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CHAPTER I

INTRODUCTION

1.1 Background

Language is often seen as one thing and knowledge as another, with the

relationship at best seen as a transparent one. According to (Knapp and Watkins,

2005: !", #What we often see in te$t books and other curriculu% %aterials, for

instance, is that language is treated as an al%ost transparent %ediu% in the o&erall

learning process, and conse'uentl there is a careless use of genres and gra%%ar.)

*o%%unicating in +nglish is one skill that the students ha&e to %aster. he %ust

know the rules of +nglish gra%%ar in order to a&oid %aking errors or %istakes. he

ha&e to %aster the structure of +nglish, so that the will be able to put their ideas,

feeling, or desires into the gra%%ar of +nglish to %ake the% %eaningful.

-allida (! 5: $i&" &iews a language is interpreted a s a s ste% of %eaning,acco%panied b for%s through which the %eanings can be reali ed. Language consist

of three le&els, the are : /honolog (talking about the sound of language",

Le$icogra%%atical (talking about the construction of %aking sentences" and

iscourse (talking about the unit of clause to i%agine the %eaning".

Language of te$t has three functions or it is called as %etafunction of

language (1erot Wignell, 3!!4: 32", the are: deational 6unction, nterpersonal

6unction, and e$tual 6unction.

6ro% the &iew of nterpersonal function, a te$t ser&es as a %edia for

indi&iduals. he language is used to interact with people, to build and %aintain

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relationships with the%, to please the%, and influence their beha&ior, get help or

s %path for the%. t is reali ed b The Mood System .

6ro% te$tual function &ied, it is e$plained that te$t is as a s ste% organi es

%essages in unified %anner so that chunks of %essages fit logicall with others

around the% and with the wider conte$t in which the talking or writing takes place.

hat reali ed b Theme System of Language.

n ideational function, te$t is used to talk about our e$perience, to describe,

states and entities in&ol&ed. Language ser&es as a coding s ste% which deals with the

relation between %an and nature. he ideational function consists of logical and

e$periential function. he e$periential function is reali ed b the Transitivity System.

ransiti&it is nor%all understood as the gra%%atical feature which indicates if a

&erb takes a direct ob7ect.

n relation to this research, the anal sis of the students8 writing procedure

paragraph uses the s ste% of transiti&it co&ering Process, participants and

circumstances. With the different participant t pes for different process t pes will be

found in the students8 writing procedure paragraph. n the concept of transiti&it

found in -allida 8s Introduction of Functional Grammar, the process consist of

Material Process (/rocess of doing"9 Mental Process (/rocess of sensing"9 Ver al

Process (/rocess of sa ing"9 !ehavioral Process (/rocess of ph siological and

ph siological beha&iour"9 "#istential Process (represents that so%ething e$ist and

happen". he participants are directl in&ol&ed in the process such as who does sa ,

is, e$ist, beha&es or senses. /articipants are also centrall in&ol&ed in the process b

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being affected b it, the one that is done to, sensed, etc. While circu%stances are

t pical ad$uncts. he answer such 'uestions as %hen, %here, %hy, ho%, ho% many

and as %hat.

/rocess, participants and circu%stances are the three ele%ents of transiti&it

which anal ing in this research. n this research is anal sing the transiti&it s ste%

because the ele%ents of transiti&it can held a clauses. As we know that transiti&it is

anal ed at clause le&el.

Writing is a wa co%%unication between the writer and the readers. Writing

can help us %ore to consider our thoughts and anal e our feelings because it gi&es us

ti%e to do so. ecause of writing, we are able to achie&e %ore understanding to

co%%unicate our purposes and e$pressions clearl with our partner, which helps us

a&oid the %isco%%unication which often happens in an oral co%%unication. -ar%er

(3!! : 4" states #-andwriting is a &er personal letter. t is supposed to reflect

character. ifferent nationalities certainl ha&e recogni able handwriting traits. ;o%e

produce written work which is indecipherable, whether beautiful or %ess and ugl .

n interpreting and producing a te$t, we ha&e to concern about the gra%%ar.

n fact gra%%ar pla s an i%portant role in describing an e$plaining the language

pheno%enon. hus, b learning a gra%%ar, it will be an eas wa to produce the te$t

correctl . he te$ts are co%bination of the range of words, sentences which ha&e a

%eaning. -allida (3! 5: $&ii" sa s, #A te$t is a se%antic unit, not gra%%atical one.

ut %eanings are reali ed through wordings9 and without a theor of wording

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te$t.) ;entences and words are not so sharpl set off one another9 there are no

different in kind=both are units in the gra%%ar. Language is kind of linguistics.

-ow language is put together and how it works are s ste%i ed in gra%%ar or rules

for for%ing words and %aking sentences. hrough gra%%ar of a language so%eone

understand how te$t work and the structure of sentences.

/aragraph is range of clauses. +&er clause has %essage for the reader.

hrough processes, participants and circu%stances of clause so%eone understand

how the paragraph work and the structure of sentences. /rocesses, participants and

circu%stances tr to get the %eaning of the procedure te$t which will be written b

the students grade ten ;>A? 3 Laguboti. +&er ele%ent of transiti&it has different

function. /rocesses ha&e function that tell us about the acti&it of the participant in

clauses. /rocesses are center of transiti&it . /rocesses are reali ed b &erbs to show

the acti&it and to know what the participants doing of the clauses, such as : doing,

sensing, ph siological and ps cological beha&iour, sa ing, being and ha&ing. he

processes also can help us to get the %eaning or %essage in e&er clause around

about the acti&ities of participants. ut not all of the clause ha&e a processes. n %inor

clause has not a processes, such as: # &i' Good afternoon' (1reeting", oh, so high'

(e$cla%ations".

/articipants and circu%stances are incu%bent upon doing, happening, feeling

and beings. /articipants follow the processes of the clause. n e&er processes ha&e

different participants. he function of participants is to know who is doing the

acti&ities in the clause.

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n this research, the writer is anal ing about transiti&it s ste% in the

procedure te$t written b grade ten students of ;>A? 3 Laguboti.

1.2 Problem of !e " ud#

he proble% of the stud can be stated as follows:

3. What t pes of transiti&it s ste% are found in the procedure te$t written b

grade ten students of ;>A ?egeri 3 Laguboti@

2. What is the %ost do%inant t pe of process, participant and circu%stance used

in the procedure te$t written b grade ten students of ;>A ?egeri 3

Laguboti@

1.$ T!e ob%ec &'e" of !e ( ud#

he ob7ecti&es of the stud are :

3. o find out what t pes of transiti&it s ste% are found in the procedure te$t

written b grade ten students of ;>A ?egeri 3 Laguboti.

2. o describe the %ost do%inant t pe of process, participant and circu%stance

used in the procedure te$t written b grade ten students of ;>A ?egeri 3

Laguboti.

1.) (co*e of ( ud#

his thesis is onl concerned with the ideational function. n the ideational

function there is a function which is called e$periential. +$periential is reali ed b

transiti&it process. ransiti&it s ste% is a presentation of %eaning in a clause. he

anal sis is focused on the transiti&it process which consists of Proce""e" : Material

process, Mental process, Ver al process, (elational process, !ehavioral process, and

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"#istential process) Par &c&*an " and C&rcum" ance"+ Time *tells %hen and is

pro ed y %hen+ &o% often+ &o% long+ , Place *tells %here and is pro ed y

%here+ &o% far+ , Manner *tells ho% a out means, -uality, and comparison , ause

*tells %hy a out reason, purpose, and ehalf , /ccompaniment *tells %ith *out %ho

or %hat and is pro ed y %ho or %hat else+ , (ole *tells %hat as and is Pro ed y as

%hat+ and Matter *tells a out %hat or %ith reference to %hat and is pro ed y %hat

a out+ found on students8 writing procedure paragraph at grade ten in ;>A? 3

Laguboti.

1., (&gn&f&cance of !e " ud#

A stud without significant would be disad&antages. A stud would gi&e

contribution at cost in two aspect, the are:

1.,.1 T!eore &call#

1.,.1.1 -or !e Teac!er

he teacher can understand %ore about transiti&it s ste%.

1.,.1.2 -or !e ( uden "

1i&ing i%portant infor%ation to the students about ransiti&it s ste%.

1.,.1.$ -or !e fur !er re"earc!er

can be used to be source to the ne$t research.

1.,.2 Prac &call#

1.,.2.1 -or !e Teac!er

he teacher can %ake the students %ore acti&e in learning about ransiti&it

s ste% adn the teacher can practice to tech about transiti&it s ste% to the students.

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1.,.2.2 -or !e ( uden "

he students can be %ore interesting in learning about transiti&it s ste%, so

the students will be eas to face the e$a% about transiti&it s ste%.

1.,.2.$ -or !e fur !er re"earc!er

o assess and de&elop background e$periences, concepts, and infor%ation.1. T!eore &cal -rame/ork

his research uses so%e theories to support the writer8s ideas which rele&ant

to the &ariable or the case. he theories that the writer uses are based on : -allida(3! 5", 1erot Wignell (3!!4", Knapp and Watkins (2005", -ar%er (2004", ;iahaan

and ;inurat (2005", Knap Watkins (2005", ;iahaan ;hinoda (200 ".

1.0 T!e e# Term"3. Writing is a wa co%%unication between the writer and the readers.2. e$t is the %ain bod of %atter in a %anuscript, book, newspaper, etc., as

distinguished fro% notes, appendi$es, headings, illustrations, etc.B. /rocedure is a te$t that is designed to describe how so%ething is achie&ed

through a se'uence of actions or steps.4. ransiti&it is the gra%%atical feature which indicates if a &erb takes a direct

ob7ect.

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CHAPTER II

RE IE3 O- RE4ATED 4ITERATUREn this chapter the writer will discuss about writing descripti&e skill. his

stud concerns on the use of 7igsaw strateg in descripti&e te$t to the students

especiall for the Cunior -igh ;chool.

2.1 4anguage 4earn&ng and Teac!&ng

Language as a %eans of co%%unication pla s an i%portant role in hu%an life.

/eople use language to e$press their feelings, ideas, thoughts and con&e %essages to

others. ( rown, 2000" sa s #Language is a s ste% of arbitrar con&entionali ed

&ocal, written, or gestural s %bols that enable %e%bers of gi&en co%%unit to

co%%unicate intelligibl with one another. Language is s ste%atic. Language is a set

of arbitrar s %bols. he s %bols are pri%aril &ocal, but %a also be &isual. he

s %bols ha&e con&entionali ed %eanings to which the refer. Language is used for

co%%unication and operates in a speech co%%unit or culture. it is essentiall

hu%an, although possibl not li%ited to hu%an. All people ac'uire language in %uch

the sa%e wa 9 both language and language learning ha&e uni&ersal characteristics).

Learning is a process of knowing so%ething and further knowing to do

so%ething. rown (2000: " state that learning is ac'uiring or getting of knowledge of

a sub7ect or a skill b stud , e$perience, or instruction. t is a relati&el per%anent

change in a beha&ioral tendenc and is the result of reinforced practice.

Learning cannot be separated fro% teaching. n this case, teaching is an

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acti&it of helping the learning process. rown (2000: " states # eaching is showing

or helping so%eone to learn how to do so%ething, gi&ing instruction, guiding in the

stud of so%ething, pro&iding with knowledge, causing to know or understand.

eaching is guiding and facilitating learning, enabling the learner to learn, setting the

conditions for learning. Dur understanding of how the learner learns will deter%ine

our philosoph of education, teaching st le, approach, %ethods, and classroo%

techni'ue).

ased on the theories abo&e, it can be concluded that language learning and

teaching is an interaction between so%eone who tries to understand a language and

the other who helps hi% or her gain %ore infor%ation about the language.

2.2 Tran"& &'& #

ransiti&it s ste% belongs to e$periential %etafunctions. ransiti&it is

nor%all understood as the gra%%atical feature which indicates if a &erb takes a

direct ob7ect. When we look at the e$periential %etafunctions, we are looking at the

gra%%ar of the clause as representation. t is called so because the clause in its

e$periential function is a wa of representing pattern of e$perience. hrough the

s ste% of transiti&it , we can e$plore the clause in its aspects such is:

WhoEdoesEwhatEtoEwho%, when, where, wh or how

When people talk about what a word or sentence %eans, it is kind of %eaning

the ha&e in %ind. >eaning in this sense is related to content or idea. ;o, here the

clause that functions as the representation of processes e$plores b transiti&it

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s ste%. A funda%ental propert of language is that it enables hu%an being to build a

%ental picture of realit , to %ake sense of their e$perience of what goes on around

the% and inside the%. he clause is the %ost significant gra%%atical unit, in this case

because it is the clause that function as the representation of processes. ransiti&it

anal sis offers a description of one of the structural strands of the clause. ransiti&it

specifies the different t pes of process that are recogni ed in the language, and the

structures b which the are e$pressed.

According to -allida (3! 5: 303" there are three se%antic categories which

e$plain in general wa about how pheno%ena of the real world are represented as

linguistic structures. he are:

he process it self

/articipants in the process

*ircu%stances associated with the process

hese pro&ide the fra%e of reference for interpreting e$perience of what goes

on.

2.2.3 *ircu%stances

*ircu%stances answer such 'uestion as when, where, eh , how, how %an

and as what. -allida (2004: 2F2" his classified into :

3. i%e (te%poral": tells when and is probed b when@ -ow often@ -ow long@

+$a%ple: 6aisal goes to her girl friend house every Saturday night.

2. /lace (spatial": tells where and is probed b where@ -ow far@

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+$a%ple: ndra goes to his girlfriend house e&er ;aturda night.

B. >anner: tells how. *ircu%stance of %anner hass di&ided to B kinds, the are: >eans: tells b what %eans and is probed b what with.

+$a%ple: Cohn goes b icycle.

Gualit : tells how and is probed b how@

+$a%ple: H an lo&ed her madly, deeply, truly'

*o%parison: tells like what and is probed b what like@

+$a%ple: /esta was 7u%ping around li0e a mon0ey on a roof.

4. *ause: tells wh . *ause has three kind, the are:

Heason: tells what cause the process and is probed b wh @ Dr how@

+$a%ple: the sheep died of thirst.

/urpose: tells the purpose and is probed b what for@

+$a%ple: stephanie went to %arket for ne% pencil.

ehalf: tells for whose sake and is probed for who%@

+$a%ple: ;astri went to the %arket for his mother .

5. Acco%pani%ent: tells with(out" who or what and is probed b who or what

else@

+$a%ple: Hani left work %ithout his riefcase.

F. >atter: ells about what or with reference to what and probed b what about@

+$a%ple: his book is talking a out functional grammar.

. Hole: ells what as and is probed b as what@

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+$a%ple: ;il&i li&ed a 'uite life as a ee0eeper.

. *ontingenc : *ircu%stances of contingenc specif an ele%ent on which the

actuali ation of the process depends. *ontingenc has three kinds, the are:

*onditional ha&e to obtain in order for process to be actuali ed9 the ha&e

the sense of Iit8. he are e$pressed b propositional phrases with co%ple$

preposition in case of, in the event of, on condition of.

+$a%ple: Andi get back to the bedroo% and change clothes in case of

loodstains.

*oncession circu%stantial construe frustrated cause, with the sense of

Ialthough89 the are e$pressed b prepositional phrase with the prepositions

despite, in spite of, or regardless.

+$a%ple: In spite of its eacon, %an ships ha&e been wrecked on this

rock coast.

efault circu%stantial ha&e the sense of negati&e condition< Iif not,

unless89 the are e$pressed b prepositional phrase with the co%ple$

prepositions in the a sence of, in default.

+$a%ple: In the a sence of any prior agree%ent between the parties ass to

the rate of sal&age pa able, the a%ount is assessed, as a rule, b the

ad%iralt court.

!. Angle is related either to (i" the sa er of a I&erbal8 clause, with the sense of

Ias...sa s8 or (ii" to the senser of a I%ental8 clause, with the sense of

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Ias...thinks8. we can all t pe (i" Isource8 since it is used to represent the source

infor%ation.

+$a%ple: according to the phlogistic theory, the part re%aining after a

substance was burned was si%pl the original substance depri&ed of

phlogiston.

We can call t pe (ii" I&iewpoint8 since it is used to represent the infor%ation

gi&en b the clause fro% the so%ebod 8s &iewpoint, such as: to, in the

vie%1opinion of, from the stand point of.

+$a%ple: To >arr it see%ed unlikel , the 8re guilt in the e es of the law.

2.2.2 /rocesses

1erot and wignel (3!!4: 54" processes are central of ransiti&it . /articipants

and circu%stances are incu%bent upon the doings, happenings, feeling and beings.

We use ter% process and participant in anal ing what is represent through the use of

language. he center on the part of the clause which are reali ed b the &erbal

group. he are also regerded as what #goings

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B. Helational being e'ual to, or so%e attribute of

4. Jerbal sa ing linguall , signaling

5. eha&ioral beha&ing ph siologicall and ps chologicall

F. +$istential e$isting there e$ist

/rocesses are reali ed b &erbs. raditional &erbs ha&e been defined ass

Idoing words8. ut as the abo&e lists indicates, so%e &erbs are not doing words at all,

but rather e$press states of being or ha&ing. here are different orders of doings and

beings. 6or e$a%ple, to %rite a funn stor , to tell a funn stor , and to hear a funn

stor are three different orders of %eaning.

According to state%ent abo&e, the e$a%ples:

3. >aterial ;a%% went up the hill.

2. >ental ;a%% realises the difficulties.

B. eha&ioral ;a%% snores loudl .

4. Jerbal ;a%% sa s Idon8t eat a lot 8

5. Helational ;a%% is % fa&orite singer.

F. +$istential here8s a rabbit in the garden.

he tripartite interpretation of processes is what lies behind the gra%%atical

distinction of word classes into &erbs, nouns, and the rest, a pattern that in so%e for%

or other is probabl uni&ersal a%ong hu%an languages. We can e$press this as

-allida (3! 5: 302"

T#*e of elemen T#*&call# real&5ed b#+

(i". /rocess Jerbal group

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(ii". /articipant

(iii". *ircu%stance

?o%inal group

Ad&erbial group or prepositional phrasehe concept of process, participant and circu%stance are se%antic categories

which e$plain in the %ost general wa how pheno%ena of the real world are

represented as linguistic structures.

n the following sections we shall e$plore the different t pes of process that

are built in to se%antics of +nglish, and the particular kinds of participant role that

are s ste%aticall associated with each.

3. >aterial /rocesses

>aterial processes are processes of %aterial doing. -allida (3! 5: 30B"

%aterial processes are processes of Idoing8. he e$press the nation that so%e entit

Idoes8 so%ething

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A logical ele%ent is a function in transiti&it structure. he traditional &iew of

transiti&it in western linguistics is as follows.

i. +&er process has an Actor.

ii. ;o%e processes, but not all, also ha&e second participant, which we shall call

1DAL.

the goal is the entit which %a be done to.

+$a%ples:

he lion run/articipant

/rocessAn actor

/esta wrote a letter /articipant

/rocess

/articipant

An actor he 1oal

According to -allida (3! 5: 304" there are two &arieties of >aterial

/rocesses, the are:

*reati&e t pe

n the creati&e t pe, the 1oal is brought about b the process.

+$a%ples:

he leader issol&ed he co%%iteeAc or Proce""+ 6a er&al 7oal

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processes are ones of sensing such as: feeling, thinking, percei&ing. -allida

(3! 5:333" >ental processes, on the other hand, are processes of feeling, thinking and

seeing. >ental processes ha&e three t pes, the are:

a. Affecti&e or reacti&e (feeling"

b. *ogniti&e (thinking"

c. /ercepti&e (percei&ing through the fi&e senses."

1erot and wignel (3!!4: 5 " sa s, #>ental processes are %ental, con&ert

kinds of goingsental processes is different fro% %aterial processes ones in

%uch as %uch the letter are ph sical, %o&ing and o&ert doing. he participant in

>ental is not %uch acting or acting upon in a doing sense, as sensing ha&ing

feelings, percei&ing or thinking.

he participant roles in %ental processes are:

;enser

he senser is b definition a conscious being, for onl those who are consious

can feel, think and see.

/heno%enon

he pheno%enon is which is sensed: felt, though or seen.

+$a%ples:

he clause with senser and pheno%enon.

ndra oesn8t like doll/articipant /rocess: >ental /articipant

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;enser /heno%enon

;il&i Likes anana(en"er 6en al+ affec *!enomenon

;enser onl :

?o&i Mnderstood(en"er 6en al+cogn& &'e

he acti&e and passi&e for% in >ental /rocess:

Acti&e for%:

?ella Likes anana(en"er 6en al+ affec *!enomenon

/assi&e for%:

anana s liked nellaP!enomenon 6en al+ affec (en"er

B. eha&ioral processes

According to hallida (3! 5: 32 " eha&ioural processes are processes of

ph siological and ps chological beha&ioral, like breathing, drea%ing, s%iling,

laughing, etc.

here is one obligator participant: the beha&er. he eha&er is a conscious

being but the process is one of doing, not sensing, but so%eti%es in&ol&e a

Ibeha&ior8.

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+$a%ples:

ndra Weep 6or %e/articipant /rocess circu%stance

eha&er eha&ioural *ause

he lion Hoar loudl/articipant /rocess circu%stance

eha&er eha&ioural >anner

4. Jerbal /rocesses

Jerbal processes are processes of sa ing, or %ore accuratel , of s %bolicall

signaling. -allida (3! 5: 32!" &erbal processes are processes of sa ing. A things

which need not to be a conscious being (signal source" is called the sa er. 1erot and

wignel (3!!4: F2" there are three participants in &erbal processes, the are:

(eciever2 he one to who% the &erbali ation is addressed.

Target2 one acted upon &erball (insulted, co%pli%ented, etc"

(ange1Ver iage2 a na%e for the &erbali ation itself.

+$a%ples:

;il&i old Anna A rude 7oke(a#er 'erbal Targe erb&age

A% alwa s praising hi%(a#er erbal Targe

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5. Helational /rocesses

Helational processes are those of being. he can be classified according to

whether the are baing used to identif so%ething or to assign a 'ualit to so%ething.

n relational processes has two kinds, the are:

Identifying processes

/rocesses which establish an identit are called Identifying processes. n

dentif ing processes the participant roles are To0en and Value . oken which stands

for what is being defined, &alue which defined.

/ttri utive processes

/rocesses which assign a 'ualit are called /ttri utive Processes. n

attributi&e the participant roles are arrier and /trri ute. Attribute is a 'ualit

or epithet ascribed to the carrier (N carriers the attribute" and carrier (N is a

%e%ber of the class #a)"

+$a%ple:

Attributi&e processes

a&id s A good ga%es pla er Carr&er A r&bu &'e A r&bu edentif ing processess

/alepo >a be he best ga%es pla er Token Iden &f#&ng alue

here are three de&elop%ents of the two sub t pes of relational process

(-allida , 3! 5: 332"

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ntensi&e ($ is a"

/ossesi&e ($ has a"

*ircu%stantial ($ is at a"

1erot and wignel (3!!4: F " show the option of relational process as the

following:

Attributi&e: *arrier, attribute

dentif ing: oken, Jalue

Rela &onal Proce""

ntensi&e

/ossessi&e

*ircu%stantial

+$a%ples:

* toplas% s ;ort of a 7ell ho%e s nside of the citCarr&er A r&bu &'e+ c&rcum" an &al A r&bu e

Ato% s he nucleus of the cell

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Token Iden &f#&ng+ &n en"&'e 'alue

All cells *ontain c toplas%Token Iden &f#&ng+ *o""e""&'e 'alue

Albu%en ;urrounds he olk Token Iden &f#&ng+ c&rcum" an &al 'alue

F. +$istential /rocesses

+$istential processes are processes of e$istence. -allida (3! 5: 3B0" sa s,#+$istential processes are represent that so%ething e$ist or happens.) I here8 has norepresentational function9 it is re'uired because of the needs for a sub7ect in +nglish.+$istential processes are e$pressed b &erbs of e$isting: be, e$ist, arise and the e$tentcan be a pheno%enon of an kind. f in an e$istential clause containing acircu%stantial ele%ent. he circu%stantial ele%ent is he%atic, the word Ithere8 %a

be o%itted.

+$a%ples:

here8s A bab dog n the ard

E8&" en &al E8&" en C&rcum" ance+ *lace

Dn the %atinee 7acket Was A blood

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Writing is a thinking process in which getting ideas and arranging ideas in an

ordinar fashion are closel connected. Writing is not a sa%ple of i%agined because

it is a process of linking words into sentences paragraph. n writing, the organi ation

of ideas is &er i%portant. When we talk about writing, we often think about ele%ents

like word choice, gra%%ar and content of e&idence. ut it is &er i%portant part of

effecti&e writing and effecti&e thinking too is clear, logical organi ation. ;o it %eans

that writing should co%%unicati&e so%ething clearl , precisel and una%biguousl ,

so that the readers can co%prehend the writer of what is being written about.

2.$.1 Proce"" of 3r& &ng

-ar%er (2004 : 4" suggests four %ain ele%ents of writing process to produce

a readable %eaningful te$t:/lanning is the first process of writing. efore starting to write, writers

considered to tr and decide what it is the are going to sa . ;o%e of the% %a

in&ol&e %aking detailed notes or 7ust a few 7otted words and the others %a do their

planning in their heads. When planning, writers ha&e to think about three %ain issues.

n the first place the ha&e to consider the purpose of their writing. ;econdl , the

ha&e to think of the audience the are writing for. he last, the writers ha&e to

consider the content structure.rafting is the ne$t step. Writers can refer to the first &ersion of a piece of

writing as a draft. As the writing process proceed into editing, a nu%ber of drafts %a

be produced on the wa to the final &ersion. +ach draft will show the changing orO

and the de&eloping of the written te$t.

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+diting (Heflecting and He&ising" is the third step of writing. After %aking a

draft, usuall the writers read what the ha&e written in draft to see whether it works

or not. he %a %o&e paragraphs around, write a new introduction or use a different

for% of words for a particular sentence. Heflecting and re&ising are often helped b

the other readers (or editors" so that the writers can %ake appropriate re&isions.6inal Jersion (/ublishing" is the last process of writing. After editing the

draft, the writers produce their intended audience.

2.$.2 A""e""men of 3r& &ng

-eaton (3! : 3B " sa s that skills of writing include fi&e general

co%ponents or %ain areas such as:

3. *ontent is the abilit to think creati&el and to de&elop thought including all

of the rele&ant to assigned topics.2. Drgani ation is the abilit to write in appropriate %anner for a particular

purpose with a particular audience in %ind, together with abilit to select, to

organi e and other rele&ant infor%ation.B. Jocabular is the abilit to write the word effecti&el and to appreciate

register.4. Language use is the abilit to write correct and appropriate sentences and.5. >echanical skills is the abilit to use those con&entions peculiar correctl to

written language, e.g. punctuation, spelling.2.) Paragra*!

A good paragraph is nor%all i%ported of writing. ;o the writers should

know ele%ent which well written paragraph %ust unified, coherence and co%plete.

/aragraph de&elops a unit of an outline. ;iahaan and ;inurat (2005:3" states # a

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paragraph is %ade up of three kind8s sentences na%el topic sentences, supporting

sentences and concluding sentences).

2.).1 To*&c (en ence"opic sentences ( ;" are the %ost i%portant part of paragraph. t introduces

the %ain idea of the paragraph and controlling idea of the paragraph. A good topic

sentence is the sentence which can be de&eloped b so%e supports and it %ust be

interesting to attract the reader8s attention. he topic sentence is usuall at the

beginning of a paragraph which %ost of topic sentences is the general state%ent. hetopic sentence can be factual.E8am*le 1 +

( ud&e" on Human Bra&nT!e " ud# on !e dead bra&n &" called Au o*"# " ud# . he

techni'ue of the stud is b conducting an obser&ation to a patient who isdispla ing a neurological disorder. ;oon after his death, the brain ise$a%ined to deter%ine the areas that are da%aged. he purpose is tode&elop theories about the role of the da%aged brain parts in nor%alfunctioning. A fa%ous e$a%ple of this stud refers to the anal sis of /aulroca, a nineteenthan studies, whichwere conducted later supported roca8s conclusion.

ased on the pre&ious paragraph, the writer concludes that, the stud on the

dead brain is called Autops stud , as the topic sentence. his topic sentence can be

de&eloped to be a paragraph, because the e$a%ple of the topic sentence abo&e

includes to factual data. his topic sentence is supported b following rele&ant

sentences, so it can be well for%ed into a good paragraph.

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&n Euro*e:. his kind of conte$t refers to internal factors of a sentencethat gi&e the se%antic %eaning of a word in the sentence.

; : he %eaning of the language use that is added to the se%antic %eaningderi&es fro% the linguistic conte$t as the linguistic perfor%ance of thelanguage.

;;3 : he %eaning of the word #green) is fro% its perfor%ance in its linguisticconte$t.

;;2 : he conte$t of the word #green) is the additional %eaning to its se%antic%eaning.

;;B : he word # green) %eans #color) in # he lad is wearing a green hat).;; 4 : t %eans #ine$perience or not 'ualified) in #Cohn is still green).;; 5 : t %eans #raw or unripe) in #We do not want to eat the green fruit).

;;F : t %eans #reforestation) in #1reen re&olution began in +urope.)*; : his kind of conte$t refers to internal factors of a sentence that gi&e these%antic %eaning of a word in the sentence.

ased on the pre&ious data, it ob&iousl shows se&eral supporting sentences

which e$plain the topic sentence. +&er supporting sentence is related to the topic

sentence written in the paragraph which is about language use, it %eans that the

supporting sentences gi&e a strong contribution to the topic sentence to e$plain

widel the topic sentence so that it beco%es a good paragraph.2.).$ Conclud&ng (en ence

*oncluding sentence (*;" is a last part of paragraph which is usuall placed

in the ends of the paragraph. *oncluding paragraph is closed to the de&elop%ent of

the paragraph.E8am*le ) +

T!e Im*or an -unc &on of Engl&"! 4anguage

he world globali ation gi&es the +nglish language a &eri%portant function for the hu%an8s life. t is accepted as an internationallanguage of technolog and co%%erce. As a conse'uence, %ore and%ore people learn it specificall because the want to do their businesseffecti&el . he facts indicate that business people sell their products tothe international societ in +nglish. eside that, auto%oti&e andelectronic instructions are widel gi&en in +nglish. n addition to that,doctors and researchers read the de&elop%ents of their field in +nglish.

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he %ost i%portant fact is that the %a7orit of te$tbooks and 7ournalsare written in +nglish. T!&" mean" !a *eo*le are *laced o !e fac

!a !e# canno neglec o learn !e Engl&"! language .

; : he world globali ation gi&es the +nglish language a &er i%portantfunction for the hu%an8s life.

;; 3 : t is accepted as an international language of technolog and co%%erce.;; 2 : As a conse'uence, %ore and %ore people learn it specificall because the

want to do their business effecti&el .;; B : he facts indicate that business people sell their products to the international

societ in +nglish.;; 4 : eside that, auto%oti&e and electronic instructions are widel gi&en in

+nglish.;; 5 : n addition to that, doctors and researchers read the de&elop%ents of their field in +nglish.

;; F : he %ost i%portant fact is that the %a7orit of te$tbooks and 7ournals arewritten in +nglish.

*; : his %eans that people are placed to the fact that the cannot neglect tolearn the +nglish language.

ased on the pre&ious e$a%ple, it shows that concluding sentence is placed in

the last part of paragraph. t is a single sentence. t concludes the topic sentence and

supporting sentences which e$plain about the i%portance of +nglish language. t

closes the de&elop%ent of the paragraph.2., 7enre

Knap Watkins (2005: 22" state that the ter% Igenre8 has been around for a

long ti%e. t has been theori ed fro% a range of perspecti&es, including literar

studies, popular culture, linguistics, pedagog and %ore recentl , +nglish O literac

education.According to 1erot Wignell (3!!4: 3 " a genre can be defined as a

culturall specific te$t

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and identified according to the stages the %o&e through to attain their purpose.

here are so%e t pes of genre na%el spoof, recount, report, e$position, news ite%,

anecdote, narrati&e, procedure, descripti&e, e$planation, discussion, and re&iew.

+&er genre has a nu%ber of characteristic and it has the specific purpose which

%ake it is different fro% other genre. n this stud , the writer onl focuses on the

genre of procedure writing.

2.,.1 Procedure e8

/rocedure te$t is a te$t that is designed to describe how so%ething is

achie&ed through a se'uence of actions or steps. t e$plains how people perfor%

different processes in a se'uence of steps. his te$t uses si%ple present tense, often

i%perati&e sentences. t also uses the te%poral con7unction such as first, second, then,

ne$t, finall , etc.

he generic structures of procedure te$t are :

1oalOai% ( or title"

>aterials (not re'uired for all procedural te$ts"

;teps (the actions that %ust be taken"

significant Le$icogra%%atical 6eatures9

Mse of si%ple present tense.

Mse of i%perati&es (e.g.: cut, don8t %i$"

Mse of action &erbs (e.g.: turn, put, %i$"

Mse of connecti&es (e.g. : first, then, finall , P"

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Mse of ad&erbial phrases (e.g. : for fi&e %inutes, 2 centi%eters fro% the top"

E8am*le , +/rocedure te$t

How to make a sandwich (aim/goal )You need (materials) 2 slices of bread peanut butter a banana honey

What you should do are : (steps) Take two slices of bread Spread peanut butter Cut up a banana onto small slices and put them on one of the

slices Pour some honey over the bananas Put the other slice of bread on top

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CHAPTER III

6ETHODO4O7= O- RE(EARCH

n this chapter talked about the %ethod and the procedure of the research that

can be used to answer the proble% of the research that stated in the pre&ious chapter.

he procedure are consist of research design, sub7ect of the research, ob7ect of the

research, the population and sa%ple, instru%ent for collecting data, &alidit ,

reliabilit , techni'ue of collecting data, techni'ue of anal ing data.

$.1 De"&gn of !e " ud#

his research is done b using 'ualitati&e research. Gualitati&e research is

design to obtain infor%ation concerning the current status of pheno%ena. escripti&e

Gualitati&e is the suitable %ethod for anal ing this thesis. escripti&e 'ualitati&e

%ethod is used for gi&ing description of the transiti&it process on students8 writing

procedure paragraph. he are directed towards deter%ining the real situation, as it

e$ists at the ti%e of the stud . he data is gotten fro% students at ;>A? 3 Laguboti

in writing procedure paragraph. n 'ualitati&e %ethod, we can present su%%ar , hard

selection, classified in one of large s ste%, not onl that but also 'ualitati&e can

change the data into nu%ber or arrange. -uber%an in Hohidi (3!!2:3 " sa s that the

nu%ber and word are going to e$plain the nu%ber working together in the anal sis.

n order to find out the %ost do%inant t pe of transiti&it that used on students8

writing procedure paragraph, the writer applies ungin8s for%ula (2005:3 2":

?Ef$On $ 300

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?Epercentage of the use of transiti&it

6$Efre'uenc of the use of transiti&it

nE total ite% of the use of transiti&it

$.2 (ub%ec of !e Re"earc!

Ar (2030:B0F" states #;ub7ects are %atched on one or %ore &ariables that

can be %easured con&enientl ). he sub7ect of this research is the students in ;>A?

3 Laguboti.

$.$ Ob%ec of !e Re"earc!

iber Lea& (2033: " states # his is particularl i%portant in the social

sciences, where data are largel deri&ed fro% hu%an sub7ects who, under this

fra%ework, beco%e &iewed as ob7ects for research processes: he are acted on b

others

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>iles and -u%ber%an (3!!4:30" state that the define anl sis as consisting of

three concurrent flows of acti&it : data reduction, data displa , and conclusion

drawingO&erification.he first is reducing the data which will be anal ed. he anal st should

select which data is necessar to anal e and which one is not. According to >illes

-uber%an, data reduction refers to the process of selecting, focusing, si%plif ing,

abstracting, and transfor%ing the data that appear in written up field notes or

transcription.he second step is displa ing the data. After reducing the data which will be

anal ed, the anal st has to displa the data in specific for% whether it is table,

%atrices, graphs, charts, or networks. All are design to asse%ble, co%pact fro% so

that the anal st can see what is happening either draw 7ustified conclusion or %o&e on

to the ne$t step of anal sis the displa suggest %a be useful (3!!4:33". After

reducing the data b selecting the clause, the second step is identif ing and clasif ing

the data based on -allida 8s theor .he last step is drawing a conclusion. According to >illes and huber%an

(3!!4:33", conclusion is also &erified as a anal st proceeds. he %eaning e%erging

fro% the data ha&e to be tasted for their plausibilit , their sturdiness, their

#confir%abilit )illes -uber%an

(3!!4:32"*o%ponents of data anal sis: nteracti&e >odel

Da acollec &on Da a

d&"*la#

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n abo&e figure, the three t pes of anal sis acti&it and the acti&it of data

collection itself fro% an interacti&e, c clicsl process. he coding of the data, for

e$a%ple (data reduction", leads to new ideas on what should go into %atri$ (data

displa ", entering the data re'uires further data reduction. As the %atri$ fills up,

preli%inar conclusions are drawn but the lead to the decision, for e$a%ple to add

another colu%n to the %atri$ to test the conclusion. n this &iew, 'ualitati&e data

anal sis is a continuous, iterati&e. ssues of the data reduction, of displa and

conclusion drawingO&eri&ication co%e into figure successi&el as anal sis episode

follow each other (>illes -uber%an, 3!!4: 32"

ased on co%ponent of >illes and -uber%an8s theor , for the first step in this

research is collecting the data b docu%entation. he writer get the procedure te$t

fro% the students of ;>A ? 3 Laguboti. After that, the clause should be reducting,

select the clause which is necessar to anal e and which one is not. he ne$t step,

the writer identified and classified the clause based on -allida 8s theor . he last

step, the writer %ake a conclusion.

Da areduc &on

Conclu"&on" +dra/&ng>'er&f#&ng

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