Writing Flowchart

8/13/2019 Writing Flowchart

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CHAPTER I

INTRODUCTION

This chapter deals with background, problem

statement, objective, significance, and scope of the research.

A. Background

English language has a central role in developing intellectual,

social, and emotional competence to students. It is also an important tool

in learning and developing sciences, technology, and art. anguage learning is

e!pected to help students to recogni"e themselves, their culture and another

culture. #esides, it also helps students to e!press their idea, thought, and

feeling. In addition, they are able to participate in society and even to find and also

use their analectic and imaginative ability.

1In the competence based curriculum, the students are e!pected to be able to

communicate. The ability to communicate is the ability to understand and produce

discourse of which it can be reali"ed in four language skills, namely listening,

speaking, reading, and writing. $oreover those four skills should be applied in real

life. %ence, English subject needs to develop those skills. In order that, the students

are able to communicate and make discourse in English language in certain literacy

level.


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'riting is one of the language skills that play an important role in human

communication. The important of writing is coming to be more and more recogni"ed.

It is through the written mark that links with the outside word are formed.

There is no doubt that English writing is important as the other three(language

skill. The ability to write is fre)uently demanded in many occasions in our life. *or

many reasons writing skill is crucial to most people. Adelstein and +ipal 1-/0

e!press that in all subjects in our life or in all profession, the ability to write or

e!press oneself clearly is essential basic for success. 'riting is crucial meaning of

human communication. It is used to communicate with other people in society and to

e!press our feeling and opinions. 'riting means of both communication and self

e!pression.

%eaton in oni 1-231&40 states that many students still encounter

difficulties in writing because it is comple! and difficult. In studying English, many

students who study in the tertiary level still often make errors in writing through they

have learned it for many times, even years.

In writing we need a good idea in order to produce a composition or written

material. If students have no good ideas they will get boring and not interesting in it.

*or writing subject, students must have idea about what will they write and how far

they know about the topic, sometimes they have to choose one theme and then decide

one topic, finding the appropriate word to e!press an idea.

'riting through process helps students become aware of their skills. 5ulit"er

5ric"e 'inner, 6onal $urray in 7upriadi &//0 say that creative writing is not only


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to communicate information, but also to make the reader care about that in formation,

makes his felling, e!periences, gets under his skin must be developed by encouraging

students to discover who they are and what they have to say. After that, they put

words into sentences, into paragraph and paragraps into free of composition.

#ecause of the difficulties of writing, teacher should give more attention to

teach writing skill to increase the students9 ability to write. :ne of the way of

increasing the students9 attention in writing is to provide media, which are interesting

to them. :ne kind of useful media in teaching process is visual aids like ficture,

flowchart, etc.

In relation to the importance of meaningful material, the researcher has an

alternative to use flowchart. Especially flowchart to help the students to e!press their

idea or opinion in to written form, but sometimes they have a limited idea and make

their writing dead.

*lowchart using fictures symboli"es or signs for kinds of work and certain

function. It fictures only essential commands and is effective to design structured

programs. The use of flowchart can be used as on alternative media in writing

because it serves both visual aids and minds mapping.

;efering to the e!planation above, the writer is interested to conduct a

research at 7$5 egeri 2 $akassar. 7o through flowchart, it tends help the students

to e!press their ideas easier. E!perienced writers often return to flowchart whenever

they are stuck for ideas or words. It gives them writing power.


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#ased on the e!planation above, the writer carries out the research under the

title Improving the tudent!" A#i$it% to &rite Paragraph #% U!ing '$o(chart o)

the econd *ear tudent! at +P Negeri , +aka!!ar-

#. Pro#$em tatement

#ased on the previous background, the writer formulates a research )uestion

as follows3

1. Is the flowchart effective to improve the students9 ability of the second year

students at 7$5 egeri 2 $akassar to write paragraph0 $echanics

There are at least two parts of mechanic in writing, namely

punctuation and capitali"ation. 5unctuation is important as the way to clarify

meaning in English writing capital letters have to participles. *irst they are

used to distinguish between particular and proper things. 7econd, it is used as

first word in )uotations, a formal statement and proper adjective.

d. Writing Forms

7tudents often write personal narratives about e!periences in their own

lives. They may write about a vacation whatever they want to go. 7ometimes they


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may choose to report information about dinosaurs, making candles, or other topics

they are knowledgeable about. According to Temple, et. al. 1-&38-0, many

other forms of writing are available to the students, in the following3

10 Fournal writing

7tudents write in personal journals about events in their lives, in

dialogue journals to converse with classmates and the teacher, in learning logs

to document learning in content area classes, in reading logs to reflect on

literature, and in simulated journals in the role of a historical personality or

literary character.

&0 6escriptive writing

7tudents use observation, sensory words, and comparisons to write

descriptions of objects, people and events.

80 etter writing

7tudents write friendly letters to pen pals and authors, courtesy letters,

and business letters to re)uest and share information.

20 #iographical writing

7tudents write biographies of well(known contemporary and historical

personalities, personal narratives about e!periences in their own lives, and

autobiographies to document their own lives.

>0 E!pository writing

7tudents write reports and other forms of e!pository writing to share

information about social studies, science, and familiar topics.


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40 arrative writing

7tudents retell familiar stories, write stories a well(developed

structure, and rewrite stories from different points of view.

?0 5oetic writing

7tudents play with words, create word pictures, and write poems.

0 5ersuasive writing

7tudents use persuasion techni)ues and propaganda devices to write

persuasive essays and letters and create advertisements and commercials.

e. Kinds of Composition

'riting in many ford varieties the classical rhetoricians classify writing

and speech in four forms of the discourse, those are3

1. arration

arrationis writing which tells a story. 'hen a writer uses this method

of development of writing, he intends to tell readers something that happened

and how it happened. The story or ideas in narration are ordered

chronologically, starting from the beginning up to the end.

&. 6escription

6escriptionis writing which attempts to create a picture in the readers

mind. 'hen a writer uses this method to write, he intends to make the readers

vividly aware of what something look like, sounded like, smelled like, field

like, or started like. 'hen the writer uses description mode, he is trying to

recreate in words something he perceived trough his five senses or created in


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his imagination. 6escriptive is common way to present details, but it often

appears with others forms or pattern of development.

8. E!position

E!position is writing which informs or e!plains. 'hen a writer uses

e!position, he intends that readers will understand the something informed or

e!plained more clearly when they have finished reading the writing.

E!position or e!pository writing, which is informative writing, designed to

e!plain or clarify facts and ideas. It is the kind of writing most often re)uired

of college students and people holding job that re)uired a college education.

2. Argumentation

Argumentation is writing which are attempts to convince someone else

about something. 'hen a writer uses argument to write, he intends to

convince readers to believe something, or to have a certain attitude about an

issue, or to fell a certain way about a situation, or to do something.

g. Writing Process

The writing is a way of looking at writing instruction in which the

emphasis is shifted from students9 finished products to what students think and do

as they write. *urthermore, Temple, et. al. 1-&3-(&20 state that writing activity

generally re)uires several processes namely prewriting, drafting, revising, editing

and publishing. To make it clearer, the e!planation is as follows3


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10 5rewriting

5rewriting is the getting(ready(to(write stage. The traditional notion

that writers have thought out their topic completely is ridiculous. If writers

wait for the ideas to be fully developed, they may wait forever. Instead,

writers begin tentatively talking, reading, and writing to see what they know

and direction they want to go.

5rewriting has probably been the most neglected stage in the writing

process however, it is as crucial to writers as a warm up is to athletes. 6uring

the prewriting stage, the activities are3 10 choosing a topic, &0 considering

purpose, form, and audience, and 80 generating and organi"ing ideas for

writing.

&0 6rafting

In the process approach to writing, students write and refine their

compositions through a series of drafts. 6uring the drafting stage, students

focus on getting their ideas down on paper. #ecause writers do not begin

writing with their compositions already composed in their minds, they begin

with tentative ideas developed through prewriting activities.

The drafting stage is the time to pour out ideas, with little concern

about spelling, punctuation, and other mechanical errors. The activities in this

stage are3 10 writing a rough draft, &0 writing leads, and 80 emphasi"ing

content, not mechanics.


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80 ;evising

6uring the revising stage, writers correct their ideas in their

compositions. :ften students terminate the writing process as soon as they

complete a rough draft, believing that once their ideas are jotted down the

writing task is complete. E!perienced writers, however, know they must turn

to others for reactions and revise on the basis of these comments.

;evising is not just polishing writing it is meeting the needs of readers

by adding, substituting, deleting, and rearranging material. The word revision

means Gseeing againH, and in this stage writers see their compositions again

with their classmates and the teacher helping them.

;evising is the e!amination of the draft to find mistakes, deficiencies

or irrelevant points and after that improving the te!t. ;evising should be better

done after the completion of the first draft, so that it will not interrupt the flow

of writing. The activities in the revising stage are3 10 rereading the rough

draft, &0 sharing the rough draft in writing group, and 80 revising on the basis

of feedback received from the writing group.

20 Editing

Editing is putting the piece of writing into its final form. ntil this

stage, the focus has been primarily on the content of students9 writing. :nce

the focus, changes to mechanics, students polish their writing by correcting

spelling and other mechanical errors. The goal here is to make writing

Goptimally readableH.


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'riters who write for readers understand that if their compositions are

not readable, they have written in vain because their ideas will never be read.

7tudents move through three activities in the editing stage3 10 getting distance

from the composition, &0 proofreading to locate errors, and 80 correcting

errors.

Editing means that how to correct the organi"ation of writing and

seeing the wrong words. *urthermore, *lower and %ayes in Indrayani &//?0

say that there are four types of editing3

a. Editing for standard language conventions3 spelling, grammar,

repetitions.

b. Editing for accuracy of meeting3 wrong words, ambiguities.

c. Editing for reader understanding3 unusual words, missing conte!ts.

d. Editing for reader reacceptance3 offensive tone and consistency.

>0 5ublishing

In the final stage of the writing process, students publish their writing

and share it with an appropriate audience. As they share their writing with real

audiences of their classmates, other students, parents, and the community,

students come to think of themselves as authors. The ways to share writing are

students read their writing to classmates, or share it with larger audiences

through hardcover that are placed in the class or school library, class

anthologies, letters, newspaper articles, plays, filmstrips and videotapes, or

puppet shows.


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&. Concept o) Paragraph

a. Definition of Paragraph

indbolm in Indrayani &//?0 describes that a paragraph is a group of

sentences. It is composed by e!pressing one central idea, complete itself, and also

subdivision or a part of something larger such as a composition or a chapter in a

book.

5aragraph is a group of sentences. It means there are some sentences are

grouped with one central idea. In addition, #arnett 1-?23 ?0 defines that a

paragraph is a group or related sentences about a single topic. It has four essential

parts3 topic, idea, details, and transition.

According to =rimon in Irwan &//40 a paragraph is a group related

sentence which presents one idea or aspect of on idea. A good paragraph not only

just state the idea, but also each sentence in it support or e!tend the central idea.

In spite of the paragraph is short but it is complete composition. The basic rule of

follow the length of the paragraph you write is making the paragraph long enough

to develop its central idea clearly and completely. 6o not make a paragraph so

long that you do not relate to the central idea becomes repetition and boring.

b. Characteristics of Good Paragraph

7awaka 1-3 410 e!plains that a good paragraph should have four

characteristics, they are3


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10 nity, a paragraph has a unity if every sentence in it develops one central idea.

'hen a paragraph a unity, it sticks to the topic. It develops without getting of

track. This means that all developments support the topic sentence.

&0 =ompleteness, a complete paragraph provides information well enough and it

develops the truth for the reader. In complete paragraph, the writers provide

the readers with restricted topic sentences and sufficient information to clarify

analy"e and support the main idea that which is stated in the topic.

80 :rder, in paragraph can be achieved by presenting the information of

paragraph in a desirable se)uence. The order of information is a paragraph

depends on the subject mater, the purpose of the writing, and the writer9s

preference.

20 =oherence means sticking together and in paragraph can be achieved by

connecting one sentence to other. Each sentence in a paragraph is closely

related to the ne!t. It takes the reader logically and smoothly from one

sentence to the ne!t so that ideas stick one another.

c. Main Parts of Paragraph

:shima et. el. in 7araka 1-0 classifies paragraph into three major structural

parts namely topic sentence, supporting and concluding sentence. Those are

described as follow3

1. Topic sentence

The topic sentence states the main idea of paragraph it briefly indicates

what the paragraph is going to discuss. It contains both a topic and a


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controlling idea. It names the topic and them limits the topic to a specific

area to be discussed in the space of single paragraph. A topic sentence is a

complete sentence, that it contains a subject, a verb, and usually

complement. The topic sentence gives only the main idea, therefore it is

the most general statement in the paragraph. It does not give any specific

details.

&. 7upporting sentence

The supporting sentence develops the topic sentence. It e!plains the topic

sentence by giving reasons e!emplifications0, statistics and )uotations.

8. =oncluding sentence

The concluding sentence signals the end of the paragraph and leaves the

readers with important points to remember. It serves three purposes

namely, 10 it signals the end of the paragraph, &0 it summari"es the main

points of the paragraph, and 80 it gives a final comment on the topic and

leaves the reader with the most important ideas to think about.

8. Concept o) '$o(chart

As a whole, flow(charting has been around for a very long time. In fact,

flowchart has been used for so long that no one individual specified as the father of

the flowchart. The reason for this is obvious. A flow this reason, flowcharts can be

recogni"ed as a uni)ue )uality improvement method.


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a. Definition of Flowchart

A flowchart is defined as a pictorial representation describing a

process being studied or even used to plan stages of a project. The flowchart is

a visual representation of the s)uare of the content of your plan.

5rogrammers use flowchart to plan their programs before write them.

A flowchart is a picture to show how to do something. It shows all the

necessary steps. 'hen a programmer writes a computer program, it must be

very specific. It must include all the steps of a process. A flowchart helps

programmers to organi"e their thinking.

b. Types of Flowchart

*our particular types of flowchart have proved useful when dealing

with a process analysis3 top(down flowchart, detailed flowchart, work flow

diagrams, and a deployment chart. Each of the different types of flowchart

tends to provide a different aspect4 to a process or a task. *lowcharts provide

an e!cellent from of documentation foe process, and )uite often are useful

when e!amining how various steps in a process work together.

c. Characteristics of Flowchart

*lowchart is specifically used for a process. *lowchart tends to

provide people with a common language or reference point with dealing with

a project or process. It shows what comes first, second, third, etc. as well as

what your reader will do, if anything, and what will happen when they9ve

done it. 7 completed flowchart organi"es your topic, strategies, treatments,


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and options into a plan from which you can work out the details of what each

screen, page, frame, or shot will look like. *lowchart use pictures to

symboli"e or sign for kinds of work and certain function. It pictures only

essential commands and it is effective to design structured programs.

d. The Use of Flowchart in Teaching Writing

#ase on some research findings, students9 ability to write paragraph

still can not achieve into very good or e!cellent category. It indicates that

teacher help them by writing, like diagram, photograph and pictures,

flowchart also be used as one alternative media in writing.

*lowchart is specially used to describe chronological order or even and

to make planning. It is visual or pictorial representation that is completed by

arrows.

e. Advantages of Using Flowcharts

The benefits of flowcharts are as follows3

1. =ommunication3 *lowcharts are better way of communicating the logic of

a system to all concerned.

&. Effective analysis3 with the help of flowchart, problem can be analy"ed in

more effective way.

8. 5roper documentation3 program flowcharts serve as a good program

documentation, which is needed for various purposes.

2. Efficient coding3 the flowcharts act as a guide or blueprint during the

system analysis and program development phase.


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>. 5roper debugging3 the flowchart helps in debugging process.

4. Efficient program maintenance3 the maintenance of operating program

becomes easy with the help of flowchart. It helps the programmer to put

efforts more efficiently on that part. http3@@www.nos(org@htm@basic&.htm0.

It seems that, students will be more interested and more stimulated to write

about something which is related to students9 lives. 'riting about students9

e!perience will be very interesting, however, the flowchart e!perience is valuable

because students are developing writing fluency, learning a strategy to use when they

do not know how to start a writing assignment, and learning that they usually do have

something to say on almost any topic. $oreover the students will be more interested

in writing when they are given certain topics. #y using flowchart they will be able to

e!press their ideas, vocabulary and sentences easily to write. *lowchart can help

students overcome the sense of block. It gives them writing power.

=. Theoretica$ 'rame(ork

The theoretical framework in this research is show in the following diagram3

'igure 12 Theoretica$ 'rame(ork
http://www.nos-org/htm/basichttp://www.nos-org/htm/basic


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CHAPTER III

+ETHODO0O3* O' THE REEARCH

This chapter presents the research design, variable, population and sample,

research instrument, procedure of collecting data, and techni)ue of data analysis.

A. Re!earch De!ign

The method used in this research was pre(e!perimental with one group

pretest(posttest design. This design involved one group which is pre(tested O10,

e!posed to a treatment 40, and post(tested O50. The design can be presented as

follows3

'igure 52 Re!earch De!ign

Day, 1-1,&&>0

#. Re!earch /aria#$e!

a. Independent variable of the research was using flowchart in writing a

paragraph.

b. 6ependent variable was the ability of students to write a paragraph.

&4


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=. Popu$ation and amp$e

1. Popu$ation

The population of the research was taken from the students at the second year

students of 7$5 egeri 2 $akassar in &//@&//- academic year. This

population consists of 1&/ students in three classes

&. amp$e

This research used cluster random sampling techni)ue. It means that the writer

chose only one class, namely the students of class II with 8 students from

some classes, was taken as the sample of the research. It is e!pected to be

more accurate.

6. In!trument! o) the Re!earch

To collect data, the writer used writing test. The test consisted of pre(test and

post(test.

E. Procedure o) Co$$ecting Data

The procedure in collection data is present in chronological order as follows3

a. 7ociali"ation3 the writer sociali"ed the way of the research that would be

conducted to the students.

b. 5re(test3 the students write a paragraph according to the topic that the

researcher given.

c. Treatment3 after giving the pre(test, the students would give a treatment for

eight meetings. In each meeting the students would give materials.


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*or detail information, the writer e!plained the treatment in every meeting in

the following3

10 The first meeting3 the researcher introduced and e!plained about

paragraph.

&0 The second meeting3 the researcher introduced and e!plained the

flowchart.

80 The third meeting until the eight meeting3 make a paragraph according to

material that the writer given for students.

d. 5ost(test3 after the treatment, the post(test conduct to find out the students9

achievement and their progress. The test was similar to the pre(test.

*. Techni6ue o) Data Ana$%!i!

The data collected through the test were analy"ed by using pre(e!perimental

method. The writer observed only one aspect in writing. The aspect observed was

content. This is adapted from Indrayani in 7upriadi &//03


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1. =ontent

Ta#$e212Content C$a!!i)ication

C$a!!i)ication core Criteria

E!cellent to very good

Dood to average

*air to poor

+ery 5oor

1//(2

8(4

4?(>1

>/(82

Bnowledge, e!perience, suitable substance,

fluent e!pression, ideas clearly stated.

7ome knowledge and e!perience of subject,

advantage range.

imited knowledge and e!perience of subject,

little substance.

6oes not show knowledge and e!perience of

subject, no substance.

%eaton, F. #3 1-20

&. The classification of the students score is as follows3

Ta#$e252 coring Rank

No C$a!!i)ication Range o) core

1.

&.

8.

2.


Dood to average

*air to poor

+ery 5oor

1//(2

8(4

4?(>1

>/(82


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%eaton, F. #3 1-20

8. To find out the mean score, the following formula was applied3

!

"

'here3

3 $ean score

3 The sum of all scores

! 3 The number of students

Day, 1-?3 8410

2. To find out standard deviation of the students9 score in pre(test and post(test by

applying formula below3

#D

( )

1

&

&

!

!

""

'here3

#D 3 7tandard deviation

" 3 The sum of all score

&"

3 The sum s)uare of all sore


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! 3 Total number of students

Day, 1-?38410

>. To find out the significant differences between the score of pre(test and post(test

by using the formula3

t

( )

( )1

&

&

!!

!

DD

D

'here3

t 3 Test of significance

D 3 The mean of the differences score

D 3 The sum of total score of difference

6 3 The 7)uare of the sum score of different

! 3 The total number of students

Day3 1-?0

4. To find out the mean score differences by using the formula3

D !

D

'here3

D 3 The mean of the differences score

D 3 The sum of the differences score


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! 3 The total number of students

Day3 1-?0

CHAPTER I/

'INDIN3 AND DICUION

This chapter presents findings and discussion. The result of data analysis is

presented in finding part, and further e!planation is presented in discussion part.

A. The 'inding!

1. Tota$ core o) tudent!" Pre7te!t and Po!t7te!t

The scores of the students were observed on the one component of

writing. The data is presented in the following table3

Ta#$e282 're6uenc% and Rate Percentage o) the tudent!" core in the

Pre7Te!t

No C$a!!i)ication Range Pre7te!t

're6uenc% Percentage

1.

&.

8.

2.


Dood to average

*air to poor

+ery 5oor

1//(2

8(4

4?(>1

>/(82

(

1

4

81

(

&.48J

1>.?-J

1.4J


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88

Total 8 1//J

8&The table 8 above indicates that, in the pre(test there were only 1 &.48J0

students9 score classified as good to average, 4 1>.?-J0 students9 score classified

as fair to poor and 81 41.4J0 students9 score classified as very poor. $ean score

of the students9 ability in writing paragraph for pre(test was 28.2?. In this case, the

researcher concluded that, students still low and can not be able to write. It means

that, the ability of writing still low. Therefore, the researcher considered that the

students need many e!ercise and interesting techni)ue to develop writing ability.

After applying the strategy $%ic&writing0, the ability of the students can

develop significance. The data is presented in the following table3

Ta#$e2,2 're6uenc% and Rate Percentage o) the tudent!" core in the

Po!t7Te!t

No C$a!!i)ication Range Po!t7te!t

're6uenc% Percentage

1.

&.

8.

2.


Dood to average

*air to poor

+ery 5oor

1//(2

8(4

4?(>1

>/(82

8

?

1

1/

7.89J

1.2&J

2?.8?J

&4.8&J

Total 8 1//J

The table 2 above indicates that, in the post(test there were 8 ?.-J0

students9 score classified as e!cellent to very good, ? 1.&2J0 students9 score


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classified as good to average, 1 2?.8?J0 students9 score classified as fair to

poor, and 1/ &4.8&J0 students9 score classified as very poor. $ean score in the

post(test was >-.?2

#ased on the data above, the writer can conclude that before treatment, the

students9 writing ability was 28.28, which is classified as very poor. After the

treatment was given, the students9 ability increased to >-.?2, which is as fair

classification. It was proved that there was a significant difference between the

result of pre(test and post(test.

&. +ean core and tandard Deviation

After calculating the result of the students9 pre(test and post(test, the writer

then calculated the mean score and standard deviation. The result also showed that

students9 writing ability was increased. The result can be seen in the following

table3

Ta#$e292 +ean core and tandard Deviation

Te!t +ean core tandard Deviation

5re(test

5ost(test

28.2?

>-.?2

&.1>

&./2

Table > above shows the statistical summary of the students9 mean score

and standard deviation both in pre(test and post(test. The mean score of the

students9 pre(test was 28.2? which is classified as poor with standard deviation


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&.1> and the mean score of the students9 post(test was >-.?2 which categori"ed as

fair with standard deviation &./2.

8. Te!t igni)icance

In this case, the researcher taken test significance in order to know

whether or not the mean score is statistically different from two variables pre(test

and post(test0 at the level of significant difference /./>0 with degree of freedom

df0 (1, where the total of the students 80.

The following table shows the result of t(test calculation3

Ta#$e2:2 T7Te!t Ca$cu$ation

/aria#$e T7te!t va$ue T7ta#$e va$ue

K1L K& -.?/ 8./>8

Table 4 above indicates the value of t(test is greater than the value of t(

table T(test value M T(table value0. It shows that there is a significant difference

between the results of students9 pre(test and post(test.

#. Di!cu!!ion!

The description of data collected through the writing test as e!plained in the

previous section shows that the students9 ability in writing developed. It was

supported by the fre)uency and rate percentage of the result of the students9 pre(test

and post(test. In pre(test there is no student in e!cellent score and the post(test the

writer finds 8 ?.-J0 students in e!cellent to very good and ? 1.2&J0 students in

good to average. In pre(test there are 1 2/J0 students in fair to poor score and there

are &? 4/J0 students in very poor score. In the post(test there is 1 &.48J0 student in


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good to average and there are 4 1>.?-J0 students in fair to poor and 81 1.4J0

students in very poor. *rom the result, it can be concluded that the students9 writing

ability was increased during the treatment. It means that the students ac)uired the

materials.

ooking at the comparison of the students9 pre(test and post(test in fre)uency

and rate percentage, the researcher can conclude that there is an improvement of the

students9 ability in writing after giving the treatment materials.


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8?

CHAPTER /

CONC0UION AND U33ETION

This chapter consists of two parts. The first part is conclusions that are based

on the research finding and discussion. The second part is suggestion that based on

the conclusion.

A. Conc$u!ion!

#ased on the discussion and e!planation in the previous chapter and looking

at the result of this research, the researcher put forward some conclusions as follows3

*lowchart was effective to be used to improved students9 ability in writing

because there was a significant difference between the progresses in writing of the

students who were studying through flowchart and those are not. #y flowchart

strategy, the students can e!press their ideas easily without stopping and rushing. It

gave them writing power and easy to understand. It was proved that there was

significant difference between the result of students9 pre(test and post(test by the

value of t(test is greater than the value of t(tableTtest value-.?/0 M Ttable value8./>800.

#. ugge!tion!


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8

In relation to the conclusion above, the researcher formulates some suggestion

in the following points3

8?

1. Teacher should motivate and give e!planation about the important of writing as

well as other language skills.

&. The teacher should be more creative to enrich their teaching material. They can

use flowchart strategy to motivate the students in learning English especially in

writing.

8. The teacher should give more chance and guidance practice to write as the one

way to develop the students9 writing ability in the class.


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8-

BIB0IO3RAPH*

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Thesis 71, I Alauddin $akassar.

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Alauddin $akassar.

Arnaydet, $artin. 1-1.Paragraph Development(ew Fersey3 5rentice %all Inc.

#ambang, 7ugeng and a"r, 7ainah. &//2. F%nctional /nglish for #enior 1igh#chool(7olo3 5T Tiga 7erangkai $andiri.

#ram. 1-->. Techni2%es in Teaching Writing(ew Cork.

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$akassar.

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Indrayani, $astira. &//?0 0mproving #t%dents. A)ility to Write Descriptive

Paragraph )y Using Photographs(Thesis 71, $ $akassar.

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2&

CURRICU0U+ /ITAE

URIANI; was born on April 1&th, 1-> in 5anasa, #ulukumba regency. %is father is

%. $uh. Camin and his mother is %j. %awiah. 7he is the oldest of two young

brothers. 7he began her education at elementary school at 76 egeri 2 5angi(pangi

and graduated in 1--. And then she continued her study at 7T5 egeri 1

5alampang and finished in &//1. 7he continued her study at 7$A egeri 1

#ulukumba and finished in &//2. In the same year, she was registered as a student of

English Education 6epartment of Tarbiyah and Teaching 7cience *aculty, Alauddin

7tate Islamic niversity of $akassar on strata one program. 6uring her study she was

active in %$I, E7; $akassar. The writer has been active in 5$II $etro $akassar.

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Writing Flowchart

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