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CHAPTER I
INTRODUCTION
1.1 Background
Language is purely human and non-instincive method of communicating
ideas, emotions, and desires by means of a system of voluntarily produced symbols
Sapir (1921:17). From the definition, it is important to note that language is a means
of communication purely owned by human.
Kirpatrick (2007:3) says “Since Word War II, English has become the lingua
franca, every information and knowledge is written in English.” Time by time the
number of people using English are increasing. English plays an important role in
global world development. Learning English means learning four basic skills of
language : speaking, listening, reading and writing. Lado (1961:248) states “Writing a
foreign language is the ability to use the language and it graphic representation
productively in ordinary writing situations”. More specifically, It means that by
writing a foreign language the ability to use the structures, the lexical items and their
conventional representation, in ordinary matter-of-fact writing.
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,
2005:89), “What we often see in text books and other curriculum materials, for
instance, is that language is treated as an almost transparent medium in the overall
learning process, and consequently there is a careless use of genres and grammar.”
Communicating in English is one skill that the students have to master. They must
know the rules of English grammar in order to avoid making errors or mistakes. They
have to master the structure of English, so that they will be able to put their ideas,
feeling, or desires into the grammar of English to make them meaningful.
Writing is a way communication between the writer and the readers. Writing
can help us more to consider our thoughts and analyze our feelings because it gives us
time to do so. Because of writing, we are able to achieve more understanding to
communicate our purposes and expressions clearly with our partner, which helps us
avoid the miscommunication which often happens in an oral communication. Harmer
(1998:84) states “Handwriting is a very personal letter. It is supposed to reflect
character. Different nationalities certainly have recognizable handwriting traits. Some
produce written work which is indecipherable, whether beautiful or messy and ugly.
In interpreting and producing a text, we have to concern about the grammar.
In fact grammar plays an important role in describing an explaining the language
phenomenon. Thus, by learning a grammar, it will be an easy way to produce the text
correctly. The texts are combination of the range of words, sentences which have a
meaning. Halliday (1985: xvii) says, “A text is a semantic unit, not grammatical one.
But meanings are realized through wordings; and without a theory of wording-that is,
a grammar-there is no way of making explicit one’s interpretation of the meaning of a
text.” Sentences and words are not so sharply set off one another; there are no
different in kind—both are units in the grammar. Language is kind of linguistics.
How language is put together and how it works are systemized in grammar or rules
for forming words and making sentences. Through grammar of a language someone
understand how text work and the structure of sentences.
Furthermore, Halliday (985: xiv) views a language is interpreted a s a system
of meaning, accompanied by forms through which the meanings can be realized.
Language consist of three levels, they are : Phonology (talking about the sound of
language), Lexicogrammatical (talking about the construction of making sentences)
and Discourse (talking about the unity of clause to imagine the meaning).
Language of text has three functions or it is called as metafunction of
language (Gerot & Wignell, 1994: 12), they are: Ideational Function, Interpersonal
Function, and Textual Function.
From the view of Interpersonal function, a text serves as a media for
individuals. The language is used to interact with people, to build and maintain
relationships with them, to please them, and influence their behavior, get help or
sympathy for them. It is realized by The Mood System.
From textual function vied, it is explained that text is as a system organizes
messages in unified manner so that chunks of messages fit logically with others
around them and with the wider context in which the talking or writing takes place.
That realized by Theme System of Language.
In ideational function, text is used to talk about our experience, to describe,
states and entities involved. Language serves as a coding system which deals with the
relation between man and nature. The ideational function consists of logical and
experiential function. The experiential function is realized by the Transitivity System.
Transitivity is normally understood as the grammatical feature which indicates if a
verb takes a direct object.
In relation to this research, the analysis of the students’ writing procedure
paragraph uses the system of transitivity covering Process, participants and
circumstances. With the different participant types for different process types will be
found in the students’ writing procedure paragraph. In the concept of transitivity
found in Halliday’s Introduction of Functional Grammar, the process consist of
Material Process (Process of doing); Mental Process (Process of sensing); Verbal
Process (Process of saying); Behavioral Process (Process of physiological and
physiological behaviour); Existential Process (represents that something exist and
happen). The participants are directly involved in the process such as who does say,
is, exist, behaves or senses. Participants are also centrally involved in the process by
being affected by it, the one that is done to, sensed, etc. While circumstances are
typical adjuncts. They answer such questions as when, where, why, how, how many
and as what.
Process, participants and circumstances are the three elements of transitivity
which analysing in this research. In this research is analysing the transitivity system
because the elements of transitivity can held a clauses. As we know that transitivity is
analysed at clause level.
Paragraph is range of clauses. Every clause has message for the reader.
Through processes, participants and circumstances of clause someone understand
how the paragraph work and the structure of sentences. Processes, participants and
circumstances try to get the meaning of the procedure text which will be written by
the students grade ten SMAN 1 Laguboti. Every element of transitivity has different
function. Processes have function that tell us about the activity of the participant in
clauses. Processes are center of transitivity. Processes are realized by verbs to show
the activity and to know what the participants doing of the clauses, such as : doing,
sensing, physiological and psycological behaviour, saying, being and having. The
processes also can help us to get the meaning or message in every clause around
about the activities of participants. But not all of the clause have a processes. In minor
clause has not a processes, such as: “Hi! Good afternoon! (Greeting), oh, so high!
(exclamations).
Participants and circumstances are incumbent upon doing, happening, feeling
and beings. Participants follow the processes of the clause. In every processes have
different participants. The function of participants is to know who is doing the
activities in the clause.
In this research, the writer is analysed about transitivity system on students’
writing procedure paragraph at grade ten in SMAN 1 Laguboti.
1.2 Problem of the study
The problem of the study can be stated as follows:
1. What types of processes are found on students’ writing procedure paragraph at
grade ten in SMAN 1 Laguboti ?
2. What participants and circumstances are involved on students’ writing
procedure paragraph at grade ten in SMAN 1 Laguboti?
3. what is the most dominant type of process, participant and circumstance used
on students’ writing procedure paragraph at grade ten in SMAN 1 Laguboti ?
1.3 The objectives of the Study
The objectives of the study are :
2. To analyse the types of processes that found on students’ writing procedure
paragraph at grade ten in SMAN 1 Laguboti.
3. To find out what participants and circumstances are involved on students’
writing procedure paragraph at grade ten in SMAN 1 Laguboti.
4. To describe the most dominant type of process, participant and circumstance
used on students’ writing procedure paragraph at grade ten in SMAN 1
Laguboti.
1.4 Scope of Study
This thesis is only concerned with the ideational function. In the ideational
function there is a function which is called experiential. Experiential is realized by
transitivity process. Transitivity system is a presentation of meaning in a clause. The
analysis is focused on the transitivity process which consists of Processes: Material
process, Mental process, Verbal process, Relational process, Behavioral process, and
Existential process; Participants and Circumstances: Time (tells when and is
probed by when? How often? How long?), Place (tells where and is probed by
where? How far?), Manner (tells how about means, quality, and comparison), Cause
(tells why about reason, purpose, and behalf), Accompaniment (tells with (out) who
or what and is probed by who or what else?), Role (tells what as and is Probed by as
what?) and Matter (tells about what or with reference to what and is probed by what
about?) found on students’ writing procedure paragraph at grade ten in SMAN 1
Laguboti.
1.5 Significance of the study
A study without significant would be disadvantages. A study would give
contribution at cost in two aspect, they are:
1.5.1 Theoretically
1.5.1.1 For the Teacher
The teacher can teach the student more about transitivity system.
1.5.1.2 For the Students
The students can be more interesting in learning about transitivity system.
1.5.1.3 For the Reader
can be used to be source to the next research.
1.5.2 Practically
1.5.2.1 For the Teacher
Transitivity is normally understood as the grammatical feature, so the teacher
can make the students more active in learning about Transitivity system.
1.5.2.2 For the Students
Giving important information to the students about Transitivity system in
learning English.
1.5.2.3 For the Reader
To assess and develop background experiences, concepts, and information.
1.6 Theoretical Framework
This research uses some theories to support the writer’s ideas which relevant
to the variable or the case. The theories that the writer uses are based on : Halliday
(1985), Gerot & Wignell (1994), Knapp and Watkins (2005), Harmer (2004), Siahaan
and Sinurat (2005), Knap & Watkins (2005), Siahaan & Shinoda (2007).
1.7 The Key Terms
1. Writing is itself a relatively disciplined activity and while discussion and
working with peers is important, so are the times to individually reflect on
work and independently complete a task (Knapp and Watkins, 2005:82)
2. Paragraph is made up of three kind’s sentences namely topic sentences,
supporting sentences and concluding sentences (Siahaan & Sinurat, 2005:1)
3. Procedure is
4. Transitivity is the grammatical feature which indicates if a verb takes a direct
object.
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter the writer will discuss about writing descriptive skill. This
study concerns on the use of jigsaw strategy in descriptive text to the students
especially for the Junior High School.
2.1 Language Learning and Teaching
Language as a means of communication plays an important role in human life.
People use language to express their feelings, ideas, thoughts and convey messages to
others. (Brown, 2000) says “Language is a system of arbitrary conventionalized
vocal, written, or gestural symbols that enable members of given community to
communicate intelligibly with one another. Language is systematic. Language is a set
of arbitrary symbols. The symbols are primarily vocal, but may also be visual. The
symbols have conventionalized meanings to which they refer. Language is used for
communication and operates in a speech community or culture. it is essentially
human, although possibly not limited to human. All people acquire language in much
the same way; both language and language learning have universal characteristics”.
Learning is a process of knowing something and further knowing to do
something. Brown (2000:7) state that learning is acquiring or getting of knowledge of
a subject or a skill by study, experience, or instruction. It is a relatively permanent
change in a behavioral tendency and is the result of reinforced practice.
Learning cannot be separated from teaching. In this case, teaching is an
activity of helping the learning process. Brown (2000:7) states “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.
Teaching is guiding and facilitating learning, enabling the learner to learn, setting the
conditions for learning. Our understanding of how the learner learns will determine
our philosophy of education, teaching style, approach, methods, and classroom
technique”.
Based on the theories above, it can be concluded that language learning and
teaching is an interaction between someone who tries to understand a language and
the other who helps him or her gain more information about the language.
2.2 Trasitivity
Transitivity system belongs to experiental metafunctions. Transitivity is
normally understood as the grammatical feature which indicates if a verb takes a
direct object. When we look at the experiential metafunctions, we are looking at the
grammar of the clause as representation. It is called so because the clause in its
experiential function is a way of representing pettern of experience. Thhrough the
system of transitivity, we can explore the clause in its aspects such is:
Who=does=what=to=whom, when, where, why or how
When people talk about what a word or sentence means, it is kind of meaning
they have in mind. Meaning in this sense is related to content or idea. So, here the
clause that functions as the representation of processes explores by transitivity
system. A fundamental property of language is that it enables human being to build a
mental picture of reality, to make sense of their experience of what goes on around
them and inside them. The clause is the most significant grammatical unit, in this case
because it is the clause that function as the representation of processes. Transitivity
analysis offers a description of one of the structural strands of the clause. Transitivity
specifies the different types of process that are recognized in the language, and the
structures by which they are expressed.
According to Halliday (1985: 101) there are three semantic categories which
explain in general way about how phenomena of the real world are represented as
linguistic structures. They are:
The process it self
Participants in the process
Circumstances associated with the process
These provide the frame of reference for interpreting experience of what goes
on.
2.2.1 Circumstances
Circumstances answer such question as when, where, ehy, how, how many
and as what. Halliday (2004: 262) his classified into :
1. Time (temporal): tells when and is probed by when? How often? How long?
Example: Faisal goes to her girl friend house every Saturday night.
2. Place (spatial): tells where and is probed by where? How far?
Example: Indra goes to his girlfriend house every Saturday night.
3. Manner: tells how. Circumstance of manner hass divided to 3 kinds, they are:
Means: tells by what means and is probed by what with.
Example: John goes by bicycle.
Quality: tells how and is probed by how?
Example: Ryan loved her madly, deeply, truly!
Comparison: tells like what and is probed by what like?
Example: Pesta was jumping around like a monkey on a roof.
4. Cause: tells why. Cause has three kind, they are:
Reason: tells what cause the process and is probed by why? Or how?
Example: the sheep died of thirst.
Purpose: tells the purpose and is probed by what for?
Example: stephanie went to market for new pencil.
Behalf: tells for whose sake and is probed for whom?
Example: Sastri went to the market for his mother.
5. Accompaniment: tells with(out) who or what and is probed by who or what
else?
Example: Rani left work without his briefcase.
6. Matter: Tells about what or with reference to what and probed by what about?
Example: This book is talking about functional grammar.
7. Role: Tells what as and is probed by as what?
Example: Silvi lived a quite life as a beekeeper.
8. Contingency: Circumstances of contingency specify an element on which the
actualization of the process depends. Contingency has three kinds, they are:
Conditional have to obtain in order for process to be actualized; they have
the sense of ‘it’. They are expressed by propositional phrases with complex
preposition in case of, in the event of, on condition of.
Example: Andi get back to the bedroom and change clothes in case of
bloodstains.
Concession circumstantial construe frustrated cause, with the sense of
‘although’; they are expressed by prepositional phrase with the prepositions
despite, in spite of, or regardless.
Example: In spite of its beacon, many ships have been wrecked on this
rocky coast.
Default circumstantial have the sense of negative condition- ‘if not,
unless’; they are expressed by prepositional phrase with the complex
prepositions in the absence of, in default.
Example: In the absence of any prior agreement between the parties ass to
the rate of salvage payable, the amount is assessed, as a rule, by the
admiralty court.
9. Angle is related either to (i) the sayer of a ‘verbal’ clause, with the sense of
‘as...says’ or (ii) to the senser of a ‘mental’ clause, with the sense of
‘as...thinks’. we can all type (i) ‘source’ since it is used to represent the source
information.
Example: according to the phlogistic theory, the part remaining after a
substance was burned was simply the original substance deprived of
phlogiston.
We can call type (ii) ‘viewpoint’ since it is used to represent the information
given by the clause from the somebody’s viewpoint, such as: to, in the
view/opinion of, from the stand point of.
Example: To Marry it seemed unlikely, they’re guilty in the eyes of the law.
2.2.2 Processes
Gerot and wignel (1994: 54) processes are central of Transitivity. Participants
and circumstances are incumbent upon the doings, happenings, feeling and beings.
We use term process and participant in analyzing what is represent through the use of
language. They center on the part of the clause which are realized by the verbal
group. They are also regerded as what “goings-on” and suggest many different kinds
of goings-on which necessarily involve different kinds of participant in varying
circumstances. While participants and circumstances are incumbent upon the doings,
happenings, feeling and beings.
Process can be subdivided into different types. There are six different process
types indentified by halliday in Gerot and Wignel (1994: 54), they are:
1. Material doing bodily, physically, materially
2. Mental sensing emotionally, intellectually, sensorilly
3. Relational being equal to, or some attribute of
4. Verbal saying lingually, signaling
5. Behavioral behaving physiologically and psychologically
6. Existential existing there exist
Processes are realized by verbs. Traditional verbs have been defined ass
‘doing words’. But as the above lists indicates, some verbs are not doing words at all,
but rather express states of being or having. There are different orders of doings and
beings. For example, to write a funny story, to tell a funny story, and to hear a funny
story are three different orders of meaning.
According to statement above, the examples:
1. Material Sammy went up the hill.
2. Mental Sammy realises the difficulties.
3. Behavioral Sammy snores loudly.
4. Verbal Sammy says ‘don’t eat a lot!’
5. Relational Sammy is my favorite singer.
6. Existential There’s a rabbit in the garden.
The tripartite interpretation of processes is what lies behind the grammatical
distinction of word classes into verbs, nouns, and the rest, a pattern that in some
form or other is probably universal among human languages. We can express this as
Halliday (1985: 1020:
Type of element Typically realized by:
(i). Process Verbal group
(ii). Participant
(iii). Circumstance
Nominal group
Adverbial group or prepositional phrase
The concept of process, participant and circumstance are semantic categories
which explain in the most general way how phenomena of the real world are
represented as linguistic structures.
In the following sections we shall explore the different types of process that
are built in to semantics of English, and the particular kinds of participant role that
are systematically associated with each.
1. Material Processes
Material processes are processes of material doing. Halliday (1985: 103)
material processes are processes of ‘doing’. They express the nation that some entity
‘does’ something-which may be done ‘to’ some other entity. So clauses with a
material process obligatorily have a doing (Process) and a doer (Participant).
The lion RunParticipant Process
Pesta wrote a letterParticipant Process Participant
The entity who or which does something is called “the actor”. Halliday (1985:
102) says, “the actor is the ‘logical subject’ of older terminology, and means the one
that does the deed.
Example: The mouse ran up the clock. In the sentence, ‘the mouse’ is a subject or
participant who does something.
A logical element is a function in transitivity structure. The traditional view of
transitivity in western linguistics is as follows.
i. Every process has an Actor.
ii. Some processes, but not all, also have second participant, which we shall call
GOAL.
the goal is the entity which may be done to.
Example:
The lion run
ParticipantProcess
An actor
Pesta wrote a letter
ParticipantProcess
Participant
An actor The Goal
According to Halliday (1985: 104) there are two varieties of Material
Processes, they are:
Creative type
In the creative type, the Goal is brought about by the process.
Examples:
The leader Dissolved The commiteeActor Process: Material Goal
Pesta wrote a letterActor Process: Material Goal
Dispositive type
In the dispositive type, we have doings and happenings.
Examples:
Hiss boss Dismissed andiActor Process: Material Goal
My father ResignedActor Process: Material
Material process ‘take’ both the active and the passive voice. The active voice
is a happening rather a doing: the probe is not what did actor do? But what happen to
actor? The passive form is used, we can probe for an explicit actor-we can ask who
by?
Example: Active voice
Petter sent the letterActor Process: Material Goal
Passive voice
The letter was sent by petterGoal Process: Material Actor
2. Mental processes
Mental processes is process of sensing. Gerot and Wignel (1994: 58) Mental
processes are ones of sensing such as: feeling, thinking, perceiving. Halliday
(1985:111) Mental processes, on the other hand, are processes of feeling, thinking
and seeing. Mental processes have three types, they are:
a. Affective or reactive (feeling)
b. Cognitive (thinking)
c. Perceptive (perceiving through the five senses.)
Gerot and wignel (1994: 58) says, “Mental processes are mental, convert
kinds of goings-on.” Mental processes is different from material processes ones in
much as much the letter are physical, moving and overt doing. The participant in
Mental is not much acting or acting upon in a doing sense, as sensing – having
feelings, perceiving or thinking.
The participant roles in mental processes are:
Senser
The senser is by definition a conscious being, for only those who are consious
can feel, think and see.
Phenomenon
The phenomenon is which is sensed: felt, though or seen.
Example:
The clause with senser and phenomenon.
Indra Doesn’t like doll
ParticipantProcess: Mental
Participant
Senser Phenomenon
Silvi Likes BananaSenser Mental: affect phenomenon
Senser only:
Novi UnderstoodSenser Mental:cognitive
The active and passive form in Mental Process:
Active form:
Nella Likes BananaSenser Mental: affect phenomenon
Passive form:
Banana Is liked By nerlyPhenomenon Mental: affect senser
3. Behavioral processes
According to halliday (1985: 128) Behavioural processes are processes of
physiological and psychological behavioral, like breathing, dreaming, smiling,
laughing, etc.
There is one obligatory participant: the behaver. The Behaver is a conscious
being but the process is one of doing, not sensing, but sometimes involve a
‘behavior’.
Examples:
Indra weep For me
Participant Process circumstance
Behever Behavioural Cause
The lion Roar loudly
Participant Process circumstance
Behever Behavioural Manner
4. Verbal Processes
Verbal processes are processes of saying, or more accurately, of symbolically
signaling. Halliday (1985: 129) verbal processes are processes of saying. A things
which need not to be a conscious being (signal source) is called the sayer. Gerot and
wignel (1994: 62) there are three participants in verbal processes, they are:
Reciever: The one to whom the verbalization is addressed.
Target: one acted upon verbally (insulted, complimented, etc)
Range/Verbiage: a name for the verbalization itself.
Examples:
Silvi Told Anna A rude jokeSayer verbal Target Verbiage
I Am always praising himSayer Verbal Target
5. Relational Processes
Relational processes are those of being. They can be classified according to
whether they are baing used to identify something or to assign a quality to something.
In relational processes has two kinds, they are:
Identifying processes
Processes which establish an identity are called Identifying processes. In
Identifying processes the participant roles are Token and Value. Token which stands
for what is being defined, value which defined.
Attributive processes
Processes which assign a quality are called Attributive Processes. In
attributive the participant roles are Carrier and Atrribute. Attribute is a quality
or epithet ascribed to the carrier (X carriers the attribute) and carrier (X is a
member of the class “a”)
Example:
Attributive processes
David Is A good games playerCarrier Attributive AttributeIdentifying processess
Palepo May be The best games playerToken Identifying Value
There are three developments of the two sub types of relational process
(Halliday, 1985: 112)
Intensive (x is a)
Possesive (x has a)
Circumstantial (x is at a)
Gerot and wignel (1994: 68) show the option of relational process as the
following:
Attributive: Carrier, attribute
Identifying: Token, Value
Relational Process
Intensive
Possessive
Circumstantial
Examples:
Cytoplasm Is Sort of a jelly-like materialCarrier Attributive: intensive AttributeFish have fish finCarrier Attributive: possessive Attribute
My home Is Inside of the cityCarrier Attributive: circumstantial Attribute
Atom Is The nucleus of the cellToken Identifying: intensive value
All cells Contain cytoplasmToken Identifying: possessive value
Albumen Surrounds The yolkToken Identifying: circumstantial value
6. Existential Processes
Existential processes are processes of existence. Halliday (1985: 130) says, “Existential processes are represent that something exist or happens.” ‘There’ has no representational function; it is required because of the needs for a subject in English. Existential processes are expressed by verbs of existing: be, exist, arise and the extent can be a phenomenon of any kind. If in an existential clause containing a circumstantial element. The circumstantial element is Thematic, the word ‘there’ may be omitted.
Examples:
There’s A baby dog In the yardExistential Existent Circumstance: place
On the matinee jacket Was A blood-stainCircumstance: place Existential Existent
2.3 Writing
In general, writing is considered as a one-way transmission from writers’
mind to the working out of a graphic display. According to Knapp and Watkins
(2005:82), “Writing is itself a relatively disciplined activity and while discussion and
working with peers is important, so are the times to individually reflect on work and
independently complete a task”.
Writing is a thinking process in which getting ideas and arranging ideas in an
ordinary fashion are closely connected. Writing is not a sample of imagined because
it is a process of linking words into sentences paragraph. In writing, the organization
of ideas is very important. When we talk about writing, we often think about elements
like word choice, grammar and content of evidence. But it is very important part of
effective writing and effective thinking too is clear, logical organization. So it means
that writing should communicative something clearly, precisely and unambiguously,
so that the readers can comprehend the writer of what is being written about.
2.3.1 Process of Writing
Harmer (2004 : 4) suggests four main elements of writing process to produce
a readable meaningful text:
Planning is the first process of writing. Before starting to write, writers
considered to try and decide what it is they are going to say. Some of them may
involve making detailed notes or just a few jotted words and the others may do their
planning in their heads. When planning, writers have to think about three main issues.
In the first place they have to consider the purpose of their writing. Secondly, they
have to think of the audience they are writing for. The last, the writers have to
consider the content structure.
Drafting is the next step. Writers can refer to the first version of a piece of
writing as a draft. As the writing process proceed into editing, a number of drafts may
be produced on the way to the final version. Each draft will show the changing or/
and the developing of the written text.
Editing (Reflecting and Revising) is the third step of writing. After making a
draft, usually the writers read what they have written in draft to see whether it works
or not. They may move paragraphs around, write a new introduction or use a different
form of words for a particular sentence. Reflecting and revising are often helped by
the other readers (or editors) so that the writers can make appropriate revisions.
Final Version (Publishing) is the last process of writing. After editing the
draft, the writers produce their intended audience.
2.3.2 Assessment of Writing
Heaton (1988 : 138) says that skills of writing include five general
components or main areas such as:
1. Content is the ability to think creatively and to develop thought including all
of the relevant to assigned topics.
2. Organization is the ability to write in appropriate manner for a particular
purpose with a particular audience in mind, together with ability to select, to
organize and other relevant information.
3. Vocabulary is the ability to write the word effectively and to appreciate
register.
4. Language use is the ability to write correct and appropriate sentences and.
5. Mechanical skills is the ability to use those conventions peculiar correctly to
written language, e.g. punctuation, spelling.
2.4 Paragraph
A good paragraph is normally imported of writing. So the writers should
know element which well written paragraph must unified, coherence and complete.
Paragraph develops a unit of an outline. Siahaan and Sinurat (2005:1) states “ a
paragraph is made up of three kind’s sentences namely topic sentences, supporting
sentences and concluding sentences”.
2.4.1 Topic Sentences
Topic sentences (TS) are the most important part of paragraph. It introduces
the main idea of the paragraph and controlling idea of the paragraph. A good topic
sentence is the sentence which can be developed by some supports and it must be
interesting to attract the reader’s attention. The topic sentence is usually at the
beginning of a paragraph which most of topic sentences is the general statement. The
topic sentence can be factual.
Example 1 :
Studies on Human Brain
The study on the dead brain is called Autopsy study. The technique of the study is by conducting an observation to a patient who is displaying a neurological disorder. Soon after his death, the brain is examined to determine the areas that are damaged. The purpose is to develop theories about the role of the damaged brain parts in normal functioning. A famous example of this study refers to the analysis of Paul Broca, a nineteenth-century French neurologist. He conducted an observation on a patient who was completely unable to speak, but understand everything that was said to him and towards his dead (age 57) he developed a paralysis of his right arm and leg. Immediate after his dead, Boca examine tha brain and found a severe damage (lesion) in the lower rear area of the left frontal lobe. The conclusion is that the part of the frontal lobe is responsible for speech production. Many studies, which were conducted later supported Broca’s conclusion.
Based on the previous paragraph, the writer conludes that, the study on the
dead brain is called Autopsy study, as the topic sentence. This topic sentence can be
developed to be a paragraph, because the example of the topic sentence above
includes to factual data. This topic sentence is supported by following relevant
sentences, so it can be well formed into a good paragraph.
Topic sentence also can be an opinion. An opinion is a type of the subjective
data. It is based on a person’s emotion, or belief, or feeling, or love, or ideology. The
following is an illustration.
Example 2 :
The President of the country
The president of the country is a corrupted leader of the nation. He enjoys long holidays overseas. He has lots of understanding with conglomerates. He deposits money in the foreign countries. He likes giving projects to his relatives. He gives more power to some departments. He also lengthens overseas time contracts. The president of the country commits corruption from his legal works.
Based on the previous paragraph, the president of the country is a corrupted
leader of the nation. This topic sentence comes from the witer’s opinion. This topic
sentence cannot be verified by using a physical instrument of measurement. A
person’s opinion towards an object id different from the other’s opinion. An opinion
statement is not considered as an empirical fact. It cannot be verified by using a
physical instrument of measurement.
2.4.2 Supporting Sentences
The supporting sentences (SS) elaborate the topic sentence by proving
elaboration or expansion of the topic sentence.
Example 3:
The Meaning of The Language Use
The meaning of the language use that is added to the semantic meaning derives from the linguistic context as the linguistic performance of the language. The meaning of the word “green” is from its performance in its linguistic context. The context of the word “green” is the additional meaning to its semantic meaning. The word “ green” means “color” in “The lady is wearing a green
hat”. It means “inexperience or not qualified” in “John is still green”. It means “raw or unripe” in “We do not want to eat the green fruit”. It means “reforestation” in “Green revolution began in Europe”. This kind of context refers to internal factors of a sentence that give the semantic meaning of a word in the sentence.
TS : The meaning of the language use that is added to the semantic meaningderives from the linguistic context as the linguistic performance of the language.
SS1 : The meaning of the word “green” is from its performance in its linguistic context.
SS2 : The context of the word “green” is the additional meaning to its semantic meaning.
SS3 : The word “ green” means “color” in “The lady is wearing a green hat”.SS 4 : It means “inexperience or not qualified” in “John is still green”.SS 5 : It means “raw or unripe” in “We do not want to eat the green fruit”.SS6 : It means “reforestation” in “Green revolution began in Europe.”CS : This kind of context refers to internal factors of a sentence that give the
semantic meaning of a word in the sentence.
Based on the previous data, it obviously shows several supporting sentences
which explain the topic sentence. Every supporting sentence is related to the topic
sentence written in the paragraph which is about language use, it means that the
supporting sentences give a strong contribution to the topic sentence to explain
widely the topic sentence so that it becomes a good paragraph.
2.4.3 Concluding Sentence
Concluding sentence (CS) is a last part of paragraph which is usually placed
in the ends of the paragraph. Concluding paragraph is closed to the development of
the paragraph.
Example 4 :
The Important Function of English Language
The world globalization gives the English language a very important function for the human’s life. It is accepted as an international language of technology and commerce. As a consequence, more and more people learn it specifically because they want to do their business effectively. The facts indicate that business people sell their products to the international society in English. Beside that, automotive and electronic instructions are widely given in English. In addition to that, doctors and researchers read the developments of their field in English. The most important fact is that the majority of textbooks and journals are written in English. This means that people are placed to the fact that they cannot neglect to learn the English language.
TS : The world globalization gives the English language a very importantfunction for the human’s life.
SS 1 : It is accepted as an international language of technology and commerce.SS 2 : As a consequence, more and more people learn it specifically because
theywant to do their business effectively.SS 3 : The facts indicate that business people sell their products to the
internationalsociety in English.SS 4 : Beside that, automotive and electronic instructions are widely given in
English.SS 5 : In addition to that, doctors and researchers read the developments of
theirfield in English.SS 6 : The most important fact is that the majority of textbooks and journals
arewritten in English.CS : This means that people are placed to the fact that they cannot neglect to
learn the English language.
Based on the previous example, it shows that concluding sentence is placed in
the last part of paragraph. It is a single sentence. It concludes the topic sentence and
supporting sentences which explain about the importance of English language. It
closes the development of the paragraph.