition of Hortatory Exposition
Gerot and Wignell (1994:67) state that hortatory exposition
is a text which represents the attempt of the writer to persuade the
reader or listener that something should or should not be the case.
Anderson (1997:90) says that hortatory exposition is a
piece of text which represents the attempt of the writer to resent
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one side of an issue. It also defined as a type of text that is used to
explain and interpret, which presents more than one argument in
favor of a judgment.
Based on the above definitions, the writer summarizes that
the hortatory exposition is a text that is used to give information
and explanation in order to persuade the readers or listeners that
something is should or should not be the case.
b. The Social Function of Hortatory Exposition
Hortatory exposition is a factual text is used to put forward
a point of view, or argument or recommendation to persuade the
reader or listener that something should or should not be the case
(Gerot and Wignell, 1995:10)
The social function of hortatory exposition is to persuade
the reader or listener that something should or should not be the
case (Brown, 2004:17)
Related to the above explanations, the writer summarizes
that the social function of hortatory exposition is to explain the
reader or listener that something should or should not be the case
and give suggestion or recommendation.
c. The Schematic Structure of Hortatory Exposition
Schematic structure is the distinctive beginning, middle-end
structure of a genre (i.e. the stages accomplishing a genre’s social
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purpose, the stages may be either obligatory (always present) or
optional (present only under certain condition) (Macken, 1990:44).
Based on Brown’s (2004:21) argument, Hortatory
Exposition text has three schematic structures; those are thesis,
arguments, recommendation.
1) Thesis
Thesis is a statement or theory supported by arguments long
piece of writing or a subject.
Position: it introduces topic and indicates writer’s position.
Preview: outlines the main arguments to be presented.
2) Argument
Argument is a connected series of series of statements or
prepositions, some of which are intended to provide support,
justification or evidence for the truth of another statement or
preposition. Arguments consist of one or more promises are
those statements that are taken to provide the support or
evidence, the conclusion is that which the promises allegedly
support.
3) Recommendation
Recommendation is a praising or commend about some
phenomena. Recommendation states what ought or not ought
to happen.
Based on the above explanations, the writer concludes
that hortatory exposition text has three schematic structures;
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those are thesis, arguments, recommendation. Every
argument consists of points and elaborations.
d. The Linguistic Features of Hortatory Exposition
Language feature is the kind of language which distinguishes the
genre from other. A genre is characterized by the use of certain
language features (Macken, 1990:23)
According to Gerrot and Wignell (1994:18) the language
features of hortatory exposition text are:
1) Focus on generic human and nonhuman participants.
Generic human participant means a human participant
constructed by grammar as having a general identifiable
referent in the context.
Generic non-human participant means a non-human
participant constructed by grammar as having a general
identifiable referent in the context.
2) Uses of mental processes, material processes, relational
processes
a) Mental process
Mental processes are ones of sensing: feeling, thinking,
perceiving. Mental process clauses normally have at least
one participant representing the one who thinks, sees,
likes, wants and so on. It explains what the writer’s
opinion about the issues. E.g. think, believe, and so on.
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b) Material process
Material processes are processes of material doing which
express the notion that some entity physically does
something or physical action. Material processes also
defined as processes of doing and happening and the
actor is the key participants. E.g. construct, can go, and
attend, and so on.
c) Relational process
Relational processes involve states of being including
having. Relational processes are concerned with being,
processing or becoming. It also explains what it should
be. E.g. can keep, don’t, will be, and so on.
3) Use simple present tense
Present tense is used to express habitual or everyday activity.
It indicates a situation that exists right now, at the moment
speaking. It shows that the things are true in general, or
happen sometimes or all the time.
4) Use of modality
Modality is commonly used in argument writings to show
certainty of conclusion. E.g. might, can, will.
Based on the explanations above, the researher point out that
the language features of hortatory exposition text are focus on generic
human and nonhuman participants, uses of mental processes, material
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processes, and relational processes, use simple present tense, and use
of modality.
5. Teaching Technique
In line with Zhang’s (2005: 27) ideas, teaching technique is a
way to learn the information. It is given to the students through a
teacher or via written material.
On the other hand, Larson (2011: 7) defines that the
“technique” in the volume’s title as the methods or actions teacher
carries out in the classrooms, and the “principles” as the thoughts
(beliefs, attitudes, values, and awareness) of teachers that guide
those actions. The teacher may pose issues to the class and the
students respond to brainstorm.
Based on the above explanation, the writer summarizes that
teaching technique is a way to give information to the students and
make job done in the classroom to lead the students achieve the
target languages. It stimulate the students to brainstorm in class via
written material.
6. Academic Controversy Technique
a. The History of Academic Controversy Technique
The Academic Controversy technique was originally
developed by Yasuo Matsumura, Director of the Clover
Management Research (Japan). This technique is based upon the
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use of analytical capacities and helps to generate a great number of
ideas that will possibly provide the best solution to the problem to
be addressed by the management group. The Academic
Controversy technique as brainstorming technique. The point is
that by organizing his thinking around loosely-connected themes,
Darwin expanded his thinking by inventing alternative
possibilities and explanations that, otherwise, may have been
ignored. The technique helps you to diagrammatically mimic
Darwin’s thinking strategy by organizing your thinking around
significant themes. You start with a central subject and expand
into themes and sub-themes, each with separate entry points. In
Academic Controversy, the petals around the core of the blossom
are figuratively “peeled back” one at a time, revealing a key
component or theme. This approach is pursued in ever-widening
circles until the subject or opportunity is comprehensively
explored. The cluster of themes and surrounding ideas and
applications, which are developed in one way or another, provide
several different alternative possibilities.
b. Definition of Academic Controversy Technique
Michalko (1994) explains that the Academic Controversy is
created by Yasuo Matsumura of Clover Management Research in
Chiba City, Japan. This technique calls for you to start with a
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central subject and expand that subject into themes and sub-
themes, each with separate entry points. Academic Controversy is
a technique that organizes creative thinking around core themes.
This technique is based upon the use of analytical capacities and
helps to generate a great number of ideas that will possibly provide
the best solution to the problem to be addressed by the
management group.
Academic Controversy technique can also be used in
scenario planning and is very useful for forecasting strategic
scenarios. It is designed for groups and is used to provide a more
in-depth look at various solutions to problems. It begins with a
central core idea surrounded by eight empty boxes or circles.
Using brainstorming, eight additional ideas (solutions or issues)
are written in these boxes. In the next step, each of these eight
ideas becomes the core of another set of eight surrounding empty
boxes, which are filled in by new ideas using brainstorming. The
process continues until a satisfactory solution or a sufficient
number of ideas have emerged (Higgins, 1996).
According to Sain’s opinion (2011), Academic
Controversy technique is a powerful technique for brainstorming
and organizing your ideas that revolve around a core topic. The
principle is very elegant. You start with an idea and expand it into
various topics by placing them surrounding the original idea. This
organization will give you a balanced view of your ideas and their
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relationships. Each of the sub-topics can be expanded further by
considering it as a new topic, and the process continuous.
Academic Controversy technique is intended to make you
to look for a multiplicity of ways to approach a problem (Dubrova,
2012).
Based on the above definitions, the writer concludes that
Academic Controversy technique is a kind of Brainstorming that
will help you to organize your ideas that start with a central
subject and expand that subject into themes and sub-themes, each
with separate entry points.
c. The Importance Aspect of Academic Controversy Technique
The importance aspect of this technique is that it shifts you
from reacting to a “static” snapshot of the problem and will
encourage you to examine the significant themes of the problem
and the relationships and connections between them. Sometimes
when you complete a diagram with ideas and applications for each
theme, a property or feature not previously seen will emerge.
Generally, higher level properties are regarded as emergent. When
you diagram your problem thematically with ideas and
applications, it enhances your opportunity to see patterns and
make connections. The connections you make between the themes
and ideas and applications will sometimes create an emergent new
property or feature not previously considered
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d. How to add value to your organization
Suppose, for example, you want to create more value for
your organization by increasing productivity or decreasing costs.
You would write “add value” in the center box. Next, write
the eight most significant areas in your organization where you
can increase productivity or decrease costs in the circles labeled A
to H that surround your central box. In the writer’s example, the
writer selected the themes “suppliers,” “travel expenses,”
“facilities,” and “evaluation.” For instance, in the sample diagram
the word “technology” in the circle labeled A, serves as the theme
for the lower middle group of boxes. Each area now represents
a theme that ties together the surrounding boxes. For each theme,
try to think of eight ways to add value. Phrase each theme as a
question to yourself. For example, ask, “What is technology?”, “In
what ways might we use technology to increase productivity?” and
“In what ways might we use technology to decrease expenses?”
Write the ideas and applications in the boxes numbered 1 through
8 surrounding the technology theme. Think of eight ideas or ways
to make personnel more productive or ways to decrease personnel
expenses, eight ideas or ways to create more value for your
delivery methods, your facilities and so on. If you complete the
entire diagram, you’ll have 8 new ideas or ways to increase
29
productivity or decrease expenses. When you write your ideas in
the diagram, you’ll discover that ideas continually evolve into
other ideas and applications, as ideas seem to flow outward with a
conceptual momentum all their own.
e. Steps for Making Academic Controversy Diagram
Michalko (1994) stated that Academic Controversy
diagram can be broken down into four major steps:
Figure 3-10: Academic Controversy
1. Draw up a Academic Controversy diagram (Figure 3-10) made up of
a square in the center of the diagram (the pistil) and eight circles
(petals) surrounding the square;
2. Write the central idea or problem in the center of the diagram
(yellow square);
3. Look for ideas or solutions for the central theme. Then write them in
the flower petals (pink circles).
4. The main ideas were written in the circles all-round the main square.
f. The Example of Teaching Writing Using Academic
Controversy Technique
30
The example of teaching writing, especially hortatory
exposition text using Academic Controversy Technique as follow:
1. Select interesting topics that students can easily understanding
and familiar.
2. Divide the class in to pairs.
3. Ask to the students to prepare stationary and dictionary.
4. Teacher explains the hortatory exposition text first. It consists
of: 1) Social function
2) Generic structure
3) Linguistic features
5. Teacher asks the students to make Academic Controversy
diagram.
6. Teacher asks the students to choose a topic for a pair then
discuss the topic.
7. Write the main idea or the topic in the center of the diagram.
8. The A and B‘s circles are for thesis, the C, D, E, F, G’s are for
arguments, and H’s circles is for recommendation.
9. After that the students make a hortatory exposition text
according the main idea in the Academic Controversy diagram
to be a good paragraph individually.
g. The Example of Making Hortatory Exposition Text Using
Academic Controversy Technique
31
1. Draw up a Academic Controversy diagram made up of a
square in the center of the diagram (the pistil) and eight circles
(petals) surrounding the square. (figure g.1.)
Figure g. 1.
2. Write the central idea, smoking, for example, in the center of
the diagram (Yellow Square). (figure g.2.)
Figure g.2.
3. Look for thesis, arguments, and recommendation for the main
idea.
4. Write the main idea for thesis in the 1st and 2nd circles, the
arguments in the 3rd, 4th, 5th, 6th, 7th and 8th circles and
recommendation in the last circle. (figure g.3.)
smoking
smoking
the factof tobbaco
nasty diseases
Try to smoke
Never try smoking
Be a smoker
32
Figure g.3.
5. Write a hortatory exposition text according to the ideas in the
Academic Controversy diagram.
NEVER TRY SMOKING
A lot of people, especially teenagers, who do not
smoke, always want to try smoking. They know it is bad for
them and all, but it is just something they want to try. So they
ask one of their smoker friends for a cigarette. Admittedly,
they firstly cannot light it on their own so they ask his friend to
do it. Then they inhale that cigarette and smoke occasionally.
Apparently that makes them the born smokers. Now
they do smoke fairly regularly. They cannot avoid smoking
and they enjoy too. They have smoker friends. Every day they
bring a pack in their pocket. For them, a pack of cigarette is as
important as a wallet for their money.
Suddenly, for certain reason, they realize the fact that
tobacco is the cause of a long list of nasty diseases. It is not
only heart disease, stroke, and chronic lung disease but also
bladder, lung, and pancreatic cancer. Even it was reported that
around 400,000 Americans died each year. It was one every 80
seconds from tobacco-related illnesses.
stop smoking
nicotinesymptoms
33
Then they decide it is stupid to harm selves. They want
to quit smoking. Unfortunately, they find that quitting smoking
is so difficult. “Why can't I stop smoking? I really want to stop
it”. It is hard to quit because nicotine is powerfully addictive.
Cigarette is one of the most efficient drug-delivery devices
ever devised. As result, when people try to quit smoking, they
often experience classic nicotine withdrawal symptoms such as
anxiety, irritability, headache, depression, and restlessness.
Well, still want to try smoke? Think the facts before
trying! If you are not smoker, you should never and never try
to smoke.
h. When to use Academic Controversy Technique
1. Use it when you want to develop creative ideas.
2. Use it when you are having problems creating more ideas.
3. Use it when you are trapped by a single mode of thinking.
4. Use it to create seeds of ideas that can trigger further good
ideas.
i. The Advantages of Academic Controversy Technique
1. The Academic Controversy technique is enjoyable because it
draws some table so the students will not bored.
2. It focused brainstorming.
34
3. Ideas are explored in two levels - thus a deeper analysis can be
done quickly.
4. It generates & captures more ideas.
5. It can build on each other’s ideas.
6. Inherently democratic process.
j. The Disadvantages of Academic Controversy Technique
1. Academic Controversy technique requires much time, moving
towards.
2. Only the popular ideas are captured and these are further
explored.
3. Students may have difficulties to choose a new idea in every
Academic Controversy diagram.
B. Conceptual Framework
Writing is one of four skills that have difficulties to develop
because it is needed organization, content, grammar, mechanic and style,
quality of writing. Meanwhile, writing skill is also important for students
because it can help them to develop their ideas, opinions and logical
thinking in written symbol. The students are provided to be able to
understand and create various texts. One kind of texts that they learn in the
class is descriptive text.
In fact, some problems appear which influence the students’
writing skill. They are less interested in English. They also have low
35
motivation in writing text. The other problems is organizing and
expressing the idea into a good paragraph. Moreover, they are lack of
vocabulary so it makes them face difficulty to choose the appropriate
words.
In relation to this problem, the writer makes attempt to apply a
technique in teaching writing that is Academic Controversy Technique. By
using Academic Controversy Technique in teaching writing, especially
hortatory exposition text, can expect to be able to motivate students in
learning process hortatory exposition text. Academic Controversy
technique can force the students to get ideas in writing hortatory text. The
students will be more active and improve their writing ability, knowing,
exploring, building and understanding more new ideas in every Academic
Controversy diagram. Hopefully, there will be an improvement of
students’ writing skill, motivation and teacher’s problem in teaching
writing will be solved.
C. Action Hypothesis
Based on the above presented theories and framework, the
hypothesis proposed is:
1. The use of Academic Controversy technique can improve the learning
motivation of the hortatory exposition text writing skill of the eleventh
graders of SMA N 4 Magelang in the school year 2014/2015.
36
2. The use of Academic Controversy technique can improve the hortatory
exposition text writing skill of the eleventh graders of SMA N 4
Magelang in the school year 2014/2015.
37
CHAPTER III
RESEARCH METODOLOGY
A. Type of the Research
The type of this research is quantitative research. It is included
Classroom Action Research (CAR). CAR is a kind of research having
function to improve the existing classroom condition of writing skill. The
principle of carrying out this research is to collect and interpret data that
involve a clear, repeated cycles. It means that classroom action research is
carried out to improve and make up the learning condition and situation in
order to make something better than before.
1. A Brief View of Classroom Action Research
a. Definition of Classroom of Classroom Research
Based on Burns (2009) action research is part of a board
movement that has been going on in education generally for some
time. It is related to the ideas of ‘reflective practice’ and ‘the
teacher as researcher’. Action research involves taking a self-
reflective, critical and systematic approach to explore teaching
contexts. It do not mean being negative and derogatory about the
way people teach, but taking a questioning and ‘problematizing’
stance towards their teaching. For example, the term,
problematizing, does not imply looking at people teaching as if it is
ineffective and full of problems. Rather, it means taking an area
36
38
people feel could be done better, subjecting it to questioning, and
then developing new ideas and alternatives. So, in action research,
a teacher becomes an ‘investigator’ or ‘explorer’ of his or her
personal teaching context, while at the same time being one of the
participants in it.
The central idea of the action part of action research is to
intervene in a deliberate way in the problematic situation in order
to bring about changes and, even better, improvements in practice.
Importantly, the improvements that happen in action research are
ones based on information (or to use the research term, data) that
an action researcher collects systematically. So, the changes made
in the teaching situation arise from solid information rather than
from hunches or assumptions about the way we think things are.
B. The Subject of the Research
The subject of this research is the eleventh graders of SMA N 4
Magelang in school year 2014/2015. In The writer took XI-A1. There are
27 students which consist of 19 females and 8 males. Based on the writer’s
observation, those class had low score is English term, especially in
hortatory exposition text writing skill. Their achievement could be seen on
daily tests and English final test. Some students got good mark, but some
got bad. The average score of the writing test of this class was 62, less
than the standard score of the learning target (KKM) which is 70.
C. Setting of the Research
39
The writer carried out the research in XI-IA 1 class of SMA N 4
Magelang. It is located at Jendral Sudirman Street No 173, Temanggung
regency, Central Java, Indonesia. The English teacher of SMA N 4
Magelang is Dewi Susanti, S. Pd. This school has 76 teachers and 5
teachers of English. It has 11 classes in X grade, 12 classes in XI and 10
classes in XII, so there are 33 classes. In every grade, there will be science,
social, language, and religion, except X grade. The writer did the research
on April 2014.
D. The Procedure of the Research
The action research was conducted through Pre Cycle and two
cycles. Each cycle consisted of four stages, theye are planning, acting,
observing and reflecting. Before the writer gave the treatment, the writer
gave writing test in Pre-Cycle test to know how high the hortatory
exposition text writing skill of the eleventh graders of SMA N 4
Magelang. The four stages on each cycle will be clearly explained as
follows;
1) Pre-Cycle
The Pre-Cycle was conducted at the beginning of the research
before the three cycles. There were two activities in this cycle,
observation and test. The first activity was observation. The teacher as
collaborator would teach the students as usual. Then, the writer started
40
to observe the teaching-learning process in class to know students’
motivation in learning activity.
The second activity was test. The purpose was to check the
students’ weakness and strength in writing skill whether they were
understood or not with hortatory exposition text.
2) Cycle I
Based on the result of Pre-cycle test, the writer gave the
action in Cycle I by using Academic Controversy Technique. In cycle
I the writer did some activities as follows:
a. Planning
The aim of this stage was to plan teaching learning process
in order that there was improvement activity and writing skill.
Based on the result of analyzing the problem in the pre-cycle, the
writer did some preparation, they were:
Making a lesson plan, observation and questionnaire sheets.
Preparing the materials.
Making a cycle I test of hortatory exposition writing test.
Doing documentation.
b. Acting
In this stage the students were taught using Academic
Controversy Technique. This action was done to know the
improvement of students’ writing skill in two cycles. The
41
procedure of teaching-learning process in Cycle I was explained as
follows:
1. Pre - Activity
a. The writer greeted the students.
b. The writer asked about the previous meeting.
c. The writer checked the student’s attendance.
d. The writer motivated students by telling the purpose of
writing comprehension on hortatory exposition text.
2. Main Activity
a) Exploration
a. The writer gave the students a model of Academic
Controversy technique before asked them to practice it
themselves.
b. The writer defined hortatory exposition text in details.
b) Elaboration
a. The writer gave an example of hortatory exposition text
using Academic Controversy technique.
b. The writer asked the students to make Academic
Controversy Technique diagram.
c. The writer asked the students to choose a topic for a
pair then discuss the topic.
d. Drew up a Academic Controversy diagram made up of
a square in the center of the diagram (the pistil) and
eight circles (petals) surrounding the square.
42
e. Wrote the central idea or problem in the center of the
diagram (yellow square).
f. Looked for ideas or solutions for the central theme.
Then wrote them in the flower petals (pink circles).
g. After that the students made a hortatory exposition text
according the main idea in the Academic Controversy
technique diagram.
h. The writer gave the students Cycle I test.
c) Confirmation
a. The writer asked the students whether they had
difficulties or not.
b. The writer gave feedback to the students based on the
material that they had learned.
3. Post Activity
a. The writer gave questionnaire to the students.
b. The writer closed the meeting.
c. Observing
The collaborative teacher observed the students in learning
activity using an observation sheet. Then the she also took
photograph during the teaching learning process. The result of this
photograph was used as the image of immortalized students during
learning process.
d. Reflecting
43
Reflection was the activity of evaluating critically about the
progress or change of the students, class and also writer. The writer
made reflection in the cycle I based on some formal questionnaire
with the students and observation sheet, to decide and repair of
learning in Cycle II.
3) Cycle II
Based on the reflection in Cycle I, the writer decided to
continue the treatment in Cycle II in order to improve the students’
writing skill by using Academic Controversy Technique. The
process similar to the Cycle I but in Cycle II the theme was different.
a. Planning
Cycle II was done based on the analysis of the first cycle.
The writer tried to revise the lesson plan and teaching activity with
different theme. There was a test and observation sheet for
evaluation.
b. Acting
In this stage, the writer recalled the material and continued
the steps about Academic Controversy Technique.
1. Pre - Activity
a. The writer greeted the students.
b. The writer asked checked the student’s attendance.
c. The writer motivated students by telling the purpose of
writing comprehension on hortatory exposition text.
2. Main Activity
44
a) Exploration
a. The writer gave question to the students related to
the material of the hortatory exposition text.
b. The writer explained to the students what a
hortatory exposition text was more detail.
c. The writer explained how to use Academic
Controversy technique more detail.
b) Elaboration
a. The writer gave an example of hortatory
exposition text using Academic Controversy
technique.
b. The writer asked the students to make
Academic Controversy Technique diagram.
c. The writer asked the students to choose a topic
for a pair then discuss the topic.
d. Drew up a Academic Controversy diagram
made up of a square in the center of the diagram
(the pistil) and eight circles (petals) surrounding
the square.
e. Wrote the central idea or problem in the center
of the diagram (yellow square).
f. Looked for ideas or solutions for the central
theme. Then wrote them in the flower petals
(pink circles).
45
g. After that the students made a hortatory
exposition text according the main idea in the
Academic Controversy technique diagram.
h. The writer gave the students Cycle II test.
c) Confirmation
a. The writer asked the students whether they had
difficulties or not.
b. The writer gave feedback to the students based on
the material that they have done before.
c. The writer gave the students Cycle II test.
3. Post Activity
a. The writer gave questionnaire to the students.
b. The writer closed the meeting by giving some
conclutions.
c. Observing
The collaborative teacher observed the activity of students’
learning process by using an observation sheet. The wreiter gave
writing test in second cycle. The test was different from the
previous test to know good or bad of students understanding in
learning process in writing skill using Academic Controversy
technique.
d. Reflecting
In the end of the cycle, reflection was done to know the
improvement of students’ writing ability using Academic
46
Controversy technique. The writer also analyzed the result of
observation sheet, questionnaire and students’ worksheet. The
above data was used to know whether Academic Controversy
technique was successful in improving students’ writing hortatory
exposition text and did not continue the research in the Cycle III.
E. Technique of Collecting Data
To collect the data, the writer used two techniques, they are non-
test and test.
1. Technique of Non-Test
a. Observation
Observation checklists were used to know the students’
behavior and the writer’s performance in teaching learning process.
The used of observation checklist helped the writer to observe the class
situation. The writer used the result of the observations in Pre Cycle,
Cycle I and Cycle II to know whether there was students’ writing
ability change or not using Academic Controversy technique.
The data of observation is concentrated to support the result of
the students’ test.
Table I: The observation sheet
No Behavioral Types Observation Focus Number of students
Total students
Percentage(%)
1.
The motivation of the students to hear the writer’s explanation
1 The students pay attention to writer’s explanation 27
2 The students ask the material 273 The students comment on
the material 27
4 The students make notes 275 Students answer the writer’s
question 27
2. The motivation of the students during
1 The students have motivation in hortatory
27
47
hortatory exposition text writing learning process
exposition text writing class2 The students involved in
hortatory exposition text writing class
27
3 The students discuss the hortatory exposition text writing in class
27
3. The motivation of the students do the assignment was given by writer
1 The students do the assignment of writing hortatory exposition text
27
2 The students can finish the test within a given time 27
b. Questionnaire
Questionnaire was a list of questions which has to be answered
by the students to get information. The questionnaire would collect the
data on information based on the needs, interest, like and dislike about
the teaching-learning process.
THE QUESTIONNAIRE SHEET GUIDANCE
No Questions Yes No1. Do you like studying English?2. Do you think that writing is important?3. Do you think that writing English text is difficult?4. Does your writer explain the material clearly?5. Are you able to understand the writer’s explanation well?6. Are you bored with the writer’s explanation?7. Are you able to understand the material after the writer
uses Academic Controversy Technique?8. Do you like Academic Controversy Technique?9. In this research, do you feel that this technique can
improve your writing skill?10. Do you have high motivation after the writer uses the
Academic Controversy Technique?
c. Documentation
Documentation was used to get data such as the name of the
students and its scores. The writer also took photographs during
teaching-learning process using Academic Controversy Technique.
2. Test
48
The writer used essay or composition test in the end of every
cycle. The purpose of the test would measure the student’s progress
and the result of teaching-learning. The test focused on how the
students should write a hortatory text using Academic Controversy
Technique.
The writing assessment of the research as follows:
Writing elements Score Criteria
Content
20-18
17-1514-1211-6
5-1
Use clearly appropriate details to support or illustrate ideas.Use details to support or illustrate an idea.Use some details to support or illustrate an idea.Inappropriate or insufficient details to support or illustrate generalization.Little or no detail or irrelevant specifics.
Organization
20-1817-1514-1211-65-1
Well organized and well developed.Generally well organized and developed.Adequately organized and developed.Inadequate organized and development.Serious disorganization and development.
Vocabulary
20-1817-1514-12
11-65-1
Demonstrate variety and appropriate word choice.Demonstrate some variety and range vocabulary.May contain some errors that occasionally obscure meaning.Noticeably in appropriate choices of word form.Serious problem with focus.
Language
20-1817-1514-12
11-6
5-1
Display consistency facility in the use of language.Display facility the use of language.Demonstrate adequate but possibly inconsistent facility with usage.An accumulation of error in sentences structure and/or usage.Serious and frequent error in sentences structure or usage.
Mechanics
20-1817-15
14-12
11-65-1
Effectively addresses the writing tasks.Addresses some parts of the task more effectively than others.Address the writing topic adequately but many slight part of the task.Error in sentence punctuationSevere spelling problems
According to Brown’s concepts (2004:129), the result of the test
could be classified into five categories as follows:
Analytic rating score
49
No. Category Span of Score
1. Very good 85-100
2. Good 70-84
3. Fair 60-79
4. Poor 50-59
5. Very poor <50
(Sources: Brown, 2004:135)
F. Technique of Analyzing Data
Techniques of analyzing data that the writer used:
1. Fowler’s Formula
To analyze the quantitative data and to calculate the mean
of scores, the writer used Fowler’s formula as follows:
M=SSR
Explanation:
M : Mean
SS : Students’ score
R : Respondent
The data analysis was compared with the score of pre-cycle
test, posttest Cycle I and Cycle II. The result of this research gave
description about improving students’ hortatory exposition text
writing skill in each cycle.
2. Descriptive Analysis
To analyze the qualitative data, the writer used descriptive
analysis. It was also used to know the improvement of students’
50
hortatory exposition text writing skill using Academic Controversy
Technique.
G. The Performance Indicator
The performance indicators of this research were:
1. At least 75% of the students were motivated in learning hortatory
exposition text writing skill process.
2. At least 75% of the students got 70 score or higher in writing test.
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CHAPTER IV
RESULT AND DISCUSSION
A. The Result of the Research
The results of the research were divided into test and non test. The
result of test were divided into Pre-Cycle, Cycle I and Cycle II test. The
results of non-test data are obtained from observation, questionnaire and
documentation.
1. The Result of Pre-Cycle
a) Test
The result of Pre-Cycle test had the function of knowing the
students’ hortatory exposition text writing skill before the writer
applied the action. The result of Pre-Cycle test could be seen on
table 4.1 below.
Table 4.1: The Result of Pre-Cycle Test
No Category Span of Score Frequency Sum of score Percentage
