CHAPTER II

THEORETICAL BACKGROUND

This chapter presents theoretical studies that consist of four main points,

those are description of writing, description of wallchart, description of

descriptive text. In addition, this chapter study of the relevant research.

Furthermore, framework explains about representation of the research. The last,

hypothesis describes the temporary answer of the research.

A. Theoretical Background

1. Description of Writing

a. Definitions of Writing

Writing is one of the ways to communicate indirectly.

According to Tarigan (2008), Menulis merupakan suatu keterampilan

berbahasa yang dipergunakan untuk berkomunikasi secara tidak

langsung. (p.83). It means, writing is one of the language skills which

is used to communicate indirectly.

There is also an opinion about definition of writing expressed by

Mayers, Alan and Harry S. Truman College (2005), Writing is also an

actiona process of discovering and organizing your ideas, putting

them on paper, and reshaping and revising them. (p.2). It means that

writing is a process of discovering, organizing the idea, and writing it

down on the paper.Meanwhile, According to Peha, Steve (2003),

Writing is the communication of content for a purpose to an

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audience. (p.58). It means that writing is a way of communication to

express what the writer wants to tell (content), why tell it (purpose), and

for whom the writer writes it (audience).

From the definitions above it can be concluded that writing

ability is productive skill to express more ideas and information or

knowledge. Therefore, to express more ideas and information needs

creative thinking and some processes.

b. Purposes of Writing

There are some aims or purposes of writing according to

Harmer (2004),

a) Real Purpose: tasks are precisely the ones that we can predict
our students will probably need to perform at some stage.
b) Invented Purpose: on the other hand, are those which, however
engaging, are unlikely to be directly relevant to our students
future needs.(p.40).

It means that there are two purposes of writing in teaching learning

process, those are real purpose that teacher should be able to choose

the appropriate tasks for the students , so that students are able to write

at some stages. And invented purpose, the stages of a given student,

should be able to write to their needs in the future .

c. Process of Writing

Writing is a process of expressing ideas and thoughts into a

written form with certain functions or purposes. Therefore, in

expressing ideas and thought need some process. There are four main

elements in the process of writing according to Harmer (2004),

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a) Planning
Experienced writers plan what they are going to write.
Before starting to write or type, they try and decide what it is
they are going to say.

b) Drafting
We can refer to the first version of a piece of writing as a
draft.
c) Editing (reflecting and revising)
Once writers have produced a draft they then, usually, read
through what they have written to see where it works where it
doesnt.
d) Final Version
This may look considerably different from both the original
plan and the first draft, because things have changed in the
editing process. But the writer is now ready to send the written
text to its intended audience. (p.4)

It means that there are four steps in writing process. The first is

planning, it is begun by expressing ideas of what the writer wants to

write. Drafting, the second step of writing process, the writer begins to

write a paragraph in rough from without worrying to much about errors.

The next step is editing, the most important step in process of writing.

And the last is final version by making a change of its writing which

has been edited to be published to the readers. In addition, Oshima,

Alice and Ann (1998) states, There are four main stages in the

writing process: prewriting, planning(outlining), writing, and revising

drafts. (p.3). It is almost same as what Harmer stated. In this theory,

the stages of writing are begun with prewriting to determine the topic.

d. Writing Assessment
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Assessment is the process of gathering about the knowledge,

capacity, understanding, attitudes and motivation of students to

determine how far the learning objective has been achieved.

Assessment in every teaching learning process, is to know the students

comprehension on the subject learned.

Writing assessment is often conducted as part of district or

statewide accountability assessment programs for all student. In some

cases, students must attain a minimum score for grade-level

advancement or for high school graduation. According to OMalley

(1996) Two important components in authentic assessment of writing

are the nature of the task and scoring criteria. Meanwhile, According to

Brown (2004) Classroom evaluation of learning is best served through

analytic scoring, the order in which the five categories. (p.243). It

means that classroom evaluation is one of the ways to measure the

students work especially by using analytic scoring with five categories.

There are five categories of writing assessment according to

Brown, H. Douglas (2004),

1. Organization includes of the introduction, body and

conclusion.
2. Logical development of ideas includes content.
3. Grammar.
4. Punctuation, spelling and mechanic.
5. Style and quality of expression. (p.244).

It indicates, organization gives the purpose of writing to the reader, to

introduce about the topic in writing and to get summary of main idea.

While, content provides information to the reader and develops the

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idea of writing. Then, grammar helps us understand how text work in

various context for various purpose. And mechanics is technical stuff

in writing : spelling, capitalization, use of numerals and others

symbols. The last is style to present information in an appropriate

manner for both the audience and the purpose of writing. Each value

have different level and criteria. There are excellent to good (18-20),

good to adequate (15-17), adquate to fair (14-12), unacceptable-not

(6-11), and college level work (1-5), taken from Brown, H. Douglas,

the component and level assessment above can be seen in enclosures.

In addition, OMalley et al.. (1996) state, A writing prompt

defines the task for student writing assignment, the prompt can specify

a particular purpose in order to elicit narrative, informative, or

persuasive writing. For example, a narrative prompt might ask the

student to write about an event that was shared by all students in the

classroom. It means that students writing purpose should have

specific purpose.

e. Principles of Teaching Writing

The teacher has the reasons why they teach writing to the

students. Harmer (2003), The reason of teaching writing for the

students of English as foreign language include reinforcement;

language development, learning style and most important. It means,

the teacher should know some principles to be used as guidelines

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include reinforcement; language development, learning style and most

important.

The followings are some principles in teaching writing

according to Brown (2001),

1. Incorporate practices of good writers.

2. Balance process and product.
3. Account for cultural/literary backgrounds.
4. Connect reading and writing.
5. Provide as much authentic writing as possible.
6. Frame your techniques in terms of prewriting, drafting, and
revising stages.
7. Strive to offer techniques that are as interactive as possible.
8. Sensitively apply methods of responding to and correcting your
students writing.
9. Clearly instruct students on rethorical, formal conventions of
writing.(p.346).
It means that the teaching writing principles involve: incorporate

practice of good writers principles. It means that writing process can be

done in stages, ranging from a focus on the main idea until the stages of

revising writing. Balance process and product are done in other to design

the concepts to create a good writing and produce a writing which is

relevant with the purpose. Account for cultural/literary backgrounds

principles helps students to understand more about English learning.

Connect reading and writing means students will gain the knowledge

about how to write well about the topic for their writing. Provide as much

authentic writing as possible means that it helps students in delivering the

main idea of their writing. Frame you technique in terms of prewriting,

drafting, and revising stages principles means the writer uses the technique

in prewriting, drafting, and revising the steps. Strive to offer technique that
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are as interactive as possible means that the use of technique to create a

good atmosphere in the teaching learning process. Sensitively apply

method of responding to and correcting your students writing means that

it is involves the teachers sensitivity about students fault in writing.

Clearly instruct student on rethorical formal conventions of writing means

that the last principle provides the material clearly appropriate with the

conventions of writing.

Based on the descriptions of the theory, the writer concludes that

the teacher should explain to the students how to be a good writer,

understand the students cultural and art background, prepare writing

created by the teacher as much as possible, select good methods and

techniques in teaching writing, giving respons and corrections to the

students writing, and explain the material clearly to the students.

Those principles are very important to be applied in teaching

English especially in teaching writing. It can help teachers become easy to

teach writing because those principles show any ways to teach writing

better and structurally.

2. Description of Wall Chart as Instructional Media

a. Definitions of Instructional Media

In teaching and learning process, the teacher is helped by media

to achieve the educational goal. According to Van Els et al. (1984) as

quoted by Syaifullah (2008), Media are all aids which may be used
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by teachers and learners to attain certain educational objectives. (p.1).

It means that media are tools that are used to achieve the goal in

teaching learning process.

From the definition above it can be concluded teachers are required to

be able to use instructional media in order to improve the quality of

teaching itself.

b. Functions of Instructional Media

Teaching media are used to improve or to enhance the quality of

teaching and learning process. At first, the media serves as a tool in

teaching and learning activities which can provide a visual experience

to students as the motivation to learn, to clarify and to simplify the

complex and abstract concepts become more simple, concrete and easy

to understand. There are some functions of instructional media

according to Latuheru (1988) as quoted by Syaifullah (2008), The

main function of the instructional media usage is to support the

instructional interaction between the teacher and the student. It means

that within teaching and learning process, there should be two-ways

communication, between the teacher and the students and among the

students.

Meanwhile, Davies (1980:193) as quoted by Syaifullah (2008) states,

..divided the function of media into two kinds. They are aids to
instruction and aids to learning. The first function is that media serve
to help teachers and instructors manage instruction more efficiently.
Media assist teachers to communicate more effectively and take over
the operating role of instruction form teacher and instructors. The
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second function is that media serve to help students learn more

efficiently. Media promote understanding, assist in the transfer of
training, and assist in assessment. Media can be used in assessing
mastery performance.(p.3).

From those explanations, it can be concluded that generally there are

two functions of instructional media in teaching learning process,

those are to help teachers to instruct, and to help students to learn.

c. Kinds of Instructional Media

In general, there are three kinds of instructional media. They are

audio, visual, and audio visual media. Audio media are media that can

be listened to, while visual media are media that can be seen. Audio

visual media that involve the senses of sight and hearing (Kasbolah,

1993:57 as quoted by Syaifullah, 2008:6).

Visual media is a kind of instructional media that is used. to

help students in comprehending and remembering materials.

According to Arsyad (2010), Visual dapat pula menumbuhkan

minat siswa dan dapat memberikan hubungan antara isi materi

pelajaran dengan dunia nyata. (p.91). It means that visual media

can stimulate students in learning, and also give them the

relationship between materials and real fact.

In this research, the researcher uses wall chart which belongs

to kinds of visual media.

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d. Definitions of Wall Chart

Media Wall chart is the actual objects that can be observed

directly and cheap for the teacher to made materials which is made

of cardboard which contain of picture and English words. According

to Wright (1989), Very often these wall charts are free or relatively

inexpensive. If teacher college and school where often subjects are

taught it might be possible to borrow a wall chart. (p.186). It means

that wall chart can be used in teaching learning process and cheap. It

is made from cardboard. According to Majid (2008). Wall chart

adalah bahan cetak biasanya berupa bagan siklus/proses atau grafik

yang berwarna menunjukkan posisi tertentu. (p.178). It means wall

chart is printed media in the form of schema process or colorful

graphic to show the certain position. Furthermore, Lubis, Yusnaini

(1988) says, Wall charts are especially suitable when they are big

enough to be seen from all parts of the room. (p.72). It means, wall

charts size should be large enough to be seen clearly by all the

students. Meanwhile Davies, Paul (2000) states,

Wall charts need to be clear for all the learners, including those at
the back of the room or to one side. This room that you need to
select cut-out pictures which are large enough, and with strong
outlines, or contrasting tones, not all dark or all light tones. Any
writing on the wall-chart also needs to be large enough and in a
strong color or dark tone.(p.158).

It means the size of wall chart should be clear and large enough.

Therefore, it can be seen from any sides. Wall chart should be

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contrasting colour, not all dark or all light tones. While According to

Arif, Saikhul (2011).

Kelebihan yang dimiliki oleh media wallchart ini adalah:

1) Lebih fokus ke materi yang disampaikan karena melalui

bagan-bagan yang sesuai dengan materi.
2) Bentuknya dibuat menarik untuk menumbuhkan minat
seseorang.
3) Dapat ditempel di dinding sehingga dapat dilihat kapan saja.
4) Bisa disesuaikan dengan materi yang disampaikan.

It means, wall chart has some advantages such as, focus on the

material presented, the type is interesting made to build up the

students interest, it can be outboard on the wall and then it can be

viewed at any time to be adapted with the material presented.

From the explanation above, the researcher concludes that

wall chart is one of the visual media which is made of large

cartoon, combination of graphic and pictorial material. It is very

helpful in teaching learning process.

d. Steps of Teaching Writing Using Wall Chart

Wall chart is a media for the teacher to teach writing. The

steps of teaching writing using wall chart is explained based on the

scientific approach in which the method is 5M. According to

Kemdikbud (2013) and Hosnan (2014) as cited in Zaim (2017)

state that there are five steps of applying scientific approach in

teaching and learning process, they are observing, questioning,

experimenting, associating, and communicating.

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The use of wall chart can be applied with the method 5M.

Therefore, the steps of using wall chart in writing descriptive text

can be made into these steps below:

a. Observing

1) The students observe the wall chart of the famous person

2) The students find out the characteristic of the famous

person (e.g. physical appearance)

3) The students write on the whiteboard, the characteristic of

the person that is on the wall chart

4) The students observe the descriptive text shown by the

teacher based on the information on the wall chart

b. Questioning

The students ask to the teacher dealing with the information on

the wall chart and the model of descriptive text, while the other

students may answer the questions.

c. Experimenting

1) In group, the students are shown the different wall chart

about famous person with the characteristic of that person

2) The students in group discuss the information on the wall

chart

3) The students in group write the information from wall chart

to their work sheet

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4) The students in group write the sentence based on the

information from wall chart on their work sheet

5) The students in group write the descriptive text on their

work sheet

d. Associating

1) The students in one group exchange their work sheet of

descriptive text to another group

2) The students in one group make correction of the

descriptive text from the other group

e. Communicating

The students write the descriptive text about people description

individually

e. Using Wall Chart on the Students Writing Ability

Wall chart can give opportunity for the students to get early

information about what they will be described in text form. The students

can describe the object which is seen in wall chart and write the

descriptive text well. According to Saadie (2007), Media wall chart

sebagai visual media bermanfaat untuk : a) Menumbuhkan daya tarik bagi

siswa sehingga motivasi menulis siswa meningkat, b) Mempermudah

pengertian siswa, c) Memperjelas bagian-bagian penting, dan d)

Menyingkat suatu uraian. (p.6). It means that wall chart as visual media

has benefits in :
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a. Developing the students interest so the students writing motivation

raises,

b. Making easy and understanding to the students

c. Clarifying the important parts,

d. Summarizing the explanation

3. Description of Descriptive Text

a. Definition of Descriptive Text

There are several kind of texts classified into several genres.

According to Gerot, Linda and Peter Wignell (1994), A genre can be

defined as a culturally specific text-type which result from using

language (written or spoken) to help accomplish something. (p.17).

In other words, genre distinguishes various kinds of text according to

each characteristic shown by authors.

Genre is classified into various kinds of text. According to

Gerot, Linda and Peter Wignell (1994), kinds of text are as follow:

a) Spoof/Recount
b) Recounts
c) Reports
d) Analytical Exposition
e) News Item
f) Anecdote
g) Narrative
h) Procedure
i) Description
j) Hortatory Exposition
k) Explanation
l) Discussion
m) Reviews
(p.192)
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From those kinds of text, descriptive text is chosen on teaching

writing in this research. It means, descriptive text is the kind of text

which is used to explain and describe the characteristics of the

condition of thing, people, or animal.

According to Djauhari, OtongSetiawan (2007).Teks

description bertujuan untuk menggambarkan seseorang, sesuatu,

suatu tempat, seekor binatang. Jadi teks descriptive menjelaskan

informasi tentang orang/benda/binatang secara gambling dapat

divisualisasikan. (p.24).I t means, the aim of descriptive text is to

describe someone, something, place, animal more detail and can be

visualized.

b. Generic Structure of Descriptive Text

There are two generic structures of descriptive text accordingto

Gerot, Linda and Peter Wignell (1994), (1) identification, identifies

phenomenon to be described (2) description, describes parts,

qualities, characteristics. (p.208). However, Djuharie, (2007) states

about the generic structures of Descriptive text, as follows: (1)

Identification, pengenalan subjek atau hal hal yang akan

dideskripsikan, (2) Description, penginformasian ciri-ciri subjek

misalnya sifat-sifat psikologis, perilaku, tampilan fisik, firut-fitur

khas, kualitas, dan sejenisnya.(p.166). It means generally

descriptive text has some structures, such as identification and

description. Identification is introducing the subject or thing which is

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going to be described. Description is giving information about the

characteristics of the subject, such as the psychological

characteristics, behavior, physical features, quality, and so on.

Based on the explanations above, the researcher concludes the

descriptive text is the kinds of text which is used to explain and

describe the characteristics or the condition of people, thing, place,

or animal, such as the psychological characteristics, behavior,

physical features, quality, and so on.

c. Language Features of Descriptive Text

There are significant lexicogrammatical features in descriptive

text. Gerot and Wignel (1994) state,

1) Focus on specific participants.

2. Use of Attribute and identifying process.
3. Frequent use of Epithets abd classifiers in nominal groups.
4. Use of simple present tense.(p.208)

It means that to write to descriptive text , the students need to focus on

specific participants with using identifying process. Therefore, the

student need to understand about simple present tense well.

Djauhari (2009) also states about language features of

descriptive text, as follows:

1) Noun yang spesifik, misalnya father, school, my dog, dll.

2) Simple present tense
3) Detailed noun phrase, kata benda yang menjelaskan kata
sifat, misalnya:
an intelligent tall student
perian noun
a big large beautiful wooden house
perian noun
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4) Beragam jenis adjective yang bersifat describing,

numbering, calssifying, misalnya:
three tall bulidings
sharp white fang
5) Relational process, menggunakan kata kerja yang dapat
menggambarkan keadaan participant, dan atau
mengisyaratkan kepemilikan.
My car has four doors
My father is really handsome.
6) Figurative language, menggunakan bahasa figurative
seperti simile atau metapor sebagai cara untuk memberi
ilustrasi perbandingan
My throat ia as dry as a dessert.
Her skin is white as cloud, and smooth as water (p.153).

It can be concluded there are some languages or lexogrammatical

features of descriptive text, noun is one of specific language are used

such as school, my dog, father, etc. Simple present tense is used in

descriptive text. Detailed noun phrase is noun are getting adjective.

Kind of adjective identifying feature describing, numbering, and

classifying. And then relational process using verb describes

participant situation. And the last figurative language using the

language of figurative such as simile and metaphor.

B. Study of the Relevant Research

This research is relevant to the thesis written by Maharani (2012)

entitled, Improving Students Vocabulary Mastery Through the use of Wall

Charts. The similarity of the previous research and the present research is

on the media chosen. Both of the research chose Wall Chart for being

conducted the research. The difference of the research is on the aim of the
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research. In the previous research, wall chart is supposed to help students

learning vocabulary. Meanwhile, in the present research, wall chart is

supposed to have any influence on the students writing ability.

C. Framework

Writing is one of the language skills that should be mastered by the

students. It is a continuing process of discovering how to explore the ideas for

communicating indirectly that should be understood by the readers.

There are many kinds of the text, one of them is descriptive text. The aim

of descriptive text is to describe something, place, someone, and animal more

detail and can be visualized. In writing descriptive text, it is needed the media

that can make the students pay full attention and increase their motivation to

write an essay in the form of descriptive text.

The use of media in teaching learning process is very helpful. It can

overcome the students problem in studying English. Wall chart is an

appropriate teaching media in teaching learning descriptive text because it

contains of picture information, so it will affect the students imagination in

describing something.

D. Hypothesis

The hypothesis of this research is: There is any influence of using

wall chart on the students writing ability in descriptive text at the tenth grade

of MAN Tasikmalaya.
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