5. LITERATURE REVIEW 5.1. The Concept of Teaching
Teaching is an activity or process of transfering and delivering a knowledge to the students. There are many definition of teaching such as the one given a guide book by Dewi kartika Sari (Introduction to linguistic, 2014:5) state that teaching is “showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand. According to Brown (2000:7), teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition for the learning. It means that the teachers have function are as facilitator, guide, motivator, and manager. As a facilitator, a teacher provides facilities such as circumtances, equipment, that make students are possible or easy learn. As a guide, a teacher shows or helps students to learn how to do something and understand knowledge. As a motivator, a teacher stimulated the interest of learners and as manager, a teacher arranges information and environment for students to learn. Based on explanation above the writer can be concluded that, teaching is the process to delivering and transfering the knowledge to the students by teacher as facilitator, guide and motivator using the combination of art, science and skill.
5.2.The Concept of Writing
Writing is one of four skills that is reputed hardest for some people. In fact, it is not easy as we always think. The writing skill is the most difficult skill to be learn, because it needs hard thiking in producing words, sentence and paragraph at the same time. Sometimes students feel difficult to organize their ideas. Furthemore, many students make some mistake and face difficulties to build and develop their imagination. According to Taylor (2009:12), writing is not marely a skill we employ to record our knowledge, but the very moment at which we confront what learning and understanding are all about. It means that, when you first write something, you have already been thinking about what you want to say and how to say it. Then after you have finished writing, you read over what you have written and make changes and corrections. You write and revise and write and revise again until your writing has certain characteristics of writing exactly. Sharples (1999:121) states: Profesional writing is a solitary activity. The writer must rely on their own mental resources and find the time for uninterrupted work. The successful they become, the more they need to create a structure to the working day, one that forms a barrier againts interruption by publisher, agent, jurnalist, and readers and allow them to slide rapidly into a productive frame of mind. From the ideas previously, the writer concludes that writing is an activity to share our knowledge or an activity to share or explore the
writer’s ideas or something that we have thought into written form by using the rules of writing exactly. It is really not easy work to do. In writing a paragraph we need to thinking, asking question and reading many sources to know the truth of the information when we will write.
5.3. The Concept of Paragraph
According to Oshima and Hogue (2007:3) a paragraphs is a group of related statement that a writer develops about a subject. The first sentence states the spesific point, or idea, of the topic. A paragraph has three parts namely: a topic sentence, supporting sentence and concluding sentence. In a paragraph the topic sentence is the most important sentence in a paragraph. It tells about the topic which is going to discuss. Oshima and hogue (2007:39) state t hat topic sentence has two parts, a topic and a controlling idea. The topic names the subject to the paragraph will say about the topic. The position of the topic sentence is usually in the first sentence in a paragraph. The following are the tips to help write a good paragraph based on oshima and Hogue (2007:47): a) Begin with a conclusion signal. b) Remind what you have read by use the following methods:
Repeat the idea in the topic sentence in the diffrent word. Don’t just copy the topic sentence
Summarize end a paragraph of points of the paragraph
c) Never end a paragraph of poits of the paragraphs Based on the explain above, the writer can be concludes that paragaraph is a group that has related sentences one each other and has three part: 1) Topik sentence, 2) Supporting sentence, and 3) concluding sentence. And paragraph also is the collection from the sentences that has meaning which is related of one each other.
5.4. The Concept of Descriptive Paragraphs
Descriptive text is a text which gives a description about something or someone. Its purpose is to describe a particular person, place, or thing. According to Pardiyono (2007:34), Descriptive text is a type of written text, which has specific the function to give description about an object (human or non human). According to Hami (2011:16), there are two keys to write good description. The first key is to use space order, and the second key is to use specific detail. In space order, students might describe something from top to bottom or from left to right. For example, when they describe a person, they could start from the person’s hea d until the person’s feet. The second key to writing good description is to the specific detail. It’s means that when students describe something, they must be ilustrate the things detail until the reader can imagine the things itself. According to Pardiyono (2007:36), there are some Generic Structures of Descriptive Text: 1) Identification
The form of statements that describe the object to be described.
The statements should be interesting, capable to provoking the readers to be interested to read the description completely.
The use of adjectives or degree of comaparison is helpful.
2) Description
Given the picture of the condition of the object can been reviewed from some aspect, such as: Location, means of transport, people, weather, size, etc.
Grammatical Patterns: a. Present tense, present perfect tense b. Verb, be ( is,are), have linking verbs ( seems, looks, sounds, like) c. The use of the adjectives that have a fuction to describe or ilustrate the condition of the object.
Based on the explain above, the writer can be conclude that Descriptive text is a kind of text that describe about something. The purpose is to describe and reveal a particular person, place, or thing. This text have a two generic structur, Identification and Description.
5.5. The Concept of Wholesome Scattering Game
Wholesome scatering game is one of game that is interesting and useful to increase the students’ writing ability. In this game the students are given some keywords to stimulate their writing ability. The students can find ideas to write sentence or paragraphs from keyword. Wholesome scattering game is a game which students predict the content of passage and duplicate sentence by using single word that have been given by the teacher. According to Hess as copied in Hami (2011:23), students on occasion not only predict the content of the passage they are about to read, but also almost duplicate sentences, which actually appear in it. Teachers might find that the first step of arranging the words in weird and unusual ways is fun and takes quite a while. It is worth the effort. Students will not quickly forget these words. According to Hami (2011:23), before the teacher performs the main activities in playing wholesome scattering game, the teachers should be prepare the instrument early. The teachers can chooses tweleve to the sixteen keyword from the paragraph that is going to read with the students in the class. 5.5.1. The Adventages and Disadvenatges of the Wholesome Scattering Game
According to Hess (1991), There are some adventages of wholesome scattering game in teaching writing descriptive paragraph, namely:
1) To stimulate students’ ideas to write sentence. Students usually have the blank idea when they are thought material. In this game, students will be given some keyword to stimulate their brain. They hoped can get some ideas in writing descriptive paragraph. 2) Easy to be prepared. When teachers want to use a media in their learning activities, they have to decide whether it is difficult to prepare or not, and wholesome scattering game is a simple game because this game easy to be prepared. The teachers prepare some keyword appropriate for material. 3) The students can develop their text based on keyword that have been given by the teacher. Although Wholesome Scattering Game has many adventages, Wholesome
Scattering
Game
also
has
some
limitation
or
disadventages as follows: 1) The teachers need more time to collect and prepare the keyword appropriate for material before teaching and learning process. 2) The students still have limitation by the keyword that have been given by the teacher in organizing sentences. 5.6. Procedure
of Teaching Writing through Wholesome Scattering
Game
This following is procedure of Wholesome Scattering Game: 1) Ask three to five students to come in the board. Their task is to write down the words related with descriptive text that the teacher dictates.
Every students write each word, so that each word is written as many times as there are students at the board. They scatter the words in the board randomly. Some will be written horizontally, vertically, others in shapes, and others upside down. Don’t comment on spelling in the stage. Some students will change their spelling as they observe how the students nxt to them has spelt a word or as they are corrected by others in the class. 2) While the students in the board are doing this game, the others students in their seat can produce their own arranggaments of the word on paper or their notebook. They can arrange the words into a good desciptive paragraphs. 3) When the teacher has finished dictating the words, the students who write down in the board return to their seat. 4) The teachers ask to the students, if anyone in the class have a produce particularly unusual arrangement of the word. If there are volunteers, the teacher ask them to display their arrangements. 5) The teachers goes over the words on the board, eliciting correct spelling and meaning. 6) The teachers ask to the students (in pairs, group or individually) to write as many sentences as possible using the words on the board. They should try to put more than one of the words in each sentences. Tell them that they have only twenty five minute to arrange descriptive text.
7) The teachers should stop them, when the time is up and ask them to tell in front of the class, how many sentence they have succeeded in writing. 8) At the end of the game, the players who has score the most point is declared is the winner. This score based on the matrix assessment for students’ writing ability. In this part the writer divided procedure of teaching learning into three steps, such as: Pre-Activities, Whilst-Activities, and Post-Activities. Lesson plan to teach Wholesome Scattering Game: 1) Pre-Activities
Greeting a. The teacher greeted the students b. The teacher checked the students attendance c. The teacher told the objectives of the lesson writing d. The teacher told the theme and asked the students about some question just to have warming up activities.
2) Whilst Activities
Presenting the materials
a. The teacher explain about descriptive paragraph b. The teacher explain about Wholesome scattering Game
c. The teacher showed to the students about the example of Wholesome scattering Game d. The teacher ask to the students to discuss and predict the sentence that the teacher have been given keyword that related with descriptive paragraph 3) Post-Activities
a. The teacher and the students make a conclusion about the connection between Wholesome scattering Game and Descriptove Paragaraph b. The teacher give a chance to the students to ask about the material that they still confused or they have not understand about that. c. The teacher evaluated the students achievement
5.7. Related Previous study
In this part, the writer describe the similarities and diffrences between the writer’s study and other’s study done.
5.8. Hypotesis of the Study
According to Fraenkel and Wallen (1990:40), Hypotheses is a prediction of some sort regarding the possible outcomes of a study. The
hypotheses
of this study are in form null hypotheses (Ho) and the
alternative hypotheses (Ha), as a stated below: a. Null Hypotheses (Ho) It is not effective to teach writing descriptive paragraph through Wholesome Scattering Game to the eighth grade students of state high school 16 of palembang. b. Alternative Hypotheses (Ha) It is effective to teach writing descriptive paragraph through Wholesome Scattering Game to the eighth grade students of state high school 16 of palembang.
5.9. The Criteria of the Testing the Hypotheses
In this study, the hypotheses would be tested by critical value of t in tdistribution table (Hacth and Farhady, 1982:272). The creteria for testing hypotheses depends on number of sample analyzed, they are with 0,05 significance level and with one-tailed test, with 30 students as a number of sample and critical value is 1,699. If t-obtained is equal or higher than t-table, it means that the study hypotheses (Ha) can be acceptable or successful and null hypotheses (Ho) should be rejected. In other words, if – table is higher than t-observed, it means that the null hypotheses (Ho) can be acceptable and the alternative hypotheses (Ha) should be rejected.
