CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer discusses about related studies, the definition of

writing, the process of writing, the structure of writing paragraph the Concept

Mapping, recount paragraph, teaching writing at Senior High School, procedure of

implementing Concept Mapping in teaching writingand writing assessment.

A. Related Studies

There are some previous studies related to this topic.They are as follows:

Astudy was conducted by Desimah. The results showed thatthe ability level of the

second grade students of SMP Muhammadiyah Palangka Raya in making recount text

in term of content is fair and in terms organization is fair, in terms of vocabulary is

fair, in terms of grammar is fair and in terms of spelling is fair. Generally, it can be

concluded that the problems in making recount text occurred to all of the indicators

tested, but the highest problem happened in grammatical. Almost of the students had

problems in making sentence by using verbs (regular and irregular verbs), auxiliary

and the time markers in the form of simple past tense.1

A study was conducted by Masrokah. The results showed that obtained score

of reading comprehension of Descriptive text test from the experiment group that was

taught Semantic Mapping Concept and the students obtained score from control

1
Desimah, A Study on the Problems in Making Recount Text Face by the Second Grade Students
of SMP Muhammadiyah Palangka Raya in Academic Year 2006/2007:200, Thesis Stratum One,
Palangka Raya: UNPAR, 2007, p.45-47.

11
 12

groups that was taught without using Semantic Mapping Concept. The obtained score

of two groups were significantly different.2

Anotherstudywas conducted by Erniati. The results showed that: (a) The

students problems in writing recount text: content (insufficient and uneven),

organization (unevent, sufficient and skilful), writing expression (uneven, sufficient

and skillfull), and grammar/mechanic (uneven, sufficient, and skillfull), (b) the causes

influenced the students in writing recount text, as follows: intelegence, attention,

interest, aptitude, motive, maturity and readiness, (c) the strategies used by the

english teacher to handle the students problems in writing recount text were as

follows:the teacher explained the material motre than one times, made a contest

vocabulary and made discuss about the students problems. 3A study was conducted

by Miftah. The result showed that by implementing mind mapping can improve the

students ability in writing descriptive text.4

There are some related studies that tell about writing recount paragraph and

Concept Mapping.The difference between related studies and the present study is

that the writer investigates the effectiveness of using Concept Mapping in teaching

writing of recount paragraph. Masrokahs study is about Concept Mapping in

2
Siti Masrokah,The Effectiveness Of Semantic Mapping Concept in Increasing the Eighth Grade
Students Scores in Reading Descriptive Text at MTs Muslimat NU Palangka Raya, Thesis Stratum
One, Palangka Raya: STAIN, 2011, p.103.
3
Erniati. The Students Problems in Writing Recount Text, Thesis Stratum One, Palangka Raya:
STAIN,2009.
4
M. Zaini Miftah, Improving The Tenth Year Students Writing Ability at MA Mambaus Sholihin
Gresik Through Mind Mapping, LINGUA: Jurnal Ilmu Bahasa dan Sastra, Volume 5, Number 2,
December 2010, p.185.
 13

reading, Desimahs study is about the students problem in making a recount text,

and Erniatis study is about the students problem in recount paragraph. From those

related study the writer will conduct the study to investigate the effectiveness of

using Concept Mapping in writing recount paragraph.

B. Writing

1. The Nature of Writing

Naturally, language learners acquire a language starting from the listening

activity. Afterward, the come to the speaking, then, they move to the reading activity.

When the learners write, they are engaged in an activity, which is usually at the same

time both private and public. 5

Writing is an activity that can usefully be prepared for by work in the other

skills of listening, speaking and reading. This preparation can make it possible for

words that have been used receptively to come into productive use. 6 With writing, as

with the other skills of listening, speaking and reading, it is useful to make sure that

learners are involved in meaning-focused use, language-focused learning, and fluency

development. It is also important to make sure that the uses of writing cover the range

of uses that learners will perform in their daily lives. These can include filling forms,

5
Sabarun, The Effectiveness of Using Outlines in Writing Expository Essay, STAIN:Palangka Raya,
2010, p. 7.
6
I.S.P. Nation, Teaching ESL/EFL Reading and Writing, Routledge: New York, 2009, p. 113.
 14

making lists, writing friendly letters and business letters, note-taking and academic

writing. 7

Writing is an important thing for someone to give the reader some

information and also to entertain the reader. If someone writes well, their writing is

easy to understand by the readers then the reader will enjoy their writing. The reader

will be curious the content of the writing then they will continue to read more. The

reader also may get the messages of the writing from the author or writer.

There are a few definitions of writing, they are: According to Oxford

Advance Learners Dictionary that writing is the activity or occupation of writing e.g.

books, stories or articles.8 Fauziati state that writing as a process in orientated

towards work in progress and the development of new skills, rather than merely

evaluative tasks, the classroom practices, therefore, will vary from each other.9

2. The Process of Writing

The process of writing are Once you select a topic and complete enough

research to commit yourself at least tentatively to your stance toward that topic, you

are ready to begin writing.

7
Sabarun, The Effectiveness of Using Outlines in Writing Expository p. 7.
8
A. S. Hornby, Oxford Advance Learners Dictionary of Current English, Oxford: Oxford
University Press, 1995, p. 1383.
9
Endang Fauziati, Teaching English as a Foreign Language.Surakarta: Muhammadiyah
University Press, 2002, p.151.
 15

The first stage in writing is prewriting, a way to get ideas, in this step the

writer choose a topic and collect ideas to explain the topic. Prewriting involves

everything the writer does before beginning the writing, including activating

background knowledge, generating ideas, and making plans for approaching the

writing task.Prewriting covers a wide variety of activities. There are numerous

prewriting techniques that the writer can use to generate ideas as they begin to write,

there are: listing, clustering, brainstorming, strategic questioning and free writing.

Second stage is drafting, after the writer have generated ideas, they need to

write draft. Mc. Crimmon in Sabarun states that drafting is a series of strategies

designed to organize and develop a sustained piece of writing.As they compose,

writers begin to determine what to include and exclude, and make initial decisions

about how these ideas will be organized. While writing, first draft, writers should

focus on getting meaning down on paper; but they should not be overly concerned

with grammatical correctness in process writing. 10

The next stage is revising. According to Calderonello and Edwards in

Sabarun, revising is a process of rethinking and changing what is written.11In revising

the writers rethink and rewrite the first draft forming the second draft. Maybe there is

some mistake in the writing, and sometimes ideas are added and sometimes are

omitted. The recursive, rather than linear, nature of the writing process helps writers

10
H.Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy,
New York: A Pearson Education Company, 2001, p.384.
11
Sabarun, The Effectiveness of Using Outlines in Writing Expository. p.10
 16

produce stronger, more focused work because it highlights connections and allows for

movement between research and the phases of writing.12

The last stage is editing. At this point is needed to rephrase or edit some of the

sentences. Rephrase sentences that are not clear or not precise. Then check the

sentences to make sure that they are grammatically and mechanically correct.

3. Criteria of Good Writing

The elements of good writing include unity, coherence, and emphasis.

a. Unity

As the writers write a text, they should check to see that each body paragraph

directly relates to the introductory paragraph. Then they should make sure that the

supporting details in each paragraph relate directly to the topic sentence. Unity in this

text requires consistent development of the idea that the text intends to explain.

Unity I achieved when every sentence in the text relate to one main idea.13

All the details in the text are on target; they support the develop each of the texts

topic sentences. To achieve unity is to have all details in our paper related to the

thesis statement and the supporting topic sentences.14

12
Capella University, The Writing Process, Minneapolis, 2010, p.3.
13
J.Littell, Building English Skills, Evanston: McDougal, Little Company, 1985, P.218
14
J.Langan, College Writing Skills, New York: McGraw-Hill, Inc, 1984. P.66
 17

b. Coherence

A text should be coherence. Coherence is is the logical arrangement of ideas. 15

The supporting ideas and sentences in a paper must be organized so that they

coherence or stick together. Coherence is achieved though the logical arrangement of

the ideas. If the readers are expected to be able to follow the writers ideas and

understand their arguments, the writers should compose their sentences in paragraphs

smoothly and logically connect to each other.16

c. Emphasis

Emphasis is achieved by selecting a central idea, then grouping details around

that idea, and by stressing those details that important to relation to the central idea.

When the writers arrange sentence in paragraphs, they can emphasize their most

important ideas and can put less emphasis or less important ideas.They must craft the

sentences consciously to give the right emphasis to their ideas. Even in short

sentences, they must make clear for the readers, which ideas are to be emphasized. 17

C. Paragraph Structure

The paragraph has topic sentence, supporting sentence, and concluding

sentence. The structure of the paragraph as below:

15
J.Littell, Building English Skills..p.218.
16
Kirszner and Mandel, Patters for College Writing: A Rhetorical Reader and Guide. Ney York:
St. Martins Press, Inc, 1983. p.21.
17
Sabarun, The Effectiveness of Using Outlines in Writing Expositoryp. 20.
 18

1. The Topic Sentence of the Paragraph

Thetopic sentence tells the reader what the paragraph is going to be about. It

also helps you keep your writing under control. A good topic sentence also serves to

state an idea or an attitude about the topic. This idea or attitude about the topic is

called the controlling idea, it controls what the sentences in the paragraph will

discuss. All sentences in the paragraph should relate to and develop the controlling

idea. 18

2. The Supporting Sentences of the paragraph

The supporting sentences of the paragraph develop its topic sentence. They

function is the body of the paragraph. Each of them is about the topic sentence. The

supporting sentence which directly develops the topic sentence is called the major

supporting sentence. The one which indirectly develops it but directly develops the

major supporting sentences is called the minor supporting sentence. All the

supporting sentences of the paragraph are about the topic sentence. 19

According to Clouse in Sabarun the purpose of the body paragraph is to

present all the detail that support, explains, defends, describes, illustrates, or develops

the idea given in the thesis statement. Each body paragraph has two parts: the topic

sentence and the supporting detail. The topic sentence presents the point of the body

paragraph. This point will be one aspect of the thesis statement. The topic sentence

18
R.L. Smalley, M.K. Ruetten, Z.R. Kozyrev, Refining Composition Skills Rethoric and Grammar
Fifth Edition, Canada, Heinle & Heinle Thomson Learning: 2001. P.17
19
Sanggam Siahaan, The English Paragraph, Yogyakarta: GrahaIlmu, 2008. P.33
 19

can appear anywhere in the body paragraph. After the topic sentence, comes the

supporting detail. This is all information that explains, illustrates, or develops the idea

presented in the topic sentence.20

3. The Concluding of the Paragraph

Theconcluding sentence is the last part of a paragraph. It is a single sentence.

It ends a paragraph. It closes the development of a paragraph it is as important as the

topic sentence is. So the concluding sentence is a single sentence which closes the

development of a paragraph. A way of concluding a paragraph called restatement.

This technique is a way of writing the concluding sentence of a paragraph by saying

the topic sentence with synonyms or related words.21

D. Concept Mapping

1. Definition of Concept Mapping

Concept Mapping were introduced by Novak as a way for students to

organize their knowledge about a particular topic in a free-form way. Although some

simple rules is presented to limit the complexity and to help the student in

structuringthe concepts, the student is essentially free to form any concepts and links.

Because a student's Concept Mapping is an expression of the student's knowledge. 22

20
Sabarun, The Effectiveness in Writing Expository..P.18.
21
Sanggam Siahaan, The English ParagraphP. 85
22
Frode Sormo, Case-Based Tutoring with Concept Map, Norwegia: Norwegia University, 2007.
P.6
 20

The purpose of Concept Mapping is used to organize information either

during or after learning has occurred. They are often used to visually depict

connections in a unit of study or across curriculum. In writing, Concept Mappingare

often used to organize ideas before beginning to write. In a unit of study that extends

for a long duration of time, Concept Mapping can be used for note-taking as the

connections unfold. For this situation, the teacher may want to provide the Concept

Mapping as a graphic organizer and students complete the information as it is

learned. 23

2. Concept Mapping in Teaching Writing

In teaching writing, the teachers do try to help their students find their inner

wellspring of inspiration. However, to write well, one still needs to learn and

understand a certain number of essential Concepts. To write successfully is learning

to appreciate how other writers have use Concept Mapping. Even here, therefore,

Concept Mapping can prove invaluable for any student of writing. 24Concept Mapping

as effective way to help students in developing and organizing their ideas before they

began write something. Concept Mapping are focus in brainstorming because the

main function of Concept Mapping are to generate ideas and organize ideas.

3. Procedure of Implementing Concept Mapping

23
Ibid., p.8.
24
Linda H. Straubel, Creative Concept Mapping: From Reverse engineering to Writing
Inspiration, Embry-Riddle Aeronautical University, 2006, p.4.
 21

Concept Mapping is a technique of regulating ideas and its interconnections

visually as a popular brainstorming technique. It is an extremely effective method of

taking notes. In teaching and learning English, Concept Mapping can be use to learn a

language with grammatical ideas, vocabulary and even conversational ideas such as

question and answer. Each person is free to create their own Concept Mapping

through different way. Perhaps, some are clean and orderly others seem to be pure

chaos. Really it does not matter. Eventually, the style of Concept Mapping is

representing someones style. In Implementing a Concept Mapping is create around a

single word or text, placed in the centre, to which associate ideas, words and concepts
25
are add. When students have finished constructing the Concept Mapping, have

them to write a paragraph.

1. Tell the students about the objectives of the lesson.

2. Shows the picture related to the lesson and asks the students to observe it.

3. Draw the circle and fill in the main defined concept, its subordinate concepts, and

any defining characteristics you want to include in the Concept Mapping.

4. Write down the object (topic or key word) in a circle.

5. Elicited the students ideas for the possible supporting ideas by drawing rays

from the circle, one ray for one supporting idea.

6. Guide them to develop supporting idea by adding the branches to each ray.

25
Novi Rahmania Aquariza, Using Mind Mapping in Teaching Speaking Skills at RSBI Class
SMA Negeri 1 Sidoarjo, (Unpublish Thesis), Stratum One, Sunan Ampel Surabaya, 2009, p.18.
 22

7. Guide them to make sentences to develop each supporting idea with it is details

into a paragraph based on the Concept Mapping ideas.

8. Guide the students to do drafting using drafting guidelines.

9. Assign the students to write the first drafts based on their mapping ideas.

10. Ask the students to revise their own draft using revising guidelines and to use

their Concept Mapping ideas to develop the content of their first draft.

11. Guides the students to do editing using editing guidelines and use the Concept

Mapping ideas to check the content.

12. Ask the students to submit the final writing. 26 together should stem from the sc

E. Recount Paragraph

1. Definition of Recount Paragraph

Recount is a text which retells events or experiences in the past. Its purpose

is either to inform or to entertain the audience. There is no complication among

theparticipants and that differentiates from narrative.Recount paragraph is a piece of

text that retells past events, usually in the order in which they happened.27

Based on the explenation above, the writer conclud that recount text is a text

that tell to the audience or the reader about our experience or what happened. It is

focus on the past experience.

26
M. Zaini Miftah, Improving The Tenth Year Students Writing Ability at MA Mambaus Sholihin
Gresik Through Mind Mapping, UIN Malang: Lingua, p.186.
27
Mark Anderson & Kathy Anderson, Text Types in English, Macmillan, 1957, p. 48.
 23

2. The Generic Structure of Recount Paragraph

a) Orientation: Introducing the participants, place and time.

b) Events: Describing series of event that happened in the past.

c) Reorientation: It is optional. Stating personal comment of the writer to the

story

3. Sentence Connector of Recount Paragraph

There are some sentences connectors of recount paragraph

1. First

2. Next

3. After that

4. Finally

4. Language Feature of Recount Paragraph

Language Feature of Recount

Introducing personal participant; I, my group, etc

Using chronological connection; then, first, etc

Using linking verb; was, were, saw, heard, etc

Using action verb; look, go, change, etc

Using simple past tense.28

28
Tawatchai Chaisiri. Implementing a Genre Pedagogy to the Teaching of Writing in a University
Context in ThailandUniversity of South Australia.
 24

5. The Model of Recount Paragraph

Concept Mapping

Dinner Happy

Song together
Small house

My Family MY HOLIDAY Countryside

Garden

Watch movie
Swimming
pool

Paragraph

Last summer holiday, my family and I spent one night at the

countryside. We stayed in a small house. It had a big garden Orientation

with lots of colorful flowers and a swimming pool.

 25

First, we made a fire in front of the house. Then, we sat

around the fire and sang lots of songs together. After that, we came List of
Event
into the house and had dinner. Next, we sat in the living room and

watched a movie. Finally, everybody fell asleep there.

We woke up very late in the morning and had breakfast. In

Reorientation
the afternoon we went home. We were all very happy.

F. Writing Assessment

Assessment is an integral part in the teaching of writing. It is a process of

getting information about students development and their achievement in the

teaching and learning activity. 29Nunan in Kitao state, the teaching of writing there are

product based approach and process based approach.

1. Process Assessment

Process approaches, in contras to product approaches to writing, process

approaches emphasize the act of writing itself, the means by which the text is created

more than the text itself. A view of writing as a process that evolves through several

stages as the writer discovers and molds meaning and adapts to the potential

audience.30

29
Sabarun, The Effectiveness of Using Outlines in Writing Expository p. 24
30
S. Katleen Kitao, Process and Sosial Aspects of Writing, Japan, 1992, p. 87-88.
 26

2. Product Assessment

Product approaches are defined by their emphasis on the end result of the

writing process and essay, a letter, and so on. The underlying assumption of product

approaches is that the actual writing is the last step in the process of writing. Product

approaches reflect traditional, teacher-centered approaches to teaching in general.

Specifically in the traditional composition class, the teacher assigns a writing task.

Whether exercises or a composition, knowing what responses she or he expects: the

students do the exercises or write the composition and the teacher evaluates the result.

G. Teaching Writing at Senior High School

Teaching writing at senior high school is integrated. The teachers not only

teach writing but also teach listening, speaking or reading. Integration of skills is a

very important practice in the teaching of any language. No skill can be taught in

isolation and segregation. There exists a deep, profound and inseparable connection

between language use and the context in which it is entrenched and embedded. A

kind of connectedness exists in the way use the primary skills of language, identified

as listening, speaking, reading and writing. The teacher faced with a set of

predetermined and prearranged curriculum and prescribed textbooks, what most of

them do, is to place additional and extra emphasis on a specific skill designated for a

specific class, while helping learners freely to use all the skills necessary for

successfully carrying out a classroom activity. Even if the class is supposed to focus

on one specific skill at a time, teachers and learners do the inevitable, namely, follow
 27

an integrated approach. By designing and using micro strategies that integrate

language skills, the teacher will be assisting learners to engage in classroom

activities that involve a meaningful and simultaneous engagement with language in

use. A discussion with examples from text can be initiated and participants can

individually work on them.31

In teaching writing using Concept Mapping, the teacher teaches writing and

also teaches vocabulary and some time the teacher invites the students to pronounce

the word that is written by the teacher in Concept Mapping. It is means that teaching

writing classroom always has relations with the other skills.

31
Jenifer Berne. The Writing Rich High School Class Room, London, Guilford Press.2009, p.31.